Children are given lots of opportunities to investigate, observe, predict, record and conclude. Huge emphasis is placed upon the links of science to every day life and staff use the surrounding environment as a rich resource with a focus on the need for respect and safety.
Children are then given the opportunity to apply their Literacy and Numeracy skills to record and present their findings.
To complement their Science topic of Living Things and their Habitats, year two had lots of fun on their visit to the farm.
Year 3 Science Week
In year three, we began Science Week by making our own exploding volcanoes and looking at the reactions of different chemicals when mixed. We started our new topic Forces and Magnets. We investigated which materials are magnetic and which are not. We created a maze to drive our own magnet-powered car. We investigated the forces push, pull and friction and tested toy cars on ramps covered in different materials to see how the speed of the car changed. We investigated shadows by designing and creating shadow puppet theatres with reception class. With a link to art, we created tin foil action figures and carefully sketched around their shadow.
Year 4 Science Week
In Year four, we explored change by creating our own junk model instruments that change pitch. We also explored how states of matter change by creating our own dragon potions for the dragon in our class text. We can categorise states of matter as solids, liquids and gases. We used scientific equipment to measure rainfall, temperature, liquid, and weight. We did an investigation to find out how much carbon dioxide there is in fizzy drinks and presented our results as a graph on the iPad.
Year three carried out an investigation into lung capacity. To measure lung capacity, select children would take a deep breath and blow into the tube which went into the 5 litre bottle of water. We would see bubbles inside the bottle and the air would take up the place of the water (displacement). We used the scale on the bottle to see what the lung capacity of each child was.
Year 3 have learnt about the different types of skeletons and their functions. They enjoyed representing a human skeleton using different shapes of pasta, after a 'treasure hunt' around the classroom to find the scientific names for the bones in the human body.
Year 6 looked learnt about the functions and components of blood.
We made our own blood! We used marshmallows to represent the white blood cells, cheerios and food dye to represent the red blood cells, oats to represent platelets and yellow food dye to represent plasma.
Here are the results of the year 4 tooth investigation after one week in the different liquids!
As part of our learning about teeth, a dentist from Apollonia House visited year 4. We learnt about the job of a dentist, the types and functions of teeth and how to take care for our teeth. We looked at the results of a Science investigation - and some of us were very shocked! The investigation involved hard boiled eggs (as a representation of a tooth) in a number of different liquids; vinegar, blackcurrant squash, orange juice, milk, cola and tap water. We observed the effect of the liquid on the egg. The children even got a goodie bag each to take away with them!
To show their knowledge and understanding of the human digestive system, year 4 have been creative and made their own representations of the digestive system. They all included labels with facts and information. What brilliant results!
In order to learn about the basic needs of humans and animals, year 2 imagined they were living on a deserted island! After lots of thought and discussion, the children wrote a message in a bottle to explain what they would need to survive on the island, and also what they would like in order to be happy!
Year 4 have produced some fantastic work based on their learning of the human digestive system.
Year 6 enjoyed a role play activity where they became the muscles, organs and blood of the human circulatory system. Some children acted as the heart, the lungs and other muscles and organs. The rest of the class acted as the de-oxygenated blood (they held a blue card) and they travelled to the heart first which sent them to the lungs to collect oxygen (a red card). The now oxygenated blood travelled to a part of the body to deliver their oxygen. This meant that they became de-oxygenated blood again and were sent back to the heart, and so the cycle continued.
As part of the year 2 Science topic Animals including Humans, children took part in an animal picture hunt and then grouped the animals according to their characteristics. Children have learnt about baby animals including baby humans, and even had a visit from an 8 month old baby where children asked lots of fantastic questions!