5W working with Grade 6 – Maths games

Grade 6 students, including some 5W students from last year (Anish, Jack and Ellenah) came to show us the maths games that they had invented in the first few months of Grade 6. Ms Kaufman, a Grade 6 Maths teacher, enjoyed leading the lesson. It won’t be long before this year’s 5W students find themselves in Grade 6. Just a few short months.

Science Technology Engineering and Maths

A Special Guest – Thank you to Ms Hutton from 5W for sharing the following information with all of Grade 5

As part of her Personal Project, Lisa Ito, a year 10 student and sister of Mari in 5W, visited grade 5 this morning to run a science-based workshop with all the girls. The purpose of her visit was to encourage more young girls into STEM field studies.

We began the session be drawing a scientist. Interestingly, most of us drew male scientists! There were a few ‘ahas’ around the room as we realised what we’d done! POINT MADE!

Lisa introduced us to STEM research.

What is STEM? – Science, Technology, Engineering and Mathematics

She also presented:

Notable female figures in the STEM fields!
What problems might women in STEM face?
Why is it important to have more female scientists?
Lisa provided many interesting facts from her research…

Girls tend to lose interest in math and science at age 8.
Less than 25% of engineering degrees are awarded to women
(In the US) 45% of science related degrees are awarded to women, only 22% of these are engineers
(In the US) 24% of CEOs are women
Scientifically, girls are bad at science – FALSE
From 1990 to 2011 female engineers have decreased FALSE
Girls perform just as well as boys in school TRUE
We also looked at a collection of toys and identified which were more advertised for boys or girls?

We discussed –

How we think the different values of these toys, set an expectation for boys and girls?
How we think this affects the interests of boys and girls?

“The toys that are most likely to be educational and to develop children’s physical, cognitive, artistic, and other skills were typically categorised as neutral or moderately masculine.”

We viewed and had many discussions after viewing related videos:

What were the videos talking about? How particular videos made us feel. Any personal experiences, on being steered away from math and science?

Inspire Her Mind – Verizon Commercial
The Effects of Gender Roles on Women in STEM (0:44 – 1:58)
A Mighty Girl
Olivia Hallisey and Ann Makosinski
Well done and thank you to Lisa for a successful and informative session. I’m sure the grade 5 girls would appreciate the opportunity to share their thought on this session with you.

Our reflection on the Marshmallow Challenge – edited using Grammarly

This week 5W students have enjoyed taking tackling the Marshmallow Challenge. We reflected on the big learnings that we took from it.

We have also been introduced to Grammarly and have used Grammarly to edit our reflection write up.

So – you should notice significantly fewer spelling and grammar errors in the reflection writing in the comment boxes below.

5W students, please ‘bitly’ link your Google doc – make sure that you share the link as ‘anyone with the link can view’.

Thank you.

Marshmallow Challenge 2016

5W students had great fun this week doing the Marshmallow Challenge

Our winning group – with the only free standing structure actually standing after 18 minutes – included Dylon, Seidy, Tetsu and Hafren. Here they are:


We all learned about the value of:

listening to each other’s suggestions
the power of ‘prototyping’ – that is trying things early, adapting them and trying again (not waiting to the very end to put the marshmallow on top for the first time!)

I wonder if the students have learned this lesson!! We shall see very soon 🙂

Here are some other photos of students engaging with the Marshmallow Challenge. Please ask your child about it.

Sharing our invention article with our editing buddy

5W students finished their explanation (expository) essay on one of the top 50 inventions since the wheel last week. As part of the process, we read our essay to our editing buddy and reflected on:

was there any content that needed to be added (or deleted)?
was there any content that needed to be made clearer?
were there any spelling mistakes?
were there any grammar/punctuation mistakes?

After listening to our buddy’s advice and reflecting on it, the students made the changes s/he felt were necessary and then turned the article in. It is available in your child’s Google account as well as our new online portfolio service called Seesaw that will be available to parents soon.

Here are 5W students with their buddies.