ICONIC GAMESYEAR 5
TERM 3 · WEEK 7Science Lab: Curious Minds

TERM 3 · WEEK 7

Science Lab: Curious Minds

Four Year 5 scientists beginning a week of hands-on investigations in Science Lab: Curious Minds.

Learn the words. Investigate evidence. Explore energy. Graph results. Run a fair test. Then build one giant science chain reaction.

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ENGLISH · SCIENCE

Science Vocabulary Machine

01 · Word Lab

Scientists need precise words so other people can understand exactly what was noticed, tested and learned.

WHAT AM I LEARNING?

I can use subject-specific vocabulary accurately.

TEACH · LEARN THE IDEA

Technical vocabulary is useful when it makes an explanation more exact. Define unfamiliar terms through context and use them consistently.

  1. STEP 1Build OBSERVATION from observe + -ation.
  2. STEP 2Build PREDICTION from predict + -ion.
  3. STEP 3Read each science sentence slowly.
  4. STEP 4Ask: is this before the test, or something actually noticed?
  5. STEP 5Use the feedback, then try again if needed.
WE DO ONE TOGETHER

A habitat is the place an organism lives and gets what it needs to survive.

NOW YOU TRY · YOUR MISSION

A variable is…

Young scientists working with a glowing science vocabulary machine.
WORD LAB · ENGLISH

Power the Science Vocabulary Machine

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TEACH · Scientists build words too

A base word carries the main meaning. An ending can change the kind of word we need.

observe → observation predict → prediction conclude → conclusion

Test and result are useful science words too. We will use all five words through the week.

Build two science words. Tap a base, then the ending that completes it.

Word 1 waiting…Word 2 waiting…
Build OBSERVATION and PREDICTION to start the machine.
YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

CHECK THE CORE IDEA

A variable is…

Complete this final Year 5 application when you are ready.

ENGLISH · SCIENCE

The Mystery Cup

02 · Evidence Bench

Good scientists separate what they can observe from what they only think might be true. The Mystery Cup is about collecting evidence before deciding.

WHAT AM I LEARNING?

I can infer, justify ideas and select the strongest evidence.

TEACH · LEARN THE IDEA

Inference combines what the text says with what you already know. Strong answers point to specific evidence and explain how it supports the inference.

  1. STEP 1Read the whole case file first.
  2. STEP 2Find the two clues already described in the text.
  3. STEP 3Use the on-screen cup and magnet tests to collect more observations.
  4. STEP 4Record what happened before deciding what it means.
  5. STEP 5Choose the conclusion that says only what the evidence supports.
WE DO ONE TOGETHER

If a notice says volunteers must arrive early because equipment needs checking, we can infer set-up takes time before visitors arrive.

NOW YOU TRY · YOUR MISSION

What can the evidence support?

Young scientists investigating a sealed mystery cup.
READING · ENGLISH

The Mystery Cup

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READ · The sealed cup

At the science fair, a sealed cup was left on the investigation bench. Nobody could see inside it. Maia picked it up carefully and heard a light click-click. When she tipped the cup, the pieces slid quickly across the bottom.

On the table were four possible labels: sand, salt, paper clips and small stones. Ari reminded the team that a label is only a possibility until evidence supports it.

“We should record what we notice first,” said Maia. “Then we can choose a safe test that might tell us something new.”

The page controls the experiment. No shaking, sound or device motion is required.

EVIDENCE NOTEBOOK ○ Text clue 1 ○ Text clue 2 ○ Cup test ○ Magnet test
Read the case file and find both clues in the text.
YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

READ FOR EVIDENCE

Three cups contain the same amount of warm water. Cup A is wrapped in wool, Cup B in foil and Cup C has no wrapping. After 20 minutes, A is warmest, B is slightly cooler and C is coolest. The cups started at the same temperature.

Fluency check: read the source aloud once at a natural pace, pausing where the punctuation tells you to.

CHECK THE CORE IDEA

What can the evidence support?

Complete this final Year 5 application when you are ready.

ENGLISH · SCIENCE

Power the Machine

03 · Energy Lab

Energy helps things happen. In this mission you will watch a machine work, notice where its energy comes from and explain what the energy changes into.

WHAT AM I LEARNING?

I can explain how or why something happens using a logical sequence and precise vocabulary.

TEACH · LEARN THE IDEA

Explanations organise causes, processes or relationships. Use technical vocabulary where it adds precision and link ideas with cause-and-effect language.

  1. STEP 1Learn the five energy types shown on the page.
  2. STEP 2If YouTube works on your device, watch the short Grade 4 video and look for energy moving or changing. The video is optional.
  3. STEP 3Run the fan example with the page. Watch what changes.
  4. STEP 4Choose one machine for your own investigation.
  5. STEP 5Write and lock a prediction before pressing ACTIVATE.
  6. STEP 6Observe the real result, then write what you noticed and what energy changed into.
WE DO ONE TOGETHER

Rain enters the drain, then flows into the stream. Because the drain connects to the waterway, litter can reach the moana.

NOW YOU TRY · YOUR MISSION

Explain an energy transformation in a simple device. Identify the starting form, the output form and one piece of evidence.

Young scientists exploring how energy moves and changes through machines in Science Lab: Curious Minds.
WRITING + SCIENCE · ENERGY

Power the Machine

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STORED ENERGY

Batteries and food can store chemical energy ready to be released.

ELECTRICAL

Electrical energy can travel through wires and powered devices.

LIGHT

Light energy travels from a light source and helps us see.

SOUND

Sound energy travels as vibrations that we can hear.

MOVEMENT

Moving objects have movement energy. Scientists also call this kinetic energy.

WATCH · ENERGY IN ACTION OPTIONAL VIDEO

While you watch, look for energy moving or changing into light, sound, heat, electricity or movement. If YouTube is blocked on your device, skip this video — everything you need is taught on this page.

OPEN VIDEO ON YOUTUBE ↗
WE DO ONE TOGETHER

What happens when we switch on a fan?

The fan starts with electrical energy. Press the button and watch what changes.

Start with the fan. Press SWITCH ON THE FAN and watch what changes.
YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

YOU TRY

Explain an energy transformation in a simple device. Identify the starting form, the output form and one piece of evidence.

Minimum guide: 110 words. Quality matters: make the reasoning, evidence or design decision clear.
□ answers the exact task□ uses specific detail□ ideas are connected□ reread and improved
Complete this final Year 5 application when you are ready.

MATHS · SCIENCE

Graph the Lab Results

04 · Graph Lab

Scientists use graphs to make measurements easier to compare. You will read the table first, then build a graph that matches it exactly.

WHAT AM I LEARNING?

I can interpret and compare data, describe patterns and justify conclusions.

TEACH · LEARN THE IDEA

Read scales carefully, compare categories or time points and distinguish the data from your explanation of why a pattern might exist.

  1. STEP 1Read all four times in the table before touching the graph.
  2. STEP 2Order the tests from shortest time to longest time.
  3. STEP 3Subtract the shortest time from the longest time to find the difference.
  4. STEP 4Build each bar from zero until it matches the table.
  5. STEP 5Read the finished graph and choose only the conclusion the data proves.
WE DO ONE TOGETHER

If one category rises from 24 to 36, the increase is 12. The graph shows the change; another source may be needed to explain its cause.

NOW YOU TRY · YOUR MISSION

1) Cup A is 22°C and Cup C is 14°C after the test. What is the temperature difference? 2) Results are grouped as 14–17°C: 2 readings; 18–21°C: 4 readings; 22–25°C: 1 reading. Which interval has the greatest frequency?

Young scientists graphing measured ice-test results.
MATHS LAB · DATA

Graph the Lab Results

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TEACH · Read the table before drawing the graph

Another scientist measured how long four ice tests took to melt completely. A bar graph must start at zero, use an even scale, and match every value in the table.

TestABCD
Minutes812615
3 · Build the graphTap + or − until every bar matches the table.
MINUTES
A 0 min
B 0 min
C 0 min
D 0 min
4 · Which conclusion does the data support?
Start with the table. Then solve the two questions and build all four bars.
YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

CORE YEAR 5 QUESTIONS

Complete this final Year 5 application when you are ready.

SCIENCE

The Great Ice Rescue

05 · Ice Test Bench

A fair test helps us compare things properly. In The Great Ice Rescue, only the wrapping should change.

WHAT AM I LEARNING?

I can plan or interpret an investigation and explain what makes the evidence fair.

TEACH · LEARN THE IDEA

A fair investigation changes one main variable while keeping important conditions consistent. Measurements should be repeatable and recorded clearly.

  1. STEP 1Choose wrapping material as the one thing that changes.
  2. STEP 2Keep ice-cube size, location and test time the same.
  3. STEP 3Start the virtual test and watch all four cubes.
  4. STEP 4At five minutes, write only what you can actually see.
  5. STEP 5Continue to ten minutes and compare the measured ice remaining.
  6. STEP 6Choose the conclusion the measurements support and explain why the comparison was fair.
WE DO ONE TOGETHER

When comparing insulation materials, keep the container, amount of ice and starting conditions the same.

NOW YOU TRY · YOUR MISSION

Plan a fair test for three insulation materials. State the variable you change, two conditions you keep the same and what you measure.

Young scientists comparing four ice-cube wrapping tests.
APPLIED MISSION · SCIENCE

The Great Ice Rescue

SET UP

QUESTION · Which wrapping keeps an ice cube from melting the longest?

A fair comparison changes one thing and keeps the other important conditions the same. Here, the wrapping changes. The ice-cube size, location and test time stay equal.

1 · What should we change?
2 · What must stay equal? Choose three.
Choose the one thing that changes and the three things that stay equal.
YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

YOU TRY

Plan a fair test for three insulation materials. State the variable you change, two conditions you keep the same and what you measure.

Minimum guide: 80 words. Quality matters: make the reasoning, evidence or design decision clear.
□ answers the exact task□ uses specific detail□ ideas are connected□ reread and improved
Complete this final Year 5 application when you are ready.

SCIENCE

The Great Science Chain Reaction

06 · Chain Reaction Lab
CHAIN REACTION BRIEFING

Test four parts of one giant machine. First learn how to test the ramp, then investigate magnetism, moving air and a measured water level. Watch what actually happens, change your setup when a test misses the target, and finally press START THE CHAIN REACTION to run the whole machine.

GAME BREAK · SCIENCE IN MOTION

THE GREAT SCIENCE CHAIN REACTION

Build one giant cause-and-effect machine. At each zone: change something → test it → watch what happens → try again if you need to. Nothing here depends on fast reactions or perfect dragging.

1RAMP 2MAGNET 3AIR 4WATER
ZONE 1 · WE DO THIS ONE TOGETHER

Ramp → Ball → Lever

What are we testing?

A higher ramp can change how fast the ball moves. We need the ball to reach the lever — not stop short and not fly past it.

TARGET

STEP 1: Choose a ramp height. STEP 2: Press TEST RAMP. STEP 3: Watch where the ball goes.

Choose LOW, MEDIUM or HIGH. Then test the ramp.
Begin at the ramp. Choose a height and run the first test.
YEAR 5 DEEP DIVE · REQUIRED Finish the game, then prove the learning in the final rounds.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

YEAR 5 GAME CHECK

Finish the game first, then use the learning from this week to clear these three final rounds.

Fair test changes…
22°C compared with 14°C: difference?
Which interval has the most readings: 14–17: 2, 18–21: 4, 22–25: 1?
Complete this final Year 5 application when you are ready.

Week 7 Check In

07 · Clubhouse

This part is about your own learning. There are no right or wrong feelings.

WHAT AM I LEARNING?

Reflect on independence, challenge level and the next useful Year 5 practice step.

TEACH · LEARN THE IDEA

Choose what feels true for you, then write one thing you understand better now.

  1. STEP 1Choose how the week felt.
  2. STEP 2Write one thing you understand better now.
NOW YOU TRY · YOUR MISSION

What made your evidence fair enough to use in a conclusion?

How did this week feel?

There are no right or wrong answers. Choose what feels true for you.

YEAR 5 HOMEWORK CLUB

Your Year 5 progress

Your work saves on this device.

Continue Term 1, Week 1 →