Bluebirds were very interested in learning all about the moon today. They discovered it does not give out moon light but reflects sunlight. They acted out how the moon moves using equipment besides watching film animations. They realised that the moon is present all the time and does not “come out” at night. Mrs Parry and Ryan had both noticed the moon one morning last week, before school!
Charlie – I’ve learnt there are new names for different parts of the moon such as new moon, half moon and the dark/far side! Ryan – The Moon orbits the Earth. Havanah – Other planets have got different moons. Paige – When there is less of the moon it is called waning. Ibrahim – The Moon spins anti-clockwise. Dewha – When there is more of the moon it’s called waxing.
Bluebirds have been learning about how the earth moves to find out what causes day and night time. They remembered the Equator was the hottest part of Earth from their Year 2 lessons!
Amaya – The Earth orbits the sun. Ryan – It takes 24 hours for Earth to make one full turn. Ava – The side of the earth facing the sun has daytime. The opposite side is dark so it is their night time.
The children set up an experiment to investigate which country was in darkness (having night time), whilst another was experiencing day time. The children led the experiment by selecting countries they wanted to find out more about. Some chose countries they had visited on holiday whilst others selected countries they would like to visit!
Some children linked this with knowledge they have gained through our Guided Reading sessions. Everyone is currently reading non-fiction books covering light, night and day, the seasons and life in space. Well done Bluebirds!
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.