Polaris Class - relection, rotation, transformation!

Try these!

http://www.bbc.co.uk/bitesize/ks2/maths/shape_space/transformation/play/

http://pbskids.org/cyberchase/media/games/symmetry/symmetry.swf

http://www.buzzmath.com/Docs/#CC08E411

http://www.primaryresources.co.uk/online/reflection.swf

http://www.numeracysoftware.com/line%20symmetry.pps

Mr. W.

nrich morning starter

Morning!

Find a game here:

http://nrich.maths.org/primary-upper


Mr. W

Remember, you can access this blog from anywhere with internet access!

Shadow puppets

Get started!

http://www.bbc.co.uk/learningzone/clips/how-shadows-are-made-shadow-puppets/2175.html

http://vimeo.com/61954339

What do you need to know? What questions do you have?

Mr. W

Eye week!

How does the eye work?

Look here:

http://interactivehuman.blogspot.co.uk/2008/05/eye-animation-learn-how-you-eye-works.html

http://isee.nei.nih.gov/parts/visualsystem.asp

Mr. W

ISP links

Jade, Ellie-mae and Vicky, try this one:

http://www.bbc.co.uk/skillswise/game/ma12pape-game-written-multiplication

It has 3 skill levels - choose the one that challenges you!

The rest of you try these:

34 x 2.1
43 x 1.2
17 x 7.5
58.5 divided by 1.3
117.5 divided by 25

...using these:

http://www.taw.org.uk/lic/itp/mult_grid.html

http://www.taw.org.uk/lic/itp/div_grid.html

PROVE IT! Write a comment at the bottom of this POST showing something you understand about this work.

Mr W

Angles games for Polaris class

Try these guys!

http://www.bbc.co.uk/keyskills/flash/kfa/kfa.shtml
http://www.bbc.co.uk/bitesize/ks2/maths/shape_space/angles/play/
http://www.mathplayground.com/alienangles.html
http://nrich.maths.org/1235

Forces!

Have a go at these!

http://resources.woodlands-junior.kent.sch.uk/revision/science/physical.htm

http://www.learningscience.org/psc2bmotionforces.htm

http://www.engineeringinteract.org/resources/parkworldplot.htm

Mr Welsh

Nuclear power - pros and cons, for and against..

Here's a few links to give you the main ideas:

http://timeforchange.org/pros-and-cons-of-nuclear-power-and-sustainability

Here's a penguin explaining it:

http://tiki.oneworld.net/energy/energy7.html

Energy worksheets

Wow - check these out.

Loads of explanations and questions following up in more detail from this terms 'energy' lessons.

http://www.powerworks.com.au/sites/default/files/Primary_Resources.pdf

Think before you print!

Mr Welsh

Finding out about Fukushima

Here are some pages to get you started.
Remember to ask yourself - who wrote this? What do they want me to think? Is this fact or opinion?

From the World Nuclear Association (representing in the nuclear industry):
http://www.world-nuclear.org/info/fukushima_accident_inf129.html

From Greenpeace (a campaigning environmental organisation):
http://www.greenpeace.org/international/en/campaigns/nuclear/safety/accidents/Fukushima-nuclear-disaster/

Newsround (BBC news for youg people):
http://news.bbc.co.uk/cbbcnews/hi/newsid_9430000/newsid_9431100/9431104.stm

Making 100

Go here to defeat the aliens:
http://www.mathplayground.com/PartPartWhole.html

Alice in Wonderland

Here's the text:

http://sabian.org/alice_in_wonderland1.php

The chapter numbers are at the bottom.

R-O-B-O-T-S

Can anyone work out how this works? It's too hard for me!

http://www.mind.ilstu.edu/curriculum/virtual_robotics_lab/lab.html

AFIRMATIVE.

Voices from the British Empire

Remind yourselves of the countries in the Empire here:

http://www.commonwealthonline.org.uk/learning-teaching/learning-country/

Thinking about being a girl in the Empire:

http://www.girlmuseum.org/Exhibitions/EmpireGirls/Admin/HomeandAway-ActivityGuide.pdf

Australian: Aborigines and Convicts.

Australia was inhabited by the Aborigines before British settlers arrived and took over the land. The British government basically used Australia as a prison for criminals or 'convicts'. This was called 'transportation

What happened between the settlers and the Aborigines?

What did it feel like to have settlers come to your country? What was it like to be transported to Australia just for stealing a loaf of bread?

http://www.nationalarchives.gov.uk/education/empire/pdf/g2cs2bkgd.pdf

Classifiying reversible and irreversible changes

Have you got your worksheet to record what you find out about reversible and irreversible changes?

This first page shows water as a liquid evaporating:

http://www.middleschoolchemistry.com/multimedia/chapter2/lesson2

Lesson 3 (down the page) shows condensation.

Complete a row of your worksheet using what you have learned.

Can you think of another change? Melting chocolate? Disolving sugar in tea? Burning a candle?

Reversible and irreversible changes

Here's a load of resources to help us learn about reversible and irreversible changes:

http://www.cwmbachjunior.co.uk/6d-science.shtml

Think about your learning question from Thursday's quiz.

Recording sound with Audacity

Hi

Here's a link to the Audacity download. It's free, so why not try it at home? It works best with headphones.

Audacity for Windows

You can edit sound just like in a word processor - cut, paste, delete etc.

When you've finished, you can output your recording as an MP3 file so others can listen to it.

Learning about angles

Morning Polaris.

Here are a page of angle games. Choose one that is challenging for you.

http://www.woodlands-junior.kent.sch.uk/maths/shapes/angles.html#Angles

Planning our ice cream factory

Morning guys

Last week, we investigated insulating ice cubes. Kerri's stayed icy for 50 minutes in bubble wrap! Jack's melted very quickly - in water.

That makes me think that water is a good conductor - heat moved from it into the ice very easily.

We need to get heat out of our cream to make it into ice cream. Perhaps we need icy water...

All of the methods I have read say you need to use salt. I wonder what salt does?

Your answers on Friday please.

Here are your questions for today:

Protect the ice from the invading heat!

When we make ice cream, we will need to cool the cream to freeze it. This means we need to take the heat from the cream TO the ice.
We need this to happen quickly without the ice taking too much heat from anywhere else.
So, we need to have a..
GOOD CONDUCTOR between the ice and the cream
and a
GOOD INSULATOR between the ice and the air around it.

What could we use?
You need to research materials which are good CONDUCTORS and good INSULATORS.
They need to be easy to find so we can use them in our ice cream investigation.

Try this to start with.

Good luck!