Session 14 - Somerly Primary School Year 3 - Jodie Davidson & Katy Hough

Working with partners

1. You will each be given a piece of paper and a marker

2. Sit back to back with your partner - you will need to take turns

3. Describe the image in front of you to help your partner draw it (Australian landmarks). You can use words and shapes but you cannot say the object - bridge, beach, whaleshark etc

1. Looking inside the picture books, how many states can you find where this animal lives in the wild? Sort them into their habitat locations - 20 minutes

2. How many animals have you located? You will each get one point for every correct location

3. If you have listened carefully and heard any clues for your remaining animals, you have 10 minutes to place them in the places where they can be found

4. Tally all of your animals again. You will get another one point for each correct location, including those you have already counted

5. Remove one point for each incorrect answer

6. What is the total 

Optional extra for early finishers

• Group animals - how many of each do we have?

• Add animals to the map by finding their location and pinning them in the correct state

• How many extra animals do we need to complete our sets?

1. Using the book (TBA which book), can you work out where your landmark needs to go on the map? We can use pins and string if there isn’t enough room inside the landmass

1. What animal do you think represents the creative habit your partner used most today?

2. Can you make your animal represent (look more like) your partner and include a picture of their creative habit (cane, glasses, suitcase, pencil etc)

Or

1. What would make your advert ‘even better’ (share responses to enable other groups to potentially include some of the suggestions for their own video

Successes

• Lots of animals on the board, state by state

• Using the books for research

• Improving at identifying non Australian animals

• Ongoing reflection during the session particularly when groups weren’t working as well as they wanted. Students were encouraged to go to the creative habits poster to work out which habits they need to use more. 

Challenges

• Too hard meant that they would stop

• Didn’t understand having a time limit for research

• Having to double check locations for some animals because there weren’t included on the list

‘They are pushing themselves harder each week. It is like they have become more confident in themselves’ … Teacher

‘I love how Michael said ‘let’s pick partners based on who is closest to their birthdays’. They were buzzing after last week. Monday was awful [for me] but Thursday and Friday were the best. I had a change of mindset. I didn’t think they had the skills to do a particular writing task but I pushed them a little and they knuckled down and persisted and proved to be better than i could have imagined’.

‘Thankyou Mrs Hough for saying such nice things about my work’ … Jack D 

‘It made me cry and realise that I’m in exactly the right place’... Teacher

‘I wish you were here all day’...student

‘Do you like this?’... Creative

‘Yes, I like it more than everything else we do’... Mila, student