Archive of ‘Uncategorized’ category

Digitech Science Lesson 6… What is a Circuit???

Digitech/Science Lesson 6- What is a CIRCUIT?


Related image

Image result for funny circuit diagramGoal:

I understand how to make and draw a circuit, and explain how it works.


Discuss your drawings of torches from yesterday- what are pros & cons of the drawings


New Information 1:


So…how is an electrical circuit created?

A circuit needs 3 parts-

  • a cell to give energy,
  • a conductor to conduct the energy,
  • a resistor/load to use up the energy- What are some types of resistors?light bulb, bell, buzzer or motor


When you connect the negative end of the cell with the positive end using a conductor (wire) and have a resistor/load in the middle, you have a complete circuit. Electricity will only travel in a current if the circuit is complete and has no break.


A ‘cell’ contains chemicals. When the chemicals in the cell react, they release energy. This energy gives the electrons in the atoms at the negative end (electrons are negatively charged) an energetic ‘push’.

This energy is carried around the circuit by the electrons to the resistor where the electrical energy is changed into another form of energy, such as light, sound, heat or movement.

The current of electrons then continues having lost its extra energy, through the circuit to the positive end of the cell.

The circuit can be repeated over and over as long as the chemical reaction continues.

Electrons flow through a circuit and are not consumed. It is the electrical energy they carry that is changed into other forms of energy, such as heat and light; nothing is used up or consumed, just changed.


When a torch switch is turned on, it completes the electric circuit, making a complete path for the electrons to flow around.


If you don’t have a cell you have no energy to start things going …..

If you don’t have a conductor, you don’t have anything for the energy to travel along to complete the circuit …..

If you don’t have a resistor, the energy created in the cell doesn’t get used up-if this happens then the energy will come out as heat in the conductor and burn up!-this is called a ‘short circuit’– and is the major cause of electrical accidents …..

You can have many of these parts-many cells (becoming a ‘battery’)/ many conductors- wires in many parts of the circuits/ many resistors – such as a series of lights or lights and buzzers etc

Vocab: electrons, circuit, positive and negative terminals, battery/cell, switch, movement, light and sound resistors, conductors and insulators, chemicals, chemical reaction, current short-circuit

more information available here if students want to clarify or research further:


Discuss and make connections to the role play- what parts were what?

Application 1:

Draw a circuit from the demonstration and explanation

New Information 2:

Scientists use a series of symbols to represent the parts of a circuit- why do you think they do this?

Show symbols (students paste in books):

Discuss open/closed switch & difference between cell & battery.

Discuss what voltmeter & ammeter might measure. (not needed at this level)


Look at these 2 diagrams- T&T- what are the similarities & differences

Which do you prefer? why?

Which do you think scientists prefer? why?

It is important to draw circuits with clean straight lines, as shown in diagram B. Scientists avoid realistic sketches like diagram a-why?

Application 2:

Student review their cutaway diagram of how a torch could work from the last lesson and update or redraw this diagram to include what they now know, such as names/symbols of parts and the need for a complete circuit for the torch to light.


Share & discuss










Application 3:

Introduce snap circuit sets. Show how the symbols for the items are ON the items. Show how they snap together and the many possible circuits that can be created.

In groups of 3 or 4, students should make a circuit using circuit items available.

Once made, student & tested (troubleshoot where necessary), students should make a technical diagram of their circuit using the symbols they have learned. They should give it a title saying what it does. (Students should have labeled the basics – cell/battery, wires, item that uses power/switch


Circuits should then be tested and troubleshot if necessary

If there’s time, students can make another circuit


Goal reflection:


3 important facts I remember

2 connections I made during the lesson

1 question I still have

Year 6 Valedictorian Speech

Image result for graduation primary school clip art

As part of finishing primary school, all year 6 students will write a valedictorian speech. Your speech will be about your time in primary school. Think about all the experiences you have had at Moonee Ponds Primary School and all the wonderful things you have done.

The internet is full of tips for writing a valedictory speech. YouTube also has many worthwhile samples.

Here are some suggestions

  • Keep it in perspective.
  • Avoid trying to write something that doesn’t reflect your true self.
  • Be open to what the rest of the grade is thinking.
  • Create an introduction.
  • Thank those people who have made a difference in your life and the lives of other students.
  • Add in memories.
  • Acknowledge others.
  • Stay out of cliche zone.

To fully unpack each of these go to:

The website about education( also provides advice around:

  • Know Your Purpose
  • Compile a List of Highlights
  • Writing the Speech
  • Use Anecdotes and Quotes
  • Plan for Time
  • Tips for Preparing to Speak

Finally has general tips for Valedictory Speeches including how to begin writing it, getting feedback and involving your peers.

For an example of a recent speech given at an MPPS graduation check out

Adaptation Project – Species Specialist


Science Knowledge

Biological – Science Understanding

  • Living things have structural features and adaptations that help them to survive in their environment
  • The growth and survival of living things are affected by the physical conditions of their environment

Science Inquiry Skills

Questioning and predicting

  • Create questions that lead into a scientific investigation, and predict what the findings of an investigation might be based on previous experiences or general rules

Planning and conducting

  • Plan an investigation to answer questions and use equipment, technologies and materials safely, identifying potential risks
  • Decide which variables should be changed, measured and controlled in fair tests and accurately observe, measure and record data

Recording and processing

  • Construct and use a range of representations, including tables and graphs, to record, represent and describe observations, patterns or relationships in data

Analysing and evaluating

  • Compare data with predictions and use as evidence in developing explanations
  • Suggest improvements to the methods used to investigate a question or solve a problem


  • Communicate ideas and processes using evidence to develop explanations of events and phenomena and to identify simple cause-and-effect relationships (VCSIS088)


Personal & Social Capabilities

  • Reflect on how personal strengths have assisted in achieving success at home, at school or in the community
  • Describe what it means to be confident, adaptable and persistent and why these attributes are important in dealing with new or challenging situations
  • Describe the characteristics of respectful relationships and suggest ways that respectful relationships can be achieved
  • Identify the characteristics of an effective team and develop descriptions for particular roles including leadership, and describe both their own and their team’s performance when undertaking various roles
  • Describe the various causes of conflict and evaluate possible strategies to address conflict


To conclude our science unit on adaptation students will prepare an information display and presentation with supporting resources on a desert animal or plant. The audience for this presentation will be other Year 5-6 students. The purpose is to inform/teach.

You will need to complete:

  • An information report (either a poster or powerpoint
  • Annotated diagram
  • Model of your species
  • Proposed experiment

Before beginning and during the process teams must allocate roles and monitor progress.

Teams should assist one another to manage tasks and time and remind each other of their personal responsibilities. All team members must be responsible for at least one aspect of research and presentation.

There should be recognition of balancing the responsibilities between team members.

Your presentation should:

  • describe the desert environment to which the species is adapted
  • describe the structural features and behaviour of the species
  • make claims about which are key adaptations that help the species survive.

Your presentations will be showcased during the last week of term where each team member will have to share their knowledge, answering questions from other students.

Examples of oral presentations by scientists on adaptations can be found at:

Museum expert presentations


Present your research on a display board or in digital format.

(example only- yours may look different)

Show what you know about writing information reports- features and style. You will have access to and be marked according to this Rubric for species research project


Note taking:
Take notes from at least 3 sources before using these notes to draft your report in your own words.

Drafting & Publishing:

  • The language of your report should be impersonal and contain three tier words.
  • Use a font size of at least 16 points for the text on your display board, so that it is easy to read from a few feet away. It’s OK to use slightly smaller fonts for captions on picture and tables
  • The title should be big and easily read from across the room. Choose one that accurately describes your work, but also grabs peoples’ attention.
  • Graphic features- Use photos or draw diagrams to present non-numerical data, to propose models that explain your claims. Try to find or create a graph to illustrate an aspect of your learning. (you could use Excel)
  • Include an annotated drawing to identify the adaptations of your plant/animal (similar to the one on ‘Camel features’)
  • You should also construct a 3D model of your plant/animalas well as your annotated diagram
  • The diagram and model should highlight the features and adaptations that are central to your species’ survival in the Australian desert. Where possible, structural features on your model should be created to clearly show how the feature works to help the animal survive.
  • A Bibliography. At least three sources.


Your group should include a  proposal for an experiment to investigate if your claimed structural feature of the animal/plant is an adaptation for surviving in a desert environment. You will use your knowledge of models, variables, controls and fair testing that you learned during our 2 experiments this term. Deciding on what you and your team think you can achieve in the given time, you can either:

  • propose an investigation (include mention of what variables will be tested and what variables will be controlled)
  • plan the experiment (using the template we have used in our previous science experiments)


  • conduct your experiment and observe, record and share the results in your final display. Would you change or improve your experiment if you did it again? What might be another experiment that could be carried out to extend knowledge of this area?

Annotated Digram and Model
You will need to include an annotated diagram of your species. You will also need to make a model of your species that includes annotations to identify and explain key adaptations.

Adaptations Reflection

First you should look through the Rubric we have been using and identify with a highlighter or pen what you achieved.

Then look at the post that was created at the beginning of the Unit-here

At the top there are are 3 areas in blue that describe the opportunities you were given for learning:

  1. Science Knowledge
  2. Science Inquiry Skills
  3. Personal and Social Capabilities

During your reflection you should reflect on something you learned from EACH of these areas at least once.

Write a reflection of what you have learnt during this term’s Science unit and project. Your reflection must include:
Section 1
An introduction summarising the project and what you achieved with your team-mention here items from the rubric that you feel you did well or could have improved on. What overall level did you achieve and why do you think that?

Then include:

  • Three facts that you found interesting or surprising.
  • Two understandings you now have.
  • One wonder you still have.

Section 2
Next, refer to your learning throughout the unit (in the whole class lessons, in your research pairs, at the excursion, and in science experiments) and answer:

  • What were the most important things I have learnt.
  • How did I learn it.
  • What am I going to do with what I have learnt.

To conclude create a statement that summarises what you have learnt in both section 1 and section 2 and a goal you have for the next time you work in a group.
Look at Adriana’s and Anton’s Term Three Project Reflection from when they completed this unit when they were in Year 5 to help you get an idea of a standard to reach for:
Adriana’s reflection

Anton’s reflection

Note that these reflections use full sentences and paragraphs. Both these reflections include an extra paragraph where they reflect on goals they had set at the start of the unit. As we did not do this, you don’t have to include this section.

Homework (Term 2 Week 5)

This weeks homework is all due on SUNDAY. This will give everyone some extra time to complete all homework tasks.

Personal choice for this weeks BTN review.

Hot Maths
This week you will be completing an activity from your Hot Maths books. The focus is on Pie (sector) Graphs
Year 5
Complete pages 123 and 124
Year 6
Complete page 124

100 Word Challenge
We have five words for the prompt this week. They must ALL be in your 100 words but you can change the order. The words are:


Things to think about:

  • Before you start to write, have a plan in mind to make sure all the words are included.
  • Make your piece as creative as possible. Really use your imagination!
  • Make sure your post is logical.

Don’t forget to continue to read every day and fill out your reading log. For something different, try reading to someone once this week! 🙂

Have a great week!!

Letter from ME!

Hey Students,

I’m Senada and I have been teaching for 11 years. In that time I have taught 3/4 and 1/2. This is my first year teaching in 5/6. I love reading, writing, dancing, exercising and cooking. I also love creating and making things.

I got married nearly 3 years ago and live with my husband Yaz in a cute little house we had built before we got married. Yaz works for Telstra, fixing and connecting phone lines. In a few months we will add a new member to our family; a little british short hair kitten (that is yet to be named). I am SO excited. I also have a 13 year old cat named Audrey. She lives with my mum and dad in their house. I visit her all the time and she is just gorgeous. She always jumps onto my shoulders and hangs out there until she gets too heavy and I have to carry her!

My mum and dad still live in the house that I was brought up in and I go over there every Saturday for dinner. I have 3 sisters Indira, Minne and Sam. We are all very close and see each other all the time. I have 3 nieces; Anisa, Safia and Dahlia, 1 nephew; Zaim and another nephew (who will be born in 3 weeks and doesn’t have a name yet).

I love traveling. Last year Yaz and I went on a 3 month holiday through Europe. We went to Norway, England, Spain, France, Italy, Greece, Montenegro, Croatia, Switzerland, Germany, Czech Republic, Poland and Abu Dhabi. It was one of the best holidays I have ever been on. We have already started planning our next trip for this year and I cannot wait!

These holidays I did a lot of relaxing and spending time with my family. I went away with my family to Rye for a week. The house we stayed at had a pool, tennis courts and a games room. We had a lot of fun. I really enjoyed playing tennis and swimming in the pool.

I am looking forward to teaching 5/6 this year and getting to know a lot of new kids! I hope you are looking forward to this year too!

So now I want to hear about you. Tell me anything. What are your favourite things? What’s your family like? Have you done something that you’d like to share? What did you do in your holidays? What do you hope to do in the future? Write an entry onto your blog- show it to a family member and make sure you review it to fix mistakes before you publish it.

From Senada

P.S. If you have any names for a male cat please share it with me. Yaz and I can’t agree on a name we both like!

1 2