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Barnburgh Primary School

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British Science Week

 

British Science Week 2022 takes place between the 11th - 20th March 2022. 
 

British Science Week is a ten-day celebration of science, technology, engineering and maths - featuring fascinating, entertaining and engaging events and activities across the UK for people of all ages.British Science Week provides a platform to stimulate and support teachers, STEM professionals, science communicators and the general public to produce and participate in STEM events and activities.

Please find below examples of learning in school to celebrate British Science week.

Early Years Foundation Stage

Nursery

The theme this British Science Week is 'Growth.' 

In nursery, we have planted cress and are looking forward to observing the changes as the seeds grow. 
The children could talk about what the cress would need to grow -

"Seeds need sunshine."
"Seeds need water to grow."
"They need to keep warm."

The children understand that the seeds will not grow if they do not have enough light or water. They also predicted how many days it would take for the seeds to show signs of growth. 

 

We also brought photos of ourselves as babies/toddlers in to school to discuss how much we have changed. 

The children could talk confidently about signs of growth and different milestones from birth. 

"Babies can't walk when they are born. They learn to crawl and then to walk."
"When I was a baby, my eyes were blue. Now they've changed to green."
"I'm taller (now) than when I was a baby and a toddler."
"First you are a baby, then you are a toddler, then you are a child."
"Babies can't eat food like we do. They have milk first." 

Reception

To celebrate Science Week, the children have been learning all about growing. The children planted cress seeds and talked about what the seeds need to grow - we are very excited to see them germinate! The children chose to place them on a windowsill as this is a nice warm, sunny spot. They will be watered each day by our 2 cress monitors. 

The children have also planted grass seeds this week. They talked about what would happen if the seeds do not get any light, what will happen if they do not have the space to grow, what will happen if we do not water then and what will happen if we water them too much.

The children made predictions (we talked about how this means having a good guess) and then we will place some seeds will not have light, some will not have water and some will have everything they need! We are very excited to find out what happens next. 

Key Stage 1

Year 1

LI: To understand how to follow instructions to perform simple tests and begin to talk about what they might do or what might happen.

Making Craters

The children made predictions and spoke about what they thought would happen when marbles (meteorites)  were dropped into flour (resembling the Moon) from different heights.

"I think that the marble dropped from up high will have the most impact" (Joseph)

"The marble that is dropped from low will only make a little crater because it drops gently" (Isaac)

"If you drop the marble from your shoulders when you kneel down, it will make a bigger crater but not as big as the marble that is dropped from really high" (Louie)

The children demonstrated their ability to follow a simple instruction to perform the test from three different heights. By the end of the lesson, they were able to talk about what had happened and what they had discovered. They recognised that the marble dropped from the highest height had the most impact as it hit the flour with more force.

Coke and Mentos Challenge

The children made predictions and spoke about what they thought would happen when Mentos were dropped into a bottle of Coke.

"I predict that it will fizz" (Charlie)

"I predict that it's going to explode everywhere" (Eddie)

"I think that it will make lots of bubbles" (Pearl)

They then observed Miss Clark following simple instructions to perform a simple test and were encouraged to talk about what happened when the mints were placed into the Coke. By the end of the lesson, the children were able to confidently make predictions and explain whether their predictions were correct. They were able to recognise that the more mints we put in, the greater the reaction.

"The mints are reacting with the Coke" (Zephyr)

"It spurted out of the bottle" (Isabel F)

"There were lots of bubbles when the liquid landed on the floor" (Ralph)

Year 2

LI: To identify and describe which objects and materials can be changed.

The children looked at various objects and whether the materials change shapes when they're bent, squashed, or stretched and then whether they return to their former shapes. For each object,  the children made a prediction and then they tested whether the object could be squashed, bent or twisted. They completed a table to present their findings. The children created a Morph using playdough. To make the Morphe we had to make a thin body by squashing it. We made feet and legs by bending it and twisting it. We also had to roll and twist the playdough to make the body. We didn’t really stretch the playdough because we found that it would break. Also, sometimes when we twisted it, it would break so we had to be careful. We had to squash the playdough carefully with pencils to make the face. By the end of the session, the children were able to discuss how s some materials can be changed by squashing, bending, twisting and stretching.

LI: To find out and describe what plants need to stay healthy and grow.  (On-going experiment for 6 week)

Linking to the theme growth, the children have looked at the features of bulbs as well as every day plants.

The children were introduced to the vocabulary linking to a bulb such as 'tunic, basal plate, roots, scales and flower bud. We looked at what different plants needed and how some survive over the winter. The children disected a bulb to look more closely at the different features. The children also recapped on the features of a plant and what they need to surivive. The children then planted different seeds and we are going to observe them over time to see how they progress.  Some plants have been placed in the sunlight whilst others have been put under a box. We are going to look at how the plants grow and how much it affects them if they are restricted from certain aspects they need to grow. We will continue to check on these over the next 6 week.

Lower Key stage 2

Year 4

LI: To understand the water cycle. 

 During Science Week, Year 4 created their very own water cycles which supported our English and Misty Mountain, Winding River topic. We annotated zip-lock bags with the stages of the water cycle, which included; evaporation, condensation, precipitation, runoff and collection. We filled the bags with water and placed them on the window. The heat from the sun caused the water to evaporate and the cool temperate of the window, allowed condensation to take place and the cycle continued. 

Upper Key Stage 2

Year 5
Year 5 have been very busy this week deepening their knowledge and skills related to our main topic 'Beast Creator'. As the theme for Science week is 'Growth' we focused our learning this week on life cycles, metamorphosis and learning about how minibeasts grow. 
Choice Chambers - Year 5 learnt about how woodlice like to live. They created different habitats for the woodlice to live in to see which they would prefer. We left the woodlice in these environments to see which of the different elements they would choose to live in. 
Metamorphosis - Year 5 learnt about the life cycles of different animals. We first looked at how some minibeasts transform through complete metamorphosis. These include butterflies, ladybirds, beetles and flies. We drew detailed diagrams of these processes showing an understanding of what happens at each stage. We also looked at incomplete metamorphosis where some minibeasts go through part of the metamorphosis cycle. 
Life Cycles - We then compared minibeasts lifecycles to mammals, amphibians and birds. We learnt about the differences and similarities in their life cycles. We explained what happens at each stage of their life cycle and how they grow. 

Year 6

For British Science Week, and as part of their 'A Child's War' topic, year 6 learnt about the Morse code and how it was used in WW1 and WW2, to send coded messages which the enemy would not be able to decipher. They learnt that the Morse code can be done through: writing, light and sound. After using the Morse code alphabet to write out given words in dots and dashes, they made a simple electrical circuit with a buzzer and a switch. Once the circuit was complete, they used to switch to send messages to the other members of their team and the rest of the class. As well as using a given switch, they then used card and paper clips to make their own version.

We then worked as a class to try and decipher the coded messages that different children were making, using the buzzer as the sound for the Morse code message.

'Hello'

'Brooke'

'Act'