Growing Plants…

We have been learning about plants in Science in Pearl Class. We know that seeds can grow into lots of exciting things such as fruit, vegetables and flowers. Seeds come in all different shapes and sizes.

We wanted to know what the different parts of a plant are called as it stars to grow.

Then we though about what plants need to grow in. We learnt that all plants need air, water and sunlight to grow. But do all plants need soil to grow in? We set up lots of different seeds to investigate what would happen to the seeds without any soil. Would they grow? Take a look below to find out our findings…

Finally we though about what might happen if we took away just one of things that plants need to grow and investigate what happened. We set up different pots and planted both seeds and bulbs inside to see what would happen in the different circumstances. We made predictions as to what we thought might happen to each pot. Here is what we did:

Pot 1 – Sand instead of soil

Pot 2 – No air (water, soil and light)

Pot 3 – No water (air, light and soil)

Pot 4 – No light (soil, water and air)

Pot 5 – Control (air, light and water)

Every week, we kept a seed and bulb diary so we could see what happened to the seeds and bulbs on a weekly basis. Here is what we found out.

Pot 1 – Neither the seed or bulb grew in the sand.

Pot 2 – Neither the seed or bulb grew with no air.

Pot 3 – Surprisingly both the seed and bulb grew in the soil with no water. (We discussed that the soil might have had water in it already to help the seed and bulb grow)

Pot 4 – Both the seed and bulb grew in the dark but they were both yellow.

Pot 5 – Both the seed and bulb grew as predicted.

We found out:

  • If you put a plant in the dark, it will grow but it will turn yellow. Plants need sunlight to help it to make food in its leaves and keep it green. Once we completed our investigation, we left it out in the sunlight and it started to turn green again!
  • If you put a lid on a plant and into a container, it won’t grow however it will go mouldy. When we took the lid off to check, the smell was really gross!
  • We were surprised that the seed and bulb didn’t grow in the sand. If we were to do this again, we would try it out again or try plant it in different things like custard or pebbles.
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Super Scientists

Linked to our work about Florence Nightingale, we looked at the effect germs can have on our bodies and how quickly they can make food mouldy.

We turned into Super Scientists and we had a go at testing our reflexes as well as our sense of smell and touch. It was difficult to guess what the smells and the objects were without using our eyes.

Then we set up an experiment to see how germs could make food mouldy. We used three pieces of bread but did different things to each one.

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  • In the first – we called this CONTROL as we didn’t touch the piece of bread with our hands. We used tongs and placed it into a clear bag.
  • In the second – we called this UNWASHED as we made sure we put lots of germs on the piece of bread by rubbing it between our hands before we placed it into the clear bag.
  • In the third – we called this WASHED as we made sure we washed our hands carefully with soap and water before we rubbed our hands on the piece of bread and placed it into the clear bag.
  • All three bags were placed in the same place so that we could make sure it was a fair test.

We continued to be Super Scientists by making a prediction about which piece of bread would have the most mouldy. Our predictions are below:

  • 2 children thought the CONTROL would have the most mould.
  • 25 children thought the UNWASHED would have the most mould.
  • 3 children thought the WASHED would have the most mould.

We left the bread for a week and our results are below:

  • All three pieces of bread had gone mouldy.
  • It was clear from looking at the pieces of bread that the UNWASHED had the most amount of mould on it, followed by the WASHED and finally the CONTROL.

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As a class, we discussed why the UNWASHED had the most amount of mould on it. It had the most amount of germs on it and the control had none because it hadn’t been touched by anyone’s hands.

We know how important it is to wash our hands before we eat and after we have been to the toilet as we don’t want these germs inside our bodies.

If they can turn bread mouldy, what can they do to the inside of our bodies?

 

 

 

 

 

Healthy Living Week 2017

Before the holidays, it was Healthy Living Week at school and the whole school got involved.

We thought about what that meant to us in Y2. We think that healthy living is being fit and doing lots of exercise, drinking lots of water, keeping ourselves clean and having a healthy balanced diet.

The first thing we looked at was how to get our hearts pumping.

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We looked at the question: Does exercise affect our heart rate?

We found that the more exercise that we did, the faster our hearts were beating.

Next we looked at the different ways we know to keep ourselves clean.

We can wash our hands after going to the toilet and before we eat, we can brush our teeth twice a day, we can make sure that we wear clean clothes, we can put our hands over our mouths when we sneeze and put dirty tissues in the bin and we can have a bath or a shower to keep our bodies clean. We can’t see germs or bacteria but we know that they are there.

Some of us played a game called ‘Glitter Bugs’. We imagined that the red glitter were germs and we had to use soap to wash them off. It was tricky because the glitter got everywhere and it made us really try hard to wash all of the glitter off carefully.

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Then we looked at how to have a healthy lunchbox. Click here to play the game that we have been using in class to design your own healthy lunchbox.

Finally we finished off the week with a visit from a nurse. She was called Dawn and she spoke to us about what it meant to be healthy and how to have a healthy and balanced diet.

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Forest Schools… Part 3

This week, we had our final Forest Schools session with Sarah and Matt.

Our first job of the day was to warm ourselves up. We played Winter Dragons and had to show our scariest faces possible to see if we would get chosen as one of the dragons. After that, Sarah chose two rescuers to free anybody that had been frozen by the dragons. Finally we ran around our boundaires trying our very best to avoid the dragons’ icy breath.

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Today’s task was to build an obstacle course that we could use in our session today. We used some of the skills that we had learnt previously such as our den building skills and using the tarpaulins to create tunnels for us to crawl through. We used all of the secret garden to move arond and we enjoyed weaving in and out of the trees.

Our final job was to toast marshmallows by the fire. We had to used a long willow stick to pierce the marshmallow on the end and then come up to the fire in small groups. It was tricky to make sure that marshmallow didn’t get too close to the fire otherwise it would have caught on fire. When we came up to the fire, to keep us stable, we had to use the respect position which is like knealing up on one knee and then sitting on the other leg. That way, if we wobbled over, we wouldn’t fall into the fire pit.

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What did the marshmallows taste like?

Narla: They were right gooey and soft.

Connor: We had to count to 20 when we sat down so we didn’t burn our mouths. 

Riley: I loved the marshmallows – can I have another one?

Lacey-Mae: They were all sticky and yummy. 

Here are just some of the comments that we had to say at the end of our Forest Schools sessions.

Oliver: I loved working with Sarah and Matt. My favourite part was building the dens in the rain. If I could do it again, I’d like to make my den even better than before. 

Corey: Forest Schools was the best. I loved getting to do my learning outside. My faviourite parts were eating the marshmallows and working together to build the dens. I would like to do Forest Schools all over again.

Iyanu: I learnt about lots of different bugs in Forest Schools. It was fun to collect the different bugs in the pots and then finding out what they were called. 

Summer: I know what a shieldbug is and what ladybird larvae look like. I keep looking for these bugs in my garden at home. 

We would like to say a massive thank you to Sarah and Matt from Sheffield and Rotherham Wildlife Trust for coming to work with us. We have loved working with you and have learnt so much with you. 🙂 

Forest Schools… Part 2

Today we had our second Forest Schools session with Sarah and Matt.

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We warmed up by playing Winter Dragons. To be the dragon, we had to show Sarah our scary dragon faces and do the loudest dragon possible. This game helps us to warm up our bodies before we do any other activities.

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Today, we split up into groups and went creeping and crawling in the Secret Garden to hunt for bugs. We didn’t know what we were going to find. Sarah and Matt told us how to collect the bugs carefully using some special bug pots. We had to look high and low but we were able to find lots of bugs.

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We found bugs that we knew like spiders and woodlice but we also found bugs that we weren’t sure of. Sarah and Matt showed us how to use some special identification charts so we could tell what type of bug that they were.

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After that, we started to hunt and forage around the Secret Garden to see what we could use to make a potion. Some of us made magic potions with magical spells and some of us make special perfumes that we could take home to our families.

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Forest Schools is our favourite activity ever! We can’t wait for our next session!

Forest Schools

This week, we had our first Forest School session with Sarah and Matt from the Sheffield and Rotherham Wildlife Trust. Even though it was raining, it didn’t stop us from having the best time outside.

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We played Winter Dragons before we started our first activity called ‘Woolly Worms’. This a activity is one designed to help us look carefully around the environment to find a woolly worm. We had to be quiet as to not disturb them and use our eyes carefully to try and spot them.

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After Woolly Worms, it started to rain so we worked together in teams to build a den. We used the materials that we could find in the secret garden and some big plastic sheets from Sarah and Matt. This was our favourite part of the morning.

Our final job of the morning was to use some clay to make a woodland creature to help us to keep our dens safe. We were able to use materials we found around us to add features to our creatures.

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We cannot wait for our next Forest School session!

Living, Non-Living or Once Living…?

Our Science topic is all about animals and their habitats so we went to explore the secret garden to see if we could find different objects that we could sort.

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Once we had collected our objects, we came back into the classroom to sort the objects into living, non-living and once living objects.

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We know that all living things can:

Move

Respire (Breathe)

Sensitivity (Using senses – taste, touch, see, hear and smell) 

Grow

Reproduce (Having babies)

Excretion (Go to the toilet) 

Nutrition (Eat and drink)

Look at the first letters of each of those words above. What do they spell out? 

We also found some interesting plants in the secret garden. Do you know the names of any of these plants? How can you find out the names of these plants?

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