FS1 have been very busy investigating materials this term.
We looked at how bubbles are made and enjoyed making a huge bubble.
Mud painting. Dry mud we couldn’t paint with, so decided to add water. We discovered it became sticky and so was easier to paint with.
The children said it wasn’t like paint it was ‘lumpy’ and ‘sticky’.
We looked at floating and sinking. The children chose an item of a tray, predicted if it would float or sink. They discovered that the heavier items sank and the lighter ones floated. Then they sorted the objects under the heading float, sink. The dinosaur they decided needed to go in the middle when sorting because it floated and sank.
Every Friday, Year 3 have been going in small groups to our school garden to help with deweeding, planting and general garden maintenance. There hard work has helped to make our school garden look more beautiful and ready for Summer! We have also been linking our gardening trips to our plants topic in science. Children have been considering what plants need to grow healthily and recalling the parts of plant while in the garden.
Year three ended our geography volcanoes topic with a BANG! We concluded our learning about volcanoes in geography by creating our own chemical reactions to mimic the eruption process. The children acted like real scientists, taking accurate measurements using syringes and measuring cups and they even had safety goggles to protect themselves! The children had lots of fun during this activity but also we tried to link this to what happens in a real eruption.
We know that sudden movement at the tectonic plates causes pressure to build under ground until the magma erupts through a crack in the earth’s crust in an eruption. The lava then cools solidifies into molten rock in cone-shaped layers. After each eruption, there is a new layer of solidified rock, forming a volcano.
In science, we have been learning about the water transportation process in plants. When it rains/someone waters a plant, the roots absorb the water. This is then sucked up through the stem and transported to the leaves where it finally evaporates.
Y3 decided to test this process with an experiment! We added food colouring to some water before adding white roses. In theory, the coloured water should be transported to the flower, altering the colour of the petals.
This is my third time attempting this experiment with a class but it is the first time that it has actually worked!
For 4 out of the 6 roses (the ones that worked), we used food colouring gel while for two of the roses we used food colouring liquid. The gel food colouring is more concentrated (and more expensive!) and so it is more effective. We discussed how this was not a fair test, as different groups used different types of food colouring.
In RE, Year 5 have been learning about the Five Pillars of Islam.
Today, we were lucky to have a Muslim visitor to answer our questions about the Islamic Faith.
Maybe you have seen her before.
Thank you Sabreena for helping to answer our questions.
