We did various experiments. We were surprised to see the oil stay on top of the water, but the food colouring mix in with it.
Harrisons marbled paper
Lots of us were surprised that it didn’t mix with the oil. We saw the blobs of colour slowly join together, then become heavy enough to break through the surface tension of the oil and get to the water. We learnt that oil is less dense than the water and the food colouring, so it floats on the top.
Bobbys marbled paper
Different food colouring added led to more predictions about colour mixing too. We were interested to see the food colouring slowly drip through the oil, in big blobs, and mix with the water.
Fireworks in a Jar
Our word of the week last week was immiscible.in science it is used to describe how oil and water do not interact- mix or combined together- with each other, water molecules stay with water molecules and oil molecules stay with oil molecules, we discovered when we add food colouring it normally dissolves with the water, until we add the fizzing tablets.
The tables create pockets of carbon dioxide that take the colour and non-coloured water molecules up inside the bubble allowing it to go through the oil.
Once they hit the top of the liquid solution they pop causing the drops back towards the water at the bottom.
Explosion video made by Room 9
Many of the children's hypothesis have occurred during our scientific inquiry. By introducing and using scientific vocab we ventured into the world of explosions, causing our journey to explore different “deadly” reactions between solvents and solutions, rating the explosions success by the noise and the level of destruction or mess they create.
As part of our Te Mihi inquiry, we're investigating science and how we can use it to deliver our inquiry.
Using rockets as a vehicle to learn is quite engaging as you can imagine, however, it is more than just blowing stuff up. We are teaching kids some basic scientific capabilities, such as:
Gather and interpret data.
Engage with science.
Race into Learning 109
Race into Learning 108
We were able to research, design and construct our ideal track, our versions varied from horse riding/jumping tracks, to bmx tracks and even walking and race tracks. This showed our amazing varying interests.
Cole worked very hard at making his track exactly like his plan, discovering that his plan was very complex and long he decided he would send it to the rally NZ company incase they need his track plan.
Constructing the tracks were more difficult than we first thought as we couldn’t use the things like concrete, steel, screws, nails and kilometres of open areas. We worked with a variety of different materials and tried many different things to get our items to stay stuck to our track.
Room 9 reviewed their end completed tracks to their plans, we decided that not many were the same as our plans. We had a great time though making lots of daredevil parts of our tracks.
Room 9 Science 6
Room 9 Science 5
Room 9 Science 4
Room 9 Science 3
Room 9 Science 2
We started our journey looking at solids and liquids, what they are? How do you know which state/form something is in? Leading on to a discussion exploring if something could be a solid and a liquid at the same time?
Harrison hatches a basket fungi
Carlys wonder video
Harrison and Sol's magnet
Harrison discovered that when you rub the magnet on a needle you magnetise it. He tested his theory by checking to see if the needle stuck to the whiteboard and it did! Sol and Bobby researched and found out that the Earth is actually a giant magnet, with a North and South pole. They discovered that this is the reason that compasses point north.
Halo shows how to make a compass
In Room 6 this week for maths we have been learning how to:
use a map to identify views from a location
use compass directions to describe the direction of landmarks
describe pathways between map locations
Put landmarks onto a map, thinking about location and scale
Passion projects Room 2 Jayden
At Wairakei Primary School an important part of the learning process is through the inquiry-based approach. This encourages connection, cooperation, and collaboration by allowing students to pose and solve problems together, and with their communities, in shared and authentic learning experiences.
Every teacher wants their students to find joy in the learning process.
How do we as educators provide students with an environment to discover who they are?
MERC Wairakei Primary School 2018
Sir Peter Blake Marine Education and Recreation Centre (MERC).
Year 6 National Young Leaders Day Hamilton 2018
Solving the tangram 2
Solving the tangram 1
Horrible Hands of Room 5
It was an ordinary reading workshop until someone spotted the instructions for making ‘Horrible Hands’ in a School Journal. We weren’t even reading that story but thought it looked like fun and it reminded us of the pranks being pulled in our class story, ‘The Terrible Two’.
006 MERC 20180613
005 MERC 20180613
003 MERC 20180613
Aratiatia Making A Mark
Some of the activities students in Aratiatia Community have undertaken to 'make their mark' in Term 2. All these activities promote hands-on learning using fine motor skills and many have required manipulation of tools we wouldn't otherwise use.