Menu
Home Page

Science

We used bin bags as space hoppers and assessed which ones were the strongest and allowed us to bounce more!

We used bin bags as space hoppers and assessed which ones were the strongest and allowed us to bounce more! 1
We used bin bags as space hoppers and assessed which ones were the strongest and allowed us to bounce more! 2
We used bin bags as space hoppers and assessed which ones were the strongest and allowed us to bounce more! 3
We used bin bags as space hoppers and assessed which ones were the strongest and allowed us to bounce more! 4
We used bin bags as space hoppers and assessed which ones were the strongest and allowed us to bounce more! 5
We used bin bags as space hoppers and assessed which ones were the strongest and allowed us to bounce more! 6
We used bin bags as space hoppers and assessed which ones were the strongest and allowed us to bounce more! 7
We used bin bags as space hoppers and assessed which ones were the strongest and allowed us to bounce more! 8
We used bin bags as space hoppers and assessed which ones were the strongest and allowed us to bounce more! 9

We made and tested flappy fish using different materials as the fish and the flappers.

We made and tested flappy fish using different materials as the fish and the flappers. 1
We made and tested flappy fish using different materials as the fish and the flappers. 2
We made and tested flappy fish using different materials as the fish and the flappers. 3
We made and tested flappy fish using different materials as the fish and the flappers. 4
We made and tested flappy fish using different materials as the fish and the flappers. 5
We made and tested flappy fish using different materials as the fish and the flappers. 6
We made and tested flappy fish using different materials as the fish and the flappers. 7
We made and tested flappy fish using different materials as the fish and the flappers. 8
We made and tested flappy fish using different materials as the fish and the flappers. 9
We made and tested flappy fish using different materials as the fish and the flappers. 10
We made and tested flappy fish using different materials as the fish and the flappers. 11
We made and tested flappy fish using different materials as the fish and the flappers. 12
We made and tested flappy fish using different materials as the fish and the flappers. 13
We made and tested flappy fish using different materials as the fish and the flappers. 14
We made and tested flappy fish using different materials as the fish and the flappers. 15
We made and tested flappy fish using different materials as the fish and the flappers. 16
We made and tested flappy fish using different materials as the fish and the flappers. 17
We made and tested flappy fish using different materials as the fish and the flappers. 18

We made and tested kites as part of our forces topic.

We made and tested kites as part of our forces topic. 1
We made and tested kites as part of our forces topic. 2
We made and tested kites as part of our forces topic. 3
We made and tested kites as part of our forces topic. 4
We made and tested kites as part of our forces topic. 5

We drew feathers before and after looking at them under microscopes. We then tested how waterproof they were as part of our topic on polar animals.

We drew feathers before and after looking at them under microscopes.  We then tested how waterproof they were as part of our topic on polar animals. 1
We drew feathers before and after looking at them under microscopes.  We then tested how waterproof they were as part of our topic on polar animals. 2
We drew feathers before and after looking at them under microscopes.  We then tested how waterproof they were as part of our topic on polar animals. 3
We drew feathers before and after looking at them under microscopes.  We then tested how waterproof they were as part of our topic on polar animals. 4
We drew feathers before and after looking at them under microscopes.  We then tested how waterproof they were as part of our topic on polar animals. 5
We drew feathers before and after looking at them under microscopes.  We then tested how waterproof they were as part of our topic on polar animals. 6
We drew feathers before and after looking at them under microscopes.  We then tested how waterproof they were as part of our topic on polar animals. 7
We drew feathers before and after looking at them under microscopes.  We then tested how waterproof they were as part of our topic on polar animals. 8
We drew feathers before and after looking at them under microscopes.  We then tested how waterproof they were as part of our topic on polar animals. 9
We drew feathers before and after looking at them under microscopes.  We then tested how waterproof they were as part of our topic on polar animals. 10
We drew feathers before and after looking at them under microscopes.  We then tested how waterproof they were as part of our topic on polar animals. 11
We drew feathers before and after looking at them under microscopes.  We then tested how waterproof they were as part of our topic on polar animals. 12
We drew feathers before and after looking at them under microscopes.  We then tested how waterproof they were as part of our topic on polar animals. 13
We drew feathers before and after looking at them under microscopes.  We then tested how waterproof they were as part of our topic on polar animals. 14
We drew feathers before and after looking at them under microscopes.  We then tested how waterproof they were as part of our topic on polar animals. 15
We drew feathers before and after looking at them under microscopes.  We then tested how waterproof they were as part of our topic on polar animals. 16

We tested the insulating properties of lard and oil so that we would understand how blubber in polar animals works to keep them warm.

We tested the insulating properties of lard and oil so that we would understand how blubber in polar animals works to keep them warm. 1
We tested the insulating properties of lard and oil so that we would understand how blubber in polar animals works to keep them warm. 2
We tested the insulating properties of lard and oil so that we would understand how blubber in polar animals works to keep them warm. 3
We tested the insulating properties of lard and oil so that we would understand how blubber in polar animals works to keep them warm. 4
We tested the insulating properties of lard and oil so that we would understand how blubber in polar animals works to keep them warm. 5
We tested the insulating properties of lard and oil so that we would understand how blubber in polar animals works to keep them warm. 6
We tested the insulating properties of lard and oil so that we would understand how blubber in polar animals works to keep them warm. 7

We joined Class 3 this week and our challenge was to free the penguin from the ice!

We joined Class 3 this week and our challenge was to free the penguin from the ice! 1
We joined Class 3 this week and our challenge was to free the penguin from the ice! 2
We joined Class 3 this week and our challenge was to free the penguin from the ice! 3
We joined Class 3 this week and our challenge was to free the penguin from the ice! 4
We joined Class 3 this week and our challenge was to free the penguin from the ice! 5
We joined Class 3 this week and our challenge was to free the penguin from the ice! 6
We joined Class 3 this week and our challenge was to free the penguin from the ice! 7
We joined Class 3 this week and our challenge was to free the penguin from the ice! 8
We joined Class 3 this week and our challenge was to free the penguin from the ice! 9
We joined Class 3 this week and our challenge was to free the penguin from the ice! 10
We joined Class 3 this week and our challenge was to free the penguin from the ice! 11
We joined Class 3 this week and our challenge was to free the penguin from the ice! 12
We joined Class 3 this week and our challenge was to free the penguin from the ice! 13
We joined Class 3 this week and our challenge was to free the penguin from the ice! 14
We joined Class 3 this week and our challenge was to free the penguin from the ice! 15
We joined Class 3 this week and our challenge was to free the penguin from the ice! 16
We joined Class 3 this week and our challenge was to free the penguin from the ice! 17
We joined Class 3 this week and our challenge was to free the penguin from the ice! 18
We joined Class 3 this week and our challenge was to free the penguin from the ice! 19
We joined Class 3 this week and our challenge was to free the penguin from the ice! 20
We joined Class 3 this week and our challenge was to free the penguin from the ice! 21
We joined Class 3 this week and our challenge was to free the penguin from the ice! 22

We sorted materials into natural and man-made.

We sorted materials into natural and man-made. 1
We sorted materials into natural and man-made. 2
We sorted materials into natural and man-made. 3
We sorted materials into natural and man-made. 4
We sorted materials into natural and man-made. 5

We visited our local environment with Class 3 and designed the most suitable habitats for woodland animals.

We visited our local environment with Class 3 and designed the most suitable habitats for woodland animals. 1
We visited our local environment with Class 3 and designed the most suitable habitats for woodland animals. 2
We visited our local environment with Class 3 and designed the most suitable habitats for woodland animals. 3
We visited our local environment with Class 3 and designed the most suitable habitats for woodland animals. 4
We visited our local environment with Class 3 and designed the most suitable habitats for woodland animals. 5
We visited our local environment with Class 3 and designed the most suitable habitats for woodland animals. 6
We visited our local environment with Class 3 and designed the most suitable habitats for woodland animals. 7
We visited our local environment with Class 3 and designed the most suitable habitats for woodland animals. 8
We visited our local environment with Class 3 and designed the most suitable habitats for woodland animals. 9
We visited our local environment with Class 3 and designed the most suitable habitats for woodland animals. 10
We visited our local environment with Class 3 and designed the most suitable habitats for woodland animals. 11
We visited our local environment with Class 3 and designed the most suitable habitats for woodland animals. 12
We visited our local environment with Class 3 and designed the most suitable habitats for woodland animals. 13
We visited our local environment with Class 3 and designed the most suitable habitats for woodland animals. 14
We visited our local environment with Class 3 and designed the most suitable habitats for woodland animals. 15
We visited our local environment with Class 3 and designed the most suitable habitats for woodland animals. 16
We visited our local environment with Class 3 and designed the most suitable habitats for woodland animals. 17
We visited our local environment with Class 3 and designed the most suitable habitats for woodland animals. 18
We visited our local environment with Class 3 and designed the most suitable habitats for woodland animals. 19

We used edu-cache to help us find woodland animals hidden within the school grounds, to begin our topic on plants and animals in the local environment.

We used edu-cache to help us find woodland animals hidden within the school grounds, to begin our topic on plants and animals in the local environment. 1
We used edu-cache to help us find woodland animals hidden within the school grounds, to begin our topic on plants and animals in the local environment. 2
We used edu-cache to help us find woodland animals hidden within the school grounds, to begin our topic on plants and animals in the local environment. 3
We used edu-cache to help us find woodland animals hidden within the school grounds, to begin our topic on plants and animals in the local environment. 4
We used edu-cache to help us find woodland animals hidden within the school grounds, to begin our topic on plants and animals in the local environment. 5
We used edu-cache to help us find woodland animals hidden within the school grounds, to begin our topic on plants and animals in the local environment. 6
We used edu-cache to help us find woodland animals hidden within the school grounds, to begin our topic on plants and animals in the local environment. 7
We used edu-cache to help us find woodland animals hidden within the school grounds, to begin our topic on plants and animals in the local environment. 8
We used edu-cache to help us find woodland animals hidden within the school grounds, to begin our topic on plants and animals in the local environment. 9
We used edu-cache to help us find woodland animals hidden within the school grounds, to begin our topic on plants and animals in the local environment. 10
We used edu-cache to help us find woodland animals hidden within the school grounds, to begin our topic on plants and animals in the local environment. 11
We used edu-cache to help us find woodland animals hidden within the school grounds, to begin our topic on plants and animals in the local environment. 12
We used edu-cache to help us find woodland animals hidden within the school grounds, to begin our topic on plants and animals in the local environment. 13
We used edu-cache to help us find woodland animals hidden within the school grounds, to begin our topic on plants and animals in the local environment. 14
We used edu-cache to help us find woodland animals hidden within the school grounds, to begin our topic on plants and animals in the local environment. 15
We used edu-cache to help us find woodland animals hidden within the school grounds, to begin our topic on plants and animals in the local environment. 16
We used edu-cache to help us find woodland animals hidden within the school grounds, to begin our topic on plants and animals in the local environment. 17
We used edu-cache to help us find woodland animals hidden within the school grounds, to begin our topic on plants and animals in the local environment. 18
We used edu-cache to help us find woodland animals hidden within the school grounds, to begin our topic on plants and animals in the local environment. 19

We went on an Autumn walk after drawing a mind map about what we already know about Autumn. We then created our own artwork using natural materials.

We went on an Autumn walk after drawing a mind map about what we already know about Autumn.  We then created our own artwork using natural materials. 1
We went on an Autumn walk after drawing a mind map about what we already know about Autumn.  We then created our own artwork using natural materials. 2
We went on an Autumn walk after drawing a mind map about what we already know about Autumn.  We then created our own artwork using natural materials. 3
We went on an Autumn walk after drawing a mind map about what we already know about Autumn.  We then created our own artwork using natural materials. 4
We went on an Autumn walk after drawing a mind map about what we already know about Autumn.  We then created our own artwork using natural materials. 5
We went on an Autumn walk after drawing a mind map about what we already know about Autumn.  We then created our own artwork using natural materials. 6
We went on an Autumn walk after drawing a mind map about what we already know about Autumn.  We then created our own artwork using natural materials. 7
We went on an Autumn walk after drawing a mind map about what we already know about Autumn.  We then created our own artwork using natural materials. 8
We went on an Autumn walk after drawing a mind map about what we already know about Autumn.  We then created our own artwork using natural materials. 9
We went on an Autumn walk after drawing a mind map about what we already know about Autumn.  We then created our own artwork using natural materials. 10
We went on an Autumn walk after drawing a mind map about what we already know about Autumn.  We then created our own artwork using natural materials. 11
We went on an Autumn walk after drawing a mind map about what we already know about Autumn.  We then created our own artwork using natural materials. 12
We went on an Autumn walk after drawing a mind map about what we already know about Autumn.  We then created our own artwork using natural materials. 13
We went on an Autumn walk after drawing a mind map about what we already know about Autumn.  We then created our own artwork using natural materials. 14
We went on an Autumn walk after drawing a mind map about what we already know about Autumn.  We then created our own artwork using natural materials. 15
We went on an Autumn walk after drawing a mind map about what we already know about Autumn.  We then created our own artwork using natural materials. 16

We discussed everything that we put inside our bodies and Alex helped us to understand how our bodies take what we need and expel the rest!

We discussed everything that we put inside our bodies and Alex helped us to understand how our bodies take what we need and expel the rest! 1

We have borrowed a fantastic resource from UCLAN to help us understand how our body works. The children really enjoyed meeting Alex!

We have borrowed a fantastic resource from UCLAN to help us understand how our body works. The children really enjoyed meeting Alex! 1

Jake

Still image for this video
We inflated and deflated Alex's lungs to get an idea of what happens in our own bodies.

Tia

Still image for this video

Lewis

Still image for this video

Grace

Still image for this video

Cameron

Still image for this video

Elizabeth

Still image for this video

Jayden

Still image for this video

Shubhangini

Still image for this video

Once Alex helped us to understand how our heart and lungs work, we chose our favourite exercises to test them out.

Once Alex helped us to understand how our heart and lungs work, we chose our favourite exercises to test them out. 1
Once Alex helped us to understand how our heart and lungs work, we chose our favourite exercises to test them out. 2
Once Alex helped us to understand how our heart and lungs work, we chose our favourite exercises to test them out. 3
Once Alex helped us to understand how our heart and lungs work, we chose our favourite exercises to test them out. 4
Once Alex helped us to understand how our heart and lungs work, we chose our favourite exercises to test them out. 5
Once Alex helped us to understand how our heart and lungs work, we chose our favourite exercises to test them out. 6
Once Alex helped us to understand how our heart and lungs work, we chose our favourite exercises to test them out. 7
Once Alex helped us to understand how our heart and lungs work, we chose our favourite exercises to test them out. 8
Once Alex helped us to understand how our heart and lungs work, we chose our favourite exercises to test them out. 9
Once Alex helped us to understand how our heart and lungs work, we chose our favourite exercises to test them out. 10
Once Alex helped us to understand how our heart and lungs work, we chose our favourite exercises to test them out. 11
Once Alex helped us to understand how our heart and lungs work, we chose our favourite exercises to test them out. 12
Once Alex helped us to understand how our heart and lungs work, we chose our favourite exercises to test them out. 13
Once Alex helped us to understand how our heart and lungs work, we chose our favourite exercises to test them out. 14
Once Alex helped us to understand how our heart and lungs work, we chose our favourite exercises to test them out. 15
Once Alex helped us to understand how our heart and lungs work, we chose our favourite exercises to test them out. 16
Once Alex helped us to understand how our heart and lungs work, we chose our favourite exercises to test them out. 17
Once Alex helped us to understand how our heart and lungs work, we chose our favourite exercises to test them out. 18

Class 6 sorted foods into food groups on a food pyramid. We then discussed which foods we should eat the most and least of and discussed a balanced diet.

Class 6 sorted foods into food groups on a food pyramid.  We then discussed which foods we should eat the most and least of and discussed a balanced diet. 1
Class 6 sorted foods into food groups on a food pyramid.  We then discussed which foods we should eat the most and least of and discussed a balanced diet. 2

We investigated and measured hand spans as part of our growing and staying healthy topic, then compared our results as a class and against older and younger children.

We investigated and measured hand spans as part of our growing and staying healthy topic, then compared our results as a class and against older and younger children. 1
We investigated and measured hand spans as part of our growing and staying healthy topic, then compared our results as a class and against older and younger children. 2
Top