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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Environment Week 2017

Before the holidays, we were learning about how to look after the environment and in particular, our school environment.

We moved around the different classrooms and this is what we learnt…

In Pearl class, we used the secret garden to investigate if it would be a suitable habitat for birds to make their nests with and found lots of litter that we needed to remove.

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In Ruby class, we used the PlayPod to sort big materials into the correct categories.

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In Jet class, we learnt about recycling and sorted materials into ones that can be reused and those that can’t before decorating our recycling bin.

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In Topaz class, we made bird feeders that we are going to put up in the secret garden to encourage birds to come and visit, maybe even nest!

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How to continue the learning at home:

  • Look at what you throw away at home – can any of it be recycled?
  • Pick up any litter that you see on the ground and put it in the bin.
  • Click here to help Barnaby Bear to sort materials into the right categories.
  • Click here for more help and advice to learn how to recycle.

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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Microscopes

As a school, we are working towards achieving the Silver PSQM (Primary Science Quality Mark) award. Miss Varley came in the classroom with a large blue box on wheels and this made us very excited. We had no idea what was going to be inside.

When we opened the box, we found that there were a set of microscopes for us to use.

  • What is a microscope?
  • What do we use them for?
  • How do we use them? 

We talked about how to use them carefully, making sure that our fingers weren’t covering the lens. We looked at how to move the lens up and down to be able to see the tiny details on objects.

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All about Plants

In Science this half term, we are learning all about…

plants

We completed a KWL grid to think about what we knew already and then asked questions about what we would like to find out about at the end of the topic. This is displayed on our Science working wall to remind us of the questions we wanted to find out the answers to.

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We have also set up an investigation to see what seeds and bulbs need to grow. Every week, we will be completing a seed and bulb diary to see if they grow differently in different conditions. We have 6 jars on the go to see which one will grow best…

  • Jar A – Water, air, sand and light
  • Jar B – Water, air, light but no soil
  • Jar C – Air, light, soil but no water
  • Jar D – Water, light, soil but no air
  • Jar E – Water, air, soil but no light
  • Jar F – Water, air, soil but kept in the dark.

Which do you think will grow the best?

Write in the comments section if you would like to ask us a question or tell us something about plants that would help us to learn something new.