Three-dimensional shapes are created from two- dimensional shapes put together to make nets. Today, students explored how to make these nets and re-create the 3D shapes they were presented with. Students used tracing, cutting, folding and sticking methods. Here are some great re-created 3D shapes. some students even investigated changing the net around when making the shape a second time to see if the same shape could still be made….
Today 5/6 ND NB showcased their masterclass inquiry learning. The freedom we gave the students in choosing what they wanted to investigate, question and research paid off in spades in the quality learning, amazing displays and the great learning conversations that came from the showcase.
Here are some buddy reactions after seeing our work…
Tri: I enjoyed the brain cake because it looks like a zombie brain.
Riaan: The rockets. They can, one of them can open.
Armin: I liked the sun.
Andrew: The dolphins in the water that they made in the box – because it looks fun!
Isla: The fox in the box!
Eerat: I liked the x-ray machine.
Abhay: I liked the x-ray machine too.
Williams: The soccer.
Ebony: I liked Shylah’s rugby, the rocket and the country thing.
Riva: I saw the brains.
Agamjot: I liked all the rcokets.
Dylan: I liked my buddy’s basketball animation video. There was some real life pictures in the animation too.
Kevin: I liked the x-ray box.
Sahana: I liked the snow and ice thing.
Arnav: I liked the rocket and the x-ray.
Lina: I liked the Lego building.
Anthony: The rocket and animation.
Our learning intention for our unit on angles and shapes is for students to foster an understanding of how angles are measured and how they relate to 2- dimensional shapes.
These photos show a progression of great knowledge and understanding from being able to construct and measure angles of various degrees of turn to understanding the role they play in shapes such as triangles, quadrilaterals and other polygons.
Students have made some amazing discoveries such as the angle sum of any triangle is always 180 degrees because its angles make a straight angle (half turn) when put together.
Currently some students are even investigating what happens to a shapes angle measure when sides are added one at a time. There is a pattern here, a direct relationship between the number of a shapes sides and the total angle measure. As students discover this pattern, more posts will be made regarding this and other discoveries.
Other students have even progressed beyond this to investigating circles and the relationship between a circle’s diameter and its circumference. They used this understanding to create a meter long trundle wheel designed to measure distances on the ground.
Today students explored circuits using batteries and solar power using play. They also investigated magnets and magnetism. This is important in allowing students to use free flowing play to explore ideas, concepts and build on existing knowledge. The engagement was sky high! Literally.
Snap circuits were really fun, I discovered that you can connect 2 batteries to one switch to make a buzzer, light bulb and fan work- Luka and Djaran
When the loop touched the coat hanger the buzzer sounded because it completed the circuit
We created a double light bulb with a fan, surprisingly the power of the 2 batteries powered 2 bulbs and a fan- Dominic
The fans got forced upwards because there was too much power- Luka
More batteries make the bulb shine brighter- Leah
No this is not a trick… when the repulsive magnetic force between 2 magnets is exactly equal to the downwards force of gravity, you get a levitating magnet!
Part of our future showcase for our masterclass in week 10 will include students’ very own infographic created in keynote just like the brilliant light bulbs we created a couple of weeks ago. Here are some works in progress….