Sacraments are signs that people can see!

Learning Intention: We are learning about the seven Sacraments.
Success Criteria: I know I can do this when I complete all the learning activities for the Sacrament strand in a presentation.

Synthesizing is like putting puzzle pieces together!

Learning intention: We are learning to understand the reading skill of synthesizing.
Success criteria: I know I can do this when I describe how we can put pictures together like puzzle pieces.

There are so many saints in the world!

Learning Intention: We are learning about the Communion of Saints.
Success Criteria: I know I can do this when I complete all the learning activities in the Communion of Saints strand for the year 5 and year 6 students  in one presentation.

When it is Advent, we are waiting for the Christ to come to us!

Learning intention: We are learning about Advent.
Success criteria: I know I can do this when I write down five facts about Advent.

This lizard has a special way of drinking water!

Learning Intention: We are learning to understand the text that I read.
Success Criteria: I know I can do this when I answer comprehension questions correctly using information from the article about Australia's thorny devil lizards.

Oh no, my glider has crashed landed!

On a rainy 25th of November, Room 7 had an awesome time making our own gliders out of cardboard!

First, I asked Salome if I could get a sheet of cardboard to use for my glider. I grabbed my pencil, ruler and an eraser. I used both the ruler and the pencil to draw the lines for the shape of the wings, tailplane, fuselage and the stabilizer. Kevin kept telling me that I was taking a very long and that I should just take it to Miss Chao, but I ignored him because I wanted to see if I could do it by myself. I used the eraser because some of my lines weren't the right length. However, I ran out of time when I was cutting the wing because the bell rang for morning tea.

Later, when we came back from our fun morning tea, I quickly went to my cardboard and continued to cut my cardboard pieces out. 10 minutes later, I had cutting out all the pieces for my glider so I started taping my fuselage and the wings together. It took me a long time because I tried to angle my wings in an anhedral position. I cut a straight line inside my tailplane and slid the back part of the fuselage through it. I used a lot of tape and stuck it to the symmetrical parts where it was unstable. After five minutes of getting my glider ready, I went to the cloak bay to try out my glider.

When I was in the cloak bay, people kept coming to the cloak bay and interrupting me during my investigation. I asked them to come to where I was quickly so we can each have time to fly our gliders. I threw my glider in the air, but it was hit the walls and crash landed dramatically on the ground. It reached a length of 4.4 on the measuring tape. After that  I went back to the class and added blu-tack to the front of my glider for weight. I went back to the cloak bay and flew it again. This time it stalled in the air and it landed without hitting the walls and it reached 5.4 on the measuring tape.When I came back in, Miss Chao said that we had to make a glider using only tape and a small amount of straws. When I was making the glider, we had to pack up because it was time for lunch so we said bye to Salome and Siliga (the artists from Art Space who has been helping us with our topic this term).

Making our own gliders was splendid! I wish we had time to make another glider. My favourite part of the day was when we had the opportunity to fly our gliders!

Learning Intention: We are learning to use descriptive language in our recount.

Success Criteria: I know I can do this when I use appropriate adjectives to describe the art lesson that we had on Thursday.