Science Page for Mr. Buchwald's and Mr. Revington's Gr. 4
Students of Mr. Buchwald's grade four and Mr. Revington's grade four are encouraged to visit this page to view the criteria for up coming assignments, projects and tests. Students are to correct each unit test and hand back into Mr. Revington with their parent's signature on them.
Sound Quiz - Thursday June 2
Be sure to focus on the following:
1.) Parts of an ear (diagram)
2.) Producing sounds and example - vibrating strings, vibrating air column, vibrating material
3.) Decibels - measuring intensity (volume), give examples
4.) What is sound? How does it work?
5.) What is an echo and how does it work?
1.) Parts of an ear (diagram)
2.) Producing sounds and example - vibrating strings, vibrating air column, vibrating material
3.) Decibels - measuring intensity (volume), give examples
4.) What is sound? How does it work?
5.) What is an echo and how does it work?
Rube Goldberg Crazy Invention Challenge (optional) - Due by April 18
Students are welcome to create their own Rube Goldberg inventions. It's only optional. There will be a prize for the top invention that runs the longest continuous time and one for the most creative. Rube Goldberg contraptions are inventive simple machines that do useless tasks, but they are entertaining. Watch the "This Too Shall Pass Video for classic Rube Goldberg ideas
What to Do:
1) Search your house for ideas.
2) Create your simple inventions
3) Create them in a working sequence so that your contraption runs for as long as you can.
4.) Refine your contraption using as many different simple machines as possible (pulley, incline, roller, lever)
5.) Video your best and longest run.
6.) Submit your video by mpg to Mr. Revington [email protected]
The winning video of the longest running, most creative contraption will win a prize (TBA)
The video will also be uploaded to our class and school web site. Good luck!
Here's another video with great home ideas. Please NO unsafe materials!
Click here to see the video
What to Do:
1) Search your house for ideas.
2) Create your simple inventions
3) Create them in a working sequence so that your contraption runs for as long as you can.
4.) Refine your contraption using as many different simple machines as possible (pulley, incline, roller, lever)
5.) Video your best and longest run.
6.) Submit your video by mpg to Mr. Revington [email protected]
The winning video of the longest running, most creative contraption will win a prize (TBA)
The video will also be uploaded to our class and school web site. Good luck!
Here's another video with great home ideas. Please NO unsafe materials!
Click here to see the video
Adaptive Structure Poster Assignment
Gr. 4 - Mr. Revington's Class: ADAPTIVE CREATURE ANIMAL RESEARCH STUDY - due Wed. Dec. 16
Gr. 4 - Mr. Buchwald's Class: ADAPTIVE CREATURE ANIMAL RESEARCH STUDY - due Wed. Dec. 16
Choosing An Animal:
1.) Choose any animal species. It can be any part of the wild kingdom so there's lots to pick from.
2.) Do some research before you commit to the animal you'll be creating. See if there's a good amount of useful information on it.
Making Your Animal Research Poster
1.) Refer to the good copy poster for expectations (what you're to do) "Red Kangaroo"
2.) Do a rough draft first. Do not start on your good copy until you have everything properly planned.
3.) Keep the good copy you've been given in a safe place so it won't get wrinkled or ruined.
4.) Be sure to plan out your title, map and picture. Space, set planning lines, use bubble letter technique.
5.) Be sure that your writing is in your own words.
6.) Parents are great for consultation, but it's your project. You must do the work!
7.) Edit for spelling.
Poster Tips to Achieve Project Success
1.) Lightly sketch out your map and picture. If you make an error it's easily erased and fixed.
2.) Be sure to make your picture and map as big as you can to fit in the spaces.
3.) Title your map. Be sure you label so your audience is in the know. Tracing is OK. No print offs please.
Google - your creature name - map or refer to a book or encyclopedia.
4.) Be sure to use a ruler to make caption boxes for your three adaptive structures. (You'll need to label the adaptive structure and explain what it's for.
5.) Make sure your adaptive structure caption boxes are aligned, straight and horizontal. Plan out your lettering and use a ruler.
6.) Lightly colour your picture and map and label.
7.) Using a fine black marker on the outlines of your maps and picture will make it stand out nicely. Don't use thick markers that will blotch your hard work. Sharp, black pencil crayons work well too.
8.) Use one colour when colouring your title. It's always easier to read. Use pencil crayons to colour! You do not need to colour your title background box.
9.) Be sure you know your poster sections:
* Picture shows animal and clearly shows three adaptive structures.
* Map shows where the creature is found. If its located in one country just display that country. Label, title and
lightly colour.
* Habitat is where your creature lives. Describe that habitat.
* Appearance is what your creature looks like: the colour, size, shape, defining marks. It's not it's behaviour.
* Food is what it consumes (eats) to survive.
* Other animals in its' habitat. List creatures that share the same environment.
10) Ask questions, don't guess or find shortcuts.
Gr. 4 - Mr. Buchwald's Class: ADAPTIVE CREATURE ANIMAL RESEARCH STUDY - due Wed. Dec. 16
Choosing An Animal:
1.) Choose any animal species. It can be any part of the wild kingdom so there's lots to pick from.
2.) Do some research before you commit to the animal you'll be creating. See if there's a good amount of useful information on it.
Making Your Animal Research Poster
1.) Refer to the good copy poster for expectations (what you're to do) "Red Kangaroo"
2.) Do a rough draft first. Do not start on your good copy until you have everything properly planned.
3.) Keep the good copy you've been given in a safe place so it won't get wrinkled or ruined.
4.) Be sure to plan out your title, map and picture. Space, set planning lines, use bubble letter technique.
5.) Be sure that your writing is in your own words.
6.) Parents are great for consultation, but it's your project. You must do the work!
7.) Edit for spelling.
Poster Tips to Achieve Project Success
1.) Lightly sketch out your map and picture. If you make an error it's easily erased and fixed.
2.) Be sure to make your picture and map as big as you can to fit in the spaces.
3.) Title your map. Be sure you label so your audience is in the know. Tracing is OK. No print offs please.
Google - your creature name - map or refer to a book or encyclopedia.
4.) Be sure to use a ruler to make caption boxes for your three adaptive structures. (You'll need to label the adaptive structure and explain what it's for.
5.) Make sure your adaptive structure caption boxes are aligned, straight and horizontal. Plan out your lettering and use a ruler.
6.) Lightly colour your picture and map and label.
7.) Using a fine black marker on the outlines of your maps and picture will make it stand out nicely. Don't use thick markers that will blotch your hard work. Sharp, black pencil crayons work well too.
8.) Use one colour when colouring your title. It's always easier to read. Use pencil crayons to colour! You do not need to colour your title background box.
9.) Be sure you know your poster sections:
* Picture shows animal and clearly shows three adaptive structures.
* Map shows where the creature is found. If its located in one country just display that country. Label, title and
lightly colour.
* Habitat is where your creature lives. Describe that habitat.
* Appearance is what your creature looks like: the colour, size, shape, defining marks. It's not it's behaviour.
* Food is what it consumes (eats) to survive.
* Other animals in its' habitat. List creatures that share the same environment.
10) Ask questions, don't guess or find shortcuts.
Adaptive Structure & Food Chain Quiz - Wed. Dec. 2
Students need to know:
Definitions - food chain, adaptive structure, predator, prey, omnivore, carnivore, insectivore, herbivore (give examples)
Identify - animals as to the foods they eat e.g. rabbit - herbivore, owl - carnivore
Explain food chains within specific habitats (know several) - e.g. ocean food chain = plankton - krill - tuna - shark
Explain - primary producer, primary consumer, secondary consumer, energy source
All information on this quiz will be found in the student's green Science duo-tang
Students need to know:
Definitions - food chain, adaptive structure, predator, prey, omnivore, carnivore, insectivore, herbivore (give examples)
Identify - animals as to the foods they eat e.g. rabbit - herbivore, owl - carnivore
Explain food chains within specific habitats (know several) - e.g. ocean food chain = plankton - krill - tuna - shark
Explain - primary producer, primary consumer, secondary consumer, energy source
All information on this quiz will be found in the student's green Science duo-tang
SCIENTIFIC DEBATE - IN SEARCH OF NESSIE - Dec. 2014
Premise: Students will be given instruction on constructive, inquiry debating methods. It's not arguing, it's not disagreeing, it's constructive persuasion! The students will design a plan/strategy to catch the elusive lake creature, Nessie - live.
"Discussions about gray matters (unexplored) develops the gray matter (the brain)." Luke Atdapossabilitees
Introduction: Since early times there have been sightings and incredible testimonials about witnessing an amphibious creature that roams the deep lakes and oceans of our world. Many of these accounts describe a creature known in the fossil record as a plesiosaur. What is so interesting about these sightings is that the appearance, behaviour and natural habitats have many scientific consistencies. As students learn in grade four about habitats, adaptive structures and food chains this topic helps create dialogue and a platform where these scientific concepts can be focused upon. We are going to assume this creature does exist. Students will research the collective reports, the locations reported, and in groups, design a plan to capture Nessie.
Mission: Our young scientists will design a plan, strategy or apparatus to catch Nessie live, in groups selected by Mr. Revington. Students will need to select a trap location, identify a supply center within the area of their planned capture, create a map showing their trap location, make a plan diagram and outline a way to transport their creature safely. Students must take into account the size, appearance, observed behaviours and habitat the Sasquatch has been reported. The group will present their plan to the other groups, then answer tough questions from them.
Research: Students will be provided with background information before the groups start planning. Students are encouraged to do some research on their own using library books or internet sites specializing in collecting lake creature data. Students are encouraged to use scientific terms such as aquatic, marine, nocturnal, species, adaptive structures or habitat to explain their planning.
The Debate Rules: Each group will present for 2 to 4 minutes. Each student in the group must explain an important element of the plan. (example: the trap location, explain a group apparatus diagram, explain a map of the trap area, outline the plan, explain the safe transport of creature). All other groups will come up with a good question that will find "holes" in the presented plan. Each presenting group member will take turns answering. Presenting group members may "huddle" before they discuss an individual response.
Assessment: Students will be assessed on 1.) their ability to work and contribute to their group 2.) the student's own demonstrated knowledge on the topic in their individual presentation 3.) their oral presentation effectiveness and confidence in their topic 4.) use of scientific terminology during group planning and presentations and 5.) their portfolio of complete, neat and accurate notes and drafts they have individually created which will be filed in their green science duo-tangs.
Tips: Check out these sites:
Premise: Students will be given instruction on constructive, inquiry debating methods. It's not arguing, it's not disagreeing, it's constructive persuasion! The students will design a plan/strategy to catch the elusive lake creature, Nessie - live.
"Discussions about gray matters (unexplored) develops the gray matter (the brain)." Luke Atdapossabilitees
Introduction: Since early times there have been sightings and incredible testimonials about witnessing an amphibious creature that roams the deep lakes and oceans of our world. Many of these accounts describe a creature known in the fossil record as a plesiosaur. What is so interesting about these sightings is that the appearance, behaviour and natural habitats have many scientific consistencies. As students learn in grade four about habitats, adaptive structures and food chains this topic helps create dialogue and a platform where these scientific concepts can be focused upon. We are going to assume this creature does exist. Students will research the collective reports, the locations reported, and in groups, design a plan to capture Nessie.
Mission: Our young scientists will design a plan, strategy or apparatus to catch Nessie live, in groups selected by Mr. Revington. Students will need to select a trap location, identify a supply center within the area of their planned capture, create a map showing their trap location, make a plan diagram and outline a way to transport their creature safely. Students must take into account the size, appearance, observed behaviours and habitat the Sasquatch has been reported. The group will present their plan to the other groups, then answer tough questions from them.
Research: Students will be provided with background information before the groups start planning. Students are encouraged to do some research on their own using library books or internet sites specializing in collecting lake creature data. Students are encouraged to use scientific terms such as aquatic, marine, nocturnal, species, adaptive structures or habitat to explain their planning.
The Debate Rules: Each group will present for 2 to 4 minutes. Each student in the group must explain an important element of the plan. (example: the trap location, explain a group apparatus diagram, explain a map of the trap area, outline the plan, explain the safe transport of creature). All other groups will come up with a good question that will find "holes" in the presented plan. Each presenting group member will take turns answering. Presenting group members may "huddle" before they discuss an individual response.
Assessment: Students will be assessed on 1.) their ability to work and contribute to their group 2.) the student's own demonstrated knowledge on the topic in their individual presentation 3.) their oral presentation effectiveness and confidence in their topic 4.) use of scientific terminology during group planning and presentations and 5.) their portfolio of complete, neat and accurate notes and drafts they have individually created which will be filed in their green science duo-tangs.
Tips: Check out these sites:
Mr. Buchwald's & Mr. Revington's Class Gr. 4: HABITAT & ADAPTIVE STRUCTURES QUIZ - Wed. Oct. 28
Things to Know:
1. What makes a habitat?
2. Define a mountain, tundra and river habitat, (Give examples of each) example: Definition = Mountain habitat is a habitat over 1000 meters high (marmot, golden eagle mountain ibex)
3. Identify major habitats using description: Rainforest, Tundra, Wetlands, Desert
Identify the habitats with their description:
a) wet, marshy = wetlands b) wet, forested, lush = rainforest c) cold, treeless = tundra d) dry, few trees, little rain = desert
4. Match animals with their habitats: Wetlands = otter, beaver, frogs, dragonflies, water snakes, minnows,
Tundra = caribou, lichens, arctic fox, polar bear
5.Describe the adaptive structure and it's uses. e.g. Claw: used for climbing and killing prey, Hoof: Used for pawing for roots/food and defense
Study Tips:
* Start to study at least two night before the test.
* Be sure that you're not missing any notes and that they are all completed accurately. (Green, science duo-tang)
* Read over your notes carefully.
* Write out the test items above on an empty sheet leaving a space between the items, then write down the answers from your notes.
* Have a parent or sibling (brother/sister) quiz you on the test items.
* Get a good night sleep two nights before the test.
* Review your answers on the morning of the test and just before the test.
* Read over the questions carefully answering the ones you know first.
* Answer all other questions carefully.
* Reread all questions several times and ask for clarification on ANYTHING you're not sure about.
* Watch the time.
* Check your spelling.
* Be sure your name is on each test sheet.
Things to Know:
1. What makes a habitat?
2. Define a mountain, tundra and river habitat, (Give examples of each) example: Definition = Mountain habitat is a habitat over 1000 meters high (marmot, golden eagle mountain ibex)
3. Identify major habitats using description: Rainforest, Tundra, Wetlands, Desert
Identify the habitats with their description:
a) wet, marshy = wetlands b) wet, forested, lush = rainforest c) cold, treeless = tundra d) dry, few trees, little rain = desert
4. Match animals with their habitats: Wetlands = otter, beaver, frogs, dragonflies, water snakes, minnows,
Tundra = caribou, lichens, arctic fox, polar bear
5.Describe the adaptive structure and it's uses. e.g. Claw: used for climbing and killing prey, Hoof: Used for pawing for roots/food and defense
Study Tips:
* Start to study at least two night before the test.
* Be sure that you're not missing any notes and that they are all completed accurately. (Green, science duo-tang)
* Read over your notes carefully.
* Write out the test items above on an empty sheet leaving a space between the items, then write down the answers from your notes.
* Have a parent or sibling (brother/sister) quiz you on the test items.
* Get a good night sleep two nights before the test.
* Review your answers on the morning of the test and just before the test.
* Read over the questions carefully answering the ones you know first.
* Answer all other questions carefully.
* Reread all questions several times and ask for clarification on ANYTHING you're not sure about.
* Watch the time.
* Check your spelling.
* Be sure your name is on each test sheet.
Making A String & Container Telephone: Due Tuesday March 28
Mission: Create a simple telephone using two identical containers (plastic or tin) and make a working string telephone. The students each have had the opportunity of speaking and listening into our classroom model, now it's their turn.
How to: Puncture a small hole in the bottom of the container, thread the end of a string through it, tie a knot in the string that's bigger than the hole you've made and do the same on the other end of the string.
Making it work: Get another person to put the container up to their ear (receiver), slowly and carefully pull the string taunt (tighter) then speak into the container. The listener on the receiver end will be amazed.
Assessment: It's also simple. Bring your string telephone into Science class by or on Tuesday March 28, let Mr. Revington hear the results. If it works - you've got great marks. If it's been made very well and carefully and it works - top marks!
How to: Puncture a small hole in the bottom of the container, thread the end of a string through it, tie a knot in the string that's bigger than the hole you've made and do the same on the other end of the string.
Making it work: Get another person to put the container up to their ear (receiver), slowly and carefully pull the string taunt (tighter) then speak into the container. The listener on the receiver end will be amazed.
Assessment: It's also simple. Bring your string telephone into Science class by or on Tuesday March 28, let Mr. Revington hear the results. If it works - you've got great marks. If it's been made very well and carefully and it works - top marks!
Want to see a great video on the effects of making musical sounds? Click here and go to Cymatics!
Rocks & Minerals Unit Test: Thursday March 12
What's on the test? All information on our Rocks and Minerals study in the student's green Science duo-tang
What kind of questions? e.g. Parts of the Earth (diagram), Types of Rock and their characteristics (sedimentary, igneous, metamorphic), The Five Ways to Identify Rocks, Uses of Rocks and Minerals and give examples, The Rock Cycle, Identifying Rocks from descriptions
Other Important Items: Pangea, Mohs Scale, Why a rock is like a cookie (see Rock & cookie e.g.), Parts of a Volcano
What kind of questions? e.g. Parts of the Earth (diagram), Types of Rock and their characteristics (sedimentary, igneous, metamorphic), The Five Ways to Identify Rocks, Uses of Rocks and Minerals and give examples, The Rock Cycle, Identifying Rocks from descriptions
Other Important Items: Pangea, Mohs Scale, Why a rock is like a cookie (see Rock & cookie e.g.), Parts of a Volcano
Mr. Buchwald's & Mr. Revington's Gr. 4: SCIENTIFIC DEBATE - IN SEARCH OF SASQUATCH - Dec. 2014
Premise: Students will be given instruction on constructive, inquiry debating methods. It's not arguing, it's not disagreeing, it's constructive persuasion!
Introduction: Since humans have been inhabiting North America there have been sightings, sounds, footprints and unbelievable testimonials about a creature that roams its wilderness. What is interesting about the Sasquatch sightings is the appearance, behaviour and its habitats reported have some scientific consistencies. We are going to assume this creature is real. Student will research the sightings, locations reported, and in groups, design a plan to capture the elusive Sasquatch.
Mission: Our young scientists will design a plan or apparatus to catch Sasquatch live, in groups selected by Mr. Revington. Students will need to select a trap location, identify a supply centre within the area of their planned capture, create a map showing their trap location, a plan diagram and outline a way to transport their hominid catch safely. Students must take into account the size, appearance, observed behaviours and habitat the Sasquatch has been reported. The group will present their plan to the other groups, then will answer questions.
Research: Students will be provided with background information before the groups start planning. Students are encouraged to do some research on their own using library books or internet sites specializing in collecting Sasquatch or Bigfoot data. Students are encouraged to use scientific terms such as bipedal, hominid, nocturnal, species, remote, adaptive structures or habitat to explain their planning and group responses.
The Debate Rules: Each group will present for 2 minutes. Each student in the group will explain an important part of the plan. (example: the trap location, explain a group apparatus diagram, explain a map of the trap area, outline the plan, explain the safe transport of creature). All other groups will come up with a good question that will find "holes" in the presented plan. Each presenting group member will take turns answering. Presenting group members may discuss their responses before the individual member responds.
Assessment: Students will be assessed on 1.) their ability to work and contribute to their group 2.) the student's own demonstrated knowledge on the topic in their individual presentation 3.) their oral presentation effectiveness and confidence in their topic 4.) use of scientific terminology during group planning and presentations and 5.) their portfolio of complete, neat and accurate notes and drafts they have individually created which will be filed in their green science duo-tangs.
Tips: Check out these sites: Bigfoot Field Researcher's Organization Sasquatch Canada Bigfoot Encounters
Sasquatch Links Sylvanic
Premise: Students will be given instruction on constructive, inquiry debating methods. It's not arguing, it's not disagreeing, it's constructive persuasion!
Introduction: Since humans have been inhabiting North America there have been sightings, sounds, footprints and unbelievable testimonials about a creature that roams its wilderness. What is interesting about the Sasquatch sightings is the appearance, behaviour and its habitats reported have some scientific consistencies. We are going to assume this creature is real. Student will research the sightings, locations reported, and in groups, design a plan to capture the elusive Sasquatch.
Mission: Our young scientists will design a plan or apparatus to catch Sasquatch live, in groups selected by Mr. Revington. Students will need to select a trap location, identify a supply centre within the area of their planned capture, create a map showing their trap location, a plan diagram and outline a way to transport their hominid catch safely. Students must take into account the size, appearance, observed behaviours and habitat the Sasquatch has been reported. The group will present their plan to the other groups, then will answer questions.
Research: Students will be provided with background information before the groups start planning. Students are encouraged to do some research on their own using library books or internet sites specializing in collecting Sasquatch or Bigfoot data. Students are encouraged to use scientific terms such as bipedal, hominid, nocturnal, species, remote, adaptive structures or habitat to explain their planning and group responses.
The Debate Rules: Each group will present for 2 minutes. Each student in the group will explain an important part of the plan. (example: the trap location, explain a group apparatus diagram, explain a map of the trap area, outline the plan, explain the safe transport of creature). All other groups will come up with a good question that will find "holes" in the presented plan. Each presenting group member will take turns answering. Presenting group members may discuss their responses before the individual member responds.
Assessment: Students will be assessed on 1.) their ability to work and contribute to their group 2.) the student's own demonstrated knowledge on the topic in their individual presentation 3.) their oral presentation effectiveness and confidence in their topic 4.) use of scientific terminology during group planning and presentations and 5.) their portfolio of complete, neat and accurate notes and drafts they have individually created which will be filed in their green science duo-tangs.
Tips: Check out these sites: Bigfoot Field Researcher's Organization Sasquatch Canada Bigfoot Encounters
Sasquatch Links Sylvanic
Gr. 4 - Mr. Revington's Class: Habitats, Adaptive Structure & Food Chains Unit Test - Monday, Dec. 7
Gr. 4 - Mr. Buchwald's Class: Habitats, Adaptive Structure & Food Chains Unit Test - Monday, Dec. 7
Refer to your green Science duo-tang. The test is on Habitats, Adaptive Structures and Food Chains. Highlighted notes are very important but the test may involve any information covered so far.
Gr. 4 - Mr. Buchwald's Class: Habitats, Adaptive Structure & Food Chains Unit Test - Monday, Dec. 7
Refer to your green Science duo-tang. The test is on Habitats, Adaptive Structures and Food Chains. Highlighted notes are very important but the test may involve any information covered so far.
Grade 4 Habitat Quiz - Mr. Revington's Class on Thursday Oct. 9, Mr. Buchwald's Class on Tuesday Oct. 14
What's on it?:
What is a habitat? (See A Habitat is a Home page)
Examples of living organisms: in a backyard habitat, desert, tundra, wetlands, grasslands, forest
What is : a mountain habitat, an ecosystem, freshwater habitat
Habitat as a Home: what plants or animals find a home is a cave, nest, den, rotting log, burrow
Identify animals that live in: mountain, very cold and freshwater habitats. eg. marmot in mountain, caribou in very cold
Note: All information can be found in the student's green Science duo-tang
What's on it?:
What is a habitat? (See A Habitat is a Home page)
Examples of living organisms: in a backyard habitat, desert, tundra, wetlands, grasslands, forest
What is : a mountain habitat, an ecosystem, freshwater habitat
Habitat as a Home: what plants or animals find a home is a cave, nest, den, rotting log, burrow
Identify animals that live in: mountain, very cold and freshwater habitats. eg. marmot in mountain, caribou in very cold
Note: All information can be found in the student's green Science duo-tang
Mr. Revington's Gr. 5: STRUCTURES TEST - Monday April 14
Things to expect on the test:
1.) Definitions (explain with examples) - tension, compression, racking, piers, span, dissipation, creeping, triangulation, buckling
2.) Types of Bridges and their Purposes - girder, arched, suspension, cable, truss
3.) Towers - What makes them successful? How are successful towers built? Use detail.
4.) List four of the world's tallest structures
NOTE: All notes can be found in the student's green Science duo-tang.
Things to expect on the test:
1.) Definitions (explain with examples) - tension, compression, racking, piers, span, dissipation, creeping, triangulation, buckling
2.) Types of Bridges and their Purposes - girder, arched, suspension, cable, truss
3.) Towers - What makes them successful? How are successful towers built? Use detail.
4.) List four of the world's tallest structures
NOTE: All notes can be found in the student's green Science duo-tang.
Mr. Revington's Gr. 5: ENERGY AND IT'S CONSERVATION TEST - Wed. Jan. 15
1.) List 6 types of energy, explain what they are and give an example
2.) Resuse, reduce recycle: How do you exercise it at home? How do we exercise it at school (Boomerang Lunches)
3. What are: fossil fuel, organic materials, compost, renewable energy, non-renewable energy, sustainability. Give examples.
4.) Explain one of the following energy conservation concepts (5 points of detail): Light Pollution, Use of Energy in Your Daily
Life, What ways did the Slope Car Challenge Include Energy and the Conservation of Energy?
ENERGY WEB SITE: Energy Story - http://www.energyquest.ca.gov/story/
1.) List 6 types of energy, explain what they are and give an example
2.) Resuse, reduce recycle: How do you exercise it at home? How do we exercise it at school (Boomerang Lunches)
3. What are: fossil fuel, organic materials, compost, renewable energy, non-renewable energy, sustainability. Give examples.
4.) Explain one of the following energy conservation concepts (5 points of detail): Light Pollution, Use of Energy in Your Daily
Life, What ways did the Slope Car Challenge Include Energy and the Conservation of Energy?
ENERGY WEB SITE: Energy Story - http://www.energyquest.ca.gov/story/
Mr. Revington's Gr. 5: GRADE FIVE SLOPE CAR CHALLENGE - Monday Dec. 2 (Pictures & Presentations) Tues. Dec. 3 (The Challenge)
1:00 pm - The Trials 3:00 pm - The Finals (in the Servery)
The Mission - To create a rolling vehicle, no longer than 30 cm. in length, out of recycled parts that will roll down an incline as far and as straight as possible.
Note: Your vehicles must be designed and constructed by you!
Materials: Can be any materials that are recyclable. Any materials that are no longer useable.
The Challenge:
* Student will be given three chances (trials) to roll their slope car down the official incline.
* It's a ramp that is approximately 35 cm in height.
* Each trial will be recorded. The furthest car roll demonstrated will be the students official achievement distance.
* Students can make adjustments, additions after each trial in the designated pit stop areas to improve performance.
* Students can have more than one car but will still only get three (3) trials in total.
* No slope car, no trial, no performance mark. Yikes!
* The top four slope cars will go to the Grand Final.
Check out this past Slope Car Challenge Slide Show - click to watch
1:00 pm - The Trials 3:00 pm - The Finals (in the Servery)
The Mission - To create a rolling vehicle, no longer than 30 cm. in length, out of recycled parts that will roll down an incline as far and as straight as possible.
Note: Your vehicles must be designed and constructed by you!
Materials: Can be any materials that are recyclable. Any materials that are no longer useable.
The Challenge:
* Student will be given three chances (trials) to roll their slope car down the official incline.
* It's a ramp that is approximately 35 cm in height.
* Each trial will be recorded. The furthest car roll demonstrated will be the students official achievement distance.
* Students can make adjustments, additions after each trial in the designated pit stop areas to improve performance.
* Students can have more than one car but will still only get three (3) trials in total.
* No slope car, no trial, no performance mark. Yikes!
* The top four slope cars will go to the Grand Final.
Check out this past Slope Car Challenge Slide Show - click to watch