The National Curriculum
From January 2017, Y5 has been involved in the BBC Terrific Scientific programme:
- A series of exciting topic-related investigations running from January 2017 and covering key elements of the curricula across the UK
- A captivating and inspiring interactive website to excite pupils and support teachers
- Simple and engaging experiments that you can run in the classroom without specialist equipment
- Extra resources, online videos and professional development from us to back them up
- Tailored BBC Live Lessons: interactive webcasts that use innovative activities and expert speakers
- Support from big name BBC shows and on screen talent to help ignite your pupils’ interest in science.
The BBC sent out packs to school to assist us in running experiments, and there is also a wealth of online resources available to those who sign up.
We have watched a number of “Live Lessons”, broadcast by the BBC and streamed to our IWBs. Whilst watching the lessons, there are accompanying worksheets to complete.
We have also taken part in the following experiments, and uploaded our results to a central site where our data was compared to those from other schools and areas:
We did a test to see if the children are “super tasters”. Using a blue food dye, we isolated (using a piece of card) a small portion of the children’s tongues, “painted” them with this blue dye and counted the number of “raised bumps” that we could see. The number of bumps correlated to whether the children were “tasters” or “super tasters”. The accompanying live lesson then discussed why people react to certain foods the way they d, depending on the type of “taster” they are.
One of the follow up activities was for us to model what happens when we eat a jam sandwich, and this investigation was videoed by one of the pupils and can be viewed here: https://youtu.be/J9HPmhr7pv0
The next investigation was into the Mpemba effect, the observation that initially warm water can sometimes freeze faster than initially cold water. Pupils tested whether warm or cold water from their taps froze first, and the results were remarkably close, with 36.98% of classes finding that their warm samples froze first, compared to 37.64% who found that cold water was quickest to freeze. We also tested our water to see if it was hard or soft.
For our Time investigation, pupils kept a sleep diary and recorded their reaction times and feelings of sleepiness each morning and afternoon in the week of the clock change for daylight saving time. Surprisingly, pupils got more sleep in the days following the clock change and found improvements in both their reaction times and feeling of awake-ness. Even more surprisingly, across the whole study, pupils tended to have better scores in the afternoons than in the mornings!
The largest tree survey ever conducted by UK primary school children took place in April and May, with classes counting over 6,000 trees within their school grounds. Of these trees, 2,000 were identified and measured to help estimate their carbon value. The trees surveyed were estimated to be storing carbon equivalent to the annual carbon footprint of 275 people. The children enjoyed doing our survey, and tied this in with our work earlier in the year looking at rainforests and the effect of deforestation.
Already in the new school year, our new year 5s have taken part in some science to look at the effect of exercise on reaction times. We did some simple tests in the iPads, undertook some exercise (e.g. the Bleep Test) and then retested the reaction tests.