lee's classroom

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

August 7, 2017
by leesclassroom
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Science Week Task

Last week we looked at the pieces of an apple to understand the ‘land where people can live, but do not necessarily grow the food needed for life’. (If you want to show your family this exercise go to: http://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/tns/tn-31.pdf)

As we peeled away the skin we learnt how small the amount of the Earth’s land is that is suitable to grow food.

For the next step we want you to reflect on the activity and describe what we all can do to help conserve and improve soils. The following films highlight the importance of good soil and the role of a soil scientist.

http://splash.abc.net.au/home#!/media/104056/soil-healthy-dirt-makes-healthy-plants

https://open.abc.net.au/explore/44260

Schools can also play a part. Check out Darwin’s Girraween Primary School’s worm farm and how it has benefited their school. ‘How-to-Guide. Building a worm farm…it’s fun and easy!’.

For this year’s science week we want you to undertake some ‘scientific research’ in this important area of creating a more sustainable world. This means how do we use the Earth’s resources in a way that is fair, equal and will ensure they are there for future generations.

Think about Lucy’s world (https://www.youtube.com/watch?v=-aQVQbGDojo&feature=youtu.be)

What solutions could you come up to attain a sustainable ‘Future Earth’ for children who live in places like Uganda. Ask yourself ‘What’s the one thing you would do to change the world and make it more sustainable?

Discuss the question with your family and friends, go online see what ideas others have. You’ll probably notice the different actions and responses could be grouped in areas similar to the following examples:

  • soil conservation ideas
  • water conservation ideas
  • sustainable ways to grow food
  • ideas to improve people’s health and well-being
  • ideas to change lives and the Earth

Using these ideas try to visualise a sustainable ‘Future Earth’. What might it look like? What might it sound like? How might it feel like?

What possible solutions can you come up with for achieving a sustainable ‘Future Earth’.

Finally we want you to present your solutions using a pop up display method called a ‘triorama’. Use this to tell others how they might help others work towards a sustainable ‘Future Earth’. In the top of the triorama your model a model to demonstrate, while at the base you place your words.

(Note: A simple triorama could consist of one triangle which shows one of your solutions. While you can also join four together to make a larger one showing several suggested solutions. https://www.youtube.com/watch?v=GYpRO6q3rX8)

June 28, 2017
by leesclassroom
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Term 2 Heat Project

In this term’s science unit the class has been learning about heat.

They have investigated how heat can be produced in many ways and can move from one object to another, the connection between the gain or loss of heat by an object and change in the temperature, and how heat can be transferred through direct contact or from a distance.

The have also explored the difference between heat and temperature, how a thermometer works and what is an insulator.

They have created PowerPoints containing much of what they have learnt. These can be found on the grade 4 blogs. Below are two examples made by teams of grade 3 students.

Heat by Thomas and Sanja

Heat by Liv and Antoinette

June 26, 2017
by leesclassroom
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Heat Unit: Resources and Holiday Experiments

Below I’ve listed some sites which might help with your PowerPoint. Beneath that are several heat and energy experiments you might be interested in doing during the holidays. Remember to always check with a parent before carrying out any experiments.

 

What is Heat? – Definition & Explanation

How Heat Energy Works.

What is Heat Energy? – Facts & Calculation

Forms of Energy: Thermal, Radiant, Chemical, Electric & Nuclear Energy

Energy Transfer: Examples & Overview

Mechanisms of Heat Transfer: Conduction, Convection & Radiation

 

What is Conduction in Science? – Definition & Examples

What is Evaporation? – Definition & Examples

What is Temperature? – Definition & Measurement

Measuring Temperature in the Lab: Instruments & Process

 

Holiday experiments:

Water balloon and candle

Convection spiral

Why do temperature layers form in oceans

Does hot water freeze faster than cold water?

Pizza box solar oven

How to make honeycomb

Make a simple thermometer

Endothermic reaction

June 23, 2017
by leesclassroom
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Heat Questions

As we come to the end of our integrated unit on ‘Heat’ you are asked to investigate these questions to further your knowledge around the topic. Place your research into a PowerPoint.

July 29, 2016
by leesclassroom
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Natural Disasters: Tsunamis

In today’s lesson you are going to develop your understanding of tsunamis

Research and answers for the following questions:

  • What is an tsunami and how is it defined?
  • What conditions are necessary for the formation of tsunamis?
  • Where do they occur?

The two additional questions you added as a class were:

  • What are the before and after effects?
  • How can science help?

 

The tsunami simulator we looked at in class is here:

https://www.edumedia-sciences.com/en/media/210

The image above comes from the phys.org website which has a good article on how scientists are using the footage from the recent Japanese tsunami to learn more what occurs during such events.

Also worth exploring is the ABC news site which allows you to explore before and after images from the 2011 Japanese tsunami which resulted from a massive 9.0-magnitude earthquake.

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