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Church Lane, Doncaster, South Yorkshire, DN5 7EZ


Barnburgh Primary School

Learning to shine together


World Science day 2021

10th November 2021
On Wednesday the 10th it is World Science day for Peace and development. World Science day for peace and development is an international day that highlights the important role that science has in society and is celebrated on this day every year. It also highlights the need to engage the wider public in debates on emerging scientific issues.  
To mark this occasion each class in school has planned a science themed day.  It could be researching famous scientists, finding out what has science done for us, planning, predicting age-appropriate investigations...

Foundation Stage

10th November -

The Nursery children enjoyed using simple language to describe the things that they were exploring. We made simple predictions about what might happen if they squeezed the shaving foam in their hands or they touched the magnet with the paper clips.

The Reception children have been learning vocabulary related to Science. We have talked about how we make a prediction, carry out an investigation or experiment to find out how or why something happens and to test out whether our prediction was correct. 

The activities that the children have engaged in include:

  • How to make a raisin dance 
  • Exploring shaving foam
  • Creating a GIANT bubble
  • Making lava lamps
  • Exploring cutting spaghetti
  • Exploring how magnets work

The children have learnt how to develop their fine motor skills, ask how and why questions, used descriptive language related to texture and appearance, explored magnetic and non-magnetic items and been able to talk about why the magnet does not attract all items.


The children watched short video clips below to kick start our learning before getting hands-on with the experiments.

Key Stage 1

Year 1

LQ: How do you perform a simple test and observe closely using simple equipment?

Year 1 took part in a simple science experiment 'Rain Cloud in a Jar' linked closely to our topic lessons. They worked as a class to follow the instructions and prepare the equipment needed to perform the test. Prior to the experiment they made predictions of what they thought might happen when the blue solution was placed into the shaving foam.


"I predict that it will fizz out of the cup"

" I predict that the foam will sink to the bottom and the water will come to the top"

"I predict that the water and foam will turn blue"


They then used simple equipment to observe and were encouraged to discuss what was happening as the solution entered the foam and water mix.

"The blue water is going through the foam and it looks like rain"

"The blue water is sinking through the foam"

Year 2

LQ: How do germs spread? 

The children were encouraged to think about  how easily germs can spread through direct and indirect contact.

We listed items and objects  down that  we touch each day such as pencils, chairs, fruit and books.

The children examined  a partner's hands. They looked  really closely between their fingers, on their palms and around and under their nails.

“I can’t really see anything, they look clean”  (Harrison)

“ I can’t see anything, but germs will be there”. (Heidi) 

Children then worked  in groups and one child from each group had the  palms of their hands covered in coloured glitter. The children then took  part in activities or games  10 minutes. When the time was up, the children  examined everyone's hands, faces, clothes and the area they worked in, including any objects they touched. They realised that the glitter was everywhere!

By the end of the session children were able to discuss that Germs can easily spread directly and indirectly from person to person and that we can  wash our hands to help reduce the spread of germs.

”if we wash our hands, we might get some germs but not as many” (Eden) 

The children also followed a video on how to wash their hands thoroughly and were able to recall the steps. 

Key Stage 2

Year 3

LQ: What is sand?

During Science day the children have learnt about the different types of rocks: igneous, sedimentary and metamorphic. They can explain how each one is formed and give names of examples. They then learnt about erosion and carried out an experiment to make sand. Working in groups, children placed 6 small rocks in a plastic sandwich box. After shaking the box for three minutes, they examined its contents to see if sand has been formed by erosion.

Year 4

LQ: How do we make careful observations of different temperatures using standard units of measurement?

During Science day, the children measured temperatures using degrees Celsius. The had to make predictions about different cups of water. These were: ice water, room temperature water and hand hot water. They used thermometers to take accurate temperatures and they recorded their findings in a results table.

Year 5

LQ: How has the UK population changed over the last 60 years?  What does diurnal mean?  How do reaction times change as we get older?

For Science Day, Year 5 learnt about the changing UK population. We looked at how much this has grown over the past 60 years and then plotted this information on a line graph using our Maths Statistics skills. We also learnt what diurnal means and why humans are diurnal. We sorted animals into nocturnal and diurnal animals. Lastly, we tested out reaction times. We learnt that reaction times change as you get older. We had an in-class competition to see who had the quickest reaction times. We are now ready to challenge our grown-ups at home over the weekend.

Year 6

LQ: Why are things classified?

For World Science Day 2021, Year 6 carried out an investigation based on the principles of classification. They were working on the question: Why do we classify things? We discussed what is meant by classification and classification keys and thought of some examples. Most of the children came up with how animals can be classified. When asked whether people could be classified and whether we would be able to classify the children in Year 6, some of the children were unsure. They each made a prediction as to whether this would be achievable or not. The children started by working in small groups and use a variety of questions to be able to classify themselves. Year 6 were then set the challenge of completing one big classification key, separating out each member of the class.