Year 3/4 Bulletin
ERP (Educational Research Projects
As part of our ongoing work in ERP (Educational Research Projects), students have now entered a more independent phase of their inquiries. The ERP continues to link closely to our Big Idea:
“Science helps us understand the world around us and helps us to make informed choices that support our local environment.”
Driving questions – focusing the learning
- What do living things need to survive, and how do we know?
- Why does the environment affect how living things grow?
- How can we help promote our school garden to grow and thrive?
This term, students have been exploring how living things grow, survive, and interact with their environment. Many students have now defined their inquiry direction, with projects ranging from promoting our school garden to creating books, websites, signage, or interactive experiences that share scientific learning with the broader school community.
Focus Children
At the beginning of the session, we introduced our focus students — those selected to share their learning goals and progress with the class. As an example, Joanne is creating an information picture book about the frog pond at APS. She shared what she was up to at the current point in time, and her goals for this coming session.
Whole
In our modelled teaching component, we focused on how to use digital tools thoughtfully when researching. As a class, we began by exploring how to type effective search terms into Google, replacing full questions with precise keywords. For example, instead of typing “What kind of soil grows best in above ground planter boxes?” we modelled typing “planter box winter vegetables.”
We then modelled how to scan a webpage for important information. Students watched as we highlighted headings, key facts, and visuals, and ignored distracting ads and unrelated content. This practical demonstration helped build confidence for students working independently later.
To wrap up the modelled portion, we introduced to the idea of a QR code - how could this be implemented in your ERP? Where do you see QR codes in your day to day life and how are they beneficial?
Small
During the independent phase, students worked on their ERP projects, applying the skills from the mini-lesson and clinic group. Teachers conferred with students throughout this time to provide feedback and guide next steps.
Clinic Group
A clinic group offered outlined how to create a QR code. This was effective for students who are creating a non-fiction website informing readers about plants, vegetables, and fruits in our Kitchen Garden. Their plan is to use the QR code in the garden and then direct people to their site that they’ve created to inform.
Whole
At the end of the session, our focus students returned to share what they had achieved.
Allira, Richard, Nellie
Year 3/4 Team
Allira.Zeneli@education.vic.gov.au