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    Don't forget to log on to: Purple Mash, Britannica and Read for your school! Remember to visit the reading blog too!

    If you quieten your mind, the symphony will start. This means: if you concentrate, all the 'good' things will happen!


    PE Wednesdays



    The Watercycle - evaporation [sun heats up water and it turns into a gas]-condensation [the droplets, which is a gas, cools down, clouds are formed]-precipitation [rain, hail, snow, sleet]-run-off [rivers, underground water]- collection [water gathers in the oceans] and the process starts again!


    Read something every day!

  • Hello and welcome!


    Your life will never improve unless you start making daily improvements. - Lewis Howes


    Ubuntu is an Ancient African word which means: 'I am', because 'we are' - which means - working together.

    Queen Nefertiti wife of Pharaoh Akhenaten during the 14th century B.C.
    Hello and Welcome to your Y4 blog- previously the Y5V blog. The name 'Ubuntu' means also to help one another and work together, have compassion and humility - all linking to our 5 school values!

    Queen Cleopatra 69 BC
    Every accomplishment starts with the decision to try. Always 'try!'
    A person who walks in another’s tracks leaves no footprints. So, do not copy other people, think outside the box and do what you need or want to do. Don't be a follower - be a leader.
    The minute you start talking about what you’re going to do if you lose, you have lost.
    Imagination is more important than knowledge.
    The world is divided into people who do things – and people who get the credit.
    The future belongs to those who believe in the beauty of their dreams. Keep on dreaming, it's something good!
    Until you spread your wings, you have no idea how far you can fly. So, start doing! You'll be amazed by what you will achieve!


    Our values: Truth, Compassion, Contentment, Humility and Love   

    Our  ‘learning to learn’ skills are:
    Confidence to give everything a go, Persistence, Asking questions, Making links with prior learning, Sharing ideas and forming your own opinions, Creative problem-solving, Thinking things through – planning ahead


    Our shared values in Y4: To care for myself and others by making sure we are all safe and happy. To be honest in all we do and say. We always work hard and try our best. We listen carefully and do our work thoroughly. We make sure we are always giving our best, so everyone else can be the best that they can be. We look after our property.
    We like to be 'leaders' and not 'followers' We always choose the 'good' light inside of us. We make the right choices at the right time.



    Anyone can train hard for a short period. Winners give their best every hour of every day for months on end.


    Our Class blog: 2011_12 was shortlisted for the Educational Class Blog Award! Click the image to see we ended up in position nr 10! http://y5atschool.edublogs.org/
    We like to stop and think - before we do or speak.

    'Give children a thought and they’ll learn for a day. Teach them to think and they’ll learn for a lifetime.’David Hyerle
    If you can imagine it, you can achieve it; if you can dream it, you can become it.- William Arthur Ward
    You cannot write it, if you cannot say it; you cannot say it, if you haven't heard it.

    We love to share our way of thinking, it does help us in our learning!

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    Eye of Horus - Wedjat eye

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Persuasive Writing

Super Sentence Starters….

Most people would agree that….

Not only [Education Officers] but also [Teachers]…

A sensible idea would be to….

We ALL know that….

Doesn’t everyone know that….?

It wouldn’t be very difficult to…

The REAL truth is that….

Are we expected to….

Naturally I feel that…..

Of course we all think that….

The fact is that….

EVERBODY knows that….

Surely you would agree that….

Here are two very good reasons why….

This clearly shows that….

We can see from the evidence that….

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Listen carefully to this video!

Think: A FOREST

Structure:

  • opening statement
  • series of points + elaboration / evidence [give DETAIL!]
  • summary and restatement of opinion /conclusion

Language features:

  • Present tense
  • First person
  • Facts
  • Opinion – I believe/My friends and I believe strongly….We, as a group of caring Y5’s, feel that…
  • Statistics e.g. 8/10 people….
  • Logical connectives ( therefore, because, as a result)
  • Emotive language + exaggeration ( eg. adjectives – exaggerate) There are billions of children in Africa, without parents to look after them – right now – without warm clothing and food!
  • Rhetorical questions [Don’t you agree that it is high time to make certain changes to our school uniform policy?
  • Lists of three: I’m a happy, content and responsible child
  • Repetition – nobody, not a single person, would be able to…. or…there are billions and billions of children in Africa…. Rule of Three: it is cheap, comfortable and colourful [wow, alliteration the same time!]
  • Short, dramatic sentences for impact. e.g. I have another good point to make.

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Writing to persuade your reader!

The following PDF will open in a new window. Click and save on your home computer: Persuasive_writing_features

Road Game  is a piece for you to visit and to read through and to try the activities.




Here is a template of a chocolate wrapper. [click the image for a larger view] Print it off and design your own! It might help by looking at other wrappers to get some initial ideas. Look at the words and letter types also being used on the wrappers. Have fun!

Gobal Warming – explained

http://www.explainthatstuff.com/globalwarmingforkids.html

Click image for a larger view – see how you can get persuaded!

SA threatens to ban junk food ads on kidsTV

The South Australian Government will outlaw junk food advertisements during children’s television programs if the industry does not agree to a voluntary ban.

Health Minister John Hill told The Advertiser he had received legal advice saying it was possible to enforce a statewide ban.

Mr Hill will investigate how the ban can be implemented and discuss it with key interest groups.

We would prefer the ban to be imposed nationally, and we would prefer the industries involved to take their own action, but the State Government has sought legal advice on a state ban and the advice we have is that we can push ahead with legislation to introduce an SA ban as a last resort, he said.

With SA figures showing one in five of our state’s four-year-olds are either overweight or obese, and similar figures across Australia, these big companies need to take action and be part of the campaign to stop the escalating obesity crisis.

I want them to drop junk food and drink advertising in children’s television and if they fail to do this the State Government is prepared to go it alone and introduce our own ban on these ads if all else fails.

Mr Hill said the ban could be based on a model being implemented in the UK. All advertisements in Britain for foods that contain high salt, sugar and fat content during children’s programming will be banned from next year.

Mr Hill said junk food advertisements often led to bad eating habits among children.

We know that parents are very worried about the impact of these ads and the influence they have on children, he said.

Parents are particularly worried that these ads influence the way children spend their pocket money when they are unsupervised by adults.

Parents are also affected by what we call pester power the ability of children to influence what goes in the supermarket trolley through intensive pestering of their parents.

A Health Department survey conducted last year showed 78 per cent of people believed there was too much advertising for unhealthy food during children’s TV programs.

Another survey, conducted in NSW, revealed 10 junk food advertisements were shown each hour during children’s television times.

Source of article:

http://www.taste.com.au/news+features/articles/832/sa+threatens+to+ban+junk+food+ads+on+kids+tv

Letters to the Editor

On this link there is a template for you to work on.
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Slogan generator

http://thesurrealist.co.uk/slogan.cgi?word=chocolate

Teaching Kids the Rules of the Game

May 13, 2011 | 3:08 PM | By Tina Barseghian
Back when Jill Vialet was a kid, she used to play with her neighborhood friends for hours at a time, unsupervised. It seemed unstructured, because no adults had established any parameters. But in fact, all their games had rules.

In the past generation, emphasis on play has shifted dramatically. For one thing, kids are rarely left unsupervised for a number of different reasons. Add to that the trend of cutting recess from school hours (only 26 minutes per day as of 2006), and the opportunity to learn how to play for kids has been really cut back.

Vialet is the founder of Playworks, a nonprofit organization that coaches schools, teachers, and playground supervisors on how to encourage good play practice. In some schools, Vialet says, recess is considered a nuisance a time for kids to get into fights that go unresolved, resulting in tensions that are brought back into the classroom and spill over into instructional times.

If you talk with some principals, they see recess as a time of day that has a negative impact on school climate,” she says. There are more suspensions and discipline problems as a result.

Recess is meaner than it used to be,one Oakland principal told New York Times writer David Bornstein.

Playworks steps in to help schools create a structure for play, and to familiarize both adults and kids with the tools of play. It seems to think that kids are going to figure out how to do it all on their own on the playground,Vialet says. We all had to learn from someone.

Schools deploy Playworks in two ways: they can hire fulltime staff person, experts in play, from Monday through Friday for the school year, or they can hire Playworks to train teachers, yard monitors, and security guards.

They take a generative approach, Vialet says of the Playworks staff. This is where we’re going to play kickball, these are the rules to this game. And they help create ideas that the kids will inevitably own instead of telling them what to do.

And that’s the point to create a scaffolding for play, and to encourage kids to come up with their own rules.

Vialet says in schools where the program has been institute, school staff say they love their jobs more, suspension rates have plummeted, there’s less violence, more peer social behavior, and more intermingling of different kinds groups.

According to a study published in Pediatrics, school children who receive more recess behave better and are likely to learn more. [see the next article]

Playworks is growing quickly. With an $18.7 million grant from the Robert Wood Johnson Foundation, the nonprofit will expand to 350 schools next year, and will serve more than 100,000 students. The organization is building a training business, as well.

Vialet was interviewed on KQED’s Forum program recently. You can listen to the program here on the site of KQED.

Source: CLICK HERE to read the original article.

Daily School Recess Improves Classroom Behaviour

[Original article on this next link]

http://www.einstein.yu.edu/home/news.asp?id=293

All work and no play may impede learning, health and social development.

January 26, 2009  (BRONX, NY) School children who receive more recess behave better and are likely to learn more, according to a large study of third-graders conducted by researchers at Albert Einstein College of Medicine of Yeshiva University.

Romina Mariel Barros, M.D.The study, published in Pediatrics, suggests that a daily break of 15 minutes or more in the school day may play a role in improving learning, social development, and health in elementary school children. The study principal investigator is Romina M. Barros, M.D., assistant clinical professor of pediatrics at Einstein.

Dr. Barros looked at data on approximately 11,000 third-graders enrolled in the national Early Childhood Longitudinal Study. The children, ages 8 to 9, were divided into two categories: those with no or minimal recess (less than 15 minutes a day) and those with more than 15 minutes a day. There were an equal number of boys and girls. The children classroom behavior was assessed by their teachers using a questionnaire.

According to the American Academy of Pediatrics, free, unstructured play is essential for keeping children healthy, and for helping them reach important social, emotional, and cognitive developmental milestones. Unstructured play also helps kids manage stress and become resilient.

However, some studies indicate that children are getting less and less unstructured playtime, a trend exacerbated by the 2001 No Child Left Behind Act. Many schools responded to No Child Left Behind by reducing the time for recess, the creative arts, and physical education in an effort to focus on reading and mathematics, says Dr. Barros.

A 2005 survey conducted by the National Center for Education Statistics showed that the 83 percent to 88 percent of children in public elementary schools have recess of some sort. But the number of recess sessions per day and the duration of the recess periods have been steadily declining. Since the 1970s, children have lost about 12 hours per week in free time, including a 25 percent decrease in play and a 50 percent decrease in unstructured outdoor activities, according to another study.

The present study shows that children from disadvantaged backgrounds are especially affected by this trend. This is a serious concern,says Dr. Barros. We know that many disadvantaged children are not free to roam their neighborhoods, even their own yards, unless they are with an adult. Recess may be the only opportunity for these kids to practice their social skills with other children.

When we restructure our education system, we have to think about the important role of recess in childhood development, adds Dr. Barros. Even if schools do not have the space, they could give students 15 minutes of indoor activity. All that they need is some unstructured time.

Dr. Barros coauthors include Ellen J. Silver, Ph.D., associate professor of pediatrics, and Ruth E.K. Stein, M.D., professor of pediatrics.

The paper, School Recess and Group Classroom Behavior, was published in the February 1 issue of Pediatrics here.

[From the Feb. 1 issue:] CONCLUSIONS. These results indicated that, among 8- to 9-year-old children, having daily recess period of >15 minutes in length was associated with better teacher rating of class behavior scores. This study suggests that schoolchildren in this age group should be provided with daily recess.

http://www.watercress.co.uk/home

According to Scientists, Watercress is a fighter veggie against cancer and broccoli too. See the link to the Daily Science on the above link.

 

When it comes to a salad leaf that is truly good for you, look no further than watercress.

Bursting with vitamins and minerals, this peppery little leaf is one of our natural superfoods and tastes great too.

Pile it into sandwiches, toss into salads, whiz into soups or sauces or wilt into pastas or stir fries, it is incredibly versatile, but don’t just leave it to languish on the side of the plate as a garnish!

Gram for gram contains more vitamin C than oranges, more iron than spinach and more calcium than milk.

persuasiveW

Bacon Sandwiches and Cancer

hauke's picture
Submitted by hauke on Thu, 06/12/2007 – 12:09pm
Lotto IconOn 31st October 2007 the World Cancer Research Fund (WCRF, a charity/umbrella organisation “supporting research into the role of diet and nutrition in the prevention of cancer”) issued a press release to advertise their comprehensive report on the influences of nutrition and physical activity on cancer, “Food, Nutrition, Physical Activity and the Prevention of Cancer: a Global Perspective”.

As well as the actual report and the press release, the WCRF also released 10 “recommendations for cancer prevention”. The report itself was produced by an international panel of experts and consisted of extensive literature reviews of studies on cancer.
One of the findings of the report was that red and processed meat increased the chances of bowel cancer, where one of the specific recommendations made on the press release was that “People should not eat any more than 500g of red meat a week” (original emphasis). In this finding, the report supports conclusions that were arrived at in the previous report from the same organisation, although this time the authors write that the evidence has become even more conclusive. Most news organisations have picked up the story on the 31st or 1st, after several days of prereporting on what “a major new report to be published by the WCRF” is about to conclude.

The precise way the story was reported varied slightly between “Cancer linked directly to obesity” (Channel 4), and“obesity worse for cancer than smoking” (Daily Mail , although this misleading headline was subsequently changed to “Is anything safe to eat? Cancer report adds bacon, ham and drink to danger list”).
The Sun reported the story by singling out “bacon sandwiches” (“Bacon butty cancer risk” ), and the bacon sandwich, probably because it is a stereotypically English comfort food has subsequently become the point of discussion of the report on several other news and comments pieces, for example on the Guardian’s “Comment is Free” site. A lot of the media coverage of the report has focused on the meat section, to the exclusion of the report’s messages on other foods and physical exercise and their positive as well as their negative contributions to cancer.

Reactions to the story in the subsequent commentary (i.e. op-eds and blog comments on newspaper websites) focused almost exclusively on complaints that scientists won’t let us eat anything now, that they’ll discover that everything causes cancer and we may just as well starve to death, or that surely there will soon be a story about how read meat is good for you.

The press release was in fact headed: Excess body fat causes cancer, which signifies what the organisation itself found was the main and most newsworthy result of the report. The section on red and processed meat was further down in the press release under the heading “other findings of the report”. Although most news reporting initially concentrated on several aspects of the report, the public debate that followed, in the op-eds and the commentary eventually focused almost exclusively on the meat results, encapsulated by the Sun’s symbolic use of the bacon sandwich to convey the report’s message.

A Bacon Butty
The Sun singled out the stereotypical bacon sandwich.

The main controversy over the report as seen in the media debate concerns the recommendations of the report. Criticism on this dimension can sensibly be made due to the fact that the health recommendations do not themselves immediately follow from the evidence as shown in the report, which the authors of the report acknowledge themselves (see above). The interesting aspect is the framing of this controversy as one inherent in the science itself (i.e. “study shows that we should avoid red meat”), rather than, as admitted in the report itself, an interpretation of the science.

Therefore, while there is an interesting public debate to be had about the quality of the scientific evidence, and what possible recommendations can and should follow from it, the debate has focused fairly quickly on “whether there will be anything left for us that is safe to eat”, followed by some fairly predictable conclusions by commentators that scientific health advice is slightly patronising and ridiculous, and not really worth following.

At first glance this story can be seen as one of the depressing cases where the media mis-report a science story and then later in the comments pages take the science to account for things it never said in the first place, as the original news reports were misrepresenting the science. However, in this case the media reports were not really misleading, because (as shown in the “issues” section) the report, the press release and the comments made by some of the experts involved were inconsistent as to the strength with which the evidence supports the recommendations (with the report itself being more careful about stressing the subjective dimensions of the recommendations than the press release), and even to the precise implications of what these recommendations should actually mean (with the provided expert quote leaning more towards precautionary abstinence than the press release and the report itself). Here there is therefore a case where some of the negative press of the report was probably partly a result of the way the story was communicated by the WCRF.

Source: http://understandinguncertainty.org/node/68

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