Week with the Prep, 1/2s

Last week was my week with the prep, 1/2s. So this is how the day started off…

I rushed up to put my bag in my locker and organized the things that I would be needing for the day. As the bell sounded, I walked down to Senada’s class. Soon enough, I started my worksheet. I skimmed through a lot of the questions, but I had to stop and research for some others. I was about halfway through the worksheet when the bell for reccess went.

At reccess, I hung around with the 1/2s and played two-touch with Ijaz, Sebastian and some other people.

After reccess, I completed my worksheet, but was left unsure about some questions.

Lunch came pretty quickly and went like the wind when I played skipping with Stephanie, Tasneem and Eva.

After lunch, I read quietly and wrote a thorough reading reflection.

That night, I finished my frameworks that I was supposed to do.

The next day, Takee, Raju and I went to David’s class. We worked on our solar project. We all brainstormed on what we could write. After that, I typed it all up. After printing all of it, Takee drew the first sketch of our solar cooker, I drew the second, and Raju drew the third.

At reccess, Takee spent spent his time trying to make Ijaz like him, while I sat back and watched all the fun.

After reccess, I helped the teachers organize some stuff, helped the 1/2s with their work, and read for a while.

At lunch, I spent my time designing a special pillow.

After lunch, it was the usual. I engaged myself in my wonderful book.

The next day, I was away because I woke up late and my parents refused to take me to school.

On Thursday and Friday, we spent the day with the preps, helping out the teachers and playing with the preps at reccess and lunch.

Spelling City (Prefixes and Suffixes)

This week, my words were about prefixes and suffixes. I had to spot the suffix or prefix in each of my words and write down the definition of the suffix or prefix.

anteroom  The prefix of anteroom is ante meaning before.

antebellum has the same prefix.

credential – The suffix of credential is ial meaning meaning connected to.

nebulous – The suffix of nebulous is ous meaning characterized by. nonadjustable – The prefix of nonadjustable is non meaning the absence of. The suffix of nonadjustable is able meaning having the power of doing something.

pseudonym – The suffix of pseudonym is nym meaning an anonymous name.

pandemonium – The prefix of pandemonium is pan meaning all.

orthopedics – The prefix of orthopedics is ortho meaning straight.

synchronize – The suffix of synchronise is ize meaning to make or become.

symphony – The prefix of symphony is sym meaning united.

vivacious – The suffix of vivacious is cious meaning full of.


Life seeped out of me as I suffered great torture. Blood escaped my chest as I gripped tightly, my churning stomach. A vision of fiery red burned my soul painfully. An intense sensation of agonizing pain filled my spine with rage. Rage powerful enough to turn dead into alive.

My deathly black cape reluctantly moved from side to side. My jet black hair tied itself into a skin pinching bun. I received strange looks everywhere I went. My thick hands grazed across brick houses as they screamed quietly in pain. Then I walked past a glass house…

An unusual glass house it was. With someone in it. It looked unusually like the villain that had cursed me. I had to be sure. I knocked on the door. A woman with a slim figure and freakishly pale skin answered. She wore a dark cape similar to mine. As I looked at her evil face, she wickedly smiled. A smile I always remembered. The smile I saw when I died. As I had suspected at first. Malificent. Even deadlier than the first.

Fighting in the cemetery, I desperately tried just to stab Malificent in the heart. I sweated madly lashing my sword from side to side. I felt intense anger inside me, building up as I had hoped, but not powerful enough to just ensure a cut on her. I was furious. So furious. And desperate. I was boiling. Like an animal dodging gunshots from hunters. As I was about to shove the sword into Malificent’s heart, I toppled over with her shield in my face. A burning sensation filled my spine just like the time she killed me first. All I remember is blood. That’s all I remembered, before I got the chance to live. For the 3rd time.

Above is a story I wrote from a first draft. In this version, I tied the introduction and conclusion together with feeling. I had intense feeling in the first paragraph as well at the last paragraph. For example, in the first paragraph and last paragraph, I talked about how tortured and angered the character felt. Some other ways I could have tied the introduction and conclusion together is by using, action, intriguing questions, sound effects or sensory descriptions in both paragraphs. In the middle two paragraphs, I used the paragraph sandwich to ensure that I had a good body structure of the story. The paragraph sandwich is a structure that you need to follow in each paragraph. In each paragraph, you need to have:

– Topic Sentence

– Supporting Sentence

– Describing Sentence

– Supporting Sentence

– Describing Sentence

– Supporting Sentence

– Describing Sentence

– Concluding Sentence

Along with all this, I had to make sure I was grammatically correct and I used good vocabulary/language as well as sentence fragments (I used mostly short sentences in the action and feeling parts to make the piece more suspenseful).

GTAC Lesson 5

On June the 12th, 2014, Chris and Maria came to our school for our final lesson. We learnt about fair test and rusting. We learnt about independent variables, dependent variables, controlled variables and control. We did a couple of experiments to explore this more.

Some things I remember are that an independent variable is the condition that is changed by the scientist. I remember that a dependent variable is what you measure in response to the independent variable. A controlled variable is a condition that is kept the same throughout the experiment. I remember control is a similar test where the independent variable is left unchanged to produce a comparison.SAM_3822

Some things I know understand is that different temperatures change the results by a vast amount. For an experiment to have the same result. Nothing must me changed. The same amount of heat should also be considered.

A question I am still left with is why does an alka-seltzer tablet dissolve faster in hot water than cold water?

GTAC Lesson 4

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On the fourth of May, 2014, Chris and Jacinta came to our school for our fourth lesson. We explored the concept of chemical change to broaden our knowledge on irreversible and reversible change for our mini project.

We started off by applying our prior knowledge. We had to find some objects that were reversible and irreversible. After that, we started five experiments. We had to predict, observe and explain each one. Then we had to decide whether each one was reversible, or irreversible.

Some things I remember are that a reversible change is a change that can be overdone and that you can get the original substance back. I remember that a reversible change is often called a physical or temporary change. I also remember that an irreversible change is permanent and can’t be overdone.

Some things I know understand are the reactions of a chemical change. I understand how dangerous different chemicals are and understand that just a simple little change such as adding one oxygen can make a completely different and extremely dangerous substance.

I have learnt a lot during this lesson, but I am still unsure about some of the reasons why chemical changes happen.



Term 1 Reflection

Term 1 was a great term to start off the year. I met new people and worked with many whom have never been in my class before. I caught up with friends and learnt more than I expected in my first year of year six. New leadership opportunities had opened up some of which I caught. I enjoyed a great learning experience and learnt new things a long the way. I avoided obstacles that I thought I might face. I persevered and fought through challenging tasks. I am proud of what I have achieved in term 1.

The 5 Big Questions: A World Without Princes

Big Question # 1: What makes this book good?

I believe ‘A World Without Princes’ is a good book because it has adventure and suspense. The suspense gets me gripped into the book wanting to know what happens next. The elements of the adventure are very interesting and engaging due to the mysterious aspects and descriptions. This book involves witchcraft and is a great thriller.

Big Question # 2: What would make this book better?

Something that would make this book better is a more exciting and interesting introduction. I find the introduction of this book a bit boring because it only talks about how life is going, family and friends. A more exciting introduction in my opinion would have emotion and a little climax that starts the adventure. In this book, the climax happens just a bit too suddenly.

Big Question # 3: What is the one most important thing the author wants you to know?

The one most important thing Soman Chainani probably wants me to know is that being evil has consequences. In this book, when Sophie turned evil, she suffered severe consequences and punishments. This is probably the moral of the story knowing that the series is called ‘The School for Good and Evil.

Big Question  #4: Why did the writer write this

Soman Chainaini wrote this to inform the reader that once something is done, can’t be re-done. In this book, Sophie did something evil that made her evil for life and that now scars her for life. She truly regrets it, but now, nothing can be done to change it. 

Big Question # 5: What does the audience need to know to understand and enjoy the book?

In my opinion, descriptions and suspense is extremely necessary to enjoy this book. Otherwise, I would simply find the story quick, and I wouldn’t be able to enjoy the aspects of the story as much as I did.


The Five Facts of Fiction: A World Without Princes

Fact #1: Fiction is all about a character

Sophie is the main character of this book. She is immensely glamorous with luscious blonde curls and thick long lashes. With rose red lips, she smiles greatly. Sophie is quite comparable to a princess. But what lies beneath her fair skin is anything but beautiful. The insides of her are evil. Evil and desperate. 

Fact #2: Fiction is all about what your character wants

More than anything else in the world, Sophie wants to be with her best friend Agatha, and get rid of princes for good. Agatha however, wants her prince, Tedros, more than anything else in the world. Sophie would do anything to make Agatha choose her over Tedros. 

Fact # 3: Fiction is all about how your character gets or does not get what he/she wants

Sophie isn’t very successful at the end, but survives the obstacles along the way. Sophie was able keep Agatha as her friend, but still couldn’t stop Agatha’s desire for Tedros. Sophie has become very evil just to keep Agatha from Tedros even though Agatha trusted her.

Fact # 4: Fiction is all about how your character changes

In the beginning, Sophie was a kind and caring friend wishing for no more than her best friend. As a result of being dropped into the school of evil, Sophie turns out as a witch with nemesis dreams of her ex-best friend, Agatha. In the end, Sophie learns that friendship is everything when you are young, but when you’ve found love, your desire for it is much more than friends.

Fact # 5: Fiction is all about the world the author creates

In this book, Soman Chainani created the magical world of good and evil, full of witchcraft, wizardry, friendship and death. This book is a fantasy story enjoyed by readers mainly with interest in witchcraft and magic.
Click here to visit Soman Chainani’s website.

GTAC Lesson 2

On May the 14th, the 5/6s of Moonee Ponds Primary School had their second lesson with GTAC (Gene Technology Access Centre). Our lesson was about gases and its components, taught by Jacinta and Chris.

In the science lab, Jacinta and Chris discussed  with us, the movement of the particles in a gas. We were introduced to this subject by a simple experiment.

A bucket of water was handed over to each table along with a ping pong ball and plastic cup. The ping pong ball was to be gently dropped in to the water and the cup was used to press it down firmly.

We were all very surprised to see that there was only a little bit of water in the cup. There was mostly gas in the cup because the gas particles forces out the liquid particles. We explained this physically with body movement.

After doing that, we closed off our lesson by filling in a POE (Predict Observe Explain) chart.

Some things I remember is how to draw a POE chart and how to use it. I also know how to do the experiment.

Some things I know understand is the movement of gas and liquid particles as well as their bonds.

A question that still remains of me is why gas particles are stronger than liquid particles?

GTAC Lesson 1

On May the 6th, 2014, the 5/6s of Moonee Ponds Primary School had a visit from some people from GTAC (Gene Technology Access Centre). As out term topic is chemistry, two people (Maria and Chris) who specialize in this area explained the components of solids and liquids.

In the science lab, the 5/6s had a chance to explore and experiment with solids and liquids to expand our knowledge. Chris and Maria set us a series of activities in order for us to understand the changes liquids and solids go through.

Our first activity was to experiment with a solid. We had to get in groups of six and in that groups, had to be two sub-groups, having one group being the manipulators, and the other observing what was happening to the solid. The task was to use tongs in order to get some play dough in a cup and manage to get the majority of its particles into the corresponding beaker. My group managed to fulfil this task successfully in a time of 55 seconds.

The observers of my group observed that the play dough was a compressed and mouldable object to fit in the fairly small cup. We then had a discussion about the descriptive words which could be used to describe the play dough. Each group shared a word. Then Maria and Chris taught us a scientific word to fully define the play dough. The word was “malleable” meaning capable of being shaped, bent, or drawn out.

Our next challenge involved another solid. We had to use a cup in order to successfully transfer a rubber band to the corresponding beaker. There was a catch. The rubber band could not go in the cup, or on the bottom of the cup. My team approached this challenge by placing the rubber band around the cup vertically.

Again, eachteam’s observers had to discuss with the manipulators what the observed. I observed the once the rubber band was taken off the cup, it returned to its original shape. Some descriptive words we came up with were elastic, stretchy and expandable.

Our final activity with a solid was to fit a big foam cup inside a smaller cup and put the majority of its particles into a large beaker. Our team broke the big cup to put it inside the smaller cup. Then once again, Chris and Maria taught us a word to describe the big cup. It was “brittle” meaning easily damaged or destroyed.

After that, we started looking at the concept of liquid. We were asked which liquid would travel faster. Water, or maple syrup? We all thought maple syrup would travel slower, but we were unsure why. Chris told us that sticky and thick substances such honey, when the particles of the thick substance travels from one place to another, the particle bonds strengthen. Whereas, water particles do not have very strong bonds when they travel. Then Chris and Maria taught us another word being “viscosity”. Viscosity is defined as how fast a liquid flows.

Then came the end of our lesson, finished off by illustrating the particles in a solid and liquid.

From this experience, some things I remember are that solid particles are tightly compressed, whereas liquid particles are very loosely compressed. I remember that there is still some space between solid particles so that they at least have some space to move and bond.

Some things I now understand are the reasons why certain liquids take longer to travel than others, and I know understand the different scientific words to describe solid and liquid elements.

Some questions I am still left with are: Is heat a gas? If so, why? Which places on earth is plasma found? And finally, how many different types of gases are there?