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Church Lane, Doncaster, South Yorkshire, DN5 7EZ


Barnburgh Primary School

Learning to shine together


Science Day 2021

British Science Week is a ten-day celebration of science, technology, engineering and maths that takes place between 5th-14th March. To mark this occasion we had an off timetable Science day in school on the 11t March to celebrate our love of exploring and finding out.

Class teachers planned fun and practical, topic based activities throughout the day for the children to enjoy.

11/03/21 Early Years have been exploring different activities for Science Week including: How can we make cereal jump? How can we make raisins dance? How can we create a HUGE bubble? How can we make a rainbow? How can we make marks in slime and shaving foam?

Year One

Learninq Question: How do you grow a rainbow?

We worked in teams to create a rainbow. The children predicted that the colours would run up the paper towel and create a rainbow. When we carried out the experiment the water did absorb the colour and created a rainbow. The children showed predictions were right. We had lots of fun!

Year One

Learning Question- How will the size of the balloon affect the balloon travelling?

The children were eager to find out about this experiment. We spoke about making it a fair test and which resources we would need. The children made the prediction that the bigger the balloon the further it would go and if it was smaller it wouldn’t have as much air in it and it would not go as far. We tried different sized balloons and the children found out that their prediction were right. The children were so excited!

Year One:

Learning Question: How will the Mentos affect the Cola?


The children predicted what will happen with Cola when the Mentos are added. We spoke about what would happen if we added a few and a lot. The chidlren thought that the more Mentos that were added they would cause a bigger reaction. The children's predictions were right.

Year 2

We had so much fun on our Science Day! We investigated slime and found that the consistency changes depending on how you manipulate it. We also made and tested boats using our understanding of floating and sinking. We designed and made paper helicopters and we also created magic pictures! 

Year 3

LQ: What materials create more friction?

On science day the children in year 3 were investigating friction. The children were eager to find out more about friction by using the ramp and car experiment. We spoke about how we would make the experiment a fair test and what resources were needed. The children made the prediction that the rough surfaces would create the most friction  between the ramp and the car. We used materials such as bubble wrap, tinfoil, cloth and cardboard on the ramp and the children timed how long it would take the car to travel to the bottom of the ramp.

Year 3:

LQ: What substances causes ice to melt the quickest?

The children in Year 3 attempted to get Mr. Fudge’s money back that had been frozen in ice. Children tested different substances, such as salt, flour, food colouring and rice to see which would cause the ice to melt the quickest. It was concluded by year 3 that the salt was the most effective when looking at melting the ice.

Year 4

Learning question: Can you make a circuit from play dough?

In year 4 we investigated what materials are conductors and what materials are insulators. We created two different types of dough using different ingredients. We then introduced them into our circuit to see if it conducted and made our bulb light up.

Year 5

Physical Food Chains

Linking to our Beast Creator topic, Year 5 learnt about food chains and had a go at making themselves into physical food chains. They started in small groups, with a producer and 2 or 3 consumers. They thought about which animals were the prey and which were the predators. Instead of the arrows, we used string to show who eats who and where the energy goes from. After working in small groups, the whole class mingled together, using the same plants and animals to try and make new food chains. For the third attempt, they were allowed to choose different animals and plants on new stickers, and had to include every person in class as part of a new food chain. Some of the children challenged themselves to make a longer food chain, or have 2 pieces of string to the same animal.

Reaction Times

Year 5 were testing how people's reaction times vary, depending on their age. In groups of 3 or 4, they had to test the reaction time of: a 9 year old, a 10 year old, an 11 year old, Miss Appleyard, Mrs Parkinson and Miss Watson. They had to decide where they were going to drop the ruler from, how they were going to measure the reaction time, who was going to drop the ruler and what they would do if a person missed one of their attempts. The results varied. Some of the children were consistent in each of their reaction times. Sometimes, the younger the person was, the slower the reaction time. 

Will it erupt?

For one of Year 5's Love to Investigate Science projects, they had to complete the Mentos and coke experiment. In groups, they tested both cola and diet cola, different amounts of Mentos and different flavoured Mentos, to see what reactions they would get. The diet cola got the biggest reaction, although we would have liked it to have been much bigger! It was tricky to get all of the Mentos in the bottle, as soon as the lid came off and before it began to erupt.

Year 6

During Science Day, we focused on how the eye works. The first thing we did was watch an eye dissection to find out all the different parts of the eye. If you would like to watch it, here is the link:

We then learnt how the eye works and that we actually see objects upside down but then the brain switches it the correct way.

We completed a number of activities which you can find below. 

Watching the eye dissection

We learnt how the pupils, or the black parts at the center of the eyes, change size to regulate the amount of light entering the eye.

We learnt how to find our blind spot.

We learnt about after images. The image we stared at was dark (black) in some places and bright white in others. While we stared at the image, our cells that saw the white paper became less sensitive to light. Our cells that saw the dark ring reacted as though they were in a dark room and became more sensitive to light. As a result, they were sending stronger signals to our brain than those that had been staring at the white paper.

We learnt about 'The Newton disc', also known as the Disappearing Colour Disc, which is a well-known physics experiment with a rotating disc with segments in different colors (red, orange, yellow, green, blue, indigo, and violet) appearing as white (or off-white or grey) when it spins very fast.

We used our core value of perseverance.

They worked!

We learnt that optical illusions are fun images designed to trick your eyes and confuse the perception of what you are viewing. We decided to have a go at creating our own!