Year 3L Science

We then created an experiment. We closed the blinds and drew around objects. We then moved our objects closer to the torch(our light source) and drew round the shadows again when it was further away.

Syna and Tyler - Misconceptions Both needed help to understand that the objects were blocking more light when they were closer to the torch.

Bailey Jaiden - Needed a bit of help with the explanation Victoria

We listed and retrieved materials that make good reflectors of light. We listed surfaces that we thought would reflect the light from our torches. We wrote down the materials we remembered and discussed below.

Here we are completing our experiment to test materials:

The Moon is not a light source! We made sure we understood how the moon shines light, watch Hollie to explain what is actually happening.

Finally, we used our scientific grouping skill and tested materials using torches to see whether they were opaque, translucent or transparent. We observed how the light travelled through the materials or whether it did at all. See our findings below!

Misconception - We looked at our vocabulary stating that we can 'see through' objects and identified that we needed to use the scientific language of light travelling through objects. We will recap at this at the start of next lesson to help understanding.

We looked at how we had created our amazing balances and what part of our body had helped us keep our balances.

Clayton - Misconception thought it was just the skeletons that helped us stand up.

Luca - Misconception, thought that muscles weren't the thing that helped us stand up, but then agreed they could help us with something else.

Hussein - Thought his hands helped him balance and that the muscles in his hand stopped him wobbling.

We then watched a video to see how this worked.

Today we recapped our understanding of what the skeleton does for us. We then looked at different types of skeletons. We also looked at muscles and how they work alongside our skelleton.

https://www.youtube.com/watch?v=f_F5UwtdPOc&amp;t=2s

We then observed how shadows were formed through opaque, translucent or transparent objects. Here are our findings below:

Lastly, we drew scientific diagrams of our observations to show our understandings. We drew transparent and translucent objects.

Today we looked at what plants need in order to grow. We identified what plants need to survive. Then we predicted, and planned an experiment showing what would happen if we took one of these things away.

Year 3 Science rorriM Mirror

Finally, we did our experiment and observed the different magnets and how they worked.

Retrieval! What are the food groups and why do we need them?

Today we retrieved the learning we had done over the past few weeks, and consolidated our learning. We looked at the food groups, discussed balanced diets, then applied our learning to filling in scientific tables and graphs to build our scientific skills. 

Our first task was to look at a food diary for a stranger, and improve it. See the original food diary, then watch some of our presentations to see how we changed it. 

Today we learnt about light sources. First, we looked at examples of light sources and where light comes from. We discussed light sources in our table teams, grouping the light sources into natural and man made sources. We then used our oracy to discuss and describe light sources.

Today we started our new unit on Food and Our Bodies. We discussed why we need food and nutrition. We recapped learning from year 2 about Herbivores, Carnivores and Omnivores and looked at why different animals need different types of food.

Alot of children thought we needed food so we would not starve. We discussed how this was correct but it was more about the nutrients we get from the food and the energy. 

Alex helped us out with more of an explanation

We recapped learning about what animals like to eat and their food groups. We retrieved learning from Year 2 about Herbivores, Carnivores and Omnivores.

Igneous Rock Explanation - Tilly and Clayton

Finally, here are our scientific observations. Misconception! Some children labelled the sedimentary sandwich rock with the ingredients, so as our next steps we had to use our scientific vocabulary such as sediment.

Bailey David Alex  Gabriella Anna Nirvana Syna

First we looked at what metals were magnetic and completed a BBC quiz. This was retrieval from Week 3.

This was our guess based on votes with our cups for each object. Most of us said that the bird cage would not be magnetic. However, we discussed that it was probably made from a magnetic metal like steel or iron. 

Today we looked at the uses of magnets, we first retrieved magnetic materials. Then we completed a quiz. Finally we made a game using magnets to show how magnets can be used in real life.

Today we were investigating the size of shadows, and investigating aspects that made them change. To begin, we started with using our oracy to discuss how shadows were made.

Luca - I agree with number 3 because if you get a pencil and you hold it in the Sun. You will see a line of darkness and that is the shadow. Victoria - I agree with Luca because the pencil is blocking the light.

Tameemah - I agree with number 3 because you make a shadow by blocking out some of the light source. Faith - I agree with number 3 as well, because if you shine a torch on yourself you will see the shadow on the wall behind you. Because I am blocking the light.

Then, we looked at different phases of the moon and how craters are made on the moon’s surface. We used cocoa powder, flour and bouncy balls to create our own craters!

Finally, we used jaffa cakes and created our own lunar phases of the moon!

After completing our fair test last lesson, we came to these conclusions:

Tilly         Gabriella           Nevaeh           Qirat

Today we finished our experiment from last lesson. We concluded that not all metals were magnetic. Today we identified which metals were magnetic. We first predicted whether we thought metals were magnetic. Then we tested them with magnets. 

First, we looked at how to magnetize metal using a paper clip and a magnet. It was very hard. See our efforts below!!

Today we looked at our bodies. In particular, we looked at our skeletons. We first looked at why we need our skeletons and the special job they do in our body. 

Rocco didn't want to speak on camera but said: 'The skeleton is a very hard thing that keeps us stood up and holds our skin up. It also stops our brain from being hurt.'

Tyler - Misconception. We thought bones protected our bones, but we remembered it protected our organs like brain and heart.

First, we asked what types of rocks there were:

Misconception - we talked about how cement was like a rock and it was lots of sediment packed together, but that it was man-made.

Today we looked at the three different types of rock. We observed different types of rock, grouped the rocks and identified the properties of different rocks. 

We then looked at the three different types of rock and sorted rocks using their key properties.

We then looked at how light travelled to our eyes and how we see objects around us, we also discussed how dark is the absence of light and without light we can not see any objects around us.

Finally, we used completed our worksheets to show how light travelled.

We then watched videos on Youtube Kids that helped us understand how fossils were formed. We observed how the different fossils were formed, wrote notes and drew an observational drawing. 

Here is what we thought rocks were at the start of the lesson:

Today we looked at another type of rock. We looked at fossils. We identified properties of fossils and sorted fossils and rocks. 

Miss Duignan introduced a comprehension to us, all about fossils. We read through the text to find the answers and find out what a fossil was.

Michael - Attract means they like each other. Alex - Well yes, but it means they will go together. Anna - Attract means they will meet.

Qirat - Repel means you will move away from something. Clayton - I agree, repel means that it will go apart.

Today we were exploring magnets for the first time. We explored the magnet's poles: north and south. Then we predicted whether we thought the pols would repel or attract. Finally we conducted a little experiment by testing the magnets and their poles.

When we were in the forest, we observed soil. This is what we saw.

Soil is made from mud, twigs and stones all mixed together.

I can see leaves, twigs and natural stuff.

Today we looked at how soil was formed. We went into the forest and identified what was in soil. Then we looked at different types of soil before creating an observational drawing. 

It's made from rocks and water and leaves and animals and poo all mixed up.

Today we recapped what fossils were, we observed how fossils were made by watching videos. Then created a reconstruction of an imprint fossil to demonstrate how fossils could have been formed. 

Nevaeh &amp; Clayton - Misconception She believed that it was a body fossil because the skeleton looked like it had been 'pushed out'. We talked about how the bones had been left in the ground and layers of rock had fallen on top of them.

There were different types of seed dispersal around the classroom. We read the texts to find different seeds and group them into how they are dispersed.

Contents L1 - Can I compare the diets of different animals? L2 - Can I understand the food groups? L3 - Can I understand the importance of a balanced diet? L4 - Can I understand the skeletal system and it's role in how our body moves? L5 - Can I understand how muscles support the skeletal system?

Lastly, we drew our observations of the rocks we sorted.

Today we learnt about pollination. We looked at what pollination was. Then we researched the different parts of pollination. Finally, we created a roleplay showing pollintion.

Tameemah         Hussain            Alex    Nirvana

Aaron                          Rocco                       Maghol(Supported)           Dolly               Michael

We then looked at the names of different bones and looked at what they did or protected.

Lastly, we looked at joints and identified how they move to make a skeleton in a pose that we can do because of our joints.

Nirvana Luca, Alex Dolly, Tameemah, Gabriella, Rocco

Here we looked at the song and how seeds were dispersed.

Today we looked at seed dispersal. We recapped how seeds were made. Then we looked at a Seed dispersal song and spoke about what seed dispersal is. Finally we researched and grouped seeds based on their seed dispersal. 

Why do marathon runners eat pasta before a big race?

We discussed why runners eat a big bowl of pasta, and Neveah understood they don't just eat it because they are hungry!

In today's lesson, we looked at the importance of a balanced diet. We reminded ourselves of the food groups and looked at eating them in moderation and why. 

We retrieved the information on omnivores, carnivores and herbivores and completed a tally to vote for which we thought humans were.

In trios, we discussed which food group we thought was the most important and why. See an example of our discussion

We then discussed what materials we had used in our bags and why.

Misconception - Gabriella and Jaiden both mentioned other reasons for choosing the materials. However they had chosen the most reflective ones. We explored why the materials were also suitable because they were reflective.

Our main task was to create a bag for Crab Lane Primary School that would use reflective materials. We had to firstly predict which materials would be reflective enough for our bag. This was from a selection of materials.

Finally, we researched the food groups and looked at why we needed them. We created a fact file showing why we need different parts of the balanced diet and drew our favourite food of this food group.

We then used the food pyramid to sort foods into the correct food groups. 

Some of us weren't sure about oil! So we had a chat about how oil was a fat and it helped us cook our food!

Today we recapped the different types of rock. We remembered the properties of rocks. We then looked at how the rocks were formed. 

Sedimentary Rocks - We made sediment sandwiches using bread, nutella and cookies and jam. We layered the different ingredients together and put them under pressure to create the sedimentary style rocks.

Igneous rocks - We observed 'magma' and 'lava' in its melted form. We then observed how it set solidly to form chocolate rocks.

Today we completed a test. We used our knowledge of shadows and light to find a suitable material to block out light in a baby's bedroom. We made sure we recapped the vocabulary of transparent, translucent and opaque and this helped us compare materials to see which one would work best. We also wrote a conclusion discussing our findings. 

First, we drew observational drawings of our experiment from last week. We also wrote conclusions for our findings. We discussed how the water had travelled in the two plants that had been watered. We then looked at the leaves in our plants and discussed how the water travelled. Then we completed our next test observing how water travels through  plants. 

Sasha, Tyler and Faith hold our plants from last week.

We looked at the definition of a skeleton, exo skeleton and no skeleton. Then sorted animals into each group.

Finally, we looked at the role of the muscles, and created our own model muscles from paper to observe how they relax and contract.

We then looked at four different joints in the body. We looked at different joints in the body and labelled them on worksheets.

Last, we used information around the classroom to find information about how joints work. 

Today we looked at the parts of a plant and described what their jobs were. We looked at real plants. Then applied this to our written piece of work and labelled a scientific diagram. 

First, we talked about what we already knew about rocks:

Today we looked at different types of rocks, we explored the properties of rocks.

We then used grouping to identify properties of rocks. This was before we tested them and we could identify the properties. 

We then completed some scientific tests using more scientific ways of grouping rocks. Here is what we tested:

We tested their hardness with sandpaper, and looked at how easily it broke. We tested their permeability by dropping water droplets on them to see if they soaked in or ran off. We tested if they were heavy by comparing them with other rocks. We tested to see if they created a chemical reaction by dropping vinegar on the rocks.

Lastly, we chose a rock and we used scientific vocabulary to describe the rock and its properties. 

Clayton thought that the heavier the rock, the harder it was. We said this could be the case, but this might not be true for all rocks. For example: Slate was very hard when we tested it, but it was also very light.

Which materials are good reflectors of light?

Videos of children discussing what materials make good reflectors of light.

Today we looked at how light travels into our eye. We discussed whether we could see the whole room around us even if we were facing one way. 

Two videos of two children discussing if they could see the whole room!

We then looked at some photos of rocks and fossils. We labelled the fossils and we retrieved the different types of rocks that we could see.

Finally, we sorted real life fossils from rocks and organised them into two different piles. We then drew some of these in our book to have a go at observational drawings.

British Science Week! We have had a busy science week filled with lots of exciting activities! First, we explored our theme of connections. We talked about how we were connected to Science. Then we started on our topic of Space! First, we talked about the kinds of foods that astronauts eat in space and got to taste some astronaut ice cream!

Tameemah - My mum is a pharmacist, so she deals with medicine and knows a lot about science.

Anna - I know someone who is a doctor and they study medicine.

Alex - I know someone who works in a laboratory and does science experiments. 

Today we looked at how shadows are formed. We first addressed some misconceptions about how shadows are formed and using vocabulary such as reflections to explain what shadows were. 

Alex - Misconception Wasn't sure but this was at the start of the lesson. Will revisit.

Lucas - Struggled and needed some support.

At first we didn't know how shadows were formed. We had to do some exploring. But these were our predictions.

Skyla - I disagree I think it is his neck that is moving.

In this lesson, we looked at joints. We figured out that the connections between bones were called joints. We looked at how different joints moved and researched the name of certain joints.

Tilly - I think it was her shoulder because that's the part that helps move your arm.

Luca - I think it was her elbow was turning a little bit.

We discussed how a joint was the meeting of two bones and that muscles support the joint to move. 

Misconception - We cleared up that the body parts could be joints and what the name for the joints were.

We had a vote on whether we though all metals were magnetic or not. 

Hussein- The paper clip sticks to the magnet, but the silver foil doesn't so not all metal is magnetic.

Dolly - No because the foil wasn't magnetic but the paper clip was.

Finally, we made some predictions about whether metals were magnetic or not. Then we tested them fairly using the same magnet. Our variable that changed was the type of metal.

Skyla - Attract means when you put magnets near each other they will go together.

Clayton - I would like to build on Skyla's idea and say they pull together. 

David - I agree but they push apart from each other. 

In today's lesson we firstly recapped what we knew about magnets. We used retrieval to recap repel and attract and other magnetic vocabulary. Then we planned and conducted our own fair tests with variables to find out which materials were magnetic.

Nevaeh - Repel means that the magnets won't go together or meet.

Today we looked at different types of magnets. We needed to revisit the understanding of pushes and pulls and explored this through a range of differently shaped magnets. We also revisited magnetic materials. Finally, we tested different shaped magnets to find the strongest one. We discussed how different magnets were stronger and why. 

Next we discussed why the magnet was floating, observed it and then explained it.

Contents L1 - Can I describe how we see things with light? L2 - Can I describe how light travels in straight lines? L3 - Can I investigate how light is reflected? L4 - Can I investigate shadows? L5 - Can I describe how shadows change when light sources are moved?

First we discussed what we wanted to find out with the equipment given to us. Misconception alert! Some of us were still using the words attract and repel. We had a discussion how these materials wouldn't be repelled but some may be non-magnetic.

Next we talked about our materials, variables and conducting a fair test.

Then we made some predictions about which materials were magnetic:

Gabriela - I think North and North will attract because they are the same. Luca - I disagree I think that North wants to point North, so will repel and want to be opposite North. Michael - I agree with Gabriela

Alex - I would like to say that we could use the black card so that no light travels through, but then we could cover it with the yellow soft fabric so it is soft as well. 

Nirvana - I predict that the yellow fabric and the orange fabric will work best for curtains so it will let a little bit of light through it because they are translucent. We need a little bit of light so we can see the baby in the room. Neveah - We might need a bit of light in case the baby is scared.

Qirat - I agree and would use the yellow fabric because it is soft and silent and won't make noise. It is a bit more opaque than other soft materials.

 We reminded ourselves of the scientific vocabulary; herbivore, carnivore and omnivore. Then we worked together to sort animals into a Venn diagram. We then went through and corrected our initial thoughts. You can see our misconceptions being corrected on our diagrams. 

We created a balanced meal plan for either a crocodile, lion or a monkey. This was to show the importance of food for each of these animals and what their diet was like. 

We then looked at the different layers of soil.

Finally, we took completed our worksheets, which looked at how soils form, what soil is made of and the layers of soil.

Final activity - Using our scientific skills to create graphs and charts!

We looked at a food diary for our teacher, we created a tally chart counting the different food groups to make sure it was a balanced diet. We then created a bar chart to show the balanced diet. 

Some of us had a go at finding conclusions in our results:

Name

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