Gymnastics

Our school was fortunate enough to have the local gymnastics club come to our school to help teach gymnastics.  Their expertise and equipment provided a lot of fun for our class.  Enjoy the pictures and videos below.

                                         Falling Backwards

The Screw Lab and Building Simple Machines with K'Nex

In our unit on screws, students looked at the pitch of a screw.  In the end, students learned that the closer the pitch, the easier it is to turn but it takes longer.  The farther the pitch, the harder it is to turn but the less turns it takes.  Students then wrapped an incline plane around a pencil to learn the connection between the two simple machines.

                                       Building Compound Machines with K'Nex.

                                        Students learned the importance of following directions!

The Lever: A Simple Machine

In part of our unit, students learned about three types of levers .  In each case, students examined how the placement of fulcrum affected the effort needed to move the load.

• Class 1 Lever example:  Teeter-todder
• Class 2 Lever Example:  Wheel Barrel
• Class 3 Lever Example:  Tweezers

In addition, I have included some pictures of our Inclined Plane and Wedge experiments.  Below are some pictures and videos.

                                          James, can you lift the books?

                                         The Wedge Lab

Part of our Inclined Plane Lab:  Does using an inclined plane make work easier?

Students did this lab using a 4ft, 5ft and 6ft board.  

Students first tested lifting their cups without the help of an inclined plane.

Class 3 Lever

                                         Students learned how force travels through a wedge.

Compound Machine Project: Due Monday May 12, 2014

Simple Machines Project:

Dear Parents/Guardians,

The Simple Compound Machine assignment is targeted to be a fun hands-on activity at home.  It is never my intent to send home assignments that are unrealistic.  With that being said, I am expecting that the assignment will take some critical thinking as it is a problem solving activity.  From my experience last year, students spent anywhere from 3 to 20 hours (average around 5-6 hours) on project, often testing their patience and perseverance. 

The level of parent involvement will definitely depend on the family.  While parents are encouraged to participate, I understand that may not be possible.  Therefore, I would hope that the student would come to their teacher for support (I am available for help during lunch and after school and please let me know ASAP). Part of my hope with this assignment is that students will take responsibility for the project and be willing to ask for support if they need it.

On a final note, it is important to note that I do recognize effort, regardless of the outcome of the assignment.  If a student works extremely hard on a project and it does not work, I would never ignore the effort they put into it and what they learned from the experience.  Often, it the experience of persevering that is more valuable than the project itself.

If you have any questions or concerns, please let me know.

Thanks,

Matt Blick – ARES Grade 5

Compound Machine Assignment

Due:  Monday May 12, 2014

What is a Compound Machine?

A compound machine is a machine made up of more than one simple machine.  Types of simple machines include the lever, wedge, pulley, ramp, screw, and wheel. 

What are the goals?

1.     To demonstrate a very good understanding of how simple machines work by creating a compound machine. 

2.     Provide a written and detailed paragraph(s) that explains how their compound machine works.

3.     Build a compound machine that works.

4.     Be able to explain verbally how your machine accomplishes its task.  Please use the appropriate vocabulary:  force, motion, load, fulcrum, distance and so forth.  We are trying to use “science” words when describing our compound machines.

5.     Create a sign that names your machine.  Ensure that it is easy to read.

How to build your compound machine:

Use your knowledge of simple machines, your creativity, and your ingenuity.  Look for other examples.  If you need advice, ask other students, your teacher or your parent/guardian.

Is anything off-limits?

Your machine needs to be safe. 

What do I do first?

Think of a problem or an idea where you think a compound machine would be useful.  Do some brainstorming.  Make a sketch of  some simple machines you may include.  If your first idea does not work, try again.  Inventors have lots of idea and often they encounter many setbacks before they are successful. 

NOTE:  There is no failure.  Instead of thinking that you failed, think about what you may do differently.  It is often the mistakes we make that help us move forward.

What do I do next?

Show your sketch and plan to your parents.  Talk over your ideas.  See if you all agree that your idea is possible.  Once you have come up with your idea, please show your teacher so that they can approve it.

After my compound machine plan has been approved by my parents and/or Mr. Blick, what do I do?

Start gathering the material you need to make your compound machine.   You can look pretty much anywhere.  You might use cereal boxes, parts of a broken-down toy, recycling, scrap material, tool boxes, “junk” from your closet, or even something under your bed!  Please remember to ask your parents before you turn something from home into your compound machine.

Once I have my supplies, what do I do?

Start putting your compound machine together.  Patience is extremely important at this point.  Make time to work on this project.

How can my parents help?

You can discuss your ideas with your parents.   Your parents may need to take you places if you need certain materials.  Since this is mostly an at-home project, I do expect that parents will be involved.

 Last year, the number one comment made by students was this:  I enjoyed spending one on one time with my parent(s) building this!

 How will the assignment be assessed:

1.      Compound Machine:  One mark for each simple machine used.

·        One simple machine – 1 mark

·        Two simple machines – 2 mark

·        Three simple machines – 3marks

·        Four simple machines  --  4 Marks

·        Five simple machines – 5 Marks

·        Six simple machines – 6 Marks

See attached Criteria that was sent home.

Total Score:   21 marks

GoAnimate Project

GoAnimate Project

Due Date: Friday April 25, 2014

v This project is an at-home and at school project.  While students will have time in class, students are encouraged to work on it at home as needed

v Students should be able to work in this independently.  Parents are welcome to provide feedback.  Students will also be encouraged to seek feedback from their classmates.

v Assignments need to be handed in on time.  Please ensure you are RESPONSIBLE.   

Directions: 

v Complete the story map.  While one does not have to follow their story completely, it is designed to give students a “road map” as to where they want the story to go.  Students are encouraged to regularly use their story map to ensure they stay on track and include all the important components of a story. 

v Use your time in the computer lab effectively.  One can be easily distracted in class.  Students are encouraged to sit in locations that will promote learning. 

v All the criteria established on the rubric was discussed and negotiated with the class.  All the students agreed to the criteria and are encouraged to regularly reference their work to it.

v Dialogue is the most important component of this assignment.  It is worth twice the marks so make sure you give it a lot of attention.  Make sure one can understand what the characters are saying.

v Problem and solution should be obvious.  Keep it simple.

v Audience:  10 and 11 year olds.  Keep your audience in mind when creating your movie.

v Time:  To develop a story, you will require time to develop your story.  See criteria sheet.

v Bonus:  If you create an additional setting/character, you can receive up to 4 bonus marks.

v Seek regular feedback from peers, teacher and parents.  Getting opinions from others can go a long way in helping to improve your project.  Remember, you must have permission to view another students’ assignment.  

Items to be graded:

v See attached Rubric. 

v On Time  (2 points)  -- Students will not gain marks for handing in time.  That said, they will lose two marks is submitted late.

v Parent/Guardian signature on directions.  Students will lose two marks if parent/guardian signature does not accompany assignment.  (2 point)

X_____________________________________________________

                                    Parent or Guardian Signature

Date assignment was submitted: ________________________

Humorous Story Writing Teacher Name: Mr. Blick Student Name:     ________________________________________

CATEGORY	4	3	2	1
Story Characteristics: Problem and Solution	Problem and solution are easy to identify and is well thought out.	Problem and solution are identifiable.   Viewer is able to recognize on their own.	May be missing a problem or solution.  The viewer may not be able to recognize it on their own.	Does not include a problem and/or solution.
Story Map	Details are placed in a logical order and the way they are presented effectively keeps their story on track.  Students used this a tool in their planning.	Details are placed in a logical order, but the way in which they are presented makes it difficult to follow.  Students may not have always used this a tool in their planning.	Some details are not in a logical or expected order, and this distracts the viewer.   Story map is incomplete and/or the story does not follow their story map.	Many details are not in a logical or expected order. There is little sense that the writing was organized.
Dialogue (Most important component) X 2 for marks	Uses lots dialogue to keep the viewer interested.  Able to effectively tell their story through the dialogue between characters.	Very good job at using dialogue to tell their story.  The viewer is interested most of the time.	Uses some dialogue in their movie.  At times it is hard to follow the story through the characters dialogue.  Viewer is not always interested.	Uses little dialogue in their story.  Relies more on other attributes to tell their story.
Audience	Generates 9 or more noticeable laughs in the class.   (five or more students laugh on one occasion)  Easily able to catch their audiences attention.	Generates 7 or 8 noticeable laughs in the class.   (five or more students laugh on one occasion)   Did a very good job at catching the audience’s attention.	Generates 5 or 6 noticeable laughs in the class.   (five or more students laugh on one occasion)  At time struggled to maintain their audience’s attention.	Generates less than five laughs in class.
Time	Movie is 3 minutes or longer.	Movie is 2:30 – 3:00 minutes in length.	Movie is 2:00 to 2:30 minutes in length.	Movie is less than 2 minutes long.
Setting: 2 bonus marks if you create one of your own settings.	Uses five or more settings and it helps to move along the story.	Uses four different settings and it helps to move along the story.	Uses two settings for their story.	Uses only one setting for their story.
Voice and Characters: 2 bonus marks if you create your own character	Use four or more characters.  Each character ‘s voice is clear and has no grammatical mistakes.	Uses three or more characters.   In most cases each character’s voice is clear and has no grammatical mistakes.	Uses two characters.  Each character’s voice may not always be clear.  Grammatical mistakes made.	Uses two characters.  Character’s voices are very hard to understand.  Many grammatical mistakes.
Sound, Music, Props and effects.	Uses all four components and it does not distract from the movie.	Uses all four components  but at times distracts from the movie.	Uses three components in their movie.  It may have distracted the viewer.	Student used two or less components in their movie.