Toni has lived and worked in England, Italy, Abu Dhabi (UAE), Switzerland, Sudan, Atlanta GA (USA), Moscow (Russia), Woodbridge VA (USA) and Beijing (China). She is an International School ES Teacher, and is writing her first book 'Sonnenthau'.

# Probability – using die

You will now have a go at watching and observing collected data to see if you can spot any patterns.

First you need to collect some data!

You will need two dice, a pencil, and a copy of this sheet (also below)  Rolling dice game chart

You will be rolling the dice 20 times. You will be recording how many of each number (the total of both dice) you get using tally marks. You will do this a total of four times. The objective is to notice an patterns and trends, and see if you get better at predicting the numbers you will roll in only 20 rolls.

Make some agreements as to how you will proceed if you are working in pairs (e.g. how many rolls you will each take, who will record, etc… ). Then :-

• In the first grey column predict how many of each number you think you will get
• Then actually roll the dice 20 times. Record what you get using tally marks.

When you are done, see how good you were at predicting by comparing your prediction and the actual numbers you got. Try to get better in the next three times you do this. Here is the second half of the ‘Rolling dice game chart’.

Reflection

1. How easy was it to learn from the data?
2. How good were you at predicting? Did you get any better in the 2nd, 3rd, and 4th roll? Why/why not?
3. What were some of the problems you had while doing this activity?
4. If you had to do this again, how would you improve it?

# Thursday – June 5, 2014

Notes

• Leavers’ Assembly – 10:00-10:40 Founders’ Theatre – Friday, June 6
• G3 end of year celebration field trip – Monday June 9
• G3 sports day – Tuesday, June 10
• 3F end of year lunch – Tuesday, June 10
• G3 Swim Party – Wednesday, June 11 (periods 7 & 8)
• ES End of Year Assembly: 2:15 on Thursday, June 12th.
• Whole School End of Year Assembly: 10:30 am on Friday, June 13th

Sarcastic Fringehead fish – Before feeling threatened

Sarcastic Fringehead fish – After feeling threatened

——————————————————————————————-

Period 1 (8:40 – 9:20) Language Arts

Continue with either of these two projects: –

Period 2 (9:20 – 10:00) – Language Arts

Continue with either of these two projects: –

Period 3 (10:00 – 10:40) – U.o.I.

We will continue the debate ‘What if polar bears become extinct?

——————-Snack Time (10:40 – 11:00) —————————————-

Period 4 (11:00 – 11:40) – U.o.I.

Exploring Maps – here we will see animals not in their normal habitats….a Theme Park!

Period 5 (11:40 – 12:20) – U.o.I.

Exploring Maps – here we will see animals not in their normal habitats….a Theme Park!

——————Lunch Time (12:20 – 1:20) ——————————————

Period 6 (1:20 – 2:00) – Specials

Languages (Chinese, Dutch, ESL)

Period 7 (2:00 – 2:40) – Specials

PE with Ms. Watkins

Period 8 (2:40 – 3:20) – And now for something completely different

Surprise!

————————- 3:20 – HOME TIME——————————————-

# Exploring maps…. of a Theme park!

It’s summer time! Time to have fun in the sun!

Take a look at these maps of the Alton Towers Theme Park in England, UK.

Alton Towers Theme Park map                   Alton Towers Water Park map

Where would you like to go on, in either of these parks?

Are the maps useful? Are they clear? How easy are they to follow?

Do they have all the information you need?

TASKS – Choose any two activities

Why not work together as a group to do all of them and create a resort?!

1. Design your own Theme Park!

• Give it a name
• Design the rides for it – draw pictures of the rides and write an explanation of how they work, and what people can do on these rides. (are there age/height restrictions?)
• Design the map for it – make sure you label all the attractions and clearly mark the paths/roads/transportation from ride to ride.
• Design a restaurant for  your Theme Park
• Design a hotel for your Theme Park – show the insed of three rooms – economy, middle price, and VIP
• Create a price list for your Theme Park
• Make a brochure for your Theme Park

2. Design your own Water Park!

• Give it a name
• Design the rides for it – draw pictures of the rides and write an explanation of how they work, and what people can do on these rides. (are there age/height restrictions?)
• Design the map for it – make sure you label all the attractions and clearly mark the paths/roads/transportation from ride to ride.
• Design a restaurant for  your Water Park
• Design a hotel for your Water Park – show the inside of three rooms – economy, middle price, and VIP
• Create a price list for your Water Park
• Make a brochure for your Water Park

3. Use this website to see which would be the best deal for you and your family to go to Alton Towers Theme Park.

# Wednesday – June 4, 2014

Notes

• Leavers’ Assembly – June 6 – 10:00-10:40 Founders’ Theatre
• G3 end of year celebration field trip – Monday June 9
• G3 sports day – Tuesday, June 10
• 3F end of year lunch – Tuesday, June 10
• ES End of Year Assembly: 2:15 on Thursday, June 12th.
• Whole School End of Year Assembly: 10:30 am on Friday, June 13th

Red-lipped Bat fish

——————————————————————————————-

Period 1 (8:40 – 9:20) – Language Arts

RAZ-kids / Typing Pal

Period 2 (9:20 – 10:00) – Specials

PE/Swimming with Ms. Watkins

Period 3 (10:00 – 10:40) – Specials

Performing Arts with Mrs. Long

——————-Snack Time (10:40 – 11:00) —————————————-

Period 4 (11:00 – 11:40) – Language Arts

Continue with either of these two projects: –

Period 5 (11:40 – 12:20) – Language Arts

Now swap over and do the other one

——————Lunch Time (12:20 – 1:20) ——————————————

Period 6 (1:20 – 2:00) – Specials

Languages (Chinese, Dutch, ESL)

Period 7 (2:00 – 2:40) – U.o.I.

Exploring Maps – here we will see animals not in their normal habitats.

Period 8 (2:40 – 3:20) – U.o.I.

Exploring Maps – here we will see animals not in their normal habitats.

————————- 3:20 – HOME TIME——————————————-

HOME LEARNING

# The mysteries of Harris Burdick

“The Mysteries of Harris Burdick”

Introduction to the PORTFOLIO EDITION

(by Chris Van Allsburg)

In 1984, I wrote the following as an introduction to The Mysteries of Harris Budick.

“I first saw the drawings in this book a year ago, in the home of a man named Peter Wenders. Though Mr. Wenders is retired now, he once worked for a children’s book publisher, choosing the stories and pictures that would be turned into books.

Thirty years ago a man called at Peter Wenders’s office, introducing himself as Harris Burdick. Mr. Burdick explained that he had written fourteen stories and had drawn many pictures for each one. He’d brought with him just one drawing from each story, to see if Wenders liked his work.

Peter Wenders was fascinated by the drawings. He told Burdick he would like to read the stories that went with them as soon as possible. The artist agreed to bring the stories the next morning. He left the fourteen drawings with Wenders. But he did not return the next day. Or the day after that. Harris Burdick was never heard from again. Over the years, Wenders tried to find out who Burdick was and what had happened to him, but he discovered nothing. To this day Harris Burdick remains a complete mystery.

His disappearance is not the only mystery left behind. What were the stories that went with these drawings? There are some clues. Burdick had written a title and caption for each picture. When I told Peter Wenders how difficult it was to look at the drawings and their captions without imagining a story, he smiled and left the room. He returned with a dust-covered cardboard box. Inside were dozens of stories, all inspired by the Burdick drawings. They’d been written years ago by Wender’s children and their friends.

I spent the rest of my visit reading these stories. They were remarkable, some bizarre, some funny, some downright scary. In the hope that other children will be inspired by them, the Burdick drawings are reproduced here for the first time.

Over the past twelve years I have received hundreds of Burdick stories written by children and adults. These efforts show that the words and pictures of Mr. Burdick are indeed inspirational. Classroom teachers and aspiring writers have expressed their desire for larger reproductions of Mr. Burdick’s pictures. To that end, this portfolio has been produced. There is, however, another reason for this edition.

Peter Wenders and I were certain that the publication of The Mysteries of Harris Burdick would lead to the discovery of information about Mr. Burdick. Ten years passed without a single clue surfacing. Then, in 1994, I received a letter from a Mr. Daniel Hirsch of North Carolina. He described himself as a dealer in antique books and shared with me the following story.

In 1963 he learned of a collection of books being offered for sale in Bangor, Maine. These books were located in the library of a grand but rundown Victorian home. Mr. Hirsch remembers learning that the owner of the house, an elderly woman, had died recently, leaving the house and its contents to the local Animal Rescue League.

Impressed with the collection he found, Mr. Hirsch purchased the entire library. This included a large mirror whose wooden frame was decorated with carved portraits of characters from Through the Looking Glass.

Two years ago, this mirror, still in the possession of Mr. Hirsch, fell from the wall of his bookshop and cracked. Removing the shards of glass, Mr. Hirsch made a remarkable discovery. Neatly concealed between the mirror and its wooden back was the drawing of the “Young Magician” that is reproduced here.

This drawing is identical in size and technique to Burdick’s other pictures. Like those, it is unsigned and has a title and caption written in the margin at the bottom. The title on this piece identifies it as another picture from the story “Missing in Venice.” I have no doubts regarding its authenticity.

Unfortunately, Mr. Hirsch, who has an uncanny memory for the names and locations of the books in his shop, cannot remember the details of his trip to Bangor in 1963. In fact, he is no longer certain the old Victorian house was in Bangor. However, he is certain he still owns one of the books that came from the library where he purchased the mirror.

It is a rare early edition, in the original Italian, of Collodi’s Pinocchio. Inside the front cover is a bookplate bearing the inscription “Hazel Bartlett, Her Book.” All efforts to find information about a Hazel Bartlett of Bangor have proved fruitless. Rather than solving the mystery of Harris Burdick, the discovery of the fifteenth drawing has served only to make it more perplexing.”

Chris Van Allsburg

Providence, Rhode Island, December 21, 1995

Choose one of Harris Burdick’s pictures to write a story. You do not have to try to write what Harris Burdick might have written in his books. You can write any story you want, just use the pictures as a way of getting ideas.

Websites for Harris Burdick Mysteries

The mysteries of Harris Burdick – http://www.houghtonmifflinbooks.com/features/harrisburdick/

Teacher’s guide to ‘Harris Burdick Mysteries’ – http://www.houghtonmifflinbooks.com/features/thepolarexpress/tg/mysteriesofharris.shtml

Pictures available online here – also some children’s stories inspired by the pictures – the picture found in the mirror is not found on this website. – http://hrsbstaff.ednet.ns.ca/davidc/6c_files/documents/mysteries/divmysteries.htm

Chris Van Allsburg is the author of many children’s books such as The Polar Express, Jumanji, and Zathura.

# G3 Debate format

This is how to debate in G3. The objective of the debate is to persuade the other side to your way of thinking in a polite and precise manner.

A debate is not an excuse to shout at each other. You are trying to persuade the other side to your way of thinking in a polite and clear way.

There are rules and a format to follow: –

• There is always a Debate Chairperson
• It is the role of the Chairperson to make sure the debate does not stray from the original topic, and to keep the debate going
• Everyone must observe the rules of politeness
• Raise your hand if you want to say something
• Speak clearly, and in a voice clearly heard by everybody
• Use the sentences we have learned as part of Group work and Discussions

If these rules are not observed the debate will not function.

This is how a debate happens: –

1. The topic is presented
2. You will have a few minutes to think about the topic
3. You have to choose between For or Against the proposed topic
4. The Chairperson begins the debate with a question directly related to the topic
5. Listen to whoever answers the question, because the debate will go on from the answer
6. One person talks at a time – use your persuasive vocabulary
7. At the end of the debate we take another look to see who is on which side of the debate (For, Against, See both sides)

Sometimes the debate is not resolved. Sometimes there is no clear debate ‘winner’.

Good luck!

# What if polar bears become extinct?

We will have a short debate on this topic – G3 Debate Format

Polar Bears are becoming extinct –  should we save them?

Think about the book ‘Wolf island’.

What do you think would happen if there were no more polar bears?

Should we save them? Why? Because they are cute?

So what?!

# Tuesday – June 3, 2014

Notes

• Leavers’ Assembly – June 6 – 10:00-10:40 Founders’ Theatre
• G3 end of year celebration field trip – Monday June 9
• G3 sports day – Tuesday, June 10
• 3F end of year lunch – Tuesday, June 10
• ES End of Year Assembly: 2:15 on Thursday, June 12th.
• Whole School End of Year Assembly: 10:30 am on Friday, June 13th

Blob fish

——————————————————————————————-

Period 1 (8:40 – 9:20) Language Arts

Period 2 (9:20 – 10:00) – U.o.I.

What happens if Polar bears become extinct?

Period 3 (10:00 – 10:40) – Specials

PE with Ms. Watkins

——————-Snack Time (10:40 – 11:00) —————————————-

Period 4 (11:00 – 11:40) – Language Arts

A new story – The Harris Burdick Mysteries

Period 5 (11:40 – 12:20) – Language Arts

Plan, draft, C3B4 me, edit, conference, refine, publish

——————Lunch Time (12:20 – 1:20) ——————————————

Period 6 (1:20 – 2:00) – Specials

Languages (Chinese, Dutch, ESL)

Period 7 (2:00 – 2:40) – Classroom Optimization

Cupboards!

Period 8 (2:40 – 3:20) – Classroom Optimization

Math shelves

————————- 3:20 – HOME TIME——————————————-

HOME LEARNING

No more! We’re done! … except for reading 20 mins everyday of course.

# Friday – May 30, 2014

Notes

• Bring all library books back by this Friday, May 30
• NO SCHOOL MONDAY JUNE 2 – Dragon Boat festival
• Leavers’ Assembly – June 6 – 10:00-10:40 Founders’ Theatre
• G3 end of year celebration field trip – Monday June 9
• G3 sports day – Tuesday, June 10
• 3F end of year lunch – Tuesday, June 10
• ES End of Year Assembly: 2:15 on Thursday, June 12th.
• Whole School End of Year Assembly: 10:30 am on Friday, June 13th

Dragon Boat festival

——————————————————————————————–

Period 1 (8:40 – 9:20) – Language Arts/U.o.I.

Period 2 (9:20 – 10:15) – Math

The Brownie Conundrum

Period 3 (10:15 – 10:40) – U.o.I.

——————-Snack Time (10:40 – 11:00) —————————————-
Period 4 (11:00 – 11:40) – Specials
Performing Arts with Mrs. Long
Period 5 (11:40 – 12:20) – Finishing off

What do you need to finish off?——————Lunch Time (12:20 – 1:20) ——————————————

Period 6 (1:20 – 2:00) – Specials

Languages (Chinese, Dutch, ESL)

Period 7 (2:00 – 2:40) – Really HARD work

Classroom optimization

Period 8 (2:40 – 3:20) – No more library!

No library today – we will read more of ‘A Tangle of Knots’ instead.

————————- 3:20 – HOME TIME——————————————-

# The Brownie Conundrum

‘Here they all are!’ I shouted. I saw my nine friends coming up the drive way. It was my very first sleepover that night, and Mum and me had made lots of delicious snacks to eat.

Everyone piled in and we immediately went to the kitchen and demanded food.

Mum put a tray of brownies on the table. She had already cut the tray of brownies into nine perfect pieces (about 7cm x 7cm / 3″ x 3″). We all immediately saw the problem.

‘Mum! There are ten of us!’ I said.

‘Ooops!’ she said. ‘I don’t have anymore ingredients to bake another one, and all the shops are closed now.’

After a while she said, ‘How can we fix this so that everyone gets a fair share of brownies?’

We all thought about it, and couldn’t figure it out, so we decided to ask YOU for help. How would you make sure that everyone got an equal share of brownies?

Remember… it is very important that everyone gets AN EQUAL share of the brownies, otherwise someone will cry about it!

1. Work in pairs – you have to prove that your idea works!
2. Use any manipulatives or pieces of paper you need to help you prove your thinking  to work out this conundrum .
3. Use the correct language of fractions and mathematics when explaining what you and your partner did.
4. Make a new post on your blog. Give it the title ‘The Brownie Conundrum’. Put it in the Mathematics category. Tag it as fractions and brownies
5. Your post must include a written explanation, and a conclusion that begins with the sentence – ‘Each person gets ….. of a brownie’.
6. As you are working it all out take photos of your work, and include them in your blog post