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Our science topic this term was light in which the children developed a more detailed understanding of mirrors and the reflections that they form, and apply this understanding to make a periscope.

They were introduced to ray diagrams that can be used to represent the behaviour of light. They used these diagrams, together with the fact that light travels in straight lines, to explain the formation of shadows and how their size and shape can be affected. They explore refraction in a number of contexts to see how light does not always appear to travel in straight lines. They investigate how white light is made up of many colours of light and how these can be split apart by a prism or in a rainbow, as well as how the colours can be joined together to make white again. In several lessons children engaged in illustrative practical activities to explore these phenomena. They also carried out a fair test investigation to measure the size of shadows compared to the relative positions of the light sources, the object making the shadow and the screen.




Science – Living things

During this autumn term, our children will build on their knowledge of living things and deepen their understanding of why and how organisms are classified. They will explore the process of classification in some detail and how it differs from, but relates to, the identification of living things. The structure, function and purpose of classification systems will be explored with specific reference to living things. Children will become aware of the types and characteristics of organisms that belong in each of the five kingdoms of living things (animals, plants, fungi, bacteria and Protista) and the major sub-groups the kingdoms include. Although they will devise their own systems of classification, children will learn about how Linnaeus developed the system for classifying all living things using their observable characteristics.

When working scientifically, children will use observations and secondary source material to help classify living things, record plants and animals in the school environment and use evidence to support or refute ideas. They will use a range of approaches to present and communicate their findings.




Yeast Experiment

In this lesson, children planned and set up an investigation to observe how micro-organisms grow and multiply over time.

During their planning, they were assessed on whether they:

  • Can they plan this investigation systematically?
  • Are they able to make accurate observations and carefully record what they see?
  • When they draw conclusions do they refer their presentation of results back to the original question?
  • Do they refer to what they might need to do to improve the reliability of this small-scale investigation?




Sorting and Classifying

We used lots of sweets to group and sort by finding differences and common characteristics. It was important to think of yes/no questions for the sorting diagram. At the end, we could not resist eating just one!