We started the experiment by filling up 4 clear cups with coloured food colour (Red, yellow, blue and another one with red) and put them about 4 inches apart. Then we put another 3 clear empty cups in between. We grabbed 6 strips of paper towels and placed one end of the each paper towel into the glass with the water and the other end into an empty cup. We repeated this for every cup, thus having 2 paper towel strips in the empty cups. We left the cups sit for a few hours and check on them every hour to see what happened.
The children learnt that water travels up and across the paper towel out of one glass and into another. They could see that the coloured water in the empty cup was a mixture of both adjacent cups’ water. They learnt that red and yellow made orange, yellow and blue made green, blue and red made purple.
Later on during the week children were given some 3 cups of coloured water – red, blue, yellow and they were asked to create a painting on paper towels. They could see that when the colours touched they changed their initial colour – thus mixing into a secondary colour.
Submitted by Ms Marilyn Bugeja, Yr 1.1 Class Teacher
During a science lesson students observed different types of cloud and also made an experiment of a cloud in a jar. The students also had a number of Maths related activities outside in the school yard.
The Year 1, 2 and 3 classes went to Esplora Interactive Science Centre to discover the science behind certain Christmas wonders. Among other things, students learned how reindeers, like balloons, can fly up into the sky, how some things may seem invisible to us etc… Afterwards, students were given the opportunity to explore some of the educational and interactive exhibits about various scientific topics. These exhibits helped students realize more how science is related to our daily life. Furthermore, students were given an insight on how things actually work,for example; a group of Year 3.2 students created their own animation. The Year 3 students understood better some topics, for example: sound, which had already been covered in class.
It was truly a fun and educational experience! 😊
Submitted by Ms Miranda Cauchi, Yr 3.2 Class Teacher
Five senses stations were set up in class. Children had to guess what the objects were by using their senses. They used their sense of touch by touching the different objects, one at a time, found in a plastic tray. Their eyes were covered again, with a piece of cloth, and students had to guess what the objects were bu using their sense of smell. Students had to taste the different types of food presented to them. Finally, pupils listened to sounds from the interactive whiteboard and had to guess what they were. When participating in these sessions students were able to describe the object/s by using language related to the five senses, for example: soft, loud, sour, sweet, salty, rough etc… In so doing, this lesson was also integrated with the English Oracy lesson.
Submitted by Ms Miranda Cauchi, Yr 3.2 Class Teacher
To begin the lesson the teacher asked: What is science? What do scientists do? A discussion ensued and then a video was shown to the pupils. To learn more about the scientific process they took part in an investigation. The teacher showed the students two eggs and posed the following questions: Will the eggs float or sink? Why do you think so? Students stuck a sticky note under the headings: Will float/ Will sink. Some students were undecided as they thought that one egg could sink while the other could float. Therefore, they stuck their sticky note in the middle. I poured some water in the glasses. After, students explained why they thought the egg would sink or float.
Some students observed the eggs and explained that since one egg looked larger than the other it would sink while the other would float. Others pointed out that the egg shell of one egg could be thicker than the other and therefore one may sink and the other may float. Both eggs sank, but one sank to the bottom and sat on its side while the other sank but floated at an angle. The teacher asked the question: Which egg is fresher? Students observed ad discussed. The egg that sank to the bottom was fresher. We also discussed that if the egg was not fresh it would float because when an egg ages, the shell becomes more porous allowing air to flow through. The more air entering through the shell, the larger the air cell becomes. The air sac, when large enough, makes the egg float. Students were eager to tell their parents/guardians about this investigation and their findings.
The year 3.1 students were learning about scientists and what they do. They learned about the Scientific process and took part in an investigation. We posed a question and designed an experiment to find out the answer. The question posed was: How can we tell if an egg we need to cook is fresh or not? The students predicted the outcome of the experiment and then, we tested our hypotheses. We got a container and filled it with water. We placed two eggs in the container and checked whether they floated or sank. If the egg floated, it was past its prime but if the egg sank, it was still fresh! Our eggs sank 🙂
Whilst learning about the five senses, the year 3.1 students took part in different investigations. The students paid attention to different sounds and observed pictures to talk about them, thus using their sense of hearing as well as that of sight.
They used their sense of touch to determine what different objects, placed one at a time, in a feely bag were. Their sense of smell was put to the test when their eyes were covered and asked to smell different objects and guess what they were. Finally, they used their sense of taste to taste different things and determine what they were.
The students from Year 4.1 went on an outing at Esplora to learn more about Space and its Planets. The children had the opportunity to experience the outer space with interactive shuttles and interactive animated floor.
Students had to predict if the following things are waterproof: tissue, plastic bag, kitchen roll, cardboard, fabric and newspaper. Students checked their prediction by doing the experiment. Finally, they played an interactive game about other materials that may be waterproof.
Students had to guess which of the following objects are magnetic: key, 2c coin, aluminium foil, scissors, plastic spoon and a nail. A video abut magnetism was shown. The class teacher asked the children if they wished to change their previous answer/s and give reasons for the change/s. Afterwards, we used magnets to check which objects are magnetic.