Embed Size (px)
Citation preview
LEVEL 5 LEARNING FROM HOME Week 6
Monday 16th August – Friday 20th August
Hello Level 5 learners!
In this document you will find your learning for the Learning from Home period. We encourage you to give yourself
breaks in-line with recess and lunch as routine is important.
We wish you all the best with your learning journey and we know that you will try your best during this time!
Ms Krsteska, Ms Singh, Mr Joyce, Ms Liburti, Ms Stevenson.
LEVEL 5 RECOMMENDED TIMETABLE FOR ‘LEARNING FROM HOME’
Session 1 Session 2 Brain
Break
Session 3 Recess Session 4 Lunch Session 5
Monday YCDI
(20 mins)
Inquiry
(45 mins)
Reading
(45 mins)
Writing
(45 mins)
Maths
(45 mins)
Tuesday YCDI
(20 mins)
Inquiry
(45 mins)
Reading
(45 mins)
Writing
(45 mins)
Maths
(45 mins)
Wednesday Specialist Day
Thursday YCDI
(20 mins)
Inquiry
(45 mins)
Reading
(45 mins)
Writing
(45 mins)
Maths
(45 mins)
Friday YCDI
(20 mins)
Independent
Learning
Reading
(45 mins)
Writing
(45 mins)
Maths
(45 mins)
MONDAY 16TH AUGUST
YCDI LI To understand the role of our physical environment SC Identify positive physical environments Describe the connection between physical environments and feelings Analyse the physical environment around me Reflect on the importance of our physical environments Mini Lesson Did you know that the natural environment has an important role in our mental health and wellbeing. A short walk and looking at images of nature can reduce negative feelings, such as anxiety and anger, and increase positive feelings.
Where you set up your learning space can also impact your feelings. For example, your bed is a relaxing place. Your brain associates your bed with sleep. If you spend all day in your bed doing your learning, several things may happen: Your brain doesn’t associate bed with rest, meaning when it is time to sleep your brain doesn’t want to because it thinks it is time to work.
When you’re learning, you may feel tired and lazy because your brain thinks it is time for a rest. Your back may hurt because your spine is not supported. Learning Task
1. Where do you like to learn from in your house? Why? 2. Do you think this is the best place to learn? Why/Why not? 3. How do you feel in this environment?
When you’re starting to feel tired or negative today, try and change your learning space, place yourself near a window so you can look at the nature outside. If it’s a nice sunny day you might even want to do some learning outside. Reflection Did you change your learning space? What impact did this have on you?
INQUIRY LI To understand how to respectfully communicate values from other cultures SC Identify values that can be communicated Describe how values can be communicated when dancing Analyse how values can me communicated respectfully Reflect on cultural connections Mini Lesson How do you think communities would like to be portrayed in dancing? When you are dancing a dance that is not from your culture, you might need to consider your facial expressions, your costumes, the music choice as we know dancing communicates ideas about a culture! For example, when Chinese dancers select their costumes, they often have red because it symbolises lucky, joy and happiness. This is what they want to portray to others.
Learning Task Watch the video below: https://www.youtube.com/watch?v=eCUKYUD3RiM
1. What steps do you these dancers take to ensure they were respectful? 2. Why is it important to take these into consideration? 3. Why might some cultures not like to be stereotypically represented in dance?
A stereotype is:
A set idea that people have about what another person or group of people are like, especially an idea that is incorrect. Reflection How would your culture like to be portrayed when dancing?
READING
LI: To explore different perspectives within the same topic
SC:
Identify the topic of the poem.
Describe the clues that support your thinking.
Compare the different perspectives in the poem.
Reflect on which poem is more impactful.
CAFE STRATEGY: Compare and contrast
Learning This week we will be learning about perspectives in poetry. A perspective is your thinking based on your prior experiences. In writing, when we identify the perspective of a text we identify who wrote the text and the idea they are trying to communicate. There are different ways that we can identify perspectives within a text.
• If an author is using the pronoun ‘ I ‘, we can say that they are writing based on their own personal experience. This is known as first perspective.
• If an author is using the pronouns, ‘he, she, they’ and does not use, ‘ I ‘, we can say they are writing about someone else’s experience. This is known as a third perspective.
• If an author is using the pronoun, ‘you, yours, we, us’, we can say that they are including the reader in their text. This is known as a second perspective.
• In addition to identifying first, second and third perspective, we can also identify WHO is writing the poem. We use the clues in the text to do this.
• What is the main idea in the poem? What is the author trying to communicate? Learning Task: Read the poem ‘Braver’. Then, read the poem, ‘I am Brave.’ Take the time to understand the meaning of both poems.
1. What is the ‘Braver’ about? What is the main idea? 2. What is ‘I am brave’ about? What is the main idea? 3. How are they similar? 4. How are they different? 5. What are the two different perspectives presented in the poem? 6. Who might be the author of the first poem? Which clues did you use to determine this? 7. Who might be the author of the second poem? Which clues did you use to determine this? 8. Which poem is more impactful to you and why?
EAL: Read this poem and answer the following questions.
1. What is this poem about? 2. Is this poem written in the first, second, or third place? How do you know? 3. Whose perspective is this poem written from? How do you know? 4. The poem says, ‘I feel my owners’ and other people’s emotions.” How do you think these people feel about the narrator of this poem? 5. Is the narrator of this poem human? Explain your thinking.
Reflection: In writing, you will create your own poems from different perspective. To get you thinking about that, develop a brainstorm of ideas about a poem based on a personal experience that involved more than one person! Consider both perspectives in your brainstorm. Independent Reading: (15 minutes) Today you are going to read with a focus on your CAFE strategy. Ensure you are keeping a track of your thinking!
WRITING LI: To explore examples and non-examples of effectively using figurative language. VOICES Strategy: Clearly communicate main points. SC: Identify different examples of figurative language. Describe examples and non-examples of effective figurative language. Apply effective figurative language in my writing. Evaluate the clarity of my writing. Mini Lesson
When we write poetry, it is important to be applying figurative language effectively. You have all been working hard to incorporate figurative language in your poems
but let’s look at some strategies to be applying it purposefully. We will focus on metaphors.
Metaphors let your creativity and imagination loose although they can sometimes be tricky to master. To write effective metaphors, you’ll need to dig deep into your own experiences. Think about the specific feeling or image you’re trying to portray, then think about when you’ve felt or recognised that feeling or image most acutely. Here are steps you can take to help you create an impactful metaphor.
1. Choose a character, object, or setting. 2. Focus on a particular scene you’re describing. 3. Think of some other objects that share characteristics you identified in Step 1. 4. Ensure your language choice is the right fit for the comparison.
Not Impactful Impactful
Suddenly the light shone upon her,
a struggling fish caught in a spider web.
Suddenly the light shone upon her, she was pinned by the spotlight.
In the first version, a fish getting caught in a spider web is completely unrelated and is hard for the reader to imagine a clear
feeling/ image that is equivalent to being in a spotlight.
The little boat gently drifted across the pond, the way a bowling ball wouldn’t.
The little boat gently drifted across the pond, Slowly piercing through the water.
In the non-impactful sentence, the metaphor tries to explain how the boat is gently drifting across the pond but with two very contrasting objects. One is light and the other is very heavy.
It will take a big tractor to plough through the fertile fields of his mind.
*Can you rewrite the metaphor for it to be impactful?
*Look at the use of the words. Do they make sense? What other words could you use?
A good strategy for the comparison you’re using in your metaphor is to use something familiar to your character/ object. This is also a great way to build character and
voice. For example, if your character is a chef, you could infuse foody words into your metaphors:
• His face was a mangled plate of ham.
• She felt the singe of regret.
• Blueberry bruises stained his skin. Learning Task
Over the next two writing sessions, you will be writing two different poems from two different perspectives about the same idea/event with a focus on clear use of
figurative language.
. Before you start your first poem, follow these steps:
1. Choose two people or objects that have a relationship (you can get inspiration from your personal relationships and experiences or objects/ things you are passionate about).
2. Brainstorm some similarities and differences between these people or objects. Use a Venn diagram or a T-chart to organize your ideas.
Today, you will be writing from just one perspective you developed from your brainstorm. The poem will be a free verse poem. Remember to include figurative
language within your poem applying the strategies discussed in the mini lesson. Focus on quality over quantity!
Think about the example in the reading sessions!
Challenge
For those that are already comfortable with perspectives, you will write just one poem over the next two lessons, and it will be a two-voice poem. Your poem will still
be a free verse, although you will have two different perspectives within the one poem. In addition to following the steps above for your brainstorm, follow these
additional steps before you start writing your poem:
3. This poem is designed to be of two different perspectives within the one poem (often read by two voices). 4. Set up the poem so that most of the time one voice/ perspective is speaking/ thinking at a time. At times, both voices may be speaking at the same time. See
the examples.
5. This poem is meant to be read aloud! Plan on reading it aloud to a family member. Watch the video of two people discussing (in poetry form) their own perspective upon meeting each other and read some sample poems below for ideas:
https://www.youtube.com/watch?v=esgfG3BoAPc
EAL
Write a poem using first person. Use the below explanation of first person to help guide you. Aim to write 2 stanzas.
Reflection
Read you poem aloud to yourself. Is there a clear perspective of the character/ object you are writing about?
MATHS
LI: To explore the connections between related ideas in chance
SC:
Identify mathematical ideas in chance
Describe connection between chance and fractions
Relate fractions thinking into chance problem solving Reflect on application of SURF learning goal
Prepare for learning by;
Write down your SURF goal so you can reflect on it during this learning.
Math Talk:
Reynash and Nyasa decide to play a game.
They put some red and some blue ribbons in a box.
They each pick a ribbon from the box without looking (and without replacing them).
Jo wins if the two ribbons are the same colour and Chris wins if the two ribbons are a different colour.
How many ribbons of each colour would you need in the box to make it a fair game?
Is there more than one way to make a fair game?
Learning Task:
How can fractions be used to explain your thinking for the Math Talk question?
Which number would be my numerator and denominator be and how do you know this?
Why is it helpful to build connections between fractions and chance?
Challenge: Solve this problem using concrete, pictorial and abstract strategies (1 each) hint: you might use a tree diagram!
Reflection: Learners think about SURF goals and reflect on your learning using the following sentence stems....
I can apply a range of problem solving strategies One strategy I tried was...
I then, checked my thinking with this second strategy...
This is important because...
I can solve a simpler problem
The prior knowledge I used was...
This helped me because...
I broke down the problem by...
TUESDAY 17TH AUGUST
YCDI LI To understand the impact of mindful screen time and mindless screen time SC Identify the terms ‘mindful’ and ‘mindless’ Describe the impacts of ‘mindful’ screen time and ‘mindless’ screen time Compare and contrast mindless and mindful screen time Reflect on the importance of balancing screen time Mini Lesson How often do you resort to a screen when you are feeling bored? Every 5 minutes? Every hour? Every evening? IPads are tools to assist us. During Learning from Home, naturally you are on your devices more than a typical day because this is where your conferences are held and your learning is provided. When we have mindful screen time, we are using our screen time for a purpose. We are thinking whilst using the screen, it could be because we are engaging in a conference and sharing our goals, it could be because we are reading and analysing a text. When we have mindless screen time, we are not necessarily engaging in what we are doing. There is no clear end point in mind. Examples could be playing a game or watching TV.
Research shows: Children who engage in mindless screen time are less likely to eat, drink and go to the toilet and this will eventually affect emotions and behaviour. Just like junk food (chocolate, lollies, burgers and chips), a little mindless screen time is ok, but too much isn’t good for you. Learning Task
1. Think about the amount of time that is mindfully consumed vs mindlessly consumed. What impact might this have on your brain? 2. What are examples of mindful screen time? 3. What are examples of mindless screen time?
Reflection Set yourself a realistic timeframe to use your device today. How many hours will you spend on your device learning and how many hours will you spend watching another screen (eg. TV, iPad for game purposes, Nintendo DS)?
INQUIRY LI To investigate the meaning of cultural dances SC Identify components of a cultural dance Describe the meaning behind a cultural dance
Compare and contrast the background of cultural dances Reflect on the importance of acknowledging cultural dances Mini Lesson Let’s look at the background and meaning of Japanese cultural dances. https://web-japan.org/kidsweb/meet/nichibu/nichibu01.html Using this website, you will learn: The meaning behind their movements:
• Mai and Odori are the two main groups of Japanese dances.
• “In mai relatively simple movements, such as a slow shuffle and a quickly paced circling of the stage, are combined and repeated. The beauty of ancient dances, which were dedicated to the gods, can still be seen in mai.”
• Odori has many showy, boisterous movements, such as leg lifts, turns, and a variety of other steps. What they wear when dancing:
• Kimono, costumes give form to the moods of the characters.
This is a link to a Japanese dance: https://www.youtube.com/watch?v=g58qwUQtoG8 Learning Task Today, you will investigate the background and meaning of Aboriginal cultural dances. When researching, think about the following questions to guide you:
1. Why do they dance? 2. What is the meaning behind their movements? Does each movement mean something different to them? 3. Do they dress in a particular way? Why?
Reflection Why is it important to acknowledge the background and meaning of cultural dances?
READING
LI: To explore different perspectives within the same topic
SC:
Identify the topic of the poem.
Describe the clues that support your thinking.
Compare the different perspectives in the poem.
Reflect on which poem is more impactful.
CAFE STRATEGY: Compare and contrast
Learning Last week, we analysed the poem, ‘I too sing America.’
These are some of the inferences that students made about this poem.
Clues Prior Knowledge Inference
I’m the darker brother People have different types of skin colour
The author might be African American
They send me to each in the kitchen when company comes
In America, African American people were not treated the same and experienced exclusion.
This person was sent away because they didn’t want him around when their friends arrived.
From your analysis, we can infer that this poem was written from the perspective of an African American person who is experiencing exclusion from other people. We can infer that despite of the challenges they have experienced; they are positive and resilient, hoping for a better future. Learning Task: Read the poem, ‘Nothing Personal’.
1. What is the ‘Nothing Personal’ about? What is the main idea? 2. How are the two poems similar to each other? 3. How are they different? 4. What are the two different perspectives presented in the poems? 5. Who might be the author of the first poem? Which clues did you use to determine this? 6. Who might be the author of the second poem? Which clues did you use to determine this?
7. Which poem is more impactful to you and why? EAL: Read this poem and answer the questions
What is this poem about? Is this poem written in the first, second, or third place? How do you know? Whose perspective is this poem written from? How do you know? Is the narrator of this poem human? Explain your thinking. Could this be a poem written from a dog’s perspective? Explain your thinking. Reflection: In writing, you will create your own poems from different perspective. To get you thinking about that, develop a brainstorm of ideas about a poem based on a world event! Consider both perspectives in your brainstorm. Independent Reading: (15 minutes) Today you are going to read for pleasure!
WRITING LI: To explore different perspectives within a poem. VOICES Strategy: Clearly communicate main points.
SC: Identify reasons to write from a different perspective. List the different ways I can write from another perspective. Apply figurative language in my writing. Evaluate the effectiveness of writing from another perspective. Mini Lesson The best way to spot a simile is by its use of “like” or “as,” which sets it apart from a metaphor. A powerful simile draws out an emotion or experience with strong and memorable comparisons and clear purpose. Let’s look at some key points when writing a strong simile with some examples to guide your writing.
• Highlight deep emotions and experiences within your similes
• Be purposeful with your simile comparisons – Are the words being used expressing the intended meaning? Does it make sense?
• Similes are usually best used for description – character introductions, setting descriptions, and especially character interactions, where attitudes, modes of speech, and gestures can be made more compelling by imaginative comparisons.
Strong similes Poor Similes
Helps to show not tell “She was surprised in a bad way” can be improved to make stronger impact by changing it to: “She felt like an axe had been thrust into her back.”
Redundant (using more words than necessary) The lamp just sat there, like an inanimate object. The young fighter had a hungry look, the kind you get from not eating for a while.
Can be used to emphasise “The water quenched his thirst” can be improved to make stronger impact by changing it to: “He lapped up the water like a rabid dog, each swallow making him feel like he was being reborn into the world.”
A poor comparison Her lips were red and full, like tubes of blood drawn by an inattentive doctor. (Takes the reader out of the story) The sunset displayed rich, spectacular hues like a .jpeg file at 10 percent cyan, 10 percent magenta, 60 percent yellow and 10 percent black. (Completely out of tone with the rest of the story) It hurt the way your tongue hurts after you accidentally staple it to the wall. (Too excessive)
Can make a description more clear “She smiled” can be improved to make stronger impact by changing it to: “A mischievous grin spread across her face like a little girl who’d just tricked her parents.”
A cliché (a phrase that is overused) “Dead as a doornail.” “Good as gold.” “Feel like a million bucks.”
Overused Her eyes were shimmering like the moon reflecting in the pool of a cave. Her cheeks reddened like the rising sun across the desert. Her breath turned heavy, as if terrified. And yet she moved closer, like a curious cat. (One of the above may be fine, but four is too much.)
Learning Task Thinking back to the brainstorm you created in the previous writing lesson, you will now create the second poem on the second character/ object’s perspective on the same event or thing. Just as with the first poem you wrote, this poem will also be at least two stanzas long and you will apply figurative language using the strategies in the mini lesson.
Challenge
Learners writing a two-voice poem (two different perspectives in one poem) continue with this piece of writing. EAL Write a poem using third person. Use the below explanation of third person to help guide you. Aim to write 2 stanzas.
Reflection You will have finished your two poems from two different perspectives on the same thing or event. Read both poems to a family member. Ask them if they were able to identify the two different perspectives and make the connection it was about the same event/ thing.
MATHS
LI: To understand frequencies. SC: Identify different types of frequency Define varied frequencies in real life context (expected/observed) Apply frequencies to patterns within your household Formulate conclusions based on data Prepare for the learning by; Writing down your SURF goal so you can reflect on it during and after the learning task. Mini Lesson Research the terms Expected Frequency and Observed Frequency and add the definition and example to the glossary you started last week. Look at the example and steps for creating a frequency table to refresh your memory ahead of the learning task.
Learning Task
Choose 3-5 rooms in your house that are used most by you and your family. Create a frequency table to record how often these rooms are used throughout the day.
Answer the following:
What do you think the expected frequency of people visiting these rooms will be?
What factors will affect this? (Number of people in your house, the room you are working in, time of day)
Why do you think one room will be visited more than another?
Throughout the day track the number of times a room is used in your frequency table.
What have you observed?
Were your expected frequencies close to the observed frequencies? Why/Why not?
We have been looking at sets of data and the interpretations and conclusions we can draw from these. Write two chance statements based on the data you have collected in your table. Reflection: Learners think about SURF goals and reflect on your learning using the following sentence stems.... SURF - Understanding Goals I can identify patterns to find a general rule. There was a pattern in … I found a rule that ... I can describe connections between related mathematical ideas. I used my prior knowledge from.... This learning relates to …
WEDNESDAY 18TH AUGUST
SPECIALIST DAY
Complete your learning in any
order you choose.
THURSDAY 19TH AUGUST
YCDI LI To understand the connection between emotions and online interactions SC Identify emotions connected to online learning Describe the impact of online communication Compare and contrast online interactions to face to face interactions Generate norms and questions for ideal small group conferences
Mini Lesson
When we are tired, often our emotions are heightened. We may feel like crying, we may feel angry, we may feel irritable. When we communicate online, sometimes it can be misinterpreted compared to if we were face to face with someone. There are many reasons for this, some of them are:
• We can’t see the person’s face
• We can’t hear the tone of their voice
• We might feel tired so we ‘hear’ it differently
• We might feel frustrated with lockdown so we interpret writing differently Learning Task
1. Create 5 social norms that you would like to see in an ideal small group conference, for example each person in the group should ask at least one question during the conference, each person shares how they feel at the beginning of the conference so we can be mindful of them and understanding towards their reactions.
2. Create 5 questions you could ask your peers or teachers when having a group conference with them. Write these down as they can be used in your conferences over the next few days.
Reflection Do emotions look different in an online environment compared to face to face?
INQUIRY LI To explore how cultures represent themselves through dance SC Identify what a cultural dance is Describe the purpose of cultural dance Analyse a cultural dance Reflect on cultural connections
Mini Lesson The Haka is a ceremonial Maori dance. Below is a link to watch rugby players participate in the Haka before playing. https://www.youtube.com/watch?v=GyZEUeAoFKE It is a war cry that was used to intimidate opponents and it was used to ‘pray’ to the war god for a win. Many island based countries have a war dance. It is not only performed at sports events. People perform it at funerals, weddings and special events. Learning Task Analyse the Haka. Below are some prompting questions you could ask yourself when analysing. You may think of more questions.
1. What do you think the dance means? 2. Why might it be performed at a rugby game? 3. How do the dancers represent themselves through the dance? 4. What elements (think of BASTE) do you notice within the Haka?
Reflection What other dances do you know that are performed at ceremonies?
READING
LI: To explore different perspectives within the same topic
SC:
Identify the main idea of the poem.
Describe the clues that support your thinking.
Compare the different perspectives in the poem.
Reflect on which poem is more impactful.
CAFE STRATEGY: Compare and contrast
Learning Today, we are going to analyse the poem, ‘My Bedroom’ together and make some inferences!
Based on the clues in the poem, we can infer that:
• The author enjoys spending time in their room.
• They have a comfortable bed.
• They are an introvert. This means they prefer to be alone.
• Their bedroom has a positive impact on their mental health.
• They had a special connection with their grandmother.
Now it’s your turn to do some analysis! What is the main idea of this poem? Whose perspective was it written from? Boy? Girl? Child? Adult? A prep student? A teenager? Can you make any connections to the narrator of this poem? What are they? Now read this poem.
Answer all the questions.
1. What is the ‘Teenagers’ about? What is the main idea?
2. How are the two poems similar to each other? 3. How are they different? 4. What are the two perspectives presented in the poem? Are they aligned or opposing? 5. Who might be the author of the second poem? Which clues did you use to determine this? 6. Which poem is more impactful to you and why?
EAL
What is this poem about? Is this poem written in the first, second, or third place? How do you know? Whose perspective is this poem written from? An adult? A mother? A father? A child? A sibling? How do you know?
Reflection: In writing, you will create your own poems from different perspective. To get you thinking about that, develop a brainstorm of ideas about a poem based on belief! For example, religious, Santa, Easter Bunny, Aliens etc! Consider both perspectives in your brainstorm. Independent Reading: (15 minutes) Today you are going to read for pleasure!
WRITING Spelling LI: To understand the use of vocabulary to express greater precision of meaning. SC: Identify new words to expand my vocabulary List synonyms to describe emotional states Apply words to develop clarity Reflect on the effectiveness of specific words Learning Task 1: You will look through previous work from Literacy, Maths, YCDI and Inquiry to identify words you are yet to be able to spell correctly. Select 5 words for your new spelling list. With your new list of words, you will practice each of them by using the strategy Look, Say, Name (name individual sounds, blends and syllables), Cover, Write, Check. You the below template as a guide.
Learning Task 2: Look at the list below of words related to emotions. You will choose three words and find 4 synonyms for each of those three words.
Once you have your 4 synonyms for each of your chosen three words, you will rate each synonym in order of 1 to 4 (1 being the closest in meaning and 4 being the least) as to how close each of those words are to the meaning of your original word. For example, if your original word was confident, your synonyms might be bold, fearless, pushy and valiant. I will then research each of these words further and rate them from 1 to 4 as shown below.
Confident Bold - 1 Fearless - 2 Valiant - 3 Pushy - 4
Once you have rated each synonym, you will choose each word you rated as 4 and put it in a sentence. For example, I used to be very pushy about my views on food, although now I am more relaxed. Reflection Were you able to spell your new words correctly? Generate opportunities to keep practicing your new words. Could you practice them after dinner or with a family member?
MATHS
LI
To explore independent variables within real life context
SC
Identify various independent variables Define independent variable in real life context
Justify what makes an event independent Reflect on how you applied your SURF learning goal with independent variables
Prepare for learning by...
Write down your SURF goal so you can reflect on it after this lesson.
Mini lesson:
Research the term independent variable and add the definition and example to your chance glossary. If you hear any new vocabulary, please add that too!
Variables: https://www.youtube.com/watch?v=tHYis-DP0oU
Independent probability: https://www.youtube.com/watch?v=uzkc-qNVoOk
Learning Task
1)List 5 activities or tasks you do each day are independent variables?
2)What are independent variables that you can list about yourself and WHY are they independent?
3)What are some independent variables that occur at school and home? (5 for each)
Challenge: Can you create a question which would find discover someone's understanding of independent variables. Pose this question to your teacher during small group/end of day conference.
Reflection Learners think about SURF goals and reflect on your learning using the following sentence stems.... 5/6 I can predict possible solutions to problems I estimate that... this is because... My prediction is.... I think this because... 7/8 I can explain thinking through pictorial strategies
A tree diagram could apply by..
I represented this pictorially by.... The graph I created shows...
FRIDAY 20TH AUGUST
YCDI LI To understand the neuroscience of emotions SC Identify what neuroscience is Describe the connection between the brain and emotions Analyse how parts of the brain can impact us Reflect on how I can transfer this understanding Mini Lesson Neuroscience is the study of the brain and how it works. Below is an image of how different parts of the brain work together to control emotions and worries.
The amygdala (meerkat) controls our emotions and responses. For example, if we are scared, this part of the brain decides if we flight (run away), fight (stay put and be brave) or freeze (stand still out of fear). The hippocampus (elephant) stores away our memories and how we feel when we think of certain events. For example, you feel happy when you see a friend, you are afraid when you see a spider because when you were young your brother screamed when he saw one and now you connect spiders to that experience. The prefrontal cortex (owl) is the part of the brain that reasons and provides logic. It is the wise and calm part of the brain. For example, it knows how we should appropriately respond if we see someone injured. Learning Task
1. If the meerkat is highly emotional, what might happen to the owl and elephant? 2. If we link this to ourselves, how could we be mindful of others’ meerkats? 3. How could we interact with others online to ensure their meerkat feels safe?
4. If your meerkat doesn’t feel safe, how would that impact your emotions? 5. If your meerkat doesn’t feel safe, how would that impact your reaction to a situation?
Reflection How does this make you think differently about the brain? Did you realise this was how the brain worked?
INDEPENDENT LEARNING LI: To explore opportunities for improvement within my learning. SC: Identify my learning samples for the week. Describe how a learning sample could be improved. Apply strategies to deepen your learning. Evaluate the improvement that has taken place.
Learning: This session is your time to revisit a learning task from the previous four days in this week. To be successful this session you will need to follow the success criteria.
The process should look something like this:
• Look at all of your learning samples that you have completed.
• Compare them to the task instructions ensuring that your thinking was on the right track.
• Choose a learning sample that you can go deeper in!
• Think about how you can achieve depth in your sample. For example;
• Re-read the instructions and analyse the teacher example and compare your learning to it. Ask yourself, what is different, what is similar?
• You might have a conversation with a peer around your learning sample.
• You might do some research online around the learning. Once you have done all this, have another attempt at completing your task, achieving more depth! Be ready to share with your peers and teacher, how you achieved more. If there is any time left, you may go onto Reading EggsPress or Mathletics!
READING
LI: To explore different perspectives within the same topic
SC:
Identify the topic of the poem.
Describe the clues that support your thinking.
Compare the different perspectives in the poem.
Reflect on which poem is more impactful.
CAFE STRATEGY: Compare and contrast Learning: In order to understand someone’s perspective, we need to put ourselves in their shoes. Sometimes to do this, we need to do a bit of research. The poem below, was written by a 10 year old Australian boy named Benjamin. Please read Benjamin’s poem.
Now read the second poem.
Learning Task: Using a Venn diagram, compare the two poems. Use these questions to prompt your thinking.
1. What is the ‘The first poem’ about? What is the main idea? 2. What is the ‘The second poem’ about? What is the main idea? 3. How are the two poems similar to each other? 4. How are they different? 5. What are the two perspectives presented in the poem? Are they aligned or opposing?
6. Who might be the author of the second poem? Which clues did you use to determine this? 7. Which poem is more impactful to you and why?
EAL:
1. What is this poem about? 2. Is this poem written in the first, second, or third place? How do you know? 3. Whose perspective is this poem written from? 4. A human? An adult? A mother? A father? A child? A sibling? A cricketer? A basketballer? A soccer-player?
Reflection: Are you able to make a Text-to-Self connection to a poem from today’s lesson? Are you able to make a Text-to-World connection? Independent Reading: (15 minutes) Today you are going to read with a focus on your CAFE goal. Ensure you are keeping a track of your thinking!
WRITING Sustained Writing LI: To explore the impact of writing with positive emotions. SC: Identify strategies to think positively. Describe what gratitude and empathy is. Apply positive emotions within my writing. Evaluate the effectiveness of my writing using positive emotions. Mini lesson Gratitude is one of many positive emotions. It's about focusing on what's good in our lives and being thankful for the things we have. Gratitude doesn't just feel good. Making a habit of gratitude can also be good for us. Like other positive emotions, feeling grateful on a regular basis can have a big effect on our lives. Brain research shows that positive emotions are good for our bodies, minds, and brains. Brain research has also found that when empathy is activated, we can observe the expression of gratitude.
Empathy is the ability to recognise another person’s feelings and respond accordingly and respectfully. Understanding another’s emotion in relation to that of your own. Empathy assists resilience through developing strong supportive relationships. Understanding other people’s feelings, emotions, experiences is particularly helpful when people are experiencing tough times.
• Positive emotions open us up to more possibilities.
• Positive emotions balance out negative emotions.
• One positive emotion often leads to another.
• Gratitude and empathy can lead to positive actions.
• Gratitude and empathy help us build better relationships. Watch the below video for more tips on gratitude and empathy: https://www.youtube.com/watch?v=l6zL3CtYG6Q Learning Task Read through the below empathy task cards. Choose one and use it as a writing prompt. You can choose any writing style and will write for 30 minutes.
Reflection Read your writing piece to a family member. Use your writing as a prompt to discuss with your family what you are grateful for and how you show empathy to others.
MATHS
LI
To explore dependent variables within real life context.
SC
Identify various dependent variables
Define dependent variables in real life context
Compare and contrast between independent and dependent variables
Reflect on my growth as a Mathematician
Prepare for the learning by;
Write down your SURF goal so you can reflect on it after this lesson.
Mini Lesson
You are doing some jobs around the house to earn some pocket money. For each job you do, you earn $3.
What is the dependent variable?
The dependent variable is the amount of money you earn because the amount of money you earn depends on how many jobs you do.
Learning Task
Research the term dependent variable and add the definition and example to your chance glossary.
1. List 5 activities or tasks you do each day that are dependent variables.
2. What are the differences between independent and dependent variables?
3. What are some independent and dependent variables that occur at school?
Challenge:
Compare independent and dependent variables in context.
Can something change between independent and dependent, if so how?
Look back at the list of independent variables you created in the last maths activity. Could any of these become dependent variables and how? Reflection: Learners think about SURF goals and reflect on your learning using the following sentence stems.... SURF - Fluency Goals I can challenge ideas to build new mathematical thinking. I built new mathematical thinking by... I challenged the idea that.... I broke down the problem by... I can interpret mathematical information and draw conclusions. From the data, I interpreted that... I can draw the conclusion that... This data showed me...
