Please find attached a document created by the promotions group in Room 19.
Please let me know if you have any questions.

Indigenous Australia Culture Day by Emma and Maddie-1tk3dyd

 

Students had to identify a group of people or thing (e.g. the environment) that they value but currently isn’t being celebrated at CLG through a school celebration event.

The groups were:
*Teachers
*People with needs/disabilities
*Environment
*Reception children
*Aboriginal people
*Parents
*The government/politicians
*Principal
*Animals

Each group had a lesson to develop a presentation to try and convince all other Year 3 students why their celebration idea should be chosen.

They had to answer the following questions:
*Why do they value the group?
*What symbols would represent the group?
*What activities would be held on the celebration day?
*How would you promote the celebration?
*Is it doable and achievable?

After all presentations, students then voted on the celebration that would be held Wednesday Week 10. Congratulations to the Aboriginal group whose celebration was chosen!
Stay tuned for more information.

We have been focusing on our writing and how to make it more interesting.

We started by writing simple sentences. These must contain a noun and a verb. Then we had a go at using some conjunctions and joined our simple sentences together to make a compound sentence.

This was followed by a challenge…writing complex sentences! After writing the complex sentences and using some new conjunctions we found out that rather than just having to put the joining word in the middle, as we do with compound sentences, we could actually put it at the beginning too!

Students have all chosen and typed one compound or complex sentence that they have written.

I like drawing and I like learning about animals.
He’s not letting me play with him while he is eating food.
I was going to ask if I could play football but those kids looked a bit big and told me I couldn’t play.
Zoe was jumping because she got a playful dog.
When I got home my room was a mess so I said “who did this?”
“We’re over here!” shouted Ben so his mum ran towards them.
I’ve had a dog before and she liked to make a lot of mess.
You’ll get a cool pencil case and I want to buy one too.
I’m tacking jazz lessons because I want to learn to dance.
Eliza could not believe her dad’s boss was in the house and he was eating peas.
There is a new boy in the class and he’ll be sitting next to you after lunch when we go to PE.
Toby could fill up a bucket but Luke couldn’t.
I watched a video and someone was about to be shrunk down.
The teacher told us to write sentences because we needed to finish our work.
Phoebe was ridding her bike while Yasmin was cleaning her toys.
He’s going to space because he wants to see the planets.
“You’re going to win this race” said my brother and he cheered me on.
At the church, the bell rang but it fell off the roof.
He’s pretending to be Falcon and she’s dressed up like Harley Quin.
“I’m the king” Seb said so we made Seb breakfast.
Ben got 100 splinters in his leg yet he was only pulling them out the next day.
She’s sprinkling sprinkles and I’m pouring the sprinkles.
I ate whizz fix after I made it and it was yummy but it made my tongue tingle.

Students were given the challenge of creating an obstacle course that went for 60 seconds. It was inspired by OK Go. Check them out on YouTube!

Students evaluated their learning at the conclusion:

“It looked really cool but didn’t work as well as we wanted it to.”
“It was frustrating but it was fun because we got to be creative.”
“Parts of our design stayed the same but parts changed.”
“Sometimes other people knocked our dominos over.”
“Even though we had problems we didn’t give up. We kept on trying.”
“It was fun because we got to aim the marbles at the dominos.”
“It was frustrating when we had to keep trying.”
“When it didn’t work we had to change our ideas.”
“We had to be risk takers because it didn’t always go to plan and we had to try something different.”

Over the past few weeks we have been investigating different celebrations and commemorations.

Students made a timeline of their own family celebrations. They then sorted them into celebrations and commemorations.

We then went global! They learnt about one celebration from one country in one continent. They developed their research skills and learnt how books are a valuable resource to find information. Students were then grouped with others and shared what they had discovered.

Students are discovering that celebrations are based on religion, people and special events. Communities have celebrations because they value something.