The Science Master Replied!

Earlier this week the grade four students reflected on science topics they were curious about and sent a question to The Science Master.

Click here to find the original post.

The Science Master is a safe site run by a retired teacher/scientist to help students learn more about the world we live in.

We are amazed and excited to report that The Science Master has personally answered all of our questions in a matter of days!

Alice, Daisy and Eliza asked, “what chemicals make objects glow in the dark?”

The Science Master explained words that end with the term “escence” and suggested an experiment the girls could try with an adult. Click on the image to find The Science Master’s response.

Silas and Zakk asked, “why do volcanoes erupt?”

The Science Master discussed how volcanic eruption is all about pressure. He invited the boys to ask another question if they want clarification.

Billie and Zali wanted to know “how does the activator form slime?”

The Science Master gave an explanation of the chemistry behind slime ingredients and included a video. 

Chelsea and Ashli were curious to know, “if all living things were in one food chain, what would be at the top?”

The Science Master linked to a game to learn more about food chains and explained a ranking system called the trophic level.

Update!

Chelsea has already replied to the Science Master. Well done, Chelsea!

The Science Master replied back to Chelsea.

Angus and Lachy want to know “are aliens real?”

The Science Master offered a very interesting opinion and also linked to another question about aliens. 

Our last question was an explosive one! Freddie and Flynn asked “when the Sun blows up will Mercury smash into Earth

Luckily for us, The Science Master doesn’t think this will be happening any time soon and offered some interesting insights into the solar system. He also included a video and asked the boys a question.

We want to say a big thank you to The Science Master and his team for all the hard work he put into our answers.

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Now it’s time to comment…

Look at the clues The Science Master offered and discuss the topic with your family or friends. What do you think the answers are?

Science Master

Our students love their weekly science lessons with Mrs Olsen. This year they have been learning about the Earth, properties and materials, and how to conduct experiments. 

Today the grade four students tried out a fun resource called The Science Master.

www.sciencemaster.co.uk

This is a safe site run by a retired scientist and teacher in England. It is a place where you can submit your own science question and get a personalised answer.

The Science Master won’t answer your question directly, but give you clues to figure it out for yourself.

Our students brainstormed their ideas with a friend. The Science Master tells us that science is ‘applied curiosity’ so we had a think about what we were curious about. How do things work? Why are things the way they are?

We don’t know all the answers to the way the world works, but science can help.

Here are the questions we submitted on the The Science Master website.

We will be on the lookout for responses to our questions. Stay tuned!

Want to try The Science Master for yourself?

Here is some information that might help:

  • Anyone between the ages of 7 and 13 can submit a question on The Science Master website.
  • You don’t need an email address and don’t need to submit any personal information.
  • Before you submit a question, you need to search the site to see if the question has already been answered.
  • Always have a teacher or parent check your question before you submit it.

What question would you like The Science Master to answer?

What do you think the answers to our questions are?

What is your favourite area of science?

Term Two Reflections

Term Two has come to an end, and what a busy and enjoyable eleven weeks it has been!

Highlights have included:

To reflect on the fantastic term, the students in 3/4C wrote a poem about a memorable event. They used a variety of poetry styles that they have explored over the past few weeks.

We hope you enjoy reading our poems.

There is a lot to look forward to next term including Book Week and our Athletics Day!

We wish everyone in our community a safe and happy two week holiday!

This has been another guest post by Mrs Morris. I have thoroughly enjoyed teaching 3/4C while Miss Jordan has been Acting Assistant Principal. I hope to see the wonderful 3/4C students again very soon!

What did you think of our poetry?

Leave a comment with your own poem or tell us about your own Term Two reflections.

What are you looking forward to next term?

Volcanoes in Science!

Each Wednesday morning, we have science with Mrs Olsen.

We all look forward to our science lessons and it is great to see the students’ knowledge develop each week. Mrs Olsen has commented that she is impressed with the curiosity and love of learning displayed by the 3/4C students during science.

One student is selected as Mrs Olsen’s assistant each week…they dress up to look the part!

Today, we concluded our focus on “earth science”. We learnt about volcanoes. A volcano is defined as a mountain that opens downward to a pool of molten rock below the surface of the earth. When pressure builds up, eruptions occur. Gases and rock shoot up through the opening and spill over or fill the air with lava fragments.

The learning focus for today’s lesson:

  • We are learning how volcanoes are formed.

The success criteria:

  • I can describe the main ways volcanoes are formed.
  • I can make a model of a volcano.
  • I can research to find out more information about volcanoes.
  • I can make observations when doing research and making my model.

We learnt some key vocabulary about volcanoes in this lesson:

  • Magma
  • Lava
  • Tectonic plates
  • Pumice rocks
  • Cinder cone
  • Dormant volcanoes
  • Active volcanoes
  • Composite volcanoes
  • Shield volcanoes
  • Obsidian

After discussing how volcanoes are formed, completing some research and watching a video, students worked in groups to make their own ‘mini volcanoes’ in the classroom.

The equipment required to make the volcanoes:

  • Cup
  • Play dough
  • Plate
  • Vinegar
  • Bicarb soda
  • Food colouring

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Thank you for all of the engaging science lessons so far, Mrs Olsen!

It is fantastic to build our science skills, knowledge and understanding. We are looking forward to learning about “forces” in our next science unit this term.

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Can you define any of the key vocabulary from today’s science lesson?

What did you learn about volcanoes?

What science lesson have you enjoyed most so far this year?

What do you hope to learn in future science lessons?

 

Learning About Place Value

We are currently studying place value in maths.

Place value is defined as the value of a digit based on its position in a number.

For example: in the number 946 the 4 is in the “tens” position so it shows a value of 40. The 9 is in the “hundreds” position so it shows a value of 900.

Students have been developing their place value skills using four, five, six and seven digit numbers.

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Numbers can be represented in different ways. Consider the five digit number in the place value chart below.

Five digit number

Standard form: 28,362

Word form: Twenty eight thousand, three hundred and sixty two

Expanded form: 20,000 + 8,000 + 300 + 60 + 2

We can also rename numbers in different ways. The number above can be renamed in a variety of ways including:

28 thousands, 36 tens and 2 ones

283 hundreds and 62 ones

2836 tens and 2 ones

28 thousands and 362 ones

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Base 10 materials (sometimes referred to as MAB) are a very useful resource to model numbers.

Students have been building their knowledge by participating in a range of individual, partner, small group and whole class tasks. One highlight has been the Base 10 Race!

To play this game, students worked in collaborative groups outside. Each team rolled dice repeatedly and had to collect the required amount of Base 10 materials after each roll. They had to “trade” the materials when necessary. For example, when they had 10 ones, they exchanged for 1 ten. Or when they had 10 tens, they exchanged for 100. Teams kept a record of their number as the game progressed. It was a fun way to develop place value knowledge!

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How has your place value knowledge improved?

What place value activity have you enjoyed?

If you were designing a place value game, what would it be?

What is your favourite maths topic?

Our Classroom

Our classroom is the “yellow room” in the library building of our school.

Below are some photos to show you what our learning space looks like. Enjoy!

Here is the outdoor entrance to our building. The library is on the right.

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This is our corridor. There are six classrooms in our building – two grade three classes, two grade four classes, our class (3/4C) and a grade five class. Our classroom is at the very end of the corridor on the right.

The art room is also in our building.

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During the holidays, the new building was completed! It is an extension of our corridor and there are five classrooms for the 5/6 grades. It is very exciting to have a brand new learning environment for the senior students!

Each morning, we put our schoolbags in our named lockers outside our classroom. We try to keep this area very tidy!

This is the door to our classroom…

And here is the inside of our classroom!

Keeping our classroom neat and tidy requires everyone to take responsibility and we are working hard to develop our organisational skills. All students have a classroom job and lots of these jobs are related to classroom organisation and management.

We take pride in our classroom to make it a fun and inviting environment. We love learning and working in our classroom!

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What is your favourite part of our classroom?

What is your classroom job?

When do you show organisation at home and school?

Positive Education – Self Belief

Our character strength focus for this week is SELF BELIEF.

Self belief is about having an inner confidence that allows people to understand their purpose and realise that their beliefs shape their actions.  Self-esteem is similar to self belief. This is how we value ourselves; it is how we perceive our value to the world and how valuable we think we are to others.

The clip below, titled The Lego Story, demonstrates self belief. As you watch, consider how the the characters display self belief. Enjoy!

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How is self belief demonstrated in The Lego Story?

When have you demonstrated self belief in your own life?

Growth Mindset

As part of our Positive Education approach at BHPS, we have started learning about Growth Mindset.

People with a fixed mindset believe their basic abilities, intelligence and talents are just fixed traits. They believe they have a certain amount and that’s that, they can’t keep improving and developing.

However, people with a growth mindset understand that through effort and persistence you can change and grow your brain to achieve success. The more you try, the brainier you will become because the brain has the ability to grow and change. It is good to make mistakes because mistakes enable us to improve and learn. Instead of saying “I can’t do it”, people with a growth mindset say, “I can’t do it yet.”

We want to instill a growth mindset into all students at BHPS!

We have enjoyed watching the “Growth Mindset” series of video clips. These short videos were put together by Carol Dweck, the lady who developed the idea of growth mindsets to help children to learn.





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Why is it important to have a growth mindset?

When have you displayed a growth mindset?

What are some growth mindset thoughts/phrases that will help you grow and develop as a learner?

We Love Library!

Each Monday, 3/4C visits the library for a half hour session.

Ms Browne is our librarian and she selects great books for us to read together each week.

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In recent weeks, we have been reading the picture books nominated for the Children’s Book Council of Australia.

CBCAEach year, the CBCA shortlists books in a variety of categories. We read the books in the ‘Early Childhood’ and  ‘Picture Book of the Year’ categories.

Early Childhood Books

Picture Books

During Book Week later in the term, each BHPS student will vote for their favourite CBCA shortlisted book and we will compare our results with the official Book Of The Year awards.

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After reading a book together in library sessions, students spend time browsing and borrowing books.

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What do you enjoy about our library sessions?

Which books do you like to borrow from the library?

Character Strength – Kindness

At BHPS, we are learning about character strengths as part of our new approach to Positive Education.

There are 24 different character strengths, and they are classified into six different areas: wisdom, courage, humanity, justice, temperance and transcendence. You can read more about the character strengths on our blog post here.

In class, students have identified their “top” character strengths. We have discussed that everyone possesses all 24 character strengths and they change and develop over time.

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Each week, our school is planning to focus on a different strength. The first strength we are focussing on is kindness. As a character strength, kindness is defined as “I am kind and generous to others, and I am always helpful. I enjoy doing good deeds for others.”

We have identified that the key words in the kindness character strength are:

  • generous
  • helpful
  • good deeds

Earlier this week, Mr Roskosch came into 3/4C and read a picture book, The Very Cranky Bear by Nick Bland, that includes an example of kindness. The students enjoyed the story and the discussions with Mr Roskosch.

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Do you know any other characters in books or movies that demonstrate “kindness”?

Describe a time that you have been kind to someone.