Extending Vocabulary

In term 2, we focussed on understanding the water cycle. This is a system that is easy enough for a 4 year old to learn and yet complex enough that doctoral professors spend their entire careers researching different aspects of the water cycle. As I am teaching year 5 I was determined to push their understanding and their vocabulary past the simplistic terms shown in many diagrams of the water cycle. Together through art we collaborated to design the diagram of the water cycle. All students with a water cycle related word (no matter how it was connected) were responsible to make sure their term was clearly illustrated in the diagram. Once it was all painted, those same word experts need to come up with an explanation label that used their word in combination with other vocabulary words. These vocabulary words are all shown in red. 

PTC 4 - initiate learning opportunities to advance personal professional knowledge and skills.
           - identify professional learning goals in consultation with colleagues.
PTC 6 - conceptualise, plan and implement an appropriate learning programme
PTC 8 - demonstrate in practice their knowledge and understanding of how ākonga learn.
PTC 9 - select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and
              effective for diverse ākonga
            - modify teaching approaches to address the needs of individuals and groups of ākonga
PTC 12 - use critical inquiry and problem-solving eectively in their professional practice