Today we have used things that can be found in the kitchen to explore changes that are REVERSIBLE and NON-REVERSIBLE. We made and tasted honeycomb and popcorn. These were non-reversible changes caused by HEAT. We also watched a candle melt into a liquid and then cool down and become a solid again. Melting a candle is a reversible change.
Our teachers could not think of a food that could be a reversible change. They could not think of a food that starts as a solid, can be changed into a liquid when heated and then goes back to being a solid when cooled down.
Have a talk at home and see if you can think of something that we could have used . You might even like to test it and tell us all about what you did. You could even take some photos as evidence of your experiment.
Have fun 2M scientists 🙂
I did have a bit of trouble making the honeycomb. I think I stirred the bi-carb soda too long. I had to have a few goes before I had a batch I was happy with. Sometimes when we try a new procedure it doesn’t always work. But I kept persisting and everyone seemed to like the taste of the fourth attempt. Ms W then found a cool YouTube clip that had a couple of different ways to make honeycomb. Here is the clip…
We are doing lots of experiments and explorations into working scientifically. We are following procedures during literacy and doing some during our Inquiry learning time. We are making predictions and describing our observations. We are talking about why things happen and sometimes we have more questions than answers.
After watching the video, explain to a family member what we did?
We are focusing on reading, following and writing procedures. As part of our writing unit, we watched a YouTube clip about making a moveable snail. Using this as part of our planning, we had a go at making one ourselves. It was then time to write. Using a composing sheet, we wrote our own procedure about how to make a moveable snail. We then put our procedure and a set of materials together to take home for a family member to use.
We did this because it is important for us to realise that we write for a PURPOSE and an AUDIENCE.
Who in your family has tried to make the moveable snail at home?
What was clear about the instructions your wrote? Were there any steps that were a bit tricky to follow?
You might like to try writing a procedure at home about something else you are good at making. Here is a composing sheet to help you get your ideas ready before you start writing:
I would like to wish all our mums a very happy Mother’s Day! There are so many things you do for us and many of them go unnoticed and unappreciated. We are forever grateful for all the love and support you give us. On Thursday night at our Reconciliation Family Faith night we shared this video (featuring the children preparing for the Sacrament of Reconciliation or receiving a blessing). I thought on Mother’s Day it might be nice to share with everyone…
A Prayer for Mothers
We thank you Lord for the great gift of motherhood. It is within our mother’s womb, that we began life. It is in her embrace that we have known safety and comfort. It is through her encouragement that we grow and mature.
Lord, bless our mothers. Draw close to them and hear their prayers for their children. Give them the grace of surrendered love – a love that images the love of our heavenly mother, Mary.
May all mothers find daily the strength to love generously, the patience to endure graciously, and the grace to live their vocation of motherhood joyously.
As we explore more about SCIENCE we will be undertaking some experiments to turn our wonderings into discoveries. A science experiment is a type of procedure. For the next couple of weeks our focus in literacy will be PROCEDURES. We will be reading procedures and writing procedures.
Do you have any books at home that have procedures in them? If you do, bring them in so we can check them out…
We read a great procedure together that teaches you how to write a blog comment. I especially like the step about PROOFREADING… Check it out:
All week students have been reading a description of a monster I wrote. They drew what they thought my monster looked like. Here’s what their drawings looked like (make sure you watch to the end to see what the real monster looks like).
This term our inquiry learning is focusing on the concept of CHANGE. We are exploring CHANGE by being SCIENTISTS. On Tuesday we had an incursion at school. ALL the Year Two teachers changed into SCIENTISTS and shared with us their favourite science experiments. We had to make OBSERVATIONS. We had to LIST materials. We had to THINK about what HAD changed and what had CAUSED the change.
What was your favourite experiment? What were some things the teachers talked to you about the importance of being SAFE when doing experiments?
Today we had a SCIENCE MYSTERY PILE. On the floor there were a lot of different items. Everyone had to pick up and item and describe what it had to do with science, how it could be used in an experiemnt or a wondering they had about.
Have another look at the photo at home. What else can you see that you can explain your thinking about? Do you have any science books at home that might help us turn some of our SCIENCE wonderings into discoveries? If you do bring them to share with everyone…
Stay tuned for a slide show about our incursion day…
This week we are beginning an exploration into different ways to MEASURE.
Today we investigated CAPACITY. Capacity is the measuring of how much a container can hold. When we measure capacity we have to give our measurement a name. A measurement always has a name. For example you can not just say the container holds 3. You would need to say it holds 3 cups or 3 spoons or 3 handfuls. It is also important that the container is filled. When we measure there are to be NO GAPS.
Can you find some containers at home that have different capacities? Can you order them from largest to smallest?
Today we explored AREA. Area is the measurement of the size a surface takes up. It is usually measured in square units. We measured the area of a book cover using square tiles. This showed that we could measure with NO GAPS and NO OVERLAPS. We then created our own robots on a grid paper and counted the squares to fin the area of its body and parts.