This week we look at space travel, watch the video for the story "Roaring Rockets" (See Reading and Literacy)
Find out about how astronauts travel out of the earth's atmosphere and where they go on their journeys.
This short video clip shows astronauts on the moon.
Try making a space rocket from junk materials and a moon surface to land on. Post your pictures on Showbie.
Week 5: 1st-5th February
On Showbie there is a sorting exercise linked to last weeks learning.If you can print it out you can cut and stick the transport into the correct categories. Older children can write down three lists to sort the transport. Please take a picture of your work and post it on Showbie.
In class we watched video clips on line of some beautiful hot air balloons floating peacefully in the sky, then we made a collage hot air balloon. We will be doing some simple paper weaving to create the basket. Look at the pictures below and see if you can do one yourself. We want to see what you have done when you finish.
The older children can find out when hot air balloons were first invented and write a simple fact file about how they work. Your work may get chosen to go on the Hive class page for everyone to see.
Week 4: 25th January
This week we are looking at how different forms of transport are used to travel on land, sea and air.
Use questions such as "Why can't a car travel in the water?" "What transport can go in the air?"
Use the transport cards from the first Literacy post to sort into groups according to land/ water/ air.
Download the activity sheets, support your child to cut and stick the pictures in the correct places.
- Make a tinfoil boat -will it float on water? Can you make it strong enough to hold a number of pennies (or equivalent cargo)
- Make a paper airplane (look at different designs) how far will it fly?
- Play with a balloon- what happens when we blow air into a balloon? Watch it move up in the air.
Week 3 :18th January 2021
KS1 Science Forces : Exploring the movement of wheeled toys.
Watch the clip above on BBC Bitesize "What are the different forces?"
Simple science concepts can be built up using cars and other wheeled toys to explore movement.
- What makes them move do we push or pull? Look around the house and find other objects which need a push or a pull to make them move (door, curtains, light switch, remote control etc)
- How can we make the toy move faster? Explore the force behind the push or pull also the level of the surface. Look at making ramps for cars to travel down. What happens to the speed when the car goes down a steep ramp?
- How does the surface travelled on change the speed? Try the cars on different surfaces a smooth lino floor/ a carpet/ the grass in the garden what do you notice?
Do not worry about your child recording too much science, experiencing it and talking with you about what they notice is more important. For those who wish to, I suggest taking pictures of ( or writing names of ) push/ pull objects and sorting them into the correct groups (bear in mind some will be in both groups!)
Term 3 January 2021
Extension work for traffic survey
I spy road signs and markings
Term 6 week 2
Term 6 Summer Week 1 June 2020
Science Week 5
Science week 4
Science in Rainbow Room
The majority of our Science work is based on the Key stage 1 Science Curriculum. I have lifted this from a parent website (the school run.com) which gives parents a brief overview as to what learning is expected in schools.
In Key Stage 1 your child will learn to use the following methods, processes and skills:
asking simple questions (for example, 'What would happen if I didn't give a plant water?')
observing closely, using simple equipment such as a magnifying glass
identifying and classifying
using their observations and ideas to suggest answers to questions
gathering and recording data to help in answering quest
Children will learn about:
Plants, identifying and naming plants and looking at their basic structure
Animals including humans, identifying and naming a range of animals and understanding how and why they are grouped (e.g. mammals, birds, amphibians etc)
Everyday materials, looking at their properties
Seasonal changes, observing changes across the four seasons and looking at different types of weather
Living things and their habitats, including dependence within habitats and micro-habitats
Plants, observing how seeds and bulbs grow into plants and what plants need to stay healthy
Animals including humans, focusing on reproduction, nutrition and exercise
Everyday materials, comparing their uses and looking at how they can be changed by exerting force
Helping your child with KS1 science at home
Show your child plants or pictures of plants, such as apple trees, tomato plants, sweet corn, and cabbages and ask them why it is important for humans to grow plants.
Plant seeds at home. Talk about the things plants need to grow, such as soil, water, light and air. Help them to observe the changes as the plants begin to grow.
Do you have a pet? Help your child to point out the similarities between animals and humans. Do we both have arms, legs, eyes, ears and a nose? Do we both need food, water and sleep?
Talk to your child about sources of light. Walk around your environment and point them out: timer switches, clock radio, computer, lamp, light bulb, street lamps, the sun and moon. Which are bright or dim?
Link science to real life. Talk about how things were in the past and how scientific advances have brought changes. Share books that show non-electrical or old household appliances.
Give your child a collection of items made from different materials – paper, cardboards, plastics, metals – and ask them to find different ways of grouping them (rough, smooth, shiny, dull or plastic, metal, wood, fabric).
Point out materials that are found naturally and those that are not (twigs, unpolished/unfinished wood, sand, rocks, water, bone, clay, wool, glass, plastic, paper, cardboard). Ask your child to try sorting the materials into those they thinks are found naturally.
Talk to your child about how natural materials are changed to make everyday objects. Use resources to help your child learn about the processes involved.
Week 3 Science 4th May
Week 2 Identifying plants
Science April 20th Term 5 Week 1
Topic “Dear Zoo”
The topic for term 4 (February to April) has been “Dear Zoo” linking to Science work about animals. Do look at the topic web on the class page for Rainbow. We have not been able to cover all we wanted as we have lost these last two weeks.
You may want to try these at home
- Look at picture books, video clips and children’s TV programmes about animals.
- Which animals can your child name? Do they know what they eat or where they live?
- Colour/ paint/ draw pictures of animals. What colour is this animal? If we don’t know how can we find out?
- Make a zoo for your toy animals-use Lego or cardboard boxes. What will the animals need to keep healthy and happy?
- Watch a live webcam from a zoo (Cotswold wildlife park has one)
- Make an animal fact file. Choose an animal you are interested in. Find pictures and simple facts about your animal. See writing template and plan.
Writing an animal fact file
Choose the animal carefully, one which will be easy to find information on.
Spend time watching film clips of the animal. Reading stories about the animal and non- fiction books or websites.
Find a picture to download and print or help your child to draw the animal. Lots of free colouring pages on line which have animal pictures to print and colour.
Talk to your child about facts as true information.
Find out what the animal eats and where it lives. You don’t have to be too specific. Some children will take in more information.
Tigers live in Asia. That is a lot of counties like India and China.
They live in cold places and warm places.
They eat meat. They have sharp teeth.
Tigers are orange and have black stripes.
These sentences are all facts. Do use the speech and language sentence strips if you were given them.
Who doing what
Tigers eat meat.
They have sharp teeth.
Many children in Rainbow are not writing independently. They may need to overwrite your writing or copy your writing. But all should help to create what they want to write. Some will need a lot more modelling.
What shall we write about their teeth?
Are the teeth big or little? ..big … big teeth …… Tigers have big teeth.
Once this is all done (probably several day’s work) then write into the fact file see template please change if you wish or do your own.
I look forward to seeing their effort!