{"id":211,"date":"2025-10-17T07:19:57","date_gmt":"2025-10-17T07:19:57","guid":{"rendered":"https:\/\/uhis.or.kr\/mrdunn-25-26\/?p=211"},"modified":"2025-10-17T09:28:29","modified_gmt":"2025-10-17T09:28:29","slug":"mr-dunns-class-update-t1-week-8","status":"publish","type":"post","link":"https:\/\/uhis.or.kr\/mrdunn-25-26\/2025\/10\/17\/mr-dunns-class-update-t1-week-8\/","title":{"rendered":"Mr Dunn’s Class Update T1 Week 8"},"content":{"rendered":"\n

Hello everyone.<\/p>\n\n\n\n

Don’t forget we will be on our class trip to the UN Peace Memorial Hall and the UN Peace Park on Tuesday. It should be a great experience. Below are a few highlights from the week of learning.<\/p>\n\n\n\n

Literacy<\/strong><\/p>\n\n\n\n

To conclude our study of Holes<\/em> by Louis Sachar, students completed a written assessment exploring the question \u201cHow does Louis Sachar show that friendship helps Stanley and Zero to survive?\u201d The rest of this week, students began their new Gothic Horror Creative Writing unit, exploring how writers create fear, mystery, and suspense. They examined extracts from classics such as Frankenstein<\/em> and Dracula<\/em> to identify key features of the Gothic genre, including eerie settings, vivid imagery, and tense atmospheres. Through guided analysis and creative tasks, students experimented with sensory language, tone, and sentence structure to build mood and tension in their own writing. By the end of the week, they were confidently crafting short, atmospheric descriptions that captured the unsettling essence of Gothic fiction. <\/p>\n\n\n\n

IMYC<\/strong><\/p>\n\n\n\n

This week, in history class, students examined how the decisions of key leaders influenced the Korean War. Working in pairs, they studied short biographies of Kim Il-Sung, Syngman Rhee, Harry Truman, and Mao Zedong to understand each leader\u2019s choices and their consequences. Students created flowcharts showing how one decision could lead to major outcomes, both positive and negative, and then discussed who demonstrated the greatest sense of responsibility during the conflict.<\/p>\n\n\n\n

In Science this week, students investigated the effects of smoking on the body and how it connects to responsible decision-making. They began by examining images of healthy and smokers\u2019 lungs to identify visible differences and discuss what causes the damage. Working independently, students then researched how smoking affects different organs such as the lungs, heart, and brain, learning about the chemicals in cigarettes and their long-term impact on health.<\/p>\n\n\n\n

This week in geography, students began by presenting their geography projects from the previous week, sharing their research on global environmental challenges and how different regions are affected by climate change. Following their presentations, we explored real-world climate data, using graphs and maps to analyse how human actions contribute to rising temperatures, extreme weather, and changing environments. Students also discussed which regions are most vulnerable to these effects and reflected on how individual and collective choices can make a difference to our planet\u2019s future.<\/p>\n\n\n\n

Math \u2013 Year 7<\/strong><\/p>\n\n\n\n

This week, students worked on the following topics:<\/p>\n\n\n\n