|Grade 5.1 2017-2018||
|Grade 5.1 2017-2018||
Here is something they did not expect: "We had to clean the bathrooms this morning!" Preritt.
" We all decided to sleep on the floor because it was much cooler. I slept really well," Maya
"Some people woke me up really early because of their talking," Steven
"I love that we get to sleep in bunked beds!" KARL
"The trainers are really nice and are doing lots of fun activities with us. I love the song we have to sing before eating: Good Food, Yummy Yummy..." ANDJANI
"I am having such a wonderful time...don't mind coming back!" ARIELLA
It is really hot but the children don't seem to notice!
April 23: Swimming
April 27: Visit to Middle School 9AM to 1pm
April 28 - 30th CAMP to Sembawang
May 1: Public Holiday
Today I partnered with Gakuto and to find the volume of any 3D object. We decided to find the volume of a laptop and a dictionary.
First, we used a ruler to measure the length was, width and height. We first measured the computer. The height was 0.8 inches, the length was 9.1 inches and the width is 12.8 inches. We multiplied them and got the volume 93.184 cubic inches!
We then tried to find the volume of a Merriam Webster’s Dictionary and Thesaurus. The height was 2.2 inches, the width was 9.5 inches, and the length was 4.15. We multiplied it and got volume of 86.735 cubic inches
We have learnt how to measure a 2D shape a few weeks ago, and then a 3D shape but today, we measured a real 3D thing! Today, I learnt how to measure a 3 dimensional shape with a ruler!
We had lots of fun today!
SHERRISA'S BLOG POST:
ANDJANI AND I wanted to measure the volume of the calculator box.
Andjani was very precise and I am glad to have a partner like her. I was just helping her. After we were done measuring the height, length and width, we had to calculate. I finish counting the total of the volume. My answer was 6220.5 cm3. But I had to make sure if the answer was correct so I used my calculator to checked if I was correct. So I checked and I was correct. I checked if Andjani was alright but she had trouble so I had helped her. I told what she missed and once she knows she was very good. But she was still a little bit confused but then she got it in the end. I thinks she is a very fast learner.
I needed to find the volume for a 3d object. I selected a cupboard in our classroom by myself and here is how I found the volume:
Firstly I measured the bottom to get the width/breadth and it was 92 cm. I measured it using a meter stick. After that I measured the sides which was the length.
I measured the top part of the side because the bottom was covered by tables. the length was 43 cm.
Lastly I measured the height and it was 83 cm.
The volume of our cupboard is 328348 cubic centimeter.
That means that it has a lot of space
If I convert 328348 cm3 to m3 it will become 3283.48 m3
F.Y.I I did everything on my head.
1. I divided 328348 by 100 because 100 cm what equal to 1 m and I wanted to convert the centimeter to meter.
Central Idea: Energy can come from many sources and is stored and used in different ways.
Lines of inquiry:
We kicked off our new unit yesterday with three stations: Station number 1: tackled the trans-disciplinary theme. Students were given a bunch of photographs and a had to decide an appropriate strand of the TD for each photograph. Then they had to justify their choice. For example, why does a photograph of elephant tusks fall in the category of "the interaction between the natural world (animals, and land) and human life?"
STATION NUMBER 2: Here students looked at a variety of objects and their objective was to decide which energy was produced or transferred when each object was used. They had a list of key words to scaffold them. This lead to a great independent inquiry as due to the nature of the class, several students needed the support of the google translator to find the right word in English. This in turn lead them to inquire into words they were unsure of, such as: chemical energy, radiation energy.... Does an orange have chemical energy? Does a basket ball use gravitational energy? What about the ukeleli?
STATION NUMBER 3: VIDEOS ON ENERGY. Here students selected short video movies and clips related to different types of energy. This helped on constructing knowledge and developing an understanding of how the sun's energy helped us, and how wind energy was transferred to make electricity, and the future of energies. Students recorded new vocabulary words, and developed questions for future inquiries.
Gakuto wants to know how electricity is made from solar power.
Andjani: How can I make my own solar panel?
Panashe: what causes the sun to be bright yellow?
Heegyu: How can we separate water and Oxygen?