Homework Week 8 – Due Tuesday 13th June

  1. For homework this week you are expected to read your usual 5 times for the week – at least 30 minutes each session. Some of this reading may be reading for your science but must still be signed by a parent or caregiver.
  2. You are expected to work on your science project this week instead of all other homework tasks. This means you will need to organise roles and responsibilities with your partner so you both have tasks to work on. I will expect you to show me the work/research you have done on Tuesday when homework is checked.

 

Homework – Week 7

DUE MONDAY 5th June

BTN:

Please don’t forget that you are expected to put a link in your post to the BTN article you have written about.  You are also expected to detail 3 facts, 2 understandings and 1 question – colour coding or using subheadings to show each one.

Click here for this weeks BTN

HOTMaths:

Two-way tables

Reading Log:

Don’t forget to fill this out each night and bring it on Monday.

100 word challenge:

Please set yourself a goal, and write it at the start of your entry. This is one way you can keep improving with every piece of writing you do. You may find looking at the comments others have made on your past work will help you find ways to improve on the next.

The 100wc site is back up, so please aim to do this part of your homework early in the week so you can post it on the 100wc site as well as your blog.

Adaptations Research Project

WHAT WE ARE LEARNING- THE VICTORIAN CURRICULUM STANDARDS

Science Knowledge

Biological – Science Understanding

  • Living things have structural features and adaptations that help them to survive in their environment
  • The growth and survival of living things are affected by the physical conditions of their environment

Science Inquiry Skills

Questioning and predicting

  • Create questions that lead into a scientific investigation, and predict what the findings of an investigation might be based on previous experiences or general rules

Planning and conducting

  • Plan an investigation to answer questions and use equipment, technologies and materials safely, identifying potential risks
  • Decide which variables should be changed, measured and controlled in fair tests and accurately observe, measure and record data

Recording and processing

  • Construct and use a range of representations, including tables and graphs, to record, represent and describe observations, patterns or relationships in data

Analysing and evaluating

  • Compare data with predictions and use as evidence in developing explanations
  • Suggest improvements to the methods used to investigate a question or solve a problem

Communicating

  • Communicate ideas and processes using evidence to develop explanations of events and phenomena and to identify simple cause-and-effect relationships (VCSIS088)

 

Personal & Social Capabilities

  • Reflect on how personal strengths have assisted in achieving success at home, at school or in the community
  • Describe what it means to be confident, adaptable and persistent and why these attributes are important in dealing with new or challenging situations
  • Describe the characteristics of respectful relationships and suggest ways that respectful relationships can be achieved
  • Identify the characteristics of an effective team and develop descriptions for particular roles including leadership, and describe both their own and their team’s performance when undertaking various roles
  • Describe the various causes of conflict and evaluate possible strategies to address conflict

 

 

OUR FINAL PROJECT

To conclude our science unit on adaptation students will prepare an information display and presentation with supporting resources on a desert animal or plant. The audience for this presentation will be other Year 5-6 students. The purpose is to inform/teach.

Teams should comprise a year 5 and a year 6 student chosen to ensure effective use of time.

Before beginning and during the process teams must allocate roles and monitor progress.

Teams should assist one another to manage tasks and time and remind each other of their personal responsibilities. All team members must be responsible for at least one aspect of research and presentation.

There should be recognition of balancing the responsibilities between team members.

Your presentation should:

  • describe the desert environment to which the species is adapted
  • describe the structural features and behaviour of the species
  • make claims about which are key adaptations that help the species survive.

Your presentations will be showcased during the last week of term where each team member will have to share their knowledge, answering questions from other students.

Examples of oral presentations by scientists on adaptations can be found at:

Museum expert presentations

 

(Don’t worry- your presentation doesn’t need live animals!)

Present your research on a display board or in digital format.

(example only- yours may look different)

Show what you know about writing information reports- features and style. You will have access to and be marked according to a rubric.

Predictions:

Begin by making predictions about what you think might be some possible adaptations of your plant /animal. Say why you think this might be an feature or behaviour of your plant/animal.

Note taking: 

Take notes from at least 3 sources before using these notes to draft your report in your own words.

Drafting & Publishing:

  • The language of your report should be impersonal and contain three tier words.
  • Use a font size of at least 16 points for the text on your display board, so that it is easy to read from a few feet away. It’s OK to use slightly smaller fonts for captions on picture and tables
  • The title should be big and easily read from across the room. Choose one that accurately describes your work, but also grabs peoples’ attention.
  • Graphic features- Use photos or draw diagrams to present non-numerical data, to propose models that explain your claims. Try to find or create a graph to illustrate an aspect of your learning. (you could use Excel)
  • Include an annotated drawing to identify the adaptations of your plant/animal (similar to the one on ‘Camel features’)
  • You may choose to construct a 3D model instead of or as well as your annotated diagram-expected or extension?
  • The diagram and model should highlight the features and adaptations that are central to your species’ survival in the desert. Where possible, structural features on your model should be created to clearly show how the feature works to help the animal survive.
  • A Bibliography. At least three sources.

Experiment!

Your group should include a  proposal for an experiment to investigate if your claimed structural feature of the animal/plant is an adaptation for surviving in a desert environment. You will use your knowledge of models, variables, controls and fair testing that you learned during our 2 experiments this term. Deciding on what you and your team think you can achieve in the given time, you can either:

  • propose an investigation (include mention of what variables will be tested and what variables will be controlled)
  • plan the experiment (using the template we have used in our previous science experiments)

experiment-proforma

  • conduct your experiment and observe, record and share the results in your final display. Would you change or improve your experiment if you did it again? What might be another experiment that could be carried out to extend knowledge of this area?

 

These presentations will be on display during Science week in term 3

Data for graphs

Use one of the following data sources to create a graph on Excel. What sort of graph best suits the data?

post it on your blog with the original data copied from here. High level work will also include an analysis of the graph- what does it show? What can we tell when we look at it?

 

% of worlds wealth held in 2005
Richest 10% 58.2
2nd Richest 10% 16.8
3rd Richest 10% 10.5
4th Richest 10% 6.5
5th Richest 10% 4.4
6th Richest 10% 2.5
7th Richest 10% 0.9
8th Richest 10% 0.2
9th Richest 10% 0.1
Poorest 10% 0

 

GDP (Gross Domestic Product) per capita means how much a country earns for each person in the country, or the average amount each person earns in that country per year

Homework week 5 – Due Monday 22nd May

BTN:

Again, it is your free choice this week.

HOTMaths:

Data and graphing

Reading Log:

Don’t forget to fill this out each night and bring it on Monday.

100 word challenge:

Please try to set yourself a goal, and write it at the start.

The 100wc site is back up, so please aim to do this part of your homework early in the week so you can post it on the 100wc site as well as your blog.

DATA Lesson 6: Two-way Tables

APPLICATION Continued..

Group 1 & 2:

·         Conduct a survey
Design and conduct your own survey which needs a two-way table to show the results. Present your findings and conclusion in a report.

Some suggestions are:

·         Gender (male or female) and left or right handed

·         The year or class someone is in and whether they play sport on the weekend

·         Gender and favourite season of the year (spring, summer, autumn or winter)

·         Teacher or students and whether they prefer bananas or apples (They must select either a banana or an apple.)

·         Age in years and favourite type of movie (from a set list such as comedy, cartoon, drama, science fiction)

Group 3

Side-by-side column graphs

You can display data from two-way tables in a side-by-side column graph.

The table and graph below compare the numbers of boys and girls choosing particular sports.

Sport Boys Girls
Cricket 9 4
Tennis 3 3
Cycling 1 3
Athletics 2 5

 

 

Watch this video: Turning 2 way tables into comparison graphs- http://splash.abc.net.au/home#!/media/1477653/
Then conduct survey and create 2 way table AND comparison column graph OR tally results of 20 double coin tosses (so results could be HH, TT or HT)- create a 2 way table and comparison column graph by using their own results compared to a partner’s results.