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Science

Welcome to our Science Page 2018/2019

Mrs Held and Mrs Slade are the science teachers this year.

Mrs Held teaches science with the following classes

1HG 2B 4S 5D

Mrs Slade teaches science with the following classes:

1P 2S 4F 5S

Year 3 will teach their own science.

 

Here you will be able to find out what topics are being covered and recent activities we have been involved in. Look out for Science News here too!

March 2019

Science Week

 

Thank you to all of the parents that attended the science drop in sessions. We had lots of positive feedback from parents who appreciated the opportunity to see their children working practically in cooperative groups, making predictions, investigating, closely observing changes and building up their science vocabulary.

Photos from Science Week
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February 2019
January 2019

Year 2 worked well in groups to test which ball was the bounciest. The children thought about ways to make the test fair and they predicted which ball they thought would be the best and why.

Year 2 worked well in groups to test which ball was the bounciest. The children thought about ways to make the test fair and they predicted which ball they thought would be the best and why. 1
Year 2 worked well in groups to test which ball was the bounciest. The children thought about ways to make the test fair and they predicted which ball they thought would be the best and why. 2
Year 2 worked well in groups to test which ball was the bounciest. The children thought about ways to make the test fair and they predicted which ball they thought would be the best and why. 3
Year 2 worked well in groups to test which ball was the bounciest. The children thought about ways to make the test fair and they predicted which ball they thought would be the best and why. 4

Year 5 worked well in groups to devise their own test to find out which plate held the most weight. The groups had to think of a question, decide which plates they would test and how they would make their tests fair. They then carried out their tests, recorded their results in a table and wrote a conclusion. As an extension I got the groups to think about how they could improve their tests.

Year 5 worked well in groups to devise their own test to find out which plate held the most weight. The groups had to think of a question, decide which plates they would test and how they would make their tests fair. They then carried out their tests, recorded their results in a table and wrote a conclusion. As an extension I got the groups to think about how they could improve their tests. 1
Year 5 worked well in groups to devise their own test to find out which plate held the most weight. The groups had to think of a question, decide which plates they would test and how they would make their tests fair. They then carried out their tests, recorded their results in a table and wrote a conclusion. As an extension I got the groups to think about how they could improve their tests. 2
Year 5 worked well in groups to devise their own test to find out which plate held the most weight. The groups had to think of a question, decide which plates they would test and how they would make their tests fair. They then carried out their tests, recorded their results in a table and wrote a conclusion. As an extension I got the groups to think about how they could improve their tests. 3
Year 5 worked well in groups to devise their own test to find out which plate held the most weight. The groups had to think of a question, decide which plates they would test and how they would make their tests fair. They then carried out their tests, recorded their results in a table and wrote a conclusion. As an extension I got the groups to think about how they could improve their tests. 4
Year 5 worked well in groups to devise their own test to find out which plate held the most weight. The groups had to think of a question, decide which plates they would test and how they would make their tests fair. They then carried out their tests, recorded their results in a table and wrote a conclusion. As an extension I got the groups to think about how they could improve their tests. 5
Year 5 worked well in groups to devise their own test to find out which plate held the most weight. The groups had to think of a question, decide which plates they would test and how they would make their tests fair. They then carried out their tests, recorded their results in a table and wrote a conclusion. As an extension I got the groups to think about how they could improve their tests. 6
Year 5 worked well in groups to devise their own test to find out which plate held the most weight. The groups had to think of a question, decide which plates they would test and how they would make their tests fair. They then carried out their tests, recorded their results in a table and wrote a conclusion. As an extension I got the groups to think about how they could improve their tests. 7
Year 5 worked well in groups to devise their own test to find out which plate held the most weight. The groups had to think of a question, decide which plates they would test and how they would make their tests fair. They then carried out their tests, recorded their results in a table and wrote a conclusion. As an extension I got the groups to think about how they could improve their tests. 8

Children in the early years have been learning about magnetism this week. They explored lots of materials to see if they were magnetic or non-magnetic. They found out that not all metals are magnetic.

Children in the early years have been learning about magnetism this week. They explored lots of materials to see if they were magnetic or non-magnetic. They found out that not all metals are magnetic.  1
Children in the early years have been learning about magnetism this week. They explored lots of materials to see if they were magnetic or non-magnetic. They found out that not all metals are magnetic.  2

The children in Reception. have been learning about different materials and their properties. The children enjoyed a walk around the school and the outside area and found lots of different materials. The children looked more closely at materials this week and described some of their properties.

The children in Reception. have been learning about different materials and their properties. The children enjoyed a walk around the school and the outside area and found lots of different materials. The children looked more closely at materials this week and described some of their properties. 1
The children in Reception. have been learning about different materials and their properties. The children enjoyed a walk around the school and the outside area and found lots of different materials. The children looked more closely at materials this week and described some of their properties. 2
The children in Reception. have been learning about different materials and their properties. The children enjoyed a walk around the school and the outside area and found lots of different materials. The children looked more closely at materials this week and described some of their properties. 3
The children in Reception. have been learning about different materials and their properties. The children enjoyed a walk around the school and the outside area and found lots of different materials. The children looked more closely at materials this week and described some of their properties. 4
The children in Reception. have been learning about different materials and their properties. The children enjoyed a walk around the school and the outside area and found lots of different materials. The children looked more closely at materials this week and described some of their properties. 5
The children in Reception. have been learning about different materials and their properties. The children enjoyed a walk around the school and the outside area and found lots of different materials. The children looked more closely at materials this week and described some of their properties. 6

Year 1 started their topic on using their senses today. The children worked in groups to draw round a person and then labelled the main body parts.

Year 1 started their topic on using their senses today. The children worked in groups to draw round a person and then labelled the main body parts.   1
Year 1 started their topic on using their senses today. The children worked in groups to draw round a person and then labelled the main body parts.   2
Year 1 started their topic on using their senses today. The children worked in groups to draw round a person and then labelled the main body parts.   3
Year 1 started their topic on using their senses today. The children worked in groups to draw round a person and then labelled the main body parts.   4
Year 1 started their topic on using their senses today. The children worked in groups to draw round a person and then labelled the main body parts.   5
Year 1 started their topic on using their senses today. The children worked in groups to draw round a person and then labelled the main body parts.   6
Year 1 started their topic on using their senses today. The children worked in groups to draw round a person and then labelled the main body parts.   7

Year 4 worked in groups to read descriptions of sounds, such as, low, repeating and loud. They had to think of different ways to make a matching sound, such as, clapping, beat boxing and clicking. .

Year 4 worked in groups to read descriptions of sounds, such as, low, repeating and loud.  They had to think of different ways to make a matching sound, such as, clapping, beat boxing and clicking. . 1
Year 4 worked in groups to read descriptions of sounds, such as, low, repeating and loud.  They had to think of different ways to make a matching sound, such as, clapping, beat boxing and clicking. . 2
Year 4 worked in groups to read descriptions of sounds, such as, low, repeating and loud.  They had to think of different ways to make a matching sound, such as, clapping, beat boxing and clicking. . 3
Year 4 worked in groups to read descriptions of sounds, such as, low, repeating and loud.  They had to think of different ways to make a matching sound, such as, clapping, beat boxing and clicking. . 4
Year 4 worked in groups to read descriptions of sounds, such as, low, repeating and loud.  They had to think of different ways to make a matching sound, such as, clapping, beat boxing and clicking. . 5
Year 4 worked in groups to read descriptions of sounds, such as, low, repeating and loud.  They had to think of different ways to make a matching sound, such as, clapping, beat boxing and clicking. . 6
Year 4 worked in groups to read descriptions of sounds, such as, low, repeating and loud.  They had to think of different ways to make a matching sound, such as, clapping, beat boxing and clicking. . 7

December
 

 

Coming up in the spring term...........

 

The topics the children will be covering this term will allow for more thinking, predicting and drawing on their conclusions. Years 1, 2 and 5 will be comparing and grouping a variety of materials on the basis of their simple physical properties. Year 4 will be identifying how sounds are made, associating them with something vibrating and will use data loggers to recognise that sounds get fainter as the distance from the sound source increases.

 

In March every year group will get the exciting opportunity to take part in Science week and we will be inviting parents to come up in and work with their children and see what happens in Science at Woodgate.

SCIENCE WEEK

 

We are very excited to announce that Science Week is happening the week beginning 11th March 2019.

More information to follow.

Spring Term topics:

 

Year 1 - Materials

Year 2 - Materials

Year 3 - The Human Body

Year 4 - Sound

Year 5 - Materials

 

Year 4 have been learning about electricity this half term. They tested different materials to see which made good conductors. The children tested rubber, tin, aluminium, paper, wood, plastic and steel. We found out that all metals are electrical conductors and non-metals are electrical insulators.

Year 4 have been learning about electricity this half term. They tested different materials to see which made good conductors. The children tested rubber, tin, aluminium, paper, wood, plastic and steel. We found out that all metals are electrical conductors and non-metals are electrical insulators.  1
Year 4 have been learning about electricity this half term. They tested different materials to see which made good conductors. The children tested rubber, tin, aluminium, paper, wood, plastic and steel. We found out that all metals are electrical conductors and non-metals are electrical insulators.  2
Year 4 have been learning about electricity this half term. They tested different materials to see which made good conductors. The children tested rubber, tin, aluminium, paper, wood, plastic and steel. We found out that all metals are electrical conductors and non-metals are electrical insulators.  3
Year 4 have been learning about electricity this half term. They tested different materials to see which made good conductors. The children tested rubber, tin, aluminium, paper, wood, plastic and steel. We found out that all metals are electrical conductors and non-metals are electrical insulators.  4
November

Mrs Tew and 10 week old Alfie visited Year 2 to help them find out how to care for newborns. The children found out what Alfie already likes to do and what he uses in the bath to keep him nice and clean. Mrs Tew is enjoying being a new mummy very much.

Mrs Tew and 10 week old Alfie visited Year 2 to help them find out how to care for newborns. The children found out what Alfie already likes to do and what he uses in the bath to keep him nice and clean. Mrs Tew is enjoying being a new mummy very much. 1
Mrs Tew and 10 week old Alfie visited Year 2 to help them find out how to care for newborns. The children found out what Alfie already likes to do and what he uses in the bath to keep him nice and clean. Mrs Tew is enjoying being a new mummy very much. 2
October

Year 5 made a human model to describe the movement of different planets in space. The children found out that the Earth takes a year to orbit the sun.

Year 5 made a human model to describe the movement of different planets in space. The children found out that the Earth takes a year to orbit the sun.  1
Year 5 made a human model to describe the movement of different planets in space. The children found out that the Earth takes a year to orbit the sun.  2
Year 5 made a human model to describe the movement of different planets in space. The children found out that the Earth takes a year to orbit the sun.  3
Year 5 made a human model to describe the movement of different planets in space. The children found out that the Earth takes a year to orbit the sun.  4
Year 5 made a human model to describe the movement of different planets in space. The children found out that the Earth takes a year to orbit the sun.  5
Year 5 made a human model to describe the movement of different planets in space. The children found out that the Earth takes a year to orbit the sun.  6
Year 5 made a human model to describe the movement of different planets in space. The children found out that the Earth takes a year to orbit the sun.  7

Year 5 have used art methods to describe the shape, position and movement of the planets in the solar system and to identify the phases of the moon.

Year 5 have used art methods to describe the shape, position and movement of the planets in the solar system and to identify the phases of the moon. 1
Year 5 have used art methods to describe the shape, position and movement of the planets in the solar system and to identify the phases of the moon. 2
Year 5 have used art methods to describe the shape, position and movement of the planets in the solar system and to identify the phases of the moon. 3
Year 5 have used art methods to describe the shape, position and movement of the planets in the solar system and to identify the phases of the moon. 4

Year 4 have been learning about solids,liquids and gases. To bring the scientific process to life the children linked arms pretending to be a solid, then slowly releasing their arms and moving on the spot to form a liquid and finally the children ran and leapt around the playground as gases.

Year 4 have been learning about solids,liquids and gases. To bring the scientific process to life the children linked arms pretending to be a solid, then slowly releasing their arms and moving on the spot to form a liquid and finally the children ran and leapt around the playground as gases.  1
Year 4 have been learning about solids,liquids and gases. To bring the scientific process to life the children linked arms pretending to be a solid, then slowly releasing their arms and moving on the spot to form a liquid and finally the children ran and leapt around the playground as gases.  2
Year 4 have been learning about solids,liquids and gases. To bring the scientific process to life the children linked arms pretending to be a solid, then slowly releasing their arms and moving on the spot to form a liquid and finally the children ran and leapt around the playground as gases.  3
Year 4 have been learning about solids,liquids and gases. To bring the scientific process to life the children linked arms pretending to be a solid, then slowly releasing their arms and moving on the spot to form a liquid and finally the children ran and leapt around the playground as gases.  4
Year 4 have been learning about solids,liquids and gases. To bring the scientific process to life the children linked arms pretending to be a solid, then slowly releasing their arms and moving on the spot to form a liquid and finally the children ran and leapt around the playground as gases.  5

Year 4 brought the process of solidification to life by making their own ice cream.

Year 4 brought the process of solidification to life by making their own ice cream. 1
Year 4 brought the process of solidification to life by making their own ice cream. 2
Year 4 brought the process of solidification to life by making their own ice cream. 3
Year 4 brought the process of solidification to life by making their own ice cream. 4
Year 4 brought the process of solidification to life by making their own ice cream. 5
Year 4 brought the process of solidification to life by making their own ice cream. 6
Year 4 brought the process of solidification to life by making their own ice cream. 7
Year 4 brought the process of solidification to life by making their own ice cream. 8
Year 4 brought the process of solidification to life by making their own ice cream. 9
Year 4 brought the process of solidification to life by making their own ice cream. 10
Year 4 brought the process of solidification to life by making their own ice cream. 11
Year 4 brought the process of solidification to life by making their own ice cream. 12

Year 2 made information booklets to explain how to keep themselves healthy. The booklet including, exercise, eating well and how to stay hygienic.

Year 2 made information booklets to explain how to keep themselves healthy. The booklet including, exercise, eating well and how to stay hygienic. 1
Year 2 made information booklets to explain how to keep themselves healthy. The booklet including, exercise, eating well and how to stay hygienic. 2
Year 2 made information booklets to explain how to keep themselves healthy. The booklet including, exercise, eating well and how to stay hygienic. 3
Year 2 made information booklets to explain how to keep themselves healthy. The booklet including, exercise, eating well and how to stay hygienic. 4
Year 2 made information booklets to explain how to keep themselves healthy. The booklet including, exercise, eating well and how to stay hygienic. 5
Year 2 made information booklets to explain how to keep themselves healthy. The booklet including, exercise, eating well and how to stay hygienic. 6
Year 2 made information booklets to explain how to keep themselves healthy. The booklet including, exercise, eating well and how to stay hygienic. 7
Year 2 made information booklets to explain how to keep themselves healthy. The booklet including, exercise, eating well and how to stay hygienic. 8

Year 1 have been learning about owls and have produced super fact files about what they have learnt.

Year 1 have been learning about owls and have produced super fact files about what they have learnt. 1
Year 1 have been learning about owls and have produced super fact files about what they have learnt. 2
Year 1 have been learning about owls and have produced super fact files about what they have learnt. 3
Year 1 have been learning about owls and have produced super fact files about what they have learnt. 4
September

Topics

 

These are the topics each year group are covering in Autumn term 1 and 2.

 

Reception - Ourselves

Year 1 - Animals

Year 2 - Taking Care / Growing Up

Year 3 - Rocks / Can you see me?

Year 4 - Materials and their properties / Switched On

Year 5 - Earth and Beyond / Circle of Life

 

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