lee's classroom

(another MPPS global2.vic.edu.au weblog)

May 23, 2019
by leesclassroom

Year 3/4 Term 2 Science Unit

Dear Parents/Carers,

This term as a part of our Chemical Science unit the Year 3/ 4 students will be investigating the physical properties of various materials, and how these properties can influence their use. At the end of unit students will use this understanding to complete a design brief which will require them to design a suitable package to transport a selected item through the post. The product package will need to satisfy a range of criteria that will be established during the unit.

To assist with this classwork we are seeking your assistance in a couple of areas.

  1. We ask that parents/ carers, when the opportunity arises please acknowledge and discuss the various forms of package that you and your child come across on a day to day basis.

This could be anything from the pasta you cook for dinner to your latest online shopping delivery.

Areas of discussion could include:

  • What is the material?
  • How suitable is its design and construction?
  • What could you replace it with?
  • Where does it end up after it’s served its purpose, any environmental impacts?

It is really helpful for your child if these are open questions leading them to think through their responses, and allows them to generate any subsequent questions. The aim if increase their awareness and skills of observation while building on what is being explored in the classroom.

  1. The second area you can help is allowing your child to collect a range simple materials they can use when they come to design their own packaging during the second half of the term. Again we ask this is driven by the students, allowing them to develop their sense of questioning and investigation. While we won’t be looking at large amounts we want students to think about suitability and quality and collect a variety to allow for experimentation. We will also be explaining to students that this is a collaborative unit and they should be prepared to share any materials they bring that they may not end up using themselves.


Thank you for support with this classroom activity and we look forward to seeing what the students come up with.

December 10, 2018
by leesclassroom


Activity 1 (individually): 

  • Pretend to be an architect. Design as many buildings as you can, only using six 1 cm³ blocks (MAB blocks).
  • “Can you make one that takes up a bigger space than another”
  • “Can you make one that takes up a bigger space than others at your table?”
  • Take a walk around the room. “Who’s building takes up more space?”
  • Is a building 6 blocks high the same as a building 6 blocks long? What is similar and different about the buildings you have made?

Question (turn and talk): Which shape below takes up more space? Justify answer.

Related image


Definition: Volume is the amount of space a 3D object takes up.


Activity 2 (with a partner): 

  • Pretend to be an architect. Using ten 1 cm³ blocks (MAB blocks) design a building. Then one with 20 blocks, then one with 30 blocks. As you build each one compare it to others on your table.
  • Pick a simple rectangular object on your table, make a full scale copy of it with MAB. Compare it to other made at your table. Which has more volume (takes up more space)?


Extension activities:

Activity 3 (whole class): 

Activity 4 (with a partner): http://www.interactivestuff.org/sums4fun/3dboxes.html  (use real MAB to build what you see on screen if that helps you count how many are there)

Extension activities information (this is not required at your year level, but you can record it if you want)

How it is measured: Volume is measured in cubic units. For example a cubic cm block takes up 1 cubic cm. This is written as 1 cm³. Bigger objects may be measured in bigger units such as cubic meters, or m³

Pronounced: centimetres cubed or meters cubed.

The Formula: Volume = length x width x height.


Image result for perimeter area volume


Skip to toolbar