December 10, 2018
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.
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)?
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.
September 10, 2018
In pairs explore these two texts.
Students collect all of the facts that they can about frogs- they should colour code the facts according to the text that they get the information from.
Which text gave you better/ more information?
What was different about reading the first text compared to the second?
September 5, 2018
LEXI’S LOVABLE BLOG
This is a survey on the school music and whether or not the majority enjoys it.
Lexi’s survey —–> https://www.surveymonkey.com/r/S2DTDPS
May 29, 2018
Today we begin working on our science project. Our challenge is – Can you design a bike or football helmet to withstand impact and reduce the likelihood of a brain injury?
Students will be using their knowledge of forces acting on an object in a crash or fall, and apply a design process to develop a safe container for an egg that is dropped from a set height.
The design must:
- Stay on the head.
- Keep the skull from cracking.
- Allow for the user to see through an opening at the front.
- The helmet will be made from recycled materials.
- work in teams
- solve design problems
- make modifications, change ideas and maybe make
- use peer feedback to improve their designs using a design process like engineers and designers experiment, test, refine and try again
Throughout this process students will develop a folio of work that demonstrates their learning.
The two videos we looked at to help us understand why this is such an important issue were:
(Two points to note:
- Even if helmets are worn, they don’t completely eliminate the risk. They could give the player a false sense of security and they could put their body on the line even more.
- This is why it is important to follow MPPS’ no tackling rule)
June 26, 2017