Can You Draw This?… GMC: Giant Mutant Centipede

By Holly

Our class is doing an activity with our buddy class in America for Halloween. For this activity we are drawing monsters of our imagination and writing descriptions, we are going to exchange descriptions and try to draw each other’s monsters without the pictures to copy from. After that we are going to compare the pictures to see how close the person who had only the description is with the person who made it up. Can you draw my monster with this description? I might post the picture soon!

GMC: Giant Mutant Centipede

A GMC is a giant centipede, it is a dark coffee brown with transparent skin almost everywhere. The transparent skin allows the heart, brain and blood vessels to be seen. Its mouth covers up its whole face with no eyes to be seen, the mouth is full of yellowing, razor sharp teeth. This monster has tentacles that aren’t transparent but coffee brown like the rest of its body. GMC has many legs, but not nearly as many as an ordinary centipede for it needs space for the skulls, vampire and tortured looking faces that are its feet. This monster lives in a sewage drain that is bright green from chemicals that is up against a pitch black wall.


P.S. This activity is taken from Mr. Avery and Mrs. Morris & Mrs. Jordan’s Monster Project.


#inequality: Piper’s Post

Through the Student Blogging Challenge, we are participating in Blog Action Day 2014 (BAD2014). The theme of BAD2014 is inequality.

We reflected about the concept of inequality as a class, what this means to each of us as individuals, and what we can do (or are doing) to address some inequalities in the world.

For their Student Blogging Challenge task this week, some of our students chose to write posts about inequality, and what this means for them. Here is Piper’s post:

Inequality is something that is not equal in the world for example if there were five lollies in a bowl and you had two people to share them between, one person would get 3 lollies and another would get two this is unequal.

In the class we are getting together with some migrants [most of them are refugees]. They are in a class together because their English isn’t at a very high level. We sent them a survey to see what their answers would be. A couple of the kids said that they find it hard living in Australia because some people “give them the finger” and that makes them upset.This is an example of inequality because these people give them the finger just because they are different.

We are going to meet up with them to help them write a book  so they can develop their English more. I am looking forward to this.

By UNESCO, via Wikimedia Commons

By UNESCO, via Wikimedia Commons


Student Blogging Challenge 2014: Learning So Much From Others!

We are all loving The Student Blogging Challenge, and we have all been learning many new blogging skills. A huge thank you to Miss Wyatt and Miss Waters for creating and coordinating this awesome challenge!

For our latest discovery, we have to thank Warrior Kat, a student in America, for showcasing Thinglink, an awesome tool that helps images become interactive.

Our first Thinglink creation is an interactive poster of our class’s favourite reads… First click on the picture, then hover over the books’ pics to read our rave reviews!



Seeking Feedback For Seven Graders’ Novel

Hello it’s Bri and Ella!

We have decided to share our love for writing with the world. We have started to write a novel, so far we have written about 20 chapters. It is very challenging because we have to make time for it, we might sit on a table outside at lunch time so we can write the story together! It’s also difficult to keep up with all the characters and because we didn’t really plan the whole story, we don’t know what is going to happen in the end, though we have a bit of an idea. Visit Ella’s blog to read our novel so far, also if you have any ideas please comment on our blogs!


Global Read Aloud: a shared book across 15 time zones and 16,000 kilometres

This week, we are starting (early) the Global Read Aloud for 2014. This incredible global reading project was created in 2010 by Pernille Ripp, an inspiring teacher from the US. Each year in September/October, classrooms around the world read the same book at the same time and collaborate online through various activities. This year, more than 244,000 students and their teachers have registered across 30 different countries!

Our class has partnered with Mrs Sutton’s class from Lisle, near Chicago. We are actually starting the challenge a couple of weeks early, to account for our South Australian school holidays. When we come back to school in term 4, we will be in synch with the rest of the world!

On Friday last week, the students started their first joint activity: they were given the following word cloud, which was created from the blurb of our novel, “One For The Murphys”:

oneforthemurphysBoth classes had to examine the word cloud and, working in pairs, come up with a prediction about the topic of the novel. The predictions were posted by the students directly onto Padlet on a dedicated board, which is now showing all 41 students’ predictions:

http---padlet.com-psutton2-MurphysWe’re looking forward to starting our shared class novel this week, and to continuing to interact with our American buddies!


Mystery Class… where in the world are they?

The Earth At Night. By NASA Earth Observatory (NASA Earth Observatory) [Public domain], via Wikimedia Commons

The Earth At Night.
By NASA Earth Observatory (NASA Earth Observatory) [Public domain], via Wikimedia Commons

Article written by Harry H, Saige and Bri

This week we have been participating in an activity called Mystery Class. We started by viewing a video that our Mystery Class sent us. We had also sent them a video of ourselves. The videos are on Edmodo because it is a private space.

Our goal was to find out which country our Mystery Class lives in. We located their country by asking them questions like: “Are you in the Northern Hemisphere?” and “Are you East of the Greenwich Meridian?” Then we asked questions like: “Does your country have more than one official language?”

The answers led us to believe that they lived in America. We then asked more questions which showed us that they lived either in Illinois or Ohio. We have been asking more questions and found out that their town or city is famous for something. We have narrowed the state down to Illinois. We asked if their city was associated with the Simpsons, but we found out that it isn’t Springfield! Anyway, we found out that there are 22 towns called Springfield in America…


The state of Illinois in America
Image from Google maps








We have until tomorrow Friday to work out where exactly they are in Illinois! Next week, we will start a project with our buddy class.


Can we please do poetry?………………. Yes!

Such a nice request to hear from the children! Thanks to the Poetry Object project, we have had fun learning about different techniques to help us, amateur poets.

One original activity we did a couple of weeks ago was suggested by Chris Betcher and Paul Hamilton. Using the iPads, we took screenshots of non-fiction texts and used the app “Skitch” to block out all the text but the most inspiring words or phrases. At the end of the exercise, the remaining words/phrases were used to compose a poem.

The students then used Vokis to bring their poems to life. Here is Eliza’s and Bri’s Voki:

Visit our students’ personal blogs to listen to and view their Vokis!


Mil Lel student wins local Scratch Competition!

Congratulations to Holly for her outstanding Scratch project, titled Blue Lake, which won first place in the recent Limestone Coast Scratch competition. Scratch is a programming language that allows its users to create games, animations and interactives stories. Scratch is also an online platform where users can share and “look inside” one another’s projects,  easily learning from each other. There are more than 6 million shared Scratch projects on the Scratch website!

Holly spent many hours designing a complex Scratch project that featured the Blue Lake (one of the competition’s requirements). One of Holly’s mini-games works similarly to a Wii game, with the program recognising motion from the player (through the webcam), and responding to this motion. Holly was careful to include media in her project that she had created herself, for example she used some music composed on the app Garage Band. Well done for respecting copyright, Holly!

Congratulations to Glenburnie Primary School, whose entry came second in the competition, and to Mundulla Primary School, who placed third. The links to the winning entries can be found on the Limestone Coast Scratches website.

You can check out Holly’s brilliant project below:


Wil and Harry H: we prefer the Lattice method!

Lately in maths, we have been investigating different methods for multiplication. In pairs, the students are creating quick videos using the app “educreations” to showcase and explain their favourite method.

Here is Wil’s and Harry H’s – the Lattice method:

There will soon be another post showcasing all our class’s favourite methods.


Using Creative Commons Images

When we create new content such as a PowerPoint presentation, a poster for a history assignment or a new post for our blog, it is important to understand that we can’t just copy any images we want from the Internet and insert them into our work. Such images – whether they are photos or drawings – are protected by copyright. To use these images without permission is illegal.

Fortunately, many images can be found on the Internet that were created by people who are happy to make their work available to the public. Creative Commons is a non-profit organisation that provides authors with licences to share their work in this way. We can use images with a Creative Commons licence as long as we attribute the image. To attribute an image means adding a caption to state the name of the image’s author and the source of the image – where it comes from.

Here is an example of an image I found on FlickrCC. I might like to use this image when planning a presentation on Roman Mosaics. Notice how the image is attributed to its author in the caption.

Image: 'Rooster Mosaic' http://www.flickr.com/photos/44124324682@N01/8006858 Photo by Mary Harrsch

Image: ‘Rooster Mosaic’
Image by Mary Harrsch (CC BY-NC-SA 2.0)











Over the next couple of weeks, we will be learning more about using Creative Common media in our work – and keeping our digital footprint positive! 🙂


Digital Footprints (Sam)

For more information about digital footprints and how to keep them positive, visit Cybersmart and CommonsenseMedia.

Article written by Sam

This week our class has been learning about digital footprints. A digital footprint is a mark and record of where you have been on the internet. For example which videos you watch, what you search, the photos you upload or the comments you make: it all leaves a mark. We have been making our own digital footprints. We first got handed out an outline of a footprint, and then we had to draw the icons of social media apps that we use (e.g. YouTube, Kik and Face time). The paper footprints represent our digital footprints, or the traces we leave behind when we go online. Then we learnt how we could make sure that the digital footprints we leave online are always positive.

Here are some more of the class’s digital footprints:


Jennieva: It teaches children how to use websites usefully, and it is a great artistic creation.


Jye’s digital footprint


Jake: it was very helpful. It is a great activity to do if you don’t know how to leave a positive footprint.



Sam’s digital footprint


Hamish: I think that a digital footprint sums up what you can and can’t do and it teaches us what we should post and how to comment on the internet.


Eliza’s digital footprint













Zoe: The digital footprints are good, it is a good way to teach other kids to be safe on the internet.


Jack: it was helpful and I learned something new.


Nikki: it was fun making the digital footprints. I also like that it is all about us.













Saige: it is very good to learn what stuff not to use and the stuff to use.


Ben’s digital footprint


Ella’s digital footprint













Holly: it is food for thought that other people could track your activity on the internet.


Estelle’s digital footprint