Science

Grade One continue their investigations about Push and Pull forces. 

Students investigated what object they use at home to push and pull, and we played a fun guessing game where the student had to provide clues for us to guess which room they were in and what they were pushing and pulling. 

This week we will delve into exploring gravity and the pull of water.

Grade two have enjoyed learning about how sounds travel as vibrations, how these vibrations then reach and entre our ears and eventually are sent as messages by nerves to our brains, so we recognise them. 

We have also delved into how and why sound effects are created, watching a short Disney video with clips from popular movies and a side screen of how sounds were made – the children really enjoyed this. 

We also made as many different sounds we could think of using balloons – this was also great fun!

Grade Three and Four have been classifying objects as magnetic or not magnetic and many students were surpised to find that not all metals are magnetic. 

We have also been working our way through many ‘wonderings’ - questions that students identified as things they would like to know and learn more about with magnets.  

We will continue to address these wonderings as the term continues, and we delve further into the world of magnets. 

Grade Five have been exploring and investigation how light travels (in straight lines) and how we actually see objects depending on light. If there is no light source at all – it is completely dark – we cannot see anything around us as to see objects, light from a light source travel to an object and is reflected off that object into our eyes – No light source > no objects can be seen!

Grade Six students have been constructing basic electric circuits to make a light globe shine. 

To do this they investigated different configurations of the circuit components (light bulb and holder, wires and a 9v battery) It became evident very quickly that to turn the light on, you need to construct a complete or closed circuit so the electrons can flow continuously between the components. 

We will continue this over the coming weeks and also incorporate the use of common electric symbols into our diagrams to represent the circuits we create.