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Slideshow

SCIENCE

SCIENCE WEEK 2021

For our Science Week we had a theme of PATTERN SEEKING INVESTIGATIONS across the school.  Due to Covid restrictions, all classes had to stay in their bubbles but the whole school got together every morning via a Zoom assembly and we shared our results.  Children from each class presented to the rest of the school how their class had conducted the daily investigation and what their results were.

 

We started the week by investigating ARE THE OLDEST CHILDREN ALWAYS THE TALLEST?

Across the school we discovered that there was a general trend that the oldest children in each class were taller but in no classes was the oldest also the tallest.  However, Year 6 calculated the average height for each class and they did find out that across the school, the average height increased as the year-group also increased.

 

We then investigated DO TALLER CHILDREN HAVE BIGGER FEET?  This involved some careful measuring of our feet sizes and, using the height data from the day before, we looked for any patterns.  Each year-group found different ways to present their findings, from drawn footprints to bar charts and scatter graphs.  Again, we discovered that taller children tended to have larger feet but the tallest children in each class did not necessarily have the biggest feet.

 

The third investigation was different in each class as we all created a different investigation to carry out in order to seek a pattern.  Across the school, we investigated:

DO PEOPLE WITH LONGER LEGS RUN FASTER?

CAN PEOPLE WITH LONGER LEGS JUMP FURTHER?

DO PEOPLE WITH LONGER ARMS HAVE BIGGER HANDS?

DO PEOPLE WITH LONGER LEGS ALSO HAVE LONGER ARMS?

DO TALLER PEOPLE HAVE BIGGER HEADS?

 

Despite this variety of investigations, we still did not find any patterns in our data - although we did find some general trends in the numbers.

 

Lastly, we conducted an investigation using apples!  Every class was given a selection of apples of different sizes.  EYFS and KS1 were set the task of seeing if there was a pattern in the number of seeds - DO BIGGER APPLES HAVE MORE SEEDS?  Whilst KS2 researched DO BIGGER APPLES HAVE BIGGER SEEDS? The outcome of these investigations was that seed size is very similar in all apples but smaller apples do seem to have more seeds.  This was the opposite of what most of us predicted.

 

Nursey comparing their heights                           Nursery comparing their hand sizes

  

EYFS comparing their feet sizes

EYFS comparing their feet sizes

 

EYFS getting themselves into height order

 

Year 1 in height order

 

Year 1 in age order

 

Year 3 measuring their feet                                  Year 5 measuring their feet

  

 

Year 5 measuring their feet

 

Year 6 making careful measurements

  

TERRIFIC SCIENTIFIC

 

In June 2018, Fox Hill received the following message from the Executive Producer of the BBC's Terrific Scientific initiative:

I am delighted to inform you that as a result of the hard work and dedication of your pupils, we are awarding Fox Hill Primary School ‘School of Excellence’ status. This award is supported by the Primary Science Quality Mark and the BBC.

We are presenting you with our Terrific Scientific ‘School of Excellence’ digital emblem, attached to this email, which you can use on your website, letterheads, social media or anywhere else you want to show it off! We hope you will display the certificate with pride.

Obviously, this is fantastic news and recognises all of the fantastic Science work going on throughout the school!

 

We follow the National Curriculum guidance for the Science topics which are covered in each year-group - see the document below.

 

Autumn 1

Autumn 2

Spring 1

Spring 2 (During National Science Week)

Summer 1

Summer 2

Year 1

 

Seasonal Changes (Summer/Autumn focus)

 

Animals, including humans (taught over 2 weeks)

 

Plants

 

Seasonal Changes (Winter->Spring focus)

 

Seasonal Changes (Summer focus)

 

Everyday Materials(taught over 2 weeks)

 

Year 2

 

 

All living things and their habitats (taught over 2 weeks in Aut 2)

 

Plants

 

 

Animals, including humans

 

Use of Everyday materials (taught over 2 weeks)

 

Year 3

Rocks

 

Light

 

Forces and Magnets

 

 

Forces and Magnets

 

 

 

Plants

 

Animals, including humans

 

Year 4

Animal, including humans

 

Animal, including humans

 

Electricity

 

States of Matter

 

All Living Things

 

Sound

 

Year 5

Properties & Changes of Materials

 

Earth and Space

 

Forces

 

Properties & Changes of Materials

 

All Living Things

 

Animals, including animals

 

Year 6

Evolution & inheritance

 

All Living Things

 

Animals including humans

 

Light

 

Electricity

 

Working Scientifically

 

 

Working Scientifically Programme of Study – statutory requirements

Year 1 and 2

During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

* asking simple questions and recognising that they can be answered in different ways

* observing closely, using simple equipment

* performing simple tests

* identifying and classifying

* using their observations and ideas to suggest answers to questions

* gathering and recording data to help in answering question

Year 3 and 4

During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

* asking relevant questions and using different types of scientific enquiries to answer them

* setting up simple practical enquiries, comparative and fair tests

* making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

* gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

* recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

* reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

* using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

* identifying differences, similarities or changes related to simple scientific ideas and processes

* using straightforward scientific evidence to answer questions or to support their findings

Year 5 and 6

During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

*planning different types of scientific enquiries to answer questions, including recognising and controlling variables * taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

* recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

* using test results to make predictions to set up further comparative and fair tests

* reporting and presenting 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

*identifying scientific evidence that has been used to support or refute ideas or arguments

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