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.

- 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.

- 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.

]]>Two links to sites for an understanding of the use of compasses. The first talks about using a protractor, while the second allows you to practise using one.

]]>- 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)?

Extension activities:

**Activity 3 (whole class): **

- Display: http://www.teacherled.com/resources/cuboidexplode/cuboidexplodeload.html
- Have students calculate the area of each of the shapes. Press the tool in the top left corner to open up the shape.

**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.

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Grade 3 students read https://www.bbc.com/bitesize/articles/zx8hpv4 and take notes.

Grade 4 students read the following and take notes: Peripherals handout

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**Text: **When I Grow Up-1516v4f

**Independent**

Students read a poem independently and record a personal connection response as discussed in class. Try for a deep rather than shallow response.

Students select a poem from those in the document below. Students will need to share a computer.

]]>E.g. 42 divided by 6 is 7 because 6 sevens are 42.

Worded problems:

**Support**

Aiden has 30 roses. How many bunches of 6 roses can he make?

Melanie picked 24 ripe mangoes. She picked the same number from each of 4 trees. How many mangoes did she get from each tree?

Max needs 28 tomato plants for his garden. The plants are sold in punnets of 7. How many punnets must be buy?

**Reinforce**

Aiden has 49 roses. How many bunches of 7 roses can he make?

Melanie picked 45 ripe mangoes. She picked the same number from each of 9 trees. How many mangoes did she get from each tree?

Max needs 72 tomato plants for his garden. The plants are sold in punnets of 6. How many punnets must be buy?

**Extend**

Aiden has 64 roses. How many bunches of 5 roses can he make?

Melanie picked 74 ripe mangoes. She picked the same number from each of 5 trees. How many mangoes did she get from each tree?

Max needs 55 tomato plants for his garden. The plants are sold in punnets of 3. How many punnets must be buy?

What do you notice and how can you explain it?

Extension group will be working with remainders. There answer should be shown as this.

Eg. 12 ÷ 5 = 2 R2

]]>- http://www.exploratorium.edu/frogs/index.html
- http://www.ginninderralandcare.org.au/sites/default/files/imported/res/Image/jpgs/Frogs%20of%20the%20ACT%20Region%20Poster.jpg

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? *

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