Science
The Grade 3-6 students have had a great start to their science education this year. This year we have moved forward with the next step of Magnify implementation and are now using Ochre science for all lessons.
Grade 3/4s
The Grade 3/4 students have been working on their unit ‘Heat’. This unit is focusing on how heat is transferred and ways that we can insulate objects to reduce heat loss.
In our lesson this week, the students were focusing on housing design and how choices we make can affect how heat is absorbed, such as the colour of the roof, height of the ceiling, shade provided, and if eaves are used.
The students have been exposed to lots of scientific language during this unit and are learning many new words. If you could help revise the below terminology at home, it would be greatly appreciated.
Conduction: Heat transfer through direct contact. Example – a mug of hot chocolate making your hands warm when you hold it.
Convection: Heat transfer where liquids and gases become less dense, causing the hot particles to rise and the cold to drop. Example – boiling a kettle, hot air balloons.
Radiation: Heat transfer through light. Example – the sun
As we finish up our unit on heat, students are moving towards designing and testing their own insulated cup.
Grade 5/6s
The Grade 5/6 students have been working on their unit ‘Animal Adaptations’. This unit is focusing on how animals structural and behavioural features allow them to survive in their habitat.
In our lesson this week, students were thinking about features of animals and how they can be helpful in one habitat, but not another. For instance, a polar bears thick fur is beneficial in cold climates, but would not be in warmer climates.
The students have been exposed to lots of scientific language during this unit and are learning many new words. If you could help revise the below terminology at home, it would be greatly appreciated.
Biotic: The living components in a habitat. Example – plants and animals.
Abiotic: A non-living condition or thing in a habitat. Example – air or soil.
As we finish up our unit on animal adaptations, students will be looking into how features of animals have changed over time and how these changes have aided in survival in particular habitats.