Kennings Poems Year 5/6


Kennings Poem

Learning Intention

To create a kenning poem that entertains our prep buddies.

Success Criteria

1) Create a voki to read your Kennings Poem.

2) Your audience is you Prep buddies. You are entertaining them.

3) Character should also be suitable to the content of your poem.




What is a Kennings Poem?

A kenning is a way of describing something using clues rather than just saying what it is.

Each line is two words long.


A heat giver

A light maker

Guess what it is?

A paw licker
A day dreamer
A milk drinker
A ball chaser
A dog hater
A mouse chaser
A stroke lover

A great jumper

A water drinker

A straw eater

A strong walker

A race runner

A ball chaser

A crowd pleaser

A fast runner

A sneaky diver

A corner taker

A goal scorer

A mate hugger

How do I write one?

It is not as hard as it seems.


To start each kenning with A ………

A night flyer,

A mouse eater,

A silent swooper


To use verbs to describe the object further ………

A night flyer,

A mouse eater,

A silent swooper

And if you want a challenge use alliteration

A night flyer,

A mouse eater,

A silent swooper

How to do it?

Think about what the subject does….

For example a wolf

  • Comes out at night
  • Eats meat
  • Hunts its prey
  • Lives in the woods
  • Howls at the moon

This becomes…………

A night mover

A meat eater

A prey hunter

A wood dweller

A moon howler


Using verbs to describe

Word Game Activity

Using ‘A’

What does the subject do? Make list

Challenge Alliteration


Electricity Year 6 Science

Learning Intention:

Learn and use scientific language to talk about circuits and electricity

Success Criteria:

I can explain what makes circuits work

I can explain what conductors and insulators are

I can explain effects of changing a circuit

I can explain the role of each component

Topics for Groups

Power source/circuits

Conductors/ Insulators

Series Circuits/Parallel Circuits

Changing Circuits


Extension 1

Extension 2

Can your team plan one circuit that includes two light bulbs, where if one light bulb is taken out, the other light bulb will still light up?


Insulator: Other materials do not let electricity to flow through them, they are called insulators. Plastic, glass, rubber. An insulator is a material or substance that does not allow electricity to travel through it. Plastic, rubber, glass, wood, are all examples of insulators.

Conductors:  Some material let electricity run through them, they are called conductors. Metals and lead are conductors. Almost all conductors are metals, but graphite (pencil lead) also conducts electricity.



Simple circuit

Parallel/Complex circuit


Complete/Incomplete/broken circuit

Other POI:

Copper is the conductor and the plastic coating is the insulator. Switches allow you to make or break a circuit. When the switch is on, the circuit is complete. When the switch is off, we say the switch is broken. Adding more bulbs, lights will become dimmer because they share the electricity the cells share. Adding more cells in a series (a line) will produce more power. Too many cells could make the bulb burn out. Longer wire, the dimmer light. Series circuit, when one light burns out and it’s filament breaks, there is a gap in the circuit.



Applying digital citizenship

After this week’s learning path, I now feel I have some strategies to better describe the issues and strategies available to support safe, responsible and ethical use of ICT in learning and teaching. I think it’s important that we are aware of safe sites and practice a culture of safe site use in the classroom, and more broadly the school. My PE school has a safe site policy with a number of websites blocked from access within the network perimeters of the school.

The learning continuum on the Australian Curriculum Website has a great guide for the expectations of each Year level’s digital citizenship requirements. By the end of Year 2, my PE students will be expected to:

  • use purposefully selected ICT tools safely to share and exchange information with appropriate local audiences
  • understand that computer mediated communications may be received later by the receiver
  • identify and safely operate a selected range of appropriate devices, software, functions and commands when operating an ICT system and attempt to solve a problem before seeking help
  • identify the main components of common consumer ICT systems, their fundamental functions, and describe them using basic ICT terminology
  • manage and maintain digital data with guidance
  • use ICT to prepare simple plans to find solutions or answers to questions
  • experiment with ICT as a creative tool to generate simple solutions, modifications or data representations for particular audiences or purposes
  • use ICT to identify, record and classify textual and graphic information to show what is known and what needs to be investigated
  • locate information from a given set of digital sources
  • explain the usefulness of located data or information

I have placed them here as a guide to remind me of their expectations and guide my PE ideas.

Digital Citizens

I have just been learning about digital citizenship through this week’s leaning path. I think my knowledge and experience in regards to ethical use of the internet is ever changing. I think to some degree I had a good grounding of how to be weary of the internet when I first purchased or became, so to speak, computer literate. I always had mac so while all my friends would talk about the viruses they had encountered, I because aware and simultaneously was dodging bullets. My favorite sites for years have been and so these also increase my awareness of safe internet use.

I have just taken two quizzes during the learning path. The first related to cyberbullying. I am somewhat embarrassed to say that I only score 3/5. I knew cyberbullying was quite prevalent and one of my mistakes was thinking it was the greatest form of bullying in secondary school. Interestingly, real life on campus bullying is the most prevalent. I was somewhat surprise by this as there is a great education happening in primary school today to stop bullying so the flow on effect of this seems not as quick as most would have anticipated.

The second quiz was on cyber safety. I did reasonably well here by did mess up on information we can give on the internet. I am generally cautious on what info I give if I am not sure on the safety of a site, and enjoy using pseudos. In the future, I must remember first names are also no goes.

Google and the monkey

I think surveys are a great practice for students to partake in. I have seen the enthusiasm generated class surveys are coupled with graphing through line, bar, and pie graphs. Generally, the surveys I have witnessed have only ever been constructed in written form by students, so the potential for amplification using ICT is actually quite large. Anna came across google forms as a great way to enable students to use ICT to generate and participate in surveys. Like Anna, I had never actually considered google forms, and admittedly didn’t even know what they were.

Google forms outlines the ways students can collect data as:

  1. Conducting experiments in classroom and use the teacher’s computer to enter data for that group
  2. Allow students to create surveys using Google forms and display on own computer, before inviting peers to navigate from computer to computer to fill out surveys
  3. Email the form to participants to collect data (can embed the form in the email); must know all members email addresses
  4. Email the form by using a distribution list from your contacts  (very easy if using Google Apps since all domain names are the same)
  5. Share the URL of the published form; consider using a URL shortener for easy access like:, or
  6. Embed the form in a Google Site, wiki, blog or website.

I think this is a potential ICT I could utilise on prac, as there is potential to use this application even if laptop or iPad numbers are less than a 1 to 1 ratio.

This potential also got me thinking about other surveying apps out there. I have heard of survey monkey to create surveys as well, so think this is another worth exploration. If you know of any more, please share.


Building my own pedagogical practice

I was reading with interest Miss Galea’s blog post on ICT at prac, and she touches on the different theories and frameworks we are expected to use throughout my planning. The Cambridge CELTA teaching methodology I undertook many eons ago used the eliciting process to underpin the teaching and engagement of second language learners. I still use this phase in my orientation when tapping into prior knowledge. As I began my initial first year Professional Experience, I watched my mentor clarifying learning intention from the outset in setting expectations with a Learning Intention and Success Criteria. I have since adopted this into my planning, yet unlike my mentor, I do it after the eliciting stage. I do think it’s important to do what works for you, and this has culminated into me taking bits from CELTA, bits from 1st Yr Prac, and bits from 2nd Yr Prac to establish my own teaching methodology. Learning theories and frameworks are also evident in my planning, and get roles as I become more aware of how they can benefit my students and my teaching. I found a great site that outline some different educational theories and frameworks that help establish your teaching identity. Education itself is lifelong, so is, I believe, defining and progressing your teaching presence.

Organisation Apps

Keeping organised is key to staying on top of your University study. Most Bachelor of Education students at the University of Southern Queensland are juggling part time or full time work commitments, children, a University load ranging from one to four subjects a semester, and just life, so it’s pretty easy to drop behind and be playing a catch up game all semester. Earlier, I blogged about my assignment tips, but this time I wanted to talk about management tips in a broader context. I have used fantastical in the past, it’s basically a smart calendar and was a winner when I did use it. I think since upgrading to a new operating system, I’ve resorted back to the osx calendar app, which with smart integration syncs to your iphone or/and iPads. I use notes a lot now. It’s another than syncs accross multiple devices effective making organisation much more seamless. With all that said, David mentioned on the learning path this week that an app like trello could be worth a shot for keeping a dialogue of information ongoing with your mentor while on Professional Experience. I did take a look at it and can see some potential but whether I not I take the plunge to it remains to be seen.

Lesson Planning

Almost every assignment I’ve ever done, I’ve struggled with the lesson planning component. I just never seem to be able to get down all the little details that are expected there. On a recent PE, my mentor suggested to me to just jot down your activities in each phase of the learning plan, and go from there … “Open ended questions can generally be thought of on the fly, but have the initial there as a prompt” or something along those lines was the advice. Suffice to say, I really did enjoy some successful lessons on the back of that. I have seen though, fellow prac students at schools I’ve been to produce lessons that look like they were written by Confucius, covering every single base with a script that could see the Sly scripted up to act until Rocky 15. Anyway, writing them, clearly my weakness. This week’s learning path suggested a lot of site that can help develop my weakness into a strength, so here’s CRLT, with strategies for effective lesson planning. I’ll be revisiting this blog about 45 times during prac!