Harry Potter Unit

Discovering Physical
Science At
Letter to Parents
Divination Using Evidence or Inference
Swish and Flick!: How Spells Travel From The End Of
A Wand
Watch Out For That Bludger!
Transfiguration With Ice Cubes
Help the Kitchen Elves Convert These Measurements!
Grocery Shopping in Hogsmead
Triwizard Epals
Becoming the Hogwarts Orchestra
Harry Potter Dream Trip Webquest
End of Term Feast
Summative Assessment
Rubric
Hogwarts School of Witchcraft and Wizardry

Headmaster: Albus Dumbledor (Order of Merlin, First Class, Grand Sorc., Chf. Warlock,
Supreme Mugwump, International Confed. of Wizards)
Dear Parents of ______,

We are pleased to inform you that for the October term your student has been accepted
at Hogwarts School of Witchcraft and Wizardry. You might not know this, but Hogwarts
has been a leader in teaching young witches and wizards the crafts of science,
technology, engineering, art and mathematics since our founding in 900 A.D.
Throughout your childs journey at Hogwarts, they will explore:
1. Energy in various forms
2. The parts of a wave, and waves in our everyday life
3. Measurement conversion
4. Cultures from around the world
As our witches and wizards discover everything Hogwarts has to offer them, they will be
meeting California State Science Standards.
At the beginning of our term each student will be sorted into one of Hogwarts
magnificent houses: Gryffindor, Slytherin, Ravenclaw and Hufflepuff. Each house will
work together throughout this term, and their hard work will culminate in the annual End
of Term Feast. This term will challenge student to collaborate and communicate with
each other, and to be critical and creative thinkers.
Term begins on October 1. We await your owl by no later than September 18 th.
Yours sincerely,
Miss Moore
Deputy Headmistress
Divination Using Evidence or Inference

Grade Level: 4th Grade Science
Standards: (CA Common Core Standards; NGSS/Content Standards)
4-PS3-1; MS-LS1-4; SP7
I.
Objectives
1. The students will learn the difference between scientific evidence
and inference by choosing and participating in experiments.
II.
Assessment
1. Informal or Formative: Informal assessment is taken while
students are experimenting around the room. Ill be able to observe
which students are understanding the concept, and which might
need a little bit more help.
2. Formal or Summative: Summative assessment is done reviewing
each students journal after experimenting.
III.
Instructional Strategies and Learning Tasks
1. Anticipatory Set
I. Motivation
1. Inference Charades: One at a time students will come
to the front of the class and act out directions that I
have written down on a slip of paper. When someone
guesses or infers what the student is acting out, they
are allowed to choose the next slip of paper. Papers
could include: Limp around the room pretend to
sneeze stomp and shake your fists at the ceiling,
etc. After the game, I ask the students how they know
what is going on as people act things out? We discuss
how we use prior knowledge to infer what is going on.
I write the two words "inference" and "evidence" on
the whiteboard. We discuss what they think the
differences and likenesses are for a few minutes. I tell
them that today they will actually discover the
difference between them as they practice by doing a
few experiment activities.
2. Instruction and Modeling
I. I will quickly walk around the room and explain the various
experiments students can complete. Out of the three
available experiments, students will need to complete two.
Experiments include:
1. Brawny or Bounty? Which is the Quicker Picker
Upper?
IV.
V.
VI.
a. Question: Which brand paper towel absorbs

liquid the fastest?
b. Take a small square of each brand of towel.
Label them with the names.
c. Set the stopwatch on your ipad.
d. Dip the corner of the paper towel in the liquid
and stop after 5 seconds.
e. Repeat the process on the second sample.
f. Record which paper towel water line is the
farthest up the towel.
g. Make an inference about the product based on
your evidence.
2. Chex or Cheerios?
a. Which cereal brand gets soggy first?
b. Take one Cheerios and one Chex cereal piece.
c. Using an eyedropper, drop 6 drops of milk on
each piece.
d. Check it in one minute.
e. Which is soggier and softer?
f. Develop an inference based on your evidence.
3. Disappearing Vitamins: Gummy or Pill?
a. Question: Which vitamin absorbs in our
systems faster?
b. Place vitamin pills in a container filled with a
weak solution of vinegar water.
c. Start the timer.
d. Record the time when one pill is completely
dissolved.
e. Develop an inference from your evidence.
Guided Practice
1. In groups of two students will travel around the room and choose
their experiments.
Closure
1. In their journal, students will reflect on the experiments they just
did. How did you develop your inference from your evidence? Walk
me through your thought process.
Independent Practice
1. Students will be given two marbles and a tape measure to take
home to complete one final experiment.
I. Marble Race
1. Question: Which marble goes the longest distance? A
larger or smaller marble?
2. Create a ramp using books.
3. Roll the marble from the top of the ramp. Measure the
distance from the base of the ramp to the marble.
Record your measurements in your journal.
VII.
VIII.
4. Repeat using the other marble.

5. Develop an inference using your evidence.
Differentiation Strategies
1. Groups can be intentionally created if there are specific students
that are struggling that would benefit from being paired with a
friend, or someone with stronger science skills.
Instructional Resources And Materials
1. http://betterlesson.com/lesson/627688/evidence-or-inference
Swish and Flick!: How Spells Travel From The End Of A Wand
4-PS4-1
I.
II.
III.
IV.
Objectives
1. The students will make sense of wave properties by drawing sketches in
their science notebooks. (After the students have a deeper understanding
of waves, we will be using waves and their terminology in our math
lessons to measure various parts of waves.)
Assessment
1. Informal or Formative: Informal assessment is taken during the
presentation to see how well the class is following along.
2. Formal or Summative: Summative assessment is done by reviewing
each students science notebook to make sure they are on the right track
with their understanding of amplitude and frequency.
Instructional Strategies And Learning Tasks
1. Anticipatory Set
i. Motivation
1. I begin this lesson by reminding students that waves are the
way energy moves from place to place. Sound moves from a
mouth to an ear by waves. Light moves from a light bulb to a
book page to your eyes by waves. In Harry Potter, spells
leave wands by waves. Waves are everywhere. I tell
students that they are surrounded by radio waves, television
waves, cell phone waves, light waves, sound waves, and
more. Next I tell students that waves come from vibrating
particles and are made up of vibrating particles.
ii. Activate Prior Knowledge
1. Create a list on chart paper of all of the types of waves
students can brainstorm.
2. Instruction And Modeling
1. Lead the class through the properties of waves
presentation found on betterlesson.com.
2. This is to not only to disseminate the information about
waves, but to also have the students practice brief note
taking.
Guided Practice
1. In their science notebooks, with their houses, I want them to come up with
their own definition of amplitude and frequency and to draw a picture to
represent both.
V.
VI.
VII.
VIII.
Closure
1. After the lesson I will review each students science notebook to make
sure they are on the right track with their understanding of amplitude and
frequency.
1. Draw a picture of a real life scenario that involves amplitude and
frequency. Labeling the crest and trough.
1. I recognize that this sort of information dissemination in the form of a
PowerPoint might not reach all students. Because of this, the following
day will include an hour of centers rotations where students will
kinesthetically be unpacking the definitions of amplitude, frequency, and
parts of waves.
1. Projection, PowerPoint, science journals
2. http://betterlesson.com/lesson/630477/properties-of-waves
Watch Out For That Bludger!

4-PS3-1; 4-PS3-2; 4-PS3-3
I.
II.
III.
IV.
V.
Objectives
1. The students will see how collisions can transfer energy from one
object to another by colliding marbles of various sizes.
Assessment
1. Informal or Formative: Informal assessment is taken by observing
how each group works together, and listening to the conversations
students are having during experimentation.
2. Formal or Summative: Summative assessment will be done by
me reading though their science journals and seeing which
students are lost or could use some extra help.
1. Anticipatory Set
i. Motivation
1. Show clip from Harry Potter where one of the
characters gets hit with a bludger, an animated ball
in quidditch. https://www.youtube.com/watch?
v=YIH3d9fPgcA .
1. Based on what they have learned in previous
experiments, ask the students if they could
hypothesize why Oliver falls off his broom when hit
with a bludger?
i. After each pair of students has received a small and large
marble, meter stick and their science notebooks, I will show
the students how to measure on the floor where the shooter
marble will go, and where the target marble will go.
Guided Practice
1. Students will observe specifically what happens when the two
marbles collide, and they will measure and record how far the
target marble travels in their science notebooks.
Closure
1. After about 15 minutes, I bring the class back together, and ask a
student partner to demonstrate what they have discovered. I
encourage students to use their own words to describe their
findings. Then, I ask students to talk with each other about what
they think happens to the energy in the first item when it collides
with the second? (Kinetic energy transfers to the second object)
VI.
VII.
VIII.
2. Next I discuss with the students the idea of collisions and energy. If
a marble hits a stationary marble, the stationary marble begins to
move off. Kinetic energy is said to transfer from one marble to the
other. I briefly lead a class discussion about Newton's Law's of
Motion by using this
website: http://teachertech.rice.edu/Participants/louviere/Newton/la
w1.html
1. For homework, students will need to draw a picture to represent
each of Newtons Laws of Motion.
1. Partners might be strategically selected to make sure that students
that would need some extra assistance with this experiment are
with a student who could help guide them through the process. I will
also be aware of the students with needs, and if I need to step in to
ask a few guiding questions during the experimentation, I will.
1. Marbles
2. Meter Sticks
3. Tape
4. http://betterlesson.com/lesson/628399/colliding-marbles
10
Transfiguration With Ice Cubes

4-PS3-1, 4-PS3-2, 4-PS3-3, 4-PS3-4
I.
II.
III.
IV.
V.
Objectives
1. The students will observe how different colors absorb light
differently by melting ice cubes outside on construction paper.
Assessment
1. Informal or Formative: Informal assessment is taken by walking
around and asking guided questions to each of the pairs during
experimentation.
2. Formal or Summative: Summative assessment is done by
reviewing each students science journal to see who fully
understood the concepts, and who could use a bit more review.
1. Anticipatory Set
I. Activate Prior Knowledge
1. Have a brief discussion about what energy is based
on what they have learned through the past few
experiments.
I. I dont want to do too much modeling since this is a fairly
simple experiment. I will explain all of the materials the
students will receive (construction paper, ice, cup to hold the
ice, stopwatch, science journals, pencils), and then we will
head outside.
Guided Practice
1. Before heading outside, each student will individually journal what
they think will happen to the ice on the various colors of
construction paper. Do they think all of the ice cubes will melt at the
same time? If not, write down an order of which colors they think
will melt the ice the fastest.
2. Students place all of their pieces of paper in the sun, and place one
ice cube on each piece of paper. When all papers have an ice cube
placed on it, they will start the stopwatch.
3. While the students are observing what happens to the ice cubes,
they will discuss with their partner why the ice cubes are melting in
the order that they are melting. When one cube completely melts,
they will record the time it took to melt the cube and wait for all ice
to melt.
Closure
11
VI.
VII.
VIII.
1. When the students have come back inside, the pairs will share with
another pair their findings and why they thought the ice cubes
melted in the fashion that they did.
2. Through the class discussion, I will guide students to see that light
energy can be converted to heat or thermal energy when certain
materials absorb it. Some materials are heated more than others
by light that shines on them.
3. Dark materials absorb more of the visible spectrum of light. The
absorbed light energy is converted and is released as heat energy.
Since more of the spectrum is absorbed there is more energy that
is converted to heat. Light colored materials absorb less and reflect
more of the light spectrum (less energy) so less energy is released
as heat.
1. Have the students research on the internet over the weekend, light
waves of the colors of construction paper used in this experiment.
See if they can make any connections between how the ice melted,
and the light waves of each color.
1. Partners might be strategically selected to make sure that students
that would need some extra assistance with this experiment are
with a student who could help guide them through the process. I will
also be aware of the students with needs, and if I need to step in to
ask a few guiding questions during the experimentation, I will.
1. White, black, green, red, purple, yellow construction paper
2. Ice
3. Stop watches
4. Cups
5. Science journals
6. http://betterlesson.com/lesson/614360/chillin-with-coloredpaper
12
Help the Kitchen Elves Convert These Measurements!

Grade Level: 4th Grade Math
4.MD.A.1, MP5
I.
II.
III.
IV.
V.
VI.
VII.
Objectives
1. The students will understand equivalent measurements of
conversion units by creating a number line, gallon guy, and t-charts.
Assessment
1. Informal or Formative: Informal assessment is taken during the
whole group lesson while paying attention to who is participating,
and seeing how the class as a whole understands the concept.
reviewing each students gallon guy and t-charts.
1. Anticipatory Set
i. Motivation https://www.youtube.com/watch?
v=DMmI9PoTE8E
i. I will create a capacity number line with the students, similar
to the one attached at the bottom of this lesson. The number
line will consist of ounces, cups, pints, quarts, gallons, and
will be an input chart because students will place a picture of
a cup, and a gallon on the chart.
ii. Students will also make their own gallon guy (also pictured
below) together as a whole class.
Guided Practice
1. In their houses, students will use their capacity number lines to
create various t-charts representing the following.
i. Cups-ounces
ii. Cups-pints
iii. Cups-quarts
iv. Cups-gallons
Closure
1. In their math journal students will complete the following question:
To make soup for her class, Sarah needs 1 gallon of water, two
quarts of chicken broth, and 5 pints of beef broth. Please convert all
of the measurements into cups.
1. For homework students will complete a worksheet with various
problems like the one in the closure sheet, for additional practice.
1. For students that are struggling with this concept, they can use
colored manipulatives to represent each unit measure.
13
VIII.

1. http://betterlesson.com/lesson/537237/converting-gallons-quartspints-cups-ounces
14
Grocery
Hogsmead
Grade Level:
Shopping in
4th Grade Math
Standards (CA Common Core Standards; NGSS/Content Standards)

4.MD.A.2, MP1, MP4
I.
II.
III.
IV.
Objectives
1. The students will practice converting ounces to pounds by using
grocery store flyers.
Assessment
1. Informal or Formative: Informal assessment is taken while
answering the first question together as a whole group.
reviewing each students Math journals to see who is on the right
track, and who might need a little more help.
1. Anticipatory Set
i. Activate Prior Knowledge
1. I will briefly pull up the capacity number line and we
will review the conversions that the students have
already learned. Then, we will label where pounds
goes on the number line.
i. We will complete the first problem together, and then I will let
the students work in pairs to complete the rest of the
worksheet. The first problem says If you purchase three
pounds of Kroger butter, how much will it cost?
ii. I ask the students what information is missing?
1. The cost- $1.99
2. The weight- 16oz
3. Then we talk about the conversion to find the total
amount
Guided Practice
1. In groups of two students will complete the rest of the worksheet
using their grocery store flyers.
15
V.
VI.
VII.
VIII.
Closure
1. Students will be given one more problem to paste into their math
journals. Each problem in each house will be different, so students
will complete this on their own. Students will complete the problem
and show work, that I can review when they leave for lunch to see
who is getting the information, and who needs more review.
1. The homework packet will contain questions asking students to
convert ounces to pounds.
1. Groups can be intentionally created if there are specific students
that are struggling that would benefit from being paired with a
friend, or someone with stronger science skills.
1. http://betterlesson.com/lesson/533550/grocery-store-problemsolving
16
Triwizard Epals
Grade Level: 4th Grade Writing
W.4.1, W.4.4, W.4.6
I.
II.
III.
IV.
Objectives
1. The students will practice writing, typing, and communicating with
others in a global community by speaking periodically with an epal
found on https://www.epals.com/#/connections .
2. Both students will have the opportunity to learn about each others
culture, similarities and differences.
Assessment
1. Informal or Formative: Informal assessment will be taken by me
reading the communication between the students to ensure they
are appropriately discussing topics the corresponding teacher and I
have agreed upon.
2. Formal or Summative: There will be no formal assessment for this
lesson.
1. Anticipatory Set
I. Motivation
1. First, start by showing this clip from Harry Potter of
the announcement of the Triwizard Tournament.
2. Then I will Show a few brief clips from the country
where the students epals are from.
II. Activate Prior Knowledge
1. Create a KWL chart with what the students know and
want to learn about the country, culture of where their
epal is from.
I. As a class, we will review the different parts of writing a
letter, and we will discuss the topic of the current letter to
their epal.
Guided Practice
17
V.
VI.
VII.
VIII.
1. Each epal writing session students will receive a question, prompt

or ideas to write about. Students will draft a letter to their epal on
paper, and turn it in to me for correction.
2. When they have received their draft back with my feedback, they
will then type their letter and send it to their epal.
1. If students do not finish writing their drafts in class, they can finish
them for homework.
Closure
1. At the end of our communication with our epals, each student will
give a brief (1-2 minute) presentation about who their epal was, and
some similarities and differences between them.
1. If we have ELLs in the class, say Spanish speaking ELLs, this
might be a perfect opportunity to pick a country where the epals
speak Spanish. If the corresponding class has a student who is
really struggling in English, the corresponding teacher and I could
pair them together, so that they could bond over their similarities
and differences. We would allow them to write their letters in
Spanish, hopefully utilizing their parents expertise for feedback on
their drafts.
1. Epals subscription
18
Becoming the Hogwarts Orchestra

Grade Level: 4th Grade Music
I.
II.
III.
IV.
Objectives
1. The students will practice perseverance by learning to play
Hedwigs Theme the Harry Potter theme song on their recorder.
Assessment
1. Informal or Formative: Informal assessment is taken by observing
who is following along with the lesson and who is having a difficult
time learning the piece. Students that are struggling with this will be
pulled to practice together with me a few times during various
rotations.
2. Formal or Summative: Summative assessment is observed when
students perform their song at the Halloween Carnival.
1. Anticipatory Set
I. Motivation
i. Show this video of an orchestra playing Hedwigs
Theme from Harry Potter.
https://www.youtube.com/watch?v=GTXBLyp7_Dw
II. Activate Prior Knowledge
i. Since you have been working for a few months with
the music teacher on learning to play the recorder, we
will use the skills you have learned to learn to play
Hedwigs Theme.
I. Students will be given a copy of the sheet music.
http://www.musicnotes.com/images/productimages/large/mtd
/MN0127623.gif
II. I will play the piece for the students once, then we will play
the first bar all together a few times. Learning this song will
take a few weeks. Students will learn two bars per week, and
take a few weeks to fine tune their playing.
Guided Practice
1. I will let students pair up and go around the room to practice their
playing together.
19
V.
VI.
VII.
VIII.
Closure
1. We will all play the first bar of the song together a few times, so I
can gauge where the students are in learning the song.
1. Over the next few weeks, students will be required to practice this
song for homework, as we will be playing it as a class at the
Halloween Carnival.
DIFFERENTIATION STRATEGIES
1. If there are students with fine motor challenges, or students that are
having a very difficult time with the recorder, I can work with them
on playing a bell, or a drum to accompany the recorders. If that
doesnt work, I could work with a group of students to help paint a
Harry Potter themed backdrop that we will stand in front of at the
Halloween Carnival when playing this song.
INSTRUCTIONAL RESOURCES AND MATERIALS
1. Sheet Music
2. Recorders
3. Patience and ear plugs :)
20
Harry Potter Dream Trip Webquest

Webquest Link: http://questgarden.com/129/44/2/110723181751/index.htm
Information directly copied from the webquest.
Introduction:
You have won a dream trip around Australia to see the premiere of Harry Potter and the
Deathly Hallows Part Two. This fantastic trip will provide you with free air travel to four
capital cities including Brisbane and $2000 to spend on accommodations. You will meet
the cast of Harry Potter and join them on the red carpet at different parts of Australia. To
plot your journey you will need to find out the distance travelled between different cities
within Australia. Along the way you will learn to budget your money and explore the
different prices that each hotel charge. You will be required to use graphs to organise
and show your information.
Task:
There was a recent article stating that Brisbane was the most expensive city to visit in
Australia. Your mission is to answer the following question: Is Brisbane the most
expensive city in Australia to visit? Click here to read a recent newspaper report. To
assist you to answer this question you will be assigned a partner and given resources
such as:
Map and directional language worksheets.

Data Collection Table.
You will use this information and present your findings to the class group.
21
End of Term Feast

Grade Level: 4th Grade Language Arts
RI.4.1; 4.6
I.
II.
III.
Objectives
1. The students will practice reading and understanding informational
text by cooking with a recipe.
2. Students will practice measuring weight and volume by measuring
each ingredient for the recipe.
3. Students will collaborate, communicate, critically think and use their
creative skills while executing their recipe together.
Assessment
1. Informal or Formative: Informal assessment is taken by popping
in and listening to each houses discussions on how they plan to
execute their recipe. If needed, I will inquire about their plan of
execution to ensure that each group is adequately preparing before
beginning cooking.
2. Formal or Summative: Summative assessment is done by each
house briefly describing to the class how they made their dish and
share the pictures they took of the cooking process. They will also
share where their recipe came from, and any information their epal
shared with them about the recipe.
1. Anticipatory Set
i. Motivation
1. Quickly draw a picture of what the word breakfast
means to you. After students are finished, and a few
have shared what they drew, pull up pictures of what
breakfast looks like around the world. Discuss how
meals are different all over the world and inquire why
students think that is.
1. Remember when you asked your triwizard epal to
share their favorite recipe with you? Would any of you
22
IV.
V.
VI.
VII.
VIII.
like to tell us the recipe your triwizard epal sent to

you?
i. Project a copy of Mrs. Weasleys Magically Easy Fudge.
Discuss what the process would be for making Mrs.
Weasleys Magically Easy Fudge.
ii. Discussing/demonstrating measurement
iii. The order of the steps
iv. Listing items needed to complete the entire task
v. Presentation of the final product
vi.
Convert some of the units of measurement to cups, ounces,
pints, quarts or gallons.
Guided Practice
1. Houses will briefly meet, with their parent volunteer, to vote on
which recipe they would like to make for the All House Potluck.
2. The next day the parent volunteer will return with the items needed
for the recipe.
3. Any measurements in the recipe that use the measurement of cups
I will convert to another measurement. When the students are
cooking their meal, one of their tasks will be to convert back each
measurement into cups.
4. Houses will take turns visiting the school kitchen, with their parent
volunteer to make each recipe for the All House Potluck.
5. Each House will need to bring a camera to document each of the
steps of the recipe.
Closure
1. After the All House Potluck, students will journal their thoughts on
this experience with the following guided questions:
i. How did cooking go with their team?
ii. What was helpful during the cooking process?
iii. Did you learn anything new about food in other countries
today?
1. With the help of a parent or guardian, choose a recipe and cook it
over the weekend. Take a few pictures of the cooking process and
the final product, and bring them on Monday to share with the
class.
1. Recipes can be edited to include a picture of the ingredients next to
the name to support ELLs that might not know all of the names of
ingredients or cooking tools.
1. School Kitchen
2. Cooking utensils
3. Ingredients
23
Summative Assessment
At the end of the End of Term Feast, students will be told they have one more task to
complete. Stations will be set up around the room, and in pairs students must move
around and accomplish a task at each station. Tasks will include:
I. An Experiment
1. Angry Oil
i. Question: Do oil and water mix?
ii. Pour cup water into a beaker.
iii. Add 3TBS oil and stir until mixed.
iv. Start the timer and stop it when you see a change in the mixture.
v. Stir it up again and repeat the timing process. Do this two more
times.
vi. Develop an inference from your evidence.
II. A picture of a wave and students will need to label the parts of a wave and define
amplitude and frequency
III. Define one of Newtons Laws of Motion (Extra points for each additional Law of
Motion)
IV. Colored Pencils: Students will have to order the colored pencils at this station
from the color that absorbs the most amount of light to the color that absorbs the
least amount of light and then color them in order in their science journals.
V. Fill in a few t-charts with missing information on converting quarts, pints and
gallons to cups as well as ounces to pounds.
24
Rubric
Experiment (2)
Wave (4)
Newtons Laws of
Motion (1)
Colored Pencils (1)
Measurement (5)
Notes
Points
Worth two points if
they give a fair
inference based off
of the evidence they
uncovered.
Worth 1 point for
labeling each item:
crest and trough,
and for accurately
defining amplitude
and frequency.
Worth 1 point. Each
additional Law of
Motion receives 1
additional point.
Worth 1 point if
students order their
colors in a fashion
that accurately
represents colors
that absorb the
most amount of light
to colors that
absorb the least
amount of light.
1 point awarded for
accurately
converting each:
cups to ounces,
cups to pints, cups
to quarts, cups to
gallons, ounces to
pounds.
Total
25
/13
26

Harry Potter Unit

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Harry Potter Unit

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Discovering Physical

Hogwarts School of Witchcraft and Wizardry

Dear Parents of ______,

Divination Using Evidence or Inference

a. Question: Which brand paper towel absorbs

4. Repeat using the other marble.

Watch Out For That Bludger!

Transfiguration With Ice Cubes

Help the Kitchen Elves Convert These Measurements!

Instructional Resources And Materials

Standards (CA Common Core Standards; NGSS/Content Standards)

1. Each epal writing session students will receive a question, prompt

Becoming the Hogwarts Orchestra

Harry Potter Dream Trip Webquest

Map and directional language worksheets.

End of Term Feast

like to tell us the recipe your triwizard epal sent to

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