lee's classroom

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

November 27, 2015
by leesclassroom

The Third Stage of a Scientific Investigation: Communicate


Finally  Communicating

Communicate your ideas, explanations and processes used.

  • within your team discuss the best way to communicate the science ideas,
  • use labelled diagrams, including cross-sectional representations, to communicate ideas, observations and understandings
  • do some research into the science behind what happened and why it happened
  • in your discussion and conclusion include new areas of research based on the questions arising from your experiment, what you observed and your research

Remember to include all the steps we’ve covered in class and mentioned in the last three posts.

[AIM, Hypothesis/Prediction, Materials, Method (with diagrams), Observations (words, photos, drawings, data, information gathered), Discussion (research – science behind what happened, why it happens), Conclusion, Future Directions, New questions or areas of research]

November 27, 2015
by leesclassroom

The Second Stage of a Scientific Investigation: Observe, Record and Analysis


Once you plan your scientific investigation you need to carry out your experiment.

As you carry out your experiment record any observations, particularly to the variable you decided should be changed and measured

The next stage is Processing and Analysing Data and Information

  • use a range of representations, including tables and graphs, to represent and describe your observations
  • compare data with predictions and use as evidence in developing explanations
  • sharing ideas as to whether observations match predictions, and discuss possible reasons for predictions being incorrect
  • refer to evidence when explaining the outcomes of an investigation

As a part of your Evaluation

  • suggest improvements to the methods used in the investigation
  • discussing improvements to the methods used, and how these methods would improve the quality of the data obtained

November 27, 2015
by leesclassroom

The First Stage of a Scientific Investigation: Questioning, Predicting and Planning

Scientific investigations involve the following steps:

  • Predict what you think will happen.
  • Carry out the experiment.
  • Observe what happens.
  • Sketch diagrams if necessary to assist with your explanation.
  • Explain your observations, what has happened, and why has this occurred?


The first stage of a scientific investigation is Questioning and Predicting.

  • Pose and refine questions for a scientificinvestigation.
  • Predict what the findings of aninvestigation might be. (You can use experience from previous investigations to predict the outcomes of new investigations)

The next stage is Planning and Conducting

To answer your questions:

  • Think about which investigation methods are most suited to answer your question.
  • Follow a procedure to design an experiment or investigation.
  • Discuss plan with others, and refine methods.

Decide what you are going to record/observe. Decide which variable should be changed and measured [an independent variable (note: although this terminology does not need to be used at this stage you can use http://www.sciencebuddies.org/science-fair-projects/project_variables.shtml#whatarevariables to unpack the concept of variables. Work through the four tabs What are Variables?, Examples, Sample, Checklist) is something that is being investigated by changing it and measuring the effect of this change]


Remember, before conducting any investigation identify potential risks, discuss possible hazards involved in, and decide how these risks can be reduced. Remember, use equipment and materials safely.

November 18, 2015
by leesclassroom

Maths For Today

I can multiply decimals by whole numbers

(Look back over notes from previous lesson. Turn and Talk with a partner what did you learn? What do you understand about multiplying decimals by whole numbers)

Frameworks 6 – Activity 15 pg 143

Year 6s:

Primary Maths 6 – pg 49

I can multiply and divide decimals by powers of 10

(Look back over notes from previous lesson. Turn and Talk with a partner what did you learn? What do you understand about multiplying and dividing decimals by powers of 10)

Frameworks 5 – Activity 10 pg 114 and Activity 12 pg 117

Frameworks 6 – Activity 14 pg 141

Year 5s:

Primary Maths 5 – pg 43

Year 6s:

Primary Maths 6 – pg 45 and 46


Problem solving questions:

  1. Indira was playing a benefit cricket match. The Rex Car Company guaranteed that it would donate 50 cents for every run she made. If she scored a century, how much money would the company donate?


  1. Slavica and Mesha were building a picket fence. They ordered 100 pickets. If the total bill was $587, how much was each picket?


  1. Noni was backpacking across Asia to Europe, raising money for Oxfam. She walked 1 000km in one month. One sponsor had agreed to pay $2.50 per km and another had offered 45 cents per km. How much money did she raise in the month from these two sponsors?


  1. Jim and Vera were planting grape vines on their property. Along a row they used 98 plants in every 100m. How far apart were the plants? Answer to two decimal places.
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