Bluebirds recalled their lesson last week, where they made a representation of the planets’ distances from the sun. This week they have used their knowledge to construct their own models. Great concentration Bluebirds! You took pride in your work too. They look fantastic!
On Monday, Bluebirds had a piece of cracker in their mouth but were not allowed to chew or swallow it. They had to wait and think about what was happening in their mouths. After a while, they noticed their mouths began to water as saliva and (spit) was produced! Some of the children had eaten Shepherd’s Pie, chips and peas and wanted to see an experiment to find out what happened!
The children got to work, mashing up the mixture of food as the tongue/teeth/saliva and stomach would do. Milk and coke was added too – thirsty work! Afterwards, the “digested food” mixture was poured into the leg of a pair of tights. Strong stomached children then squeezed the mixture along the “intestines” to understand how the muscles contract to move the mixture along. Finally, the “faeces” left the intestines and arrived in the “toilet!”
This interactive lesson was really effective in helping the children to understand how our digestive system works. After the food is chewed with saliva and made into a ball with the tongue, it is swallowed and pushed down the oesophagus until it reaches the stomach. Here the food is broken down with more enzyme juices until it is a creamy pulp. The food enters the small intestine where nutrients and vitamins are absorbed and distributed into the bloodstream whilst the waste (faeces) continues into the large intestine until it reaches the rectum and exits from the anus.
Leo – I found out that acid breaks your food down once it reaches the stomach. Jani – Your big intestines are like muscles that push your food along. Ke Xin – I found out once you’ve eaten, the food stays in your stomach for 2 1/2 – 3 hours. Amelia – I was amazed at how long are intestines are! Mrs Parry and Mrs Johnson showed us with a length of string. It nearly went across the whole classroom! I also learnt the proper name for poo (faeces)!
Bluebirds, were challenged with naming the organs of the human body today and loved placing the organs on their partner’s apron! The class could name all the organs between them and then compared how other living creatures organs are similar and different.
Today, Bluebirds learnt that muscles move our bones. They looked at a great representation using tubes and balloons to understand how our muscles work in pairs. Kai showed us his muscle definition!
Aftewards, we planned an experiment to answer the question “Do people with longer legs jump further.” We created a table ready to collect our data on but have been unable to get outside to conduct the experiment …. due to continual rainfall!
Bluebirds continued their studies of skeletons today and got busy assembling skeleton models, matching animal photos to their skeletons and investigating creatures that have an endoskeleton / exoskeleton. They also discovered which creatures are invertebrates.
In table groups, Bluebirds tried to draw a human skeleton and label any bones they knew. Lots of children located the skull, spine, ribs and funny bone! We compared each drawing before learning the real biological names. We discovered the skeleton is like a frame to hold our bodies up and also protects our vital organs. Next, we are going to make our own moveable skeletons.
Bluebirds, had a special visitor in Science today, who explained how the fire and burglar alarms work in school. We talked about circuits and linked our previous learning of electricity Mr Evans made a circuit for us and talked about conductors and insulators. We predicted whether items such as a paper clip, peg, staples, magnet, scissors, ruler and a paintbrush would act as a conductor and create a circuit, thus setting the buzzer alarm off. We recorded our results.
Today, Bluebirds took advantage of the sunshine and stood out on the playground to create a circuit together! Esmay was the battery, Jani was the buzzer and everyone else were electrons. We walked around holding hands to make a circuit (moving like electricity would). Jani had to look out for an adult letting go and making a break in the circuit which would stop the buzzer working.
Back in the classroom, the children consolidated their knowledge linking back to when they made circuits, to play at a buzzer game. It was great fun!