Stanford School

Stanford Junior and Infant School

Living together - Learning together

Cooper Lane, Laceby, Grimsby
NE Lincolnshire DN37 7AX
Tel. 01472 318003
E. office@stanfordschool.co.uk
Contact. Miss King (Business Manager)

Science

At Stanford School we hope to inspire the children through our Science teaching. Science provides the foundations for understanding the world through the specific disciplines of Biology, Chemistry and Physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognize the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

The children’s knowledge is enhanced by visitors, school trips to places linked to Science as well as scientific days. As much as possible the whole school environment is used to maximum potential in order to support the delivery of the Science curriculum.  

Recycling

This term our collaboration work with Sunflower and Seedlings class has been all about recycling. We first identified which things can be recycled around our classroom and at home. Then we sorted some pictures into the correct recycling boxes and bins. We listened to Chrissie from North East Lincs Council, who told us some interesting facts such as; When 1 can is recycled it gives enough electricity to power a TV for 4 hours! Finally, we made a poster to let others know all about recycling.

Pupil Voice

Joshua - Crisp packets can’t be recycled. They go into the normal bin. That rubbish is burnt to create electricity.
Jack - Glass goes into the green box. The glass gets crushed up and turned back into new glass.
Neve - The big brown bin is for garden waste, like grass cuttings or twigs from trees.
Ollie - The plastic goes in the orange box like plastic bottles. Tin cans go in the orange box too.
Lincoln - 1 tin can gives 4 hours of electric to make a TV work.
Oliver L - Paper and cardboard go in the blue box.
Lewis - I learnt that yoghurt pots can’t be recycled but you could reuse it as a glue pot.

Can I identify parts of the circulatory system?

In Barley class, we have started to learn about the different parts of the circulatory system and how it functions. We have begun by focussing on the heart and the children enjoyed learning about how the valves of the heart work to pump both oxygenated and de-oxygenated blood. The morning’s work culminated in some fantastic scientific diagrams of the heart.

Information

A parents guide to the new National Curriculum (not Foundation/Seedlngs class). More information can be found on the Rising Stars website

See our Science work

Recycling

Can I identify parts of the circulatory system?

Can I identify and name a variety of plants and animals in their habitats? Can I classify and sort these into different categories?

Can I explain the life processes and how these processes can tell us if something is living, dead or has never been alive?

Liquids

Can I learn about tooth decay and create an investigation to investigate the effects different liquids have on our teeth?

Can I identify the  different parts of a flowering plant?

LQ: Can I Identify and name parts of the human digestive system?

Investigating Sound

Science Week: Bottle Rockets

Science Week: Can I describe my experiment?

Science Week Poppy Class

Can I group rocks based on their properties?

Escape from the Ice

Can I calculate the area or triangles and parallelogram?

Can I investigate the permeability of different materials?

British Science Week meets Dragons Den

Bubbles Experiment

International Science

Chromatography

Snowdrops experiment

Can I compare different types of rocks?

Can I investigate which materials block light to form shadows?

Can I investigate reflective surfaces?

Can I investigate what happens to an opaque object, the closer it is to a light source?

Can I learn about the eye and how it works?

Electricity

Can I explain what dark is and why we need light to see?

Fish Eyes

Circuits

Pumpkin Hook Day

Moving on the the Afterlife

Can I investigate whether a magnet can attract a paperclip through any material?

Can I investigate condensation?

Can I test materials to find out if they are waterproof?

Can I investigate the strength of magnets?

Setting up a comparative, fair investigation

Can I Investigate which electrical conductors make a bulb shine brightest?

Can I sort magnetic and non-magnetic materials?

Can I investigate the friction caused by different surfaces?

Can I find out which materials are magnetic?

Can we investigate ways in which the brightness of a bulb is changed?

Can I recap knowledge on Electricity?

The importance of hygiene

Cooking

Weeding, sowing, planting, growing

Strawberries

Mini Beasts in the Nature Area

Sunflower class use their environment to inspire their learning

Planting Tomatoes

LQ: Can I identify and name a variety of plants and animals in their habitats? Can I classify and sort these into different categories?

Poppy class used our outdoor learning area to learn about different habitats this lesson. We explored the outdoors to find a variety of plants and animals that live in this habitat and then discussed which category they would be in. We searched both in the woodland habitat and the pond habitat.

LQ: Can I explain the life processes and how these processes can tell us if something is living, dead or has never been alive?

Poppy class learnt about the life processes using MRS GREN! We then went outdoors to group different animals, plants and objects into different categories and had to give reasons why we thought they were in that particular group.

Liquids

Juniper class started their investigation on the effects different liquids have on our teeth. We have used five different liquids and will be monitoring the shell of the egg over 7 days. We will be recording our results and then explaining what we have found out, using scientific language about the teeth.

LQ: Can I learn about tooth decay and create an investigation to investigate the effects different liquids have on our teeth?

Juniper class have been busy learning about the teeth and tooth decay. We have started to plan an investigation on how different liquids affect our teeth using boiled eggs. Keep looking on our blog to see our investigation.

We also looked at the effects food has on our teeth if we do not brush them. We used toothbrushes to try to remove plaque that had built up on our teeth.

Can I identify the  different parts of a flowering plant?

In science lessons we are now learning about plants. Today we recapped on the different parts of a plant: the flower, the stem, the leaves and the root,  and what their role was. We then went to look more closely at the flowers. Miss Perrin brought in some daffodils and tulips for us to dissect and identify the different parts. It was really interesting seeing what is beneath the petals. Soon we will learn what the role of these different parts are.

LQ: Can I Identify and name parts of the human digestive system?

Juniper class were learning about the organs that make up the digestive system and what each organ’s function was. We worked together to then construct the digestive system.

Investigating Sound

During our science morning this week we investigated Sound.

We explored how sounds are made because of vibrations.

We explored pitch.

We learnt that on a glockenspiel the smaller notes have a higher pitch.

We explored that the amount of water in the glass affects the sound. The more water the lower the note.

When we twanged elastic bands we noticed that the more stretched the band the higher the note. We connected this to the viola that we are learning in school.

Science Week: Bottle Rockets

During Science week, Mr Amos who is an Engineer came into school and did bottle rockets with Star Anise class. Each group planned their investigation considering the variables they would keep the same and those they would change. E.g the bar and the amount of water. Groups went outside and Mr Amos had brought in his rocket launcher. Each person in the group had a job. E.g timing the rocket, estimating the height of the rocket and filling the bottles with water. We collected our data and then worked out average times and what we had found out. It was fun.
By JAMES
Look carefully can you see the rocket in the sky they went very high and one even got stuck in the tree!!!!

Science Week: Can I describe my experiment?

Sunflower Class investigated an experiment called 'Plastic Milk.' They listed their equipment and ingredients and then made a prediction about what might happen.

James- I think the milk will stay the same, but the colour will change to yellow.
Isla- It might go frozen.
Harvey- It might go bubbly. During the experiment everyone observed closely, as milk was warmed, white vinegar and yellow food colouring were added.
Mollie- When we stirred it, it started to change. It looked like scrambled eggs.
Libby- I squeezed it through the sieve to get the liquid out.
Oliver- It was rubbery and squishy to touch. Lucas- I think this is how they make cottage cheese.
Lily W- I liked it.

Science Week Poppy Class

What kind of work do astronauts do?

We talked about the different work and research that astronauts do.

Which part of the suit surprises you?

We looked at the different parts of a space suit and were surprised to see space pants. At first we thought that they were  a little bit funny but after we started to think more deeply we realised how important they were.

We decided to investigate but first we thought carefully and made predictions about which would be the best material to use.

We thought about making the test fair by using the same amount of material and the same amount of water on each. The only variable was the material itself.

We measured water carefully in syringes and used our cooperation skills to make sure that everyone in the group took a turn.

We recorded our data in a table and then looked at these results to form our conclusions.

Can I group rocks based on their properties?

Today we were investigating the different properties of rocks.
Density: will it will sink or float?
Permeable: does it allow water to pass through it?
Durable: does it wear away easily?
Hardness: can it be easily marked?
The children also researched the different rocks to find out how they were made to see if that explained the different rock’s properties.

After this the children tried to group the different rocks together according to their properties. We had lots of fun with all the different investigations.

Science Week Juniper Class

This week in science Juniper class are taking part in an investigation called “Escape from the Ice.

A plastic adventurer got themselves stuck in ice!  It’s up Juniper class to explore how best to get them out.

First they thought of methods to help the lego person escape.  Then they discussed which ideas would be practical in a classroom.  From this they devised an experiment to see which method is most successful.   They had to organise what equipment would be needed, how to ensure the test is fair and how to measure success.

The most effective way was throwing the ice. The lego was free after 10 seconds! The least effective way was wrapping foil round the ice and there was still ice at the end of the school day!

We presented our results using bar charts.

Science Week: Can I investigate the permeability of different materials?

As part of Science week undertook an investigation to find the most suitable material to use for water sports. We used scientific language such as permeable and non permeable to explain our findings. We set up a control that was both non permeable and permeable: sponge, bubble wrap, dish cloth, J cloth, super sponge, micro fibre cloth and rubber. We tied our material to a container (100ml water) then inverted it over a funnel, fixed to a measuring cylinder. We inverted our containers at the same time and measured the liquid every 15 minutes. We had some very interesting results and some brilliant conclusions!

LQ: Can I calculate the area or triangles and parallelogram?

Barley class went on a treasure hunt to find a variety of Maths questions that were linked with finding the area of triangles and parallelograms. They were given a time limit to work together as a team to find and then calculate the answers... it was a great afternoon!

British Science Week meets Dragons Den

The theme for British Science Week was ‘Exploration and Discovery’. We chose to investigate a project called “Squashed Tomatoes”. Farmers in Nepal have to transport their crops across mountains and rivers so they need a way to transport as many tomatoes as they can without them becoming squashed.

The children were put into teams and were set the task to develop, make, test and evaluate their own transportation system.

The children devised their own criteria for what their product should have  and were told of the challenges they had to face:..

Then they were left to it.

In addition to this they had to market their product to our very own ‘dragons’ and say why their design was the best.

The children had lots of fun and  loved working as a team. Their bags were not only stylish but they managed to hold up to 75 cherry tomatoes. Well done children.


Science Week Bubbles Experiment

As part of our Science week, we have been scientist and taken our learning outside. Seedlings class have been investigating bubbles and how to create the largest bubble. Children made different sized wands and used their Maths skills to measure the wand using cubes. We found that the largest wand made the biggest bubble. Can you make different sized bubbles?

International Science

We were very grateful that Dr Wilton, Chloe and a group of International Ambassadors from Caistor Grammar School  joined us in Year 5  today to lead workshops about ‘International Science.’ The pupils learnt more about re-cycling and global issues – they really enjoyed working with the older pupils too as part of the Science Week in school.

Chromatography

On Tuesday we learnt about ‘Chromatography’ and investigated how colours can be ‘separated’ and looked at which colours made each felt pen! We drew a coloured line using a felt pen onto filter paper and carefully put the bottom of the paper into water. Then we watched the colours separate. Look at what we found out.

Snowdrops experiment

Seedlings class investigated what would happen when we put snowdrops in different coloured water. Can you tell a grown up what happened?

Can I compare different types of rocks?

In our reading book The Pebble in my Pocket we learnt about how rocks were formed through volcanoes. In science we have been learning about the other ways rocks are formed and what these types of rocks are called.

Igneous rock - Formed from magma or lava  

Sedimentary rock – formed under the sea from layers of sediment that has been compacted until it cements together.

Metamorphic rock – when heat from lava/magma heats up existing rock and changes it.

We were given different examples of rock and we tried to figure out which type of rock it was and whether we could group them together. It was quite tricky!

Can I investigate which materials block light to form shadows?

In Science today we learnt some new scientific words.

Transparent Translucent Opaque

We were given a challenge to design curtains for a baby’s room so that the light does not go through during the day and allows the baby to sleep.
We shone light at the materials to see if there were tranparant, translucent or opaque. We then decided which material blocked the light the most and would be the best material for the curtains.

Can I investigate reflective surfaces?

As we have learnt that the moon is actually reflecting light rather than making light itself, we thought we would investigate reflective surfaces further.

We were set a challenge to investigate which materials would be best to use for reflective strips on a new school bag.
First we made a reflection tester. We made a hole in some paper and placed a torch in the hole. If the light is reflected it should reflect back onto the paper for us to see it.

We predicted which material would be best and then we tested the materials to see if our predictions were correct.
We found out that the best reflective materials were shiny and smooth.

LQ: Can I investigate what happens to an opaque object, the closer it is to a light source?

Barley Class planned an investigation to see what happened to an opaque objects shadow, the closer it was to a light source. Also what happened to the shadow the further away the opaque object was from the light source.

Can I learn about the eye and how it works?

Mrs Jones dissected a pig's eye and we had to identify the different parts of the eye and what they do. We then compared this to the fish eye we dissected the other week

Electricity

We investigated how to make bulbs brighter in a circuit.

Can I explain what dark is and why we need light to see?

As an introduction to our topic of light we thought about what items create light and what objects actually only reflect light, or allow light to pass through. A lot of us were amazed to find out that the moon does not give off light, it just reflects the rays from the sun like a big mirror in the sky.

We thought about what it would be like if there was no light and how difficult it would make our life.
We had several items in feely bags and we had to guess what they were. We were then able to look in the bag and see if we were right. It was quite tricky.

Fish Eyes

Barley class were looking at fish eyes (fresh from the Docks). Mrs Jones had trouble getting the eye out as it was attached to the optic nerve- it had to be cut! We were able to name the parts of the eye. We then dissected the eye completely and removed the lens in tack. We discovered the lens from the second eye was a lot smaller than the other.

Circuits

We have been investigating how to construct simple circuits and name the parts?

Pumpkin Hook Day

As we are learning about volcanoes in our reading book ‘The Pebble in my Pocket’ and in our science theme of ‘Rocks and soils’ we thought we would have a ‘volcanic’ experience. In the morning we made a model of a volcano using newspaper and paper mache. We also looked at some ‘eruption’ simulations by mixing different household items together. The children were fascinated by how everyday objects could cause such a reaction!

Moving on the the Afterlife

Can I make systematic and careful observations over a period of time?

At last 'Mac' was ready to finish his time mummifying in his bath of salt and move on to the Afterlife. It has been 40 days since we first placed him there and he hasn't changed much. He lost 68g of water and apart from that he was perfectly preserved. The children have loved watching the mummification process in a real context. The Egyptians knew what they were doing when they preserved bodies. No wonder they lasted for thousands of years!

Can I investigate whether a magnet can attract a paperclip through any material?

Sunflower Class placed paperclips under the following materials: card, fabric, foil, water, paper and cardboard. They held their magnets over the top and observed what happened.

Evie 'I found out that my magnet could attract the paperclip through all those materials.'
Oliver R 'Mrs. Brady tried thicker materials, like wood and the magnet couldn't attract the paperclip.'
Harry 'It only works if your materials are thin.'
James 'I know what magnets do, they attract metal and also magnets can attract each other.'
Mollie 'You need a blue and a red for them to attract.'
Neve 'Two red ends and two blue ends push away, they repel.'

Can I investigate condensation?

We planned and carried out an investigation exploring how water changes state.

Can I test materials to find out if they are waterproof?

Sunflowers decided that Winnie the Pooh needed a new umbrella. They wondered what his new umbrella could be made out of. Could they use tissue paper, a plastic bag, kitchen roll, cardboard or fabric?

They predicted which material might be waterproof and tested all the materials. They were really good at explaining their ideas and their results. Their conclusion was that the plastic bag would be the best material for Winnie's umbrella, as it is waterproof. They also had fun testing Mrs. Brady's plastic umbrella to see if that was waterproof too!

Can I investigate the strength of magnets?

Today we were looking at different types of magnets. The children tested them to see which was the strongest. We decided to do this by seeing how many paperclips the magnet could attract in a chain. The children had lots of fun investigating the magnets and found out that the size of the magnet did not indicate its strength.

Can I set up a simple comparative investigation?
Can I ensure that this is a fair test?

When researching the mummification process we have found that the Egyptians used Natron. This is found in dry lake beds in Ancient Egypt and is not readily available. Web pages suggest different types of soda or salt as a replacement. We decided to investigate which type of readily available sodas and salts would be the best replacement for Natron.

The children were shown the equipment and were asked to discuss what they could do to investigate the salts. This meant they had to use their problem solving learning powers to think about what they could do and find all possible combinations of the salts.

The children weighed the fruits and meats first so they could see how much water had been removed from them by the salts. They plan to check on them over the next 2 weeks to see how they have changed.

To ensure it was a fair test the children decided that everything in the investigations should be the same except for the variations of salts used. They also had a control cup where the fruit and meat was left with nothing to preserve it.

The children enjoyed developing their own investigation and taking control. They even took the pictures to record this investigation.

Can I Investigate which electrical conductors make a bulb shine brightest?

Star Anise have enjoyed investigating which materials are the best electrical conductors and Insulators. The children made a complete circuit, tested which materials are better conductors than others and which materials made their bulb shine the brightest.

Can I sort magnetic and non-magnetic materials?

The children were shown an introduction about magnets on a video clip.

They were then given a bag of materials which they had to sort without using their eyes or their hands. The children remembered seeing a magnet being used to sort out materials in a scrap yard so they decided to do this.

The children found it tricky getting all the materials and they were surprised to find out that some things they thought would be magnetic actually weren't.

The children were confused as some coins were magnetic and others weren't. The children looked at the date they were issued and thought that that this made a difference as to whether the coins were magnetic or not. We wanted to see if our conclusion was right so we research this further to find that different materials were used to make coins after specific dates. Well done class you figured it out!!

Can I investigate the friction caused by different surfaces?

We have been learning about forces such as push and pull. We looked at how different surfaces can slow moving objects and found out that this is called friction.

The children were given different surfaces to feel and they thought about whether they were rough or smooth. The children were then given a piece of wood, a ruler, masking tape and a car and asked how we could test the friction of these different materials. This took a lot of thought and several different methods of testing were considered. Finally we agreed to attach the materials to a piece of wood and put the car on it. We then raised the wood to see how high it would be before the car started to move. The higher the ramp the more friction the material had caused.

The children had lots of fun investigating this!

Can I find out which materials are magnetic?

Sunflower Class investigated materials in Science with magnets. They learnt these challenge words: force, metal, attract, repel and magnetic. James- Somethings are magnetic and somethings are not.

Jamie- Metal things attract on my fish and other materials don't.

Indianna- Some money will stick to the magnet, but some won't.

Lucas- Some metals are not magnetic, this happened when we tested money.

Ronnie- I enjoyed testing the materials on my fish.

Lily W- My magnet went on the radiator.

Harry- I liked the feel of the magnet's force.

Robbie- The black railings outside were magnetic. Oliver R.- When you put two red ends of a magnet together, they repel. You have to have a red end and a blue end.

Can we investigate ways in which the brightness of a bulb is changed?

Barley class investigated the brightness of a bulb using different amounts of batteries, wires etc They had challenges to investigate in small groups and questioned the brightness of the bulb each time. Pupils are able to explain what makes a bulb bright or dim.

Can I recap knowledge on Electricity?

Electricity is our topic in Science this half term. To start our topic off, we re-capped and showed our current knowledge on Electricity. We looked at the various equipment and materials used to create electrical circuits and what each component is used for.

Can I understand the importance of hygiene to keep our bodies healthy?

In science we looked at the importance of hygiene to prevent germs and bacteria from spreading. We conducted an investigation to find out how the temperature of water and the use of soap effect how well we can clean our hands. First some children coated their hands in oil and flour and they were given a limited time to wash their hands. One bucket had cold water only, one cold water and soap, one with warm water only and the last warm water and soap. To ensure it was a valid result we repeated the experiment with some more children. The cleanest hands were the ones using warm water and soap. We then looked at how to clean our hands properly.

The children loved getting messy!

Cooking

Year 3 prepared and made a healthy and tasty meal using tomatoes and herbs as the main ingredients.  They made pasta with tomato and basil sauce with herby garlic bread. This involved ensuring hygiene procedures were used, following a recipe, and evaluating the finished dish. Most agreed it was delicious!  Many were inspired to want to cook this recipe using fresh ingredients at home.  We also identified which part of the Eat well plate each of the ingredients belonged to applying our previous learning on healthy eating.

Weeding, sowing, planting growing

Juniper class took it in turns to weed, plants seeds and plants and water our allotment area. We planted tomato plants, herbs, parsnip seeds, carrots, spring onions and beetroot. We can wait to see them grow.

Can I explain where, when and how strawberries are grown in the UK?

In science Year 3 explored our strawberry patch. We examined the flowers which would eventually turn into strawberries. We looked for the runners from the parent plant and how that is another way to grow new plants instead of using the seeds from the strawberries. Through our research we learnt that this was a quicker way than growing from seed and how the farmers tend to do it on UK strawberry farms. We estimated how many strawberries our patch would produce.

Mini Beasts in the Nature Area

Children from Seedlings worked together to find out about insects and living things. We explored the outdoor area to find worms, woodlouse, spiders and snails! Children identified the different habitats and features of each living thing they observed. Back in the classroom children recorded which insect they found, its habitat and how it moved.

Sunflower class use their environment to inspire their learning

Planting Tomatoes

As we head into springtime and the warmer weather, we decided to plant some tomatoes ready for the summer. We looked at the roots hiding in the soil before planting them into a growbag. Next we gave them a good drink of water. We will look at how they change and measure how much they grow throughout the term and hope to get lots of tomatoes too!