Science Portfolio
Evidence from the EYFS curriculum
For more examples of learning please visit our EYFS portfolio page.
Understanding the World, The World Nursery enjoyed an Autumn hunt. They explored and investigated the changes happening in the environment. We talked about how the seasons change. The children could make simple predictions about why the leaves are falling off the trees and could describe the hanging colours of the leaves.
Reception: Understanding the World - The World
40-60m: Looks closely at similarities, differences, patterns and change.
Reception made their own fireworks in an exciting experiment. They measured the materials, predicted what would happen when the materials were combined and observed the changes they saw.
Understanding the World - The World
The children explored how different drinks can impact our teeth. We used egg shells to represent teeth and watched the changes throughout the week.
Talks about why things happen and how things work.
Knows about similarities and differences in relation to places, objects, materials and living things.
Characteristics of effective learning
Making predictions
Testing their ideas
Developing ideas of grouping, sequences, cause and effect
Making links and noticing patterns in their experience
Early Years
W/C 14th March
This week, 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.
Please see our evidence for each Science National Curriculum Programme of Study below.
Working Scientifically:
KS1 - Ask simple questions and recognise that they can be answered in different ways
Year One
Learning Intention: To ask and answer simple scientific questions that include what, why, how, when, who and which.
To encourage the children to ask and answer simple scientific questions they took part in a simple experiment including three rockets. Each rocket had 3 fins and a cone shaped nose. The only differences were the materials used to make the fins: paper, foam and cardboard. The children were encouraged to ask questions about the rockets before conducting the experiment.
Here are some of their questions:
Which rocket will travel the furthest?
Which material is the best for fins?
How do you make the experiment fair?
We then threw the bottle rockets one at a time and the children observed them. By the end of the experiment the children were able to provide answers to the questions they had previously came up with. As well as asking new questions.
" The rocket with the paper fins didn't travel far because paper is floppy and will not help it fly" (Eddie)
"The cardboard rocket flew the furthest because cardboard is stronger and will help it aim straight"(Fletcher)
"To make it a fair test, you need to start from the same spot" (Florence)
Year One
Learning Intention: To ask simple scientific questions.
To start with the children recapped their knowledge of animals that live in a woodland area. They were encouraged to speak about their features, what they eat and which part of the woodland they live in. Once they were familiar with the animals, the children were encouraged to ask their friends simple questions to figure out the animal stuck to their back. By the end of the session, they understood that questions can be answered in different ways. Some children asked questions that prompted a yes or no answer and some asked questions that required more detailed answers.
Some of the questions include;
Where does it live?
Does it have wings?
What does it eat?
Does it have claws?
Does it have feathers, fur, spikes or smooth skin?
KS1 - Observe closely, using simple equipment
Year One
We visited Walts Wood and enjoyed a walk outside, using our super senses to observe nature’s beauty and magic. In a small bag, the children collected fallen treasures they found along the way, describing and comparing their colour, shape and size. The children were encouraged to describe their surroundings and take digital photographs of interesting things, such as tree bark, leaves of different shapes and sizes, wildflowers or nuts and seeds. We found a tiny pair of wings, a sprinkle of fairy dust and a mysterious little spell book. We were all very excited at the thought of real fairies at our school.
"The leaves are rotting because they've been on the ground a long time" (Louie)
"The trees are empty but in spring they'll have lots of new leaves again" (Eddie)
"A fairy has left its home. We have to be quiet and it might come back to visit. Fairies don't like loud noises" (Marnie)
Year 2
LI: To explore and use tools for weighing and measuring foods and liquids.
The children explored tools used for weighing and measuring liquid and solid foods. They considered why accuracy is important in a recipe and what might happen if ingredients are measured inaccurately. The children practised weighing and measuring ingredients in different units, such as cups, spoons, millilitres (ml) and grams (g). They were encouraged to follow the recipe for short bread and made predictions about what might happen if we added too much or not enough of an ingredient or if we missed a step. By the end of the lesson, the children showed a better understanding of using equipment to support measuring and were able to use the language related to measuring and following a recipe.
KS1 - Perform simple tests
Year One
Learning Intention: To perform simple tests and begin to talk about what they might do or what might happen (with support)
The children investigated whether the size of a balloon affected how far a balloon powered rocket travels along a string. They were encouraged to make predictions about which balloon would go the furthest but also which one would travel the fastest.
"I predict that the balloon with lots of air is going to travel the furthest" (Thomas)
"If you add more air it will travel further because its got more power" (Buddy)
"The balloon that only had a little bit of air didn't move very far because the air came out really quick" (Louie)
"The balloon with the most air moved slowly but it travelled all the way the end" (Marnie)
By the end of the lesson, all children were able to independently talk about which balloon traveled the furthest and why. The children were also able to use scientific vocabulary that was introduced to them at the start of the lesson.
Year One
LI: To understand how to follow instructions to perform simple tests and begin to talk about what they might do or what might happen.
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 One
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.
Year One
Learning Intention: With support, follow instructions to perform simple tests and begin to talk about what they might do or what might happen.
Building on their prior knowledge of plants and what their parts are used for, the children learned the 3 things a plant needs to grow: light, the right temperature and water.
"If a plant doesn't have sunlight the petals or leaves start to turn yellow and it goes wonky to try and find the light" (Ralph)
"Plants need water so that they can suck up the nutrients from the soil" (Buddy)
The children were encouraged to think about the season and the weather conditions during February. Using their knowledge, they were able to talk about what may happen if we placed some plants inside and some outside. They were also able to identify that plants may grow better indoors as it is warmer than outside.
" I think that the plant we put inside will grow better because its warm and there is sunlight at the window." (Isabel)
"The plant in the playground might not grow because its winter and very cold. Plants need a warm temperature to grow" (Eddie)
By the end of the lesson, the children had all planted a seed and could discuss what might happen when some plants are kept inside and some are left outside.
Year One
Learning Intention: Talk about what they have done and say, with help, what they think they have found out.
First the children predicted what would happen when the pine cone was place in water.
" I predict that the water will turn brown" (Isabelle M)
"I predict that the pine cone is going to close up" (Joseph)
"I predict that the pine cone will sink" (Zephyr)
We then carried out the experiment and gently placed the pine cone into luke warm water.
The children observed closely and were able to explain what was happening to the pinecone and why it was happening.
"I think that its closing up so that it doesn't go soggy because wood goes soggy when it gets wet" (Buddy)
" The pine cone is closing up because of the water" (Alfy)
" I think that its closing up to protect itself from the water." (Fletcher)
Year One
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 One: The children investigated camouflage by taking part in a ‘butterfly hunt’. The children split into two groups: the first group quickly collected one ‘butterfly’ each from the school field or yard, and bring them back to the teacher, and the second group then did` the same. The children looked at the two groups of butterflies and decided how they are similar or different. They found out which group has more of the brightly-coloured butterflies. The children then had a go at creating their own camouflage butterfly.
KS1 - Identify and classify
Year One: The children were encouraged to look at different pictures of animal droppings and were encouraged to decide which animal it may belong to. The children were able to answer various questions to figure out the answers.
Year One
The children worked in pairs to observe a selection of fake poo samples. They used scientific terminology to compare size, shape, colour, texture and content. Based on what the children found they had to identify whether the poo came from a carnivore (meat), herbivore (plants) or an omnivore (both meat and plants).
Prior to examining the poo, we spoke about the protective equipment we would need. The children identified that we needed to wear gloves to keep our hands clean and make sure that we do not spread germs.
By the end of the lesson, the children had examined all three samples and come to a conclusion.
Sample 1- Herbivore because it only contained grass, leaves and seeds.
Sample 2-Omnivore because there were evidence of meat, leaves, grass and seeds.
Sample 3-Carnivore because it contained meat, bones and teeth.
KS1 - Use their observations and ideas to suggest answers to questions
Year One: During our investigation 'Whose Poo?' we investigated dinosaur poo. We looked at the features of it and which animal the dropping may have come from. The children completed an investigation sheet to share their observations.
Year One
The children worked in pairs to observe a selection of fake poo samples. They used scientific terminology to compare size, shape, colour, texture and content. Based on what the children found they had to identify whether the poo came from a carnivore (meat), herbivore (plants) or an omnivore (both meat and plants).
KS1 - Gather and record data to help in answering questions
Year One
Learning Intention: With support, gather and record simple data in a range of ways.
The children enjoyed working together to gather and record simple data. Each group were given a planet to research using fact files, books and their own knowledge. Some children were able to independently gather the data, whilst others were given support to read and record the data needed. They were introduced to tables and charts to record data and had a go at using these within their groups.
By the end of the lesson, the children had gathered and recorded simple data based on their given planet. Some children were able to demonstrate their ability to use charts and tables with support. They were asked a series of questions and were able to use their work to answer the questions.
“The Earth is 3 planets from the sun” (Eddie)
“Mars has 2 moons” (Louie)
“Neptune is blue and it is the last planet” (Bella N)
Year One
The children observed bird life on the school grounds. They used bird watching information sheets, videos, leaflets and books to learn more about the different species. They were then encouraged to count how many birds they could see, making simple records (tally charts). We held a class discussion to talk about how many they saw and what they saw the birds doing.
" I saw birds flying to their nests" (Nathan)
"Some birds were looking for food on the ground" (Jasmine)
"Birds like to look for worms in the ground but its icy today and the ground is hard" (Louie)
" We saw two pigeons" (Alistair)
Year One: The children were encouraged to investigate variation amongst classmates. They would encouraged to the think about different body parts and common features . The children worked as a team to investigate hair colour and they then sat with a friend to look at their similarities and differences. The children were able to talk about thir body parts and features.
LKS2 - Ask relevant questions and using different types of scientific enquiries to answer them
LKS2 - Set up simple practical enquiries, comparative and fair tests
Year 3 made sand by erosion. They discussed how to make it a fair test among all groups.
Year 4 have been learning about setting experiments up. We wanted to know about the viscosity of a range of different liquids. Year 4 learnt about how to make a fair test and worked together as a team to conduct their experiment. They learnt about making predictions and how to record results.
LKS2 - Make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
Year 4 learnt how to measure the temperature of liquid using a thermometer. They learnt how to hold a thermometer properly and how to read the scale. They made systematic observations over the afternoon to learn about what happens to liquid when stood at room temperature.
LKS2 - Gather, record, classify and present data in a variety of ways to help in answering questions
In Year 4 we discussed the different parts of the food chain and categorised different types of animals into Consumers, Prey and Predators.
In Year 4 we investigated the difference between high and low pitch. We used these findings to listen to and identify the pitch of different sounds.
In Year 4 we have been investigating sound by testing our hearing. We looked for patterns between volume and distance traveled by an individual. We concluded that the further you travel, the fainter the sound.
LKS2 - Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
Year 4 compared the differences between the particle properties of solids, liquids and gases.
Year 4 learnt about the structure and purpose of the human ear and how vibrations contribute to hearing.
LKS2 - Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
LKS2 - Use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
Year 4 investigated tooth decay by monitoring eggshells that were placed in different liquids, in order to predict what liquids were harmful for our teeth. These liquids included orange juice, vinegar, fizzy pop and more! Each child recorded the physical results of the egg shells in a table in order to compare and conclude their findings.
LKS2 - Identify differences, similarities or changes related to simple scientific ideas and processes
Children in Year 4 researched the importance that Saliva has throughout the digestive system process. We conducted an experiment that compared two crackers, one that had been chewed and one that had not. We left each cracker for 24 hours, to see if there were any differences.
We compared and grouped different materials together according to whether they were solids, liquids or gases.
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.
LKS2 - Use straightforward scientific evidence to answer questions or to support their findings
Year 4 studied and accurately labelled the human digestive system.
The children in Year 4 were investigating the question 'Do different animals have different digestive organs?' Each child researched an animal in order to answer the question. The results were recorded in their science books.
The children in Year 4 investigated and recorded the changes between the different states of matter.
UKS2 - Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
Year 5 set up an experiment to test to see how clean their hands were even after washing. They touched an agar plate with a bare hand (test) and a gloved hand (control) to see the results.
Year 5 checked the results after leaving them in a warm place for a week.
Year 5 checked the results again after 10 days.
Year 5 set-up an experiment to explore how worms lived. They followed instructions for how to make a wormery and checked on their worms to see what happened 'underground'.
Year 5 learnt about what habitats woodlice prefer. They tested this by selecting different environments for them to live. They left the woodlice for a few days to see which they gravitated towards. This showed which environments suited woodlice the best.
UKS2 - Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
Year 5 learnt about craters. They used balls of different sizes and masses and dropped them in flour. They measured the craters formed by the drop. The drop was measured at the same height to make it a fair test.
Year 5 learnt about the best products for insulation. They tested three different materials and measured the temperature of water at time intervals to see which held the temperature the best.
UKS2 - Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
Year 5 learnt about the different homes that minibeasts live in. They learnt about their names and how they make these.
Year 5 learnt how to use a classification key to identify certain minibeasts.
During Maths week, Year 5 used their knowledge of data handling to work as a team to plot population data on a large graph. They learnt how to use the scales and how to display the data accurately.Â
Year 5 learnt how to present information about minibeasts. They all chose different information and different ways of presenting this. They applied their prior knowledge of statistics in Maths to support them.
Year 6 - Why are things classified?
Year 6 learnt that we can group living and non-living things by their observable characteristics and create classification keys that help us with identification. They created their own keys to classify each other and worked together to create a whole class classification key.
UKS2 - Use test results to make predictions to set up further comparative and fair tests
UKS2 - Report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
UKS2 - Identify scientific evidence that has been used to support or refute ideas or arguments
Plants:
Year 1 - Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
Year One
Engage day
Working together, the children chose a tree to befriend. They were encouraged to circle it with their arms, smell it, touch its bark and take a close look at its branches and leaves. They took rubbings of its bark, collected a few of its leaves and took a photograph of their tree to help with identification. They also used simple measuring equipment to measure their tree in cm and were given support to calculate this from cm into years.
"Our tree is 63 years old" (Pearl)
"The bark is bumpy and has lots of holes" (Elliot)
Once they had gathered the information needed, the children were introduced to the key vocabulary ‘evergreen’ and ‘deciduous using a range of sources e.g. books, videos and websites. The children were able to demonstrate their understanding by sorting a variety of tree pictures into evergreen and deciduous. Back in the classroom they made a booklet including lots of information about their tree.
"Deciduous means that it loses its leaves when its Autumn" (Jaxon)
"Evergreen means that it doesn't lose its leaves in Autumn or Winter" (Fletcher)
"Evergreen leaves have wax coats to protect them in the winter" (Owen)
Year 1 - Identify and describe the basic structure of a variety of common flowering plants, including trees
Year One
Learning Intention: To identify and describe the basic structure of a plant.
The children listened to the story 'Little Sunflower' to help them understand the parts of a plant. The book provided visual representations of a petal, stem, leaves and roots. Once they had learnt the key vocabulary of todays session, they had a go at labelling the flowers in small groups. By the end of the lesson, the children were able to label the parts of a plant and could talk about their new knowledge with peers.
Year One
Learning Intention: To identify and label the basic structure of a tree.
The children listened to the story 'Little Acorn' about the life cycle of an acorn. Throughout the story, we spoke about the parts of a tree. We looked at an information PowerPoint that explained the purpose of each part of a tree.
The children then used their new knowledge to label the parts of a tree. By the end of the lesson, the children were able to explain each part and what its purpose is.
They were very eager to use their knew knowledge and even looked closely at the parts of a tree during playtime
Year 2 - Observe and describe how seeds and bulbs grow into mature plants
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.
Year 2 - Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy
Love to Investigate: Science- 6 week experiment
1) How do blubs grow in the Winter?
Children looked inside a plant bulb to find and identify its key parts. They also learnt how and why plants that flower in spring start growing in the winter when it is cold and dark. Children planted some various bulbs and they watered and cared for the bulbs and monitored their weekly growth on a strip of paper behind the cup and bulb. Hopefully after a maximum of six weeks, children will be able to examine their growing plants then draw and identify the key parts. They will also be examining their growth charts to see how much their plant has grown and identify any patterns in their growth. So far, the children have identified the key features of a bulb and how they differ from a seed.
2) Can seeds grow anywhere?
So far, we have found out that the plants that are not being exposed to sunlight are not growing as quick or at all compared to the ones that are in the window and being watered regularly. The children have identified the differences between the seeds and blubs growing and have been able to talk about what a plant or bulb needs to survive. They are also able to compare the differences between them.
Year 3 - Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
Year 3 - Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
Year 3 - Investigate the way in which water is transported within plants
Year 3 - Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal
Animals Including Humans:
Year 1 - Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
Year 1 - Identify and name a variety of common animals that are carnivores, herbivores and omnivores
Year One
The children worked as a class to sort a variety of common animals based on the foods they eat. They were able to use their prior knowledge of carnivores, herbivores and omnivores to group them. By the end of the lesson, the children had more secure knowledge of the key vocabulary and could independently talk about the reason they had sorted the animals in the way they had.
Year One: The children looked at herbivores, omnivores and carnivores and were encouraged to identify the differences between each one. The children looked at common animals and dinosaurs and looked at which group they belonged to. The children are able to talk about what a herbivore, carnviore and omnivore is.
Year 1 - Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)
Year 1
Learning Intention: To discuss the similarities and differences of familiar animals, sorting and grouping them based on their features.
During the class discussion, the children were able to discuss the similarities and differences between given animals. They were encouraged to talk about their features and identify the odd one out. We spoke about the different ways that animals can be grouped before the children went off and independently compared two animals. By the end of the lesson, the children could confidently compare two animals, identifying the similarities and differences between them.
Year 1: The children described and compared the six main animal groups. They looked at simularities and differences and compared the structure and appearance of the different animals. The children worked as a class to sort the animals into different sorting hoops and by the end of the session they were able to identify the various groups.
Year One
Learning Intention: To describe the basic structures of a variety of common animals whilst sorting them into fish, amphibians, reptiles, birds and mammals.
The children were introduced to the six main animal groups (fish, amphibians, reptiles, birds and mammals, insects) and were encouraged to compare the basic structures of them. They were able to define the six main groups and were able to sort them correctly.
“Amphibians live on land and in water.” (Joseph)
“Insects have six legs and some have wings” (Pearl)
“Mammals are warm blooded” “(Louie)
“Birds have wings, a beak and a back bone” (Nathan)
“Fish live underwater and have gills to breathe” (Cerys)
“Reptiles sometimes have claws and some don’t have legs” (Isaac)
“Reptiles have scales” (George)
Year One: The children identified the similarities and differences of a variety of dinosaurs and reptiles. They noticed that some dinosaurs and reptiles had the same amount of legs, scaly skin, sharp claws and long tails. They also discussed how they varied in size and the fact that reptiles tend to be smaller than dinosaurs.
By the end of the session they were able to label a reptile and dinosaur as well as discuss the similarities and differences between them
Year 1 - Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense
Year 2 - Notice that animals, including humans, have offspring which grow into adults
Year 2 - Find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
Year 2 - Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene
Year 3 - Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
Year 3 learnt about the different types of nutrients, where they are found and what they do.
Year 3 - Identify that humans and some other animals have skeletons and muscles for support, protection and movement
Year 4 - Describe the simple functions of the basic parts of the digestive system in humans
Year 4 explored the different parts of the digestive system. We learnt about the jobs each of the parts of the system do and why we need all of the organs to support the process.
Year 4 researched different animal's digestive systems. We compared these to humans to see why they might be the same or different. We presented this information however we liked.
Year 4 conducted an experiment to answer the question 'what is spit for?' The children chewed pieces of cracker for agreed lengths of time before adding water and iodine to measure the starch levels. This helped us to see that saliva in the mouth starts the digestive process and begins by breaking down foods.
Year 4 replicated the digestive system using household items to represent the different organs. They began by chopping up the food, mashing the food and then transferring this to the stomach (bag). They mixed the food in the stomach with bile (orange juice) and churned it up. They then passed this through the intestines (tights) and allowed all the nutrients to go into the body (tray). At the end, they were left with the waste which needed to be excreted. Year 4 LOVED learning about the digestive system.
Year 4 - Identify the different types of teeth in humans and their simple functions
Year 4 looked at a range of images of decayed teeth - you can see their reaction in the second photo! They didn't really enjoy this but it helped them realise why we must take care and look after our teeth. The children then made images of their own teeth discoloured, broken, bleeding and missing and talked about how this made them feel.
Year 4 conducted an experiment to see the importance of brushing your teeth properly. First they brushed their teeth. Next they chewed a plaque disclosing tablet and looked at the plaque left on their teeth. They compare their results with each other. Lastly, they brushed their teeth again focusing on the leftover plaque.
Year 4 had a really fun afternoon eating lots of different foods. We did this to explore which teeth we used to eat different textured foods. This helped us to learn the jobs of the different teeth and realise they work as a team.
Year 4 - Construct and interpret a variety of food chains, identifying producers, predators and prey
Children learnt about food chains. They were able to identify the producer, consumer, prey and predator.
Year 5 - Describe the changes as humans develop to old age
Year 5 were asked to bring in some photos from home of themselves between birth and now. They needed to identify whether it was birth & infancy or early childhood. They then labelled the photos to show how they had changed and what they were able to do at that age.
Year 5 learnt about the changes that happen as we get older. They compared images of themselves as babies, now and when older.
Year 5 learnt about what life is like when you get older, specifically about retirement. They questioned a retired person to see what their life was like now compared to when they were younger.
Year 6 - Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
The children learnt what the different parts of the circulatory system are.
During this lesson, the children learnt about how blood flows around the body.
The children learnt about the journey of a blood cell. They were given ownership as to how to set it out.
The children learnt that people have different types of blood, what blood transfusions are and who Karl Landsteiner is.
Year 6 - Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
The children researched and learnt how a lifestyle of alcohol and smoking affects the body.
Year 6 - Describe the ways in which nutrients and water are transported within animals, including humans
The children learnt the different components of blood and their function. They then used milk, oil and red food colouring to represent these aspects and make their own 'blood' sample.
Everyday Materials:
Year 1 - Distinguish between an object and the material from which it is made
Year 1 - Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
Learning Intention: Identify and name what an object is made from, including wood, plastic, glass, metal, water and rock.
The children were given a variety of objects. They were first encouraged to identify the object and then discuss the material that it is made of. They were very knowledgeable on some of the materials and were able to sort them confidently. Some children were able to identify that some of the objects were made of more than one material and so they needed to be placed in between the two.
"The sand timer is made of glass and plastic" (Bella N)
"The key is made of metal and the keyring is plastic" (Eddie)
"This water bottle is made of metal" (Cerys)
"The trophy is metal and the bottom of it is made of plastic" (Louie)
By the end of the session, all children could confidently identify and name what each of the objects was made from, as well as sort them into the correct group.
Year 1 - Describe the simple physical properties of a variety of everyday materials
Year 1
Learning Intention: Investigate and describe the simple physical properties of some everyday materials, such as hard or soft; stretchy or stiff; rough or smooth; opaque or transparent; bendy or rigid; waterproof or not waterproof and magnetic or non-magnetic.
The children were given a variety of samples to encourage them to speak about scientific properties. The samples were passed around the circle and the children were encouraged to describe what they look like, how they feel and discuss other scientific properties.
By the end of the lesson, the children were more confident with the term 'properties' and were able to come up with lots of different adjectives to describe.
Here are some of the adjectives the children used to describe the samples:
Rocks
- hard
- rough
- bumpy
- cold
- bumpy
- heavy
- sharp
Jelly
- soft
- squishy
- wet
- smooth
- sticky
- bouncy
- wobbly
- light
- stretchy
Crisps
- crackly
- crunchy
- crispy
- bumpy
- hard
- sharp
PomPoms
- soft
- squishy
- fluffy
- squashy
- smooth
- snuggly
- furry
- bushy
- tickly
- light
Marshmallows
- squishy
- soft
- smooth
- scrunchy
- like a pillow
- squashy
- mushy
- stretchy
- light
Shaving foam
- smelly
- squishy
- smooth
- soft
- light
- sticky
- bubbly
- fluffy
Rock salt
- hard
- bumpy
- like rice
- pointy
- crumbly
- light
Sandpaper
- glittery
- bumpy
- sandy
- rough
- hard
- scratchy
- sharp
Year 1 - Compare and group together a variety of everyday materials on the basis of their simple physical properties
Learning Intention: To compare and group materials in a variety of ways, such as based on their physical properties; being natural or man-made and being recyclable or non-recyclable.
The children were introduced to natural and man-made resources. They were given the definition of the two and were encouraged to explain them in their own way.
“Natural materials are materials that grow on their own or get dug up from the ground” (Austin)
“Man made materials are made by someone” (Eddie)
We explored the different man made and natural materials, discussing their properties and what they may be used for.
“Wood is a natural material because it grows from the ground” (Isabel F)
“Glass is transparent and it is man-made” (Bella N)
“Concrete is man-made because you mix it with chemicals to make it hard” (Buddy)
Finally, we discussed how some materials are recyclable and some aren’t. The children were very knowledgeable on recycling and were able to talk about how they sort their waste into a blue bin, green bin and a black bin.
“I put plastic in the blue bin at home because it can be recycled” (Eddie)
By the end of the session, the children could compare and group materials into man-made and natural. As well as recyclable and non-recyclable.
Year 2 - Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
Year 2 - Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching
Year 2:
LI: To explore mixing liquids and observing how they can be changed.
The children were encouraged to explore liquids that don’t mix. The children predicted what would happen if we placed coloured ice cubes in a deep sided tray that contains a layer of baby oil. The children predicted what would happen.
"I think the ice cube will melt into the oil because ice will turn into water and I think it will mix".
"Water and oil didn't mix when we made lava lamps, so it might not mix".
The children observed what happened as the ice cubes melted. The children continued to visit the tray at regular intervals until the ice cubes have fully melted and see how the two liquids behave. The children used a spoon to move the liquids around and a hand whisk to mix them quickly. They described what they could see and what happens to the mixed oil bubbles.
The children found out that oil and water are immiscible, which means that they do not mix. Oil and water will only mix when an emulsifier is added to create an emulsion. Milk and mayonnaise are common emulsions. Children added an emulsifier to their mixtures to see what happens. Egg yolk is an emulsifier we used in our experiment and we continued to predict what would happen.
By the end of the lesson, the children had a better understanding of the vocabulary linked to mixing materials. They were able to talk about which materials were immiscible, emulsions and emulisifiers.
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.
Seasonal Changes:
Year 1 - Observe changes across the four seasons
Year 1 - Observe and describe weather associated with the seasons and how day length varies
Living Things and their Habitats:
Year 2 - Explore and compare the differences between things that are living, dead, and things that have never been alive
LQ: How do you explore and compare the differences between things that are living, dead, and things that have never been alive?
The children discussed what each word meant in the lesson. We spoke about how things are alive and their features through animals, humans and plants. The children then discussed what it meant if something had once been alive. The chidlren were able to use the vocabulary linked to this lesson such as Alive, Once Alive and Never Alive. By the end of the lesson, the children were able to sort out different pictures into the correct section and talk about why they have put it in that box.
Year 2 - Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
Year 2 - Identify and name a variety of plants and animals in their habitats, including microhabitats
Year 2 - Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food
Year 4 - Recognise that living things can be grouped in a variety of ways
Year 4 - Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
Year 4 - Recognise that environments can change and that this can sometimes pose dangers to living things
Year 5 - Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
Year 5 learnt about the life cycles of amphibians, mammals and birds. They were able to use their knowledge to compare these life cycles to identify the similarities and differences.
Year 5 learnt about metamorphosis. They learnt which minibeasts go through complete metamorphosis and which go through incomplete metamorphosis.
Year 5 - Describe the life process of reproduction in some plants and animals
Year 6 - Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
Year 6 - Give reasons for classifying plants and animals based on specific characteristics.
The children looked at an Animal Kingdom poster and focused on the vertebrate groups. They thought about how animals could be classified, based on their characteristics. The children researched of the vertebrate groups. They were then given polar animals, and had to decide which group they belonged to, based on their characteristics.
The children were also given a classification key to follow, in order to identify some unusual names. They then chose 4 polar animals to make their own classification keys with.
Rocks:
Year 3 - Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
Year 3 learnt that there are three different types of rocks: sedimentary, igneous and metamorphic. They were able to identify how they are formed and compare them.
Year 3 - Describe in simple terms how fossils are formed when things that have lived are trapped within rock
Year 3 children learnt how fossils are formed and were able to create a storyboard to show this
Year 3 - Recognise that soils are made from rocks and organic matter
For science day, year 3 children learnt what soil is made of.
Light:
Year 3 - Recognise that they need light in order to see things and that dark is the absence of light
Year 3 - Notice that light is reflected from surfaces
Year 3 learnt the difference between sources of light and reflectors.
Year 3 - Recognise that light from the sun can be dangerous and that there are ways to protect their eyes
Year 3 - Recognise that shadows are formed when the light from a light source is blocked by a solid object
Y3 investigated how shadows are formed by making a tinfoil figure, then using a light source to cast shadows. Children noted how the angle of the light source and the distance the object, created different sizes of shadow,clarity of shadow and direction of 'shadow fall'
Year 3 - Find patterns in the way that the size of shadows change
Year 6 - Recognise that light appears to travel in straight lines
Year 6 - Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
Year 6 - Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
Periscopes
Year 6 learnt how a periscope is an optical device that allows a person to see something that is not in their direct line of sight. It works by using two mirrors to reflect light from one place to another. A typical periscope uses two mirrors at 45° angles, which means that the light reflects from one mirror to the other and then to our eyes. In the war, periscopes allowed people to look at things without putting themselves in danger. Year 6 worked in small groups to have a go at making their own periscopes and after learning how they worked, gave them a go.
Year 6 - Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them
Forces and Magnets:
Year 3 - Compare how things move on different surfaces
Year 3 - Notice that some forces need contact between two objects, but magnetic forces can act at a distance
Year 3 - Observe how magnets attract or repel each other and attract some materials and not others
Year 3 - Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
Year 3 - Describe magnets as having two poles
Year 3 - Predict whether two magnets will attract or repel each other, depending on which poles are facing
States of Matter:
Year 4 - Compare and group materials together, according to whether they are solids, liquids or gases
In Science, we explored the three states of solids, liquids and gases through balloons. We described what we could see and feel and learnt about the make up of the particles in each state of matter.
Year 4 - Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
In Science, we learnt about how different products react to each other and what they produce when they are mixed together. We combined bicarbonate of soda with vinegar and it blew up our balloon - we were all AMAZED!
In Science, we made bathbombs. We learnyt about combining different substances to make a solid and then observed what happened when this solid was dropped into water.
Year 4 - Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
Sound:
Year 4 - Identify how sounds are made, associating some of them with something vibrating
Year 4 - Recognise that vibrations from sounds travel through a medium to the ear
Year 4 - Find patterns between the pitch of a sound and features of the object that produced it
Year 4 - Find patterns between the volume of a sound and the strength of the vibrations that produced it
Year 4 - Recognise that sounds get fainter as the distance from the sound source increases
Electricity:
Year 4 - Identify common appliances that run on electricity
Year 4 - Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
Year 4 - Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery
Year 4 - Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
Year 4 - Recognise some common conductors and insulators, and associate metals with being good conductors
Year 6 - Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
Year 6 - Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
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.
The children then drew their simple circuit, including a: buzzer, battery, switch and wires.
Year 6 - Use recognised symbols when representing a simple circuit in a diagram
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.
The children then drew their simple circuit, including a: buzzer, battery, switch and wires.
Properties and Changes of Materials:
Year 5 - Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
Year 5 learnt about the properties of a range of materials found on Alchemy Island. They tested these for hardness, transparency, magnetism and electrical conductivity.
Year 5 - Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
Year 5 learnt that some materials will dissolve in water, some materials will not and some materials will change the colour of water but no particles can be seen. We tested a range of different solids.
Year 5 used their scientific knowledge to decide how to hide the 'gold dust'. We kept adding 'gold dust' to warm water until no particles could be seen - it had dissolved.
Year 5 - Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
Year 5 - Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
Year 5 - Demonstrate that dissolving, mixing and changes of state are reversible changes
Year 5 - Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda
Earth and Space:
Year 5 - Describe the movement of the Earth, and other planets, relative to the Sun in the solar system
Year 5 learnt about the size of the planets in our solar system. They used fruit to compare the sizes with each other to recognise the scale.
Year 5 did some research about Space. We identified what we knew already and learnt some new facts.
Year 5 - Describe the movement of the Moon relative to the Earth
Year 5 learnt about how the Moon orbits the Earth and how the Earth orbits the Sun. We made models to show these orbits.
Year 5 - Describe the Sun, Earth and Moon as approximately spherical bodies
Year 5 learnt about how the Earth, Sun and Moon move in relation to each other. We then became the different celestial bodies and modelled these movements.
Year 5 learnt about how the Earth, Sun and Moon move in relation to each other. We then became the different celestial bodies and modelled these movements.
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Year 5 - Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky
Year 5 learnt about day and night through using a torch and a globe. They learnt when it is day in our country it is night on the other side of the world. They were able to name when it was morning, day, evening and night.
Forces:
Year 5 - Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
Year 5 completed an investigation linked to gravity. We dropped light and heavy items to see which would drop to the ground first. We learnt that gravity pulls all objects to the ground.
Year 5 - Gravity Investigations. Year 5 learnt about the centre of gravity and how it is important in performing everyday tasks. We completed challenges with our partners and learnt that because our centre of gravity had changed we couldn't perform certain things.
Year 5 - Identify the effects of air resistance, water resistance and friction, that act between moving surfaces
Year 5 - Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect
Evolution and Inheritance:
Year 6 - Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
Year 6 - Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
Year 6 - Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution