Our enquiry based curriculum and hands on experiences children are able to build an understanding of the world around them. Through posing questions and expanding and learning key vocabulary we can share our ideas, make predictions and draw conclusions across a range of topics. Have a look at some of the work we have been completing:
During Spring Term, Reception have been on an incredible 'journey through the galaxy'. We have launched foam rockets to investigate which would travel the furthest and applied this to our own paper rockets which we had lots of fun making! Also, we recreated the stars and planets in our classroom.
During Spring term Year 1 have been learning all about plants. They have named the parts of a plant and have used their growing knowledge of plants to label the plants functions. Also, Year 1 have explored the school and gone on a plant hunt to find and identify lots of different plants!
During Spring term, Year 2 have been exploring uses of everyday materials. They had great fun identifying and classifying the materials based on their properties and using their knowledge of every materials to investigate the most appropriate materials to design and make their own superhero capes. After testing their superhero capes they explained and evaluated their choice of materials.
We investigated and classified different types of rocks in Science. We had a list of criteria we assessed against including - lustre, hardness, colour, crystals or no crystals to name some. We then split them into 2 different groups depending on how we had chosen to classify them. It was really interesting seeing all the different types of rocks and inspecting them!
For our plants experiment we decided to investigate:
1. Does the amount of water effect a plants growth?
2. Do plants need sunlight to grow?
3. Do plants need soil to grow?
To investigate the first question we planted some seeds in a cup with soil. We gave one plant no water, one 10ml of water, one 20ml of water and the last cup 30ml of water.
For the second experiment we planted seeds in cups, watered them and placed one on the windowsill in sunlight and one in a box in the cupboard.
For the final question we planted seeds in soil, in an empty cup and in a cup with tissue.
We will measure the plants every 2 days to see how they grow and record them in a results table to analyse at the end of the experiment.
Our first Science topic is plants. We are planning on doing an experiment and initially needed to raise some questions to help us figure out what to investigate and what we would like to find out about plants. We used the stem question cards to help us think of different question starts. Some of the questions we came up with were:
Dean: How do plants grow?
Viv: Do big seeds grow into big plants?
Harry S: Could seeds grow in sand?
Harry W: What would happen if you planted a lot of seeds in the same place?
Our new topic in Science is Rocks and Soils. We started off the topic by using the stem question cards to come up with some questions about rocks. Here are some ideas we had:
Izzi: Why are some rocks smooth and some rough?
Ben: What types of rocks are there?
Thomas & Harriett: Are some rocks rarer than others?
Harvey & Adam: How are rocks made?
We then looked at a range of different rocks and investigated the ways in which we could classify them. We found out how to carry out a streak test, the meaning of lustre and how to check if rocks had it or not, whether rocks had crystals and whether they were hard or soft rocks. In our groups, we then decided how to classify our rocks.
In science we have begun to explore plants- we talked about plants we know about and went exploring the school grounds. We examined small areas very closely and found that in a small area there can be a wide variety of plants growing. We found that some of the trees on our grounds have really big roots that are showing through the ground. Some areas of the field seem bare and we discussed why this might be:
Micah- I think this is because the roots from the tree are soaking up lots of the water so the ground is too dry for other plants to grow.
Caitlin- It might be because people walk on that part lots.
We carried out an experiment to look at how far a ‘rocket mouse’ travelled on different surfaces. We used old milk bottles and cardboard mice to carry out the test. We worked in groups of 4 and each member of the group had a different role. To make the mouse move from the bottle we decided to stamp on it. The different surfaces we tested were the wet area in the classroom, the carpet, pavement and the hall floor.
Year three have also started learning about skeletons in their topic ‘Animals Including Humans’.
They used their Mathematics skills to record measurements of their body parts, such as their arm span and their foot size and then looked for relationships between them.
Afterwards, they used question stems to generate their own questions about their results and their topic:
Are there some relationships between measurements?
Have we got any measurements the same?
Why is my arm span the same as my height?
Are your friends different measures?
What if our measurements were wrong?
Why did we have different measurements for both feet?
If we do it in a few weeks, will our measurements be different?
When they returned to school, the children produced reports on what they had learned.
They also used their knowledge of circuits from year four to explain how electricity flows around a circuit and to investigate how the brightness of a bulb can be affected by the number of components in a circuit.
Year 4 have enjoyed taking part in Science Week this term. They loved learning about how electricity is made and how it travels to our homes.
Lennon’s explained how electricity is made and how it travels to our homes:
First, people heat things (fuels) and the heat makes the water get hot. After that, the water turns into steam which pushes turbines with a big magnet in them. The magnet makes electricity then it goes into a transformer to change the volts. Then it travels through the pylons to our home.
They sorted out which items needed or didn’t need electrical energy. They also decided which items needed battery power or electricity from a socket. They used Venn diagrams to show our findings scientifically.
They were able to make a simple circuit including a cell, bulb, switch and wire. They had retained this information from KS1. They learnt how to use symbols to represent the components of the circuit and then drew a circuit diagram. They investigated what happens when they add extra bulbs or wire.
They were given a scenario from which they created an investigation question. They needed to find which materials were the best at conducting electricity in order to use it to rewire the school electrics. The children designed an investigation considering variables and fair testing, agreed on a method and made a prediction as to what they thought would happen.
Orange table found that wool was a conductor of electricity but all of the other tables disagreed. The rest of the class found this was a false result due to the circuit not being connected properly. This was discussed in their evaluation. They found metal to be the best conductor.
After they had completed an evaluation of their investigation, they made some recommendations to be considered if the investigation was to be repeated.
Year 2 have had an amazing time learning all about living things.
They have worked hard to classify a selection of animals into carnivores, herbivores and omnivores.
Suzie has been exploring changes at home.
Paige and I were mixing materials at home. We experimented with three different bags of materials. The first bag was salad cream and gravy granules which was an irreversible change. Irreversible means that you can't separate the materials from each other. The second one we did was milk and orange juice which was irreversible. The final one we did was grass and water which was reversible. Reversible means that you can separate the two materials. We had lots of fun!
Jasmine and Jasmine took part in the Science Fair! They had such an amazing time.
It was so fun for us and we taught people more about parachutes. I think our stall was successful and we wanted to thank everyone who visited us and came to the Science Fair. We had lots of good reviews!