In Room 10 we have an abundance of curious minds, constantly thinking of wonderful wonder questions about a range of topics. We sat down as a class and shared our wonders with each other. We discovered that many of us have similar wonders, we wonder about topics such as dinosaurs, space, and under the sea. We came up with some questions in relation to these topics and decided to begin by investigating dinosaurs.
Cross Country 2018 Poihipi Team 3
Cross Country 2018 Poihipi Team 2
Cross Country 2018 Poihipi Team 1
Cross Country 2018 916
Cross Country 2018 630
Lemon Volcano T3 2018 R5
Room 5 nearly had a natural disaster on their hands as they did a scientific investigation to create lemon volcanoes. The results were delightfully messy.
The materials used were:
Iceblock sticks / spoons / plates
Science parachutes room 1
Have fun with science by designing a parachute using part of a plastic bag, some string and a small toy attached that will float slowly to the ground
The students had to cut a large square from a plastic bag, trim the edges so it looks like an octagon (8 sided figure), punch a small hole near the edge of each side, attach 8 pieces of string of the same length to each of the holes, tie the pieces of string to an object and use a chair or a high spot to drop their parachute to test how well it worked. The idea was for it to drop as slowly as possible to the ground.
Real life experiences
A Group of Room 9 boys has been reading about how things are made.
To further their exploration of this idea we arranged for them to construct and build a kitset desk by themselves without any adult intervention, using the instructions and their own amazing skills. They were a little hesitant at first in their own abilities but with determination and a can-do attitude they gave it a go and made a nice strong standing desk that is now an envied piece in our classroom.
We did various experiments. We were surprised to see the oil stay on top of the water, but the food colouring mix in with it.
Harrisons marbled paper
Lots of us were surprised that it didn’t mix with the oil. We saw the blobs of colour slowly join together, then become heavy enough to break through the surface tension of the oil and get to the water. We learnt that oil is less dense than the water and the food colouring, so it floats on the top.
Bobbys marbled paper
Different food colouring added led to more predictions about colour mixing too. We were interested to see the food colouring slowly drip through the oil, in big blobs, and mix with the water.
Fireworks in a Jar
Our word of the week last week was immiscible.in science it is used to describe how oil and water do not interact- mix or combined together- with each other, water molecules stay with water molecules and oil molecules stay with oil molecules, we discovered when we add food colouring it normally dissolves with the water, until we add the fizzing tablets.
The tables create pockets of carbon dioxide that take the colour and non-coloured water molecules up inside the bubble allowing it to go through the oil.
Once they hit the top of the liquid solution they pop causing the drops back towards the water at the bottom.
Explosion video made by Room 9
Many of the children's hypothesis have occurred during our scientific inquiry. By introducing and using scientific vocab we ventured into the world of explosions, causing our journey to explore different “deadly” reactions between solvents and solutions, rating the explosions success by the noise and the level of destruction or mess they create.
As part of our Te Mihi inquiry, we're investigating science and how we can use it to deliver our inquiry.
Using rockets as a vehicle to learn is quite engaging as you can imagine, however, it is more than just blowing stuff up. We are teaching kids some basic scientific capabilities, such as:
Gather and interpret data.
Engage with science.
Race into Learning 109
Race into Learning 108
We were able to research, design and construct our ideal track, our versions varied from horse riding/jumping tracks, to bmx tracks and even walking and race tracks. This showed our amazing varying interests.
Cole worked very hard at making his track exactly like his plan, discovering that his plan was very complex and long he decided he would send it to the rally NZ company incase they need his track plan.
Constructing the tracks were more difficult than we first thought as we couldn’t use the things like concrete, steel, screws, nails and kilometres of open areas. We worked with a variety of different materials and tried many different things to get our items to stay stuck to our track.
Room 9 reviewed their end completed tracks to their plans, we decided that not many were the same as our plans. We had a great time though making lots of daredevil parts of our tracks.
Room 9 Science 6
Room 9 Science 5
Room 9 Science 4
Room 9 Science 3
Room 9 Science 2
We started our journey looking at solids and liquids, what they are? How do you know which state/form something is in? Leading on to a discussion exploring if something could be a solid and a liquid at the same time?