We spent part of the morning touring around the grade 8 classrooms and library participating in their Telus Spark displays! The grade 5 students provided valuable feedback to the grade 8 students about their displays, including what they enjoyed and suggestions for improvement. Overall it was an engaging morning, filled with great hands-on science experiences
Students have been exploring different estimation strategies (front-end rounding, compensation, and compatible numbers) to solve computation problems with large numbers and a variety of word problems. Rounding has been a valuable mathematical skill to support students in their estimation work, as well as basic computational skills (addition, subtraction, multiplication, division), which are all encouraged to be practiced at home.
As a family give the questions in Big and Small Numbers in the Living World from NRICH a try. The questions provide fun and interesting estimation problems that encourage students to practice their computation skills with large numbers and apply appropriate problem solving strategies. Remember there is no absolutely 'correct' answer to many of these questions, rather, they can be productively used for discussion as a family: each family member could create their own answers and then take turns justifying their solutions. Do you agree with one another? Disagree? Is there an obvious best 'collective' answer? Some key questions NRICH recommends:
Students spent last week in the Science Lab performing 2 tests to determine what substance and liquid went missing from the lab.
Test 1: Chemical reactions (how different substances react with specific liquids)
Students were presented with four unknown mystery substances, which they observed using their senses. Next, in their science investigation teams they added specific liquids and watched for indications of reactions.
Test 2: Acid/base test (test the alkalinity of the liquids)
With a different set of mystery liquids, students used litmus paper to determine the PH level of each liquid.
Students examined their experimental results, and, using an information chart drew conclusions about what the identity of the mystery powders and liquids. They are currently working to present their conclusions as part of a "theft report" for Mr. Lonsberry.
Watch for a Summative Assessment of their knowledge regarding physical and chemical changes.
Students have completed an assignment on Edmodo, Become an Expert! Chemical Change and shared their knowledge with their peers, making any necessary revisions. As a large group we reviewed the differences between chemical and physical changes, as well as identified several examples. Following this discussion students were presented with the following challenge:
Last night certain unknown substances and liquids went missing from the Science Lab. Some of the missing substances and liquids were spilled on the floor in the Grade 4/5 hallway. Mr. Lonsberry needs to know what substances were taken to file a theft report.
Here is your change to display your scientific investigation skills. Your challenge is to perform some tests to help Mr. Lonsberry determine what items were taken from the Science Lab. You will need to make an inference(s) as to what the unknown substances are based on your observations and results, and compare your results with the information provided by the police.
In their science investigation groups, students will perform two tests to try to determine what substances and liquids went missing from the Science Lab, applying their Chemistry knowledge to help them piece the mystery together!