This term 3/4W’s inquiry unit is called ‘ I sea I care’
We have been discovering how plastic has affected the ocean , and what harm it has done. We have been watching several videos on:
- Micro plastics
- Marine wildlife
- Ocean of truth
- Plastic oceans
Marine wildlife and sea birds have mistaken plastic for food. They have also choked on plastic and been caught in fishing nets.
Would you like to be a marine animal who gets choked by plastic?
What changes can you make to save the ocean?
A sea turtle mistakenly eating plastic thinking its food
Plastic bags floating in the ocean
This is what an ocean should like. A plastic free home
Last term, 3/4W participated in an activity called Matter Chef. It was just like Master Chef. We had a mystery ingredient which was an egg. We had 5 minutes at the pantry, 10 minutes to put together our ingredients, and 10 minutes at the Matter chef frying pan. We had judges taste our food, which was delicious. We made food like pancakes and toast, with toppings of peaches and chocolate. Here are some photos of 3/4W making their dessert:
What was your favourite part of Matter Chef and why?
Or if you didn’t participate,
What do you think you would have most enjoyed?
One afternoon as part of our integrated unit ‘Let’s have a ball!’ 3/4W were split into 4 groups and had a bowling experiment. We had to knock down three drink bottles with various balls in 5 minutes. Here are our results:
Stood behind the white line and put drink bottles on the yellow line. We used a plastic golf ball.
We knocked down three drink bottles 0 times in 5 minutes
Stood at the whiteline and put drink bottles against the green deck. We used a smaller than average size football.
We knocked down three drink bottles 0 times in 5 minutes
Stood anywhere and put drink bottles anywhere. We used a netball.
We knocked down three drink bottles 9 times in 5 minutes
Stood anywhere and put drink bottles anywhere. We used a rope soccer ball.
We knocked down three drink bottles 12 times in 5 minutes
Explaining our results
After the experiment, we tried to explain our results. This is what we came up with:
- The ball shapes were different and this meant that for some groups it was more challenging to hit the drink bottles. Some balls were also really light, like the plastic golf ball so this meant it was not heavy enough to knock the drink bottles down.
- Group 3 and 4 stood anywhere and this meant they could have stood really close to the drink bottles and it would be easier to knock down.
- Some people stood quite far away from the drink bottles like in group 1 and 2 and this meant they had to have really good accuracy to knock a drink bottle down.
- Group 1 had a plastic golf ball and it’s really small. This means that if you roll it to hit a drink bottle, it is very hard to knock it down. Bigger balls mean they have a bigger area to hit the drink bottles.
- All groups used different drink bottles and this means that some had water in it, some didn’t and some were half full. As a result, it was harder for some groups depending on the type of drink bottle they used.
Do you think this was a fair experiment? If not, what do you think would make this experiment fair?
This term the integrated unit for 3/4s is ‘Let’s have a ball’. This week we put on blindfolds and had to identify balls. We had to feel the balls and describe the texture and how they felt. The balls we investigated were: basketballs, soccer balls, downballs, tennis balls, golf balls, footballs and stress balls. Some similarities and differences we found were:
- Lots of balls had bumps
- Some were soft and some were hard
- Some could bounce
- Some were smooth
- Some were shaped differently
Some of the differences were because:
- The footy was shaped like an oval or diamond-like as you need to have better grip when you pass or kick it.
- Lots of balls had bumps because in a lot of sports you need grip to shoot, pass or kick.
- Downballs are smooth because you don’t really need grip when you play the game and it makes it bounce higher.
Can you name your favourite ball and describe why it is that way?
In 3/4w we have been doing a project on adobe voice about natural disasters. We had to draw pictures and take a photo of them. We also have to record our voices to explane how they occour.
Here are some of the disasters we did:
What did you think about our disaster explanations?
This term 3/4W has had their integrated unit as Terra Transformations. We all did a project, we could choose from a poster, booklet, power point presentation or video. It was very fun presenting our projects to the class. Some people’s presentations were amazing, incredible and educational. Here are some of our projects:
What natural disaster do you like the most and why? Look at one of our presentations and please give us a feedback (a compliment and a suggestion).
This term 3/4W went on an excursion to Scienceworks located in Spotswood. Some of our highlights were:
- Visiting the planetarium and seeing the movie where we saw the night sky and the movie Tilt. We learnt why we have seasons on earth.
- Learning how big our earth is compared to the sun. If the sun was gym ball, the earth would be a tiny bead.
- The Think Ahead exhibition where we learnt about the future. Some things we saw were video games that were controlled by your hands, things were controlled with your eyes, how to be eco friendly, what the past, present and future looked like.
Here are some of the future cars we designed at Think Ahead:
What was your highlight at Scienceworks and why? What questions do you have about 3/4W’s highlights?
Who knows much about Indigenous people and culture? If you’d like to find out more, read on.
On Wednesday 18th November, 3/4 students were lucky to have Uncle Bill, an Indigenous elder, visit our school. He was called ‘uncle’ out of respect and he is an elder because he is one of the oldest in his skin group.
Some of our highlights included:
- Having the smoke ceremony. This is where Uncle Bill made a small fire and then put eucalyptus on top and 3/4s got to walk through smoke. This is done to welcome a new group and in Indigenous culture, they also snap spears and use water to welcome people.
- Finding out that Indigenous people used possum skin for balls (footballs)
- Finding out Indigenous people used fibres from trunk of trees to make nets to catch ducks.
- We learnt Indigenous people threw one boomerang which looked like an eagle so ducks would head downstream into reeds so other Indigenous people could then catch the ducks. There were two nets tied to each tree.
- We learnt that boys would hunt and girls would get the food.
- We learnt about different Indigenous skin groups. A skin group is how people notice what and who is in your family.
- There were also totems that represented different animal groups such as eagle, tiger snake and crow.
What else do you know about Indigenous people? Have you ever met an Indigenous elder and what did you learn about them?
Our integrated unit this term is called I sea I care, it is all about marine life. As part as our unit we were asked to pick a specific animal and make a presentation to share with our class, we had to include our animals habitat, what they eat, who eats them and their life span. Here are some of our presentations:
What’s your favourite marine animal and why?