Year 5 and 6

Science and Technology

Term 4 2021 Weeks 1-3

Material World

This home learning section contains MUST DO activities to revise and consolidate our Material World learning sequence based on the NSW syllabus outcome:

explains how the properties of materials determines their use for a range of purposes.

You will have to choose at least one worksheet activity to complete each week.

You can also choose an additional activity from the Material World choice board options.

I can't wait to see your hard work when you share your learning with me using my Google Form!

Miss H 🤓

RFF Friday Instructions Slide

Stage 3 W1 T4 21 RFF Friday Instructions

Solid, Liquid, Gas and Plasma

Video Lesson

States of Matter

Video Lesson

St3 Material World: States of Matter.webm

What is Plasma?

Worksheet Activity

St3 MW What is Plasma.pdf

Solids, Liquids

and Gases

Worksheet Activity

St3 MW Solids, Liquids & Gases Fact File Activity Sheet.pdf

The Three Main

States of Matter

Worksheet Activity

St3 MW 3 Main States of Matter Worksheet.pdf

States of Matter

Crossword

Worksheet Activity

St3 MW States of Matter Crossword Worksheet.pdf

Material World Choice Board Options

States of Matter

Experiment

St3 MW States of Matter Experiment Worksheet.pdf

Aim:

To mix a solid with a liquid to create a gas.

Equipment:

  • balloon

  • bottle of soft drink

  • plastic funnel

  • salt

Investigation question:

Although some gases have colour, most are transparent.

Keeping this in mind, how can we prove that there is gas in a bottle of soft drink?

Method:

  1. Insert the funnel into your balloon and fill it halfway with salt.

  2. Place the balloon’s opening around the top of the bottle of soft drink, making sure none of the salt falls into the soft drink.

  3. Holding the mouth of the balloon tightly so that it does not separate

  4. from the bottle, slowly lift the balloon, allowing the salt to empty into the soft drink bottle.

  5. Record your observations.

  6. Use your observations to complete the worksheet.

Salt Water Density

Experiment

St3 MW Salt Water Density Experiment Worksheet.pdf

Suck It Up

Absorption Experiment

St3 MW Suck It Up Absorption Experiment Worksheet.pdf

Making Butter

Change of State

Experiment

Make your own homemade butter


Materials:

  • 1 jar with a tight lid

  • 100ml of thick cream

Method:

  1. Half fill the jar with 100ml of thick cream.

  2. Securely screw the lid onto the jar.

  3. Holding the jar firmly, shake it vigorously for 2-3 minutes.

  4. Carefully remove the lid and check to see if you have whipped cream.

  5. Replace the lid and continue shaking the jar until you have a large portion of solid yellow butter in the jar with some liquid buttermilk (that looks like watery milk).

  6. Carefully remove the lid and pour the buttermilk into a container to separate it from the butter.

You can put the buttermilk in the fridge and use it later to make pancakes or scones.

  1. Use a knife to spread your freshly made butter onto some bread, eat and enjoy!

OPTIONAL EXTRAS:

Try mixing different finely chopped herbs in with your butter to create different taste sensations. Rosemary or mint butter is nice with roast lamb and potatoes.

Add some minced garlic and parsley or oregano to your butter, spread it on sliced French loaf and toast in the oven for delicious garlic bread.

The science behind butter making:

When you make butter this way, the cream is agitated so that the fat molecules get shaken out of position and clump together. Eventually, after enough agitation, the fat molecules clump together so much that butter forms. When this happens, the cream's fat molecules have clearly separated from it's liquid molecules (the buttermilk). When molecules are warmed by body heat and friction, they move faster because they have more energy. This then allows the fat molecules to clump together faster, thereby forming butter faster.

Design Your Own

Weighing Air Experiment

How could you use a balloon to prove that air, an invisible gas, is all around us?

  • What experiment would you design?

  • What other equipment would you use?

  • How would you explain your experiment to your buddy?

  • How does your experiment demonstrate that air takes up space, can move with force or has mass?

  • Record a list of materials needed to conduct your experiment.

  • Draw a labeled diagram to demonstrate how you would set up your experiment.

  • Write a plan in your book to outline the method of your experiment, explaining what to do using step-by-step instructions. HINT: Check out the Method section in the Making Butter Experiment.

  • Draw a labeled diagram to show the results of your experiment.

HINT: How it should look once it's complete and/or if it is a success.

  • Record your experiment results, if it was successful or not and if you have any ideas on how you could improve it.

OPTIONAL EXTRAS:

  • Create a video or iMovie to demonstrate and explain how your experiment works.

Things to include in your video:

  • An introduction: Introduce yourself and the title you have chosen for your experiment.

  • A photo of your labeled diagram.

  • Instructions explaining how to conduct your experiment with a list of the materials required and how to set them up.

  • Footage of your experiment in action.

  • An explanation of how your experiment proves that air is moving in or out of the balloon, even though the air is invisible.

  • Titles for each video and photo.

  • Background theme music and sound effects. Please make sure these aren't too loud and overtake your voiceover explanations.

Design and Construct

a Solar Oven

STEM Challenge

Design and build a solar oven that can make chocolate chips and marshmallows melt (so you can use them to make some yummy S'mores ;-)


Suggested Materials:

  • recycled cardboard box

  • aluminium foil

  • sticky tape

  • scissors

  • ruler

  • markers

  • black plastic bag

  • black paper or cardboard

  • wooden skewers

  • plastic wrap

  • pipe cleaners

  • beeswax wrap

  • craft glue

  • packing foam or packing peanuts

  • wetsuit material (neoprene)

Solids, Liquids and

Gases Wordsearch

St3 MW Solids, Liquids & Gases Wordsearch.pdf

Term 3 2021 Weeks 8-10

Material World

This home learning section is a MUST DO activity that focuses on the main syllabus outcome that this term's Material World activities have been built around:

explains how the properties of materials determines their use for a range of purposes through

investigating and comparing the properties of solids, liquids and gases.

There is a Screencastify presentation of this learning sequence to help you understand this information, as well as a copy of the Google Slides presentation for you to work through at your own pace, over the next three weeks.

You will also notice there are two MUST DO activities to complete called Solid, Liquid or Gas Table and Properties of Solids, Liquids and Gases Worksheet.

As always, the other Material World choice board activities are there as OPTIONAL EXTRAS.

I am looking forward to seeing what you have learned at home when you share it with me using my Google Form! Miss H 🤓

States of Matter: Solids, Liquids and Gases

Google Slides Presentation

St3 Material World Solids, Liquids & Gases

Screencastify Lesson Presentation

Solids, Liquids and Gases Activities

Must Do

Solid, Liquid or Gas

Table

St3 Material World Solid, Liquid or Gas Table.pdf

Must Do

Properties of Solids,

Liquids and Gases

St3 Material World Properties of Solids, Liquids & Gases.pdf

Optional

Solid, Liquid or Gas

Worksheet

St3 Material World Solid-Liquid-or-Gas-Table-Worksheet 2 EDIT.pdf

Term 3 2021

Material World Optional Extras

This home learning section has been designed to help you explore and investigate different types of materials, their properties, their uses and how they behave when mixed, combined or changed through heating and cooling. It has been designed so you can choose which learning experiences and activities you would like to complete each week on RFF Fridays. Remember that you don't have to do everything, just as much as you can whilst you are learning from home. Miss H :-)

Term 3 2021 Material World

Oobleck and Slime Investigation Option

Investigating Different

States of Matter:

Oobleck Vs Slime


Use this PDF document to guide you through two investigations into the similarities and differences between Oobleck and Slime.

Investigating Oobleck

and Slime Further


ABC Mini Lessons: Science Primary

Series 1 Episode 2 Years 5-6

Material World - Slime


This video continues investigating Oobleck and slime. You can also follow their experiments that focus on determining which materials are best used for mixing, combining and making slime based on their different properties.

St3 Material World Oobleck & Slime Investigation.pdf

Term 3 2021 Material World

Different States of Matter: Watch and Learn Option

Different States of Matter:

Gases Liquids and Solids


Watch this Gases, Liquids and Solids video and record any new and interesting information you learnt using Google Docs, Google Slides or a book.

Term 3 2021

Science and Technology Passion Project Option

Passion Project


Research and create a presentation on a Science and Technology topic that interests you.

Use this Google Doc to help you plan, research, record and present your findings.

S&T Home Learning Passion Project

Term 3 2021

Weeks 1-3

Bushfires

This Google Slides presentation has been designed to continue your learning about 'Earth and Space' and natural disasters, with our recent focus on bushfires.

It has also been designed for you to work through at your own pace for the first few weeks of Term 3.

You will notice that I have included the information slides "What are bushfires?" that we used towards the end of Term 2 to refresh your memories.

You can do as much or as little as you are able whilst you are learning from home. Just do the best you can and enjoy learning! Miss H :-)

St3 Earth & Space ND Bushfires

Fantastic Term 3 2021 home learning sent in by our Year 5 and 6 students:

OPTIONAL EXTRAS

The following information, videos and activities are optional and have been designed to complement and further extend our previous learning about the Living World.

Amazing

Antarctic Animals

After watching the video:

  • Investigate the importance of krill as a food source for animals in Antarctica.

  • Find out which animals feed on krill.

  • What does krill feed on?

  • Draw a diagram showing what animal feeds on what.

  • Explore what would happen to all these animals if krill suddenly died out.

  • What impact does pollution have on Antarctic animals?

  • Draw a food web illustrating how the chemicals accumulate in Antarctic species, starting with how they enter the food chain through algae.

  • With the extreme conditions found in Antarctica, many Antarctic animals have adaptations which allow them to live successfully in their habitat.

  • Choose an Antarctic animal and conduct research to find out how they survive.

  • Here are some suggestions:

• Weddell seal

• Sea lion

• Squid

• Adelie penguin

• Emperor penguin

• Krill

• Blue whale


  • Here is what you need to find out:

• The common and scientific name of your chosen Antarctic animal.

• Their appearance. What are some of their structural adaptations that can be identified through their physical characteristics?

• What other adaptations and interesting features do they have? Think of their behaviour and physiology.

• Describe their habitat.

• Describe the threats to their survival, either by predators or the actions of humans.

  • Create a presentation on your chosen Antarctic animal to share your research findings. You might like to create a Google Slides presentation, iMovie or ebook using Google Docs.

  • OPTIONAL: Test your problem-solving and paper-folding skills with some Antarctic animal origami:

antarctic-animals-origami.pdf

In Class With

Dr Jane Goodall

Who is Dr Jane Goodall?

Doctor Jane Goodall is a legendary chimpanzee expert and conservationist who took time out from her busy schedule to answer students' interesting questions about nature, animals and, of course, her beloved chimpanzees. She cares deeply about the environment and other species that are suffering from our actions and wants humanity to help.

Dr Jane Goodall Scientific Inquiry:

  • How do you think Dr Jane Goodall's work could change human's actions?

  • How could technology be used positively to help Dr Jane Goodall's work?

  • If you were able to interview Dr Jane Goodall, what three questions would you ask her?

  • After watching her interview, how do you think Dr Jane Goodall might answer your questions?

  • Using the information from Dr Jane Goodall's interview, draw a labelled diagram showing the chimpanzee's food chain.

  • Plan a strategy that could be used at home or in school to reduce the impact humans and their actions are having on animals.

  • Create a film, poster, pamphlet or presentation to advertise and encourage others to use your strategy.

Some caring conservation work

from our students:

Climate Change

Climate Change and Earth Hour:

WWF’s Earth Hour is the world’s largest movement to protect our planet. Every year people all over the globe switch off their lights and electrical appliances for one hour. This is to show how much they care for our environment and want to protect and restore nature before it's too late. By turning off your electricity for 60 minutes, you can help to reduce greenhouse gases that are causing climate change. This year Earth Hour will be held in Australia on Saturday 28 March at 8.30pm.

OPTIONAL

Earth Hour Challenge:

  • Participate in Earth Hour whilst you are at home over the weekend by turning off your lights and electrical appliances for 60 minutes.

  • How will you convince your family and friends to take part in this year's Earth Hour? Make sure you are very persuasive!

  • Plan how you will be able to see at night whilst all your lights are turned off for Earth Hour and prepare what you will need.

  • Plan and write a list of 60 minutes worth of entertaining activities that you could do with your family that don't require electricity.

What is your ecological footprint after a week of learning from home?

  • Whilst you are home from school, take note of your household’s behaviour over one week.

  • Use the My Ecological Footprint worksheet below to focus on your home, your regular actions at home and keep a record of your home situation.

  • At the end of the week, tally your results, find where your number sits in the table and read about your ecological footprint.

  • Discuss and plan with your family how you could reduce this.

  • HINT: Participating in Earth Hour can help!

Earth Hour-My Ecological Footprint from Miss H

Our student climate change

and Earth Hour ideas:

Optional STEM Challenges

The following two STEM challenges are optional and have been designed to complement and further extend our previous learning about the Physical World.

OPTIONAL

STEM Challenge 1

Conveyor Belt Challenge

You have to safely deliver treats to your family whilst following the social distancing rules.

  • Design and construct a conveyor belt from recyclable materials that can deliver treats from a safe distance.

  • Your conveyor belt must be able to transport small or medium treats from one end to the other, without being touched by human hands along the way.

  • Suggested materials you could use:

shoe box, milk carton, tissue box, egg carton, kitchen skewers, pop sticks, paper, cardboard, pencils, pens, textas, toilet/paper towel rolls, Lego, glue, sticky tape, elastic bands, bottle tops, paper/plastic cups.

  • Test how effective your treat conveyor belt is by using it a few times and timing the delivery.

  • What is your fastest delivery time?

  • How could you improve your build and deliver more treats in a shorter time?

  • Can you design an addition to your conveyor belt that can scoop up the treats at one end and safely deliver them to land in a treat holder at the other end?

OPTIONAL

STEM Challenge 2

Catapult Challenge

You have to deliver supplies from your front door to your friends waiting in your front yard, whilst following the safe, social distancing rules.

  • Design and construct a catapult from recyclable materials that can deliver supplies from a safe distance of at least 2 metres.

  • Your catapult must be able to launch small or medium supplies from your front door or balcony to be easily caught by a friend waiting outside.

  • Suggested materials you could use:

shoe box, milk carton, egg carton, tissue box, kitchen skewers, pop sticks, paper, cardboard, pencils, pens, textas, toilet/paper towel rolls, Lego, glue, sticky tape, elastic bands (rubber bands or hair bands), wooden spoon, plastic spoon, metal spoon, bottle tops, clothes pegs.

  • Test how effective your catapult is by launching supplies a few times and measuring the lengths the launched supplies travelled.

  • What is the furthest distance you can launch the supplies?

  • Can someone easily catch the supplies without them breaking or scattering everywhere?

  • How could you improve your build and make the supplies stay in a bundle, launch higher and safely land further away?

2020 ARCHIVES

The following section displays the impressive learning from home

that our committed Year 5 and 6 students completed during last year's lockdown.

Some Amazing Antarctic Animals work from our students:

Some excellent STEM Challenges from our students:

Term 2 2020

Vital Vegetation

Take a look at these vital vegetation snapshots to see what our Year 5 and 6 students have completed:

LEGO Mindstorms EV3 Building Instructions

LEGO Mindstorms EV3

Puppy

Building Instructions

LEGO Mindstorms ev3-model-core-set-puppy (1).pdf

LEGO Mindstorms EV3

GYRO BOY

Building Instructions

LEGO Mindstorms ev3-model-core-set-gyro-boy.pdf

LEGO Mindstorms EV3

ROBOT Arm

building Instructions

LEGO Mindstroms ev3-model-core-set-robot-arm-h25.pdf

LEGO Mindstorms EV3

Colour Sorter

Building Instructions

LEGO Mindstorms ev3-model-core-set-color-sorter.pdf