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

The Intent, Implementation and Impact of our Curriculum – Science.

Stanford Infant and Junior School understands the need for all pupils to develop their Scientific ability as an essential component of all subjects and as a subject in its own right. A good understanding of scientific knowledge and conceptual understanding helps to support pupils work across the curriculum.

Intent

At Stanford Infant and Junior School we believe that a high quality science education 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 recognise 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.

Science in our school is about developing children’s ideas and ways of working that enable them to make sense of the world in which they live through investigation, as well as using and applying process skills. The staffs at Stanford Infant and Junior School insure that all children are exposed to high quality teaching and learning experiences, which allow children to explore their outdoor environment and locality, thus developing their scientific enquiry and investigative skills. They are immersed in scientific vocabulary, which aids children’s knowledge and understanding not only of the topic they are studying, but of the world around them. We intend to provide all children regardless of ethnic origin, gender, class, aptitude or disability, with a broad and balanced science curriculum.

Implementation

In ensuring high standards of teaching and learning in science, we implement a curriculum that is progressive throughout the whole school.

Planning for science is a process in which all teachers are involved to ensure that the school gives full coverage of, ‘The National Curriculum programmes of study for Science 2014’ and, ‘Understanding of the World’ in the Early Years Foundation Stage. Science teaching at School Stanford Infant and Junior involves adapting and extending the curriculum to match all pupils’ needs. Where possible, Science is linked to class themes. Science is taught as discrete units to ensure coverage. Due to one form year groups in our school, Science units are taught on a year rolling programme. This ensures progression between year groups and guarantees topics are covered. Teachers plan to suit their children’s interests, current events, their own teaching style, the use of any support staff and the resources available.

As part of the planning process teachers need to plan the following:

  • A knowledge organiser which outlines knowledge (including vocabulary) all children must master.
  • A cycle of lessons for each subject which carefully plans for progression and depth.
  • Encourage open-mindedness, self-assessment, perseverance, and developing skills of investigation-including: observing, measuring, predicting, hypothesising, experimenting, communicating, interpreting, explaining and evaluating.
  • A diagnostic assessment at the beginning of each new unit and at the end to support learners’ ability to block learning.  
  • Develop the use of scientific language and recording.
  • Making links between science and other subjects.
  • Trips and visits from experts who will enhance the learning experience.

Science is taught consistently, once a week for up to two hours, but is discretely taught in many different contexts throughout all areas of the curriculum.

At Stanford Infant and Junior School we aspire to promote children’s independence and for all children to take responsibility in their own learning, therefore we have implemented self/teacher assessment sheets, which the children use as a working document to track their achievements and progress throughout a topic.

Impact

The impact and measure of this is to ensure children not only acquire the appropriate age related knowledge linked to the science curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives.

All children will have:

A wider variety of skills linked to scientific knowledge and understanding, and scientific enquiry/investigative skills.

A richer vocabulary which will enable to articulate their understanding of taught concepts.

High aspirations, which will see them through to further study, work and a successful adult life

Weather

In Green Bubble, when it rained, we dressed in our waterproofs and wellies and went to investigate the puddles. Some were deep, but others were deeper! Some made small splashes, but others made huge splashes! We loved the rain.

Chromatography

On Tuesday we learnt about ‘Chromatography’ and investigated how colours can be ‘separated’, looking at which colours made each felt pen! We drew a coloured spot 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.

‘Don’t Tip The Ship!’ Science Investigation

On Tuesday’s Science Day Seedlings, Sunflower and Pumpkin classes all joined together to investigate 3 different things. In this group we made boats that were all the same and tried to keep them afloat with different objects. We counted how many cubes, stones or counters we could put into the boats without them sinking. We had lots of fun investigating in the water!

Our Diverse Planet

As part of our Science week, we have been scientist learning about our diverse planet. Children have worked collaboratively with Year 1 and 2 to find out about native animals, our bodies and objects that float or sink.

British Science Week: Is everyone's body the same?

The children played 'Simon Says' to learn the different parts of the body. They compared their bodies with others: looking at eye colour, hair colour, height, size of their hands and feet and length of their arms and legs.

J- I looked in the mirror and I could see that I have blue eyes.
J- My hand was bigger than a Year 2 boy's. I was surprised because I'm in a little class and he is older than me.
C and T- We found out that we have the same sized hands.
A- Mrs. Brady's hand was almost the same size as mine!
B and E- We are what we thought: the older person is taller.
W and J- We had the same sized feet, even though we are not the same age.
T- Everyone in our group has two arms, two hands, two eyes- but some things look different. There might be different colours and different sizes and shapes.
F- I enjoyed drawing around a person and making the picture look just like them.

Science Day in Juniper Class

Snowdrop Experiment

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

Evolution and Inheritance

In Year 6 we have been learning about 'Evolution and Inheritance'.

We have investigated inherited and adaptive traits, examined fossil evidence to support the idea of evolution and discussed the ethical issues of human intervention in the process of evolution by natural selection.

Some fossils were brought in by a pupil and we examined them under the visualiser, thinking about what made the fossilised imprint and discussing any present day ancestors.

In Year 6 we have been learning about 'Evolution and Inheritance'.

We have investigated inherited and adaptive traits, examined fossil evidence to support the idea of evolution and discussed the ethical issues of human intervention in the process of evolution by natural selection.

Some fossils were brought in by a pupil and we examined them under the visualiser, thinking about what made the fossilised imprint and discussing any present day ancestors.

Weight and Mass

As part of our theme on 'Forces' we investigated if there was a link between the weight and mass of an object. Class Star Anise measured the weight and mass of different objects using a force metre and scales and then compared the results.

The children discussed all objects are made of matter and that the amount of matter they are made of is called their mass. This is measured in Kg. The pulling force of gravity on an object is the weight. It is measured in Newtons.

Famous Scientists – Alexander Graham Bell

As well as learning about different aspects of science we also learn about famous scientists and how they have made an impact on our lives.

This term we have been learning about sound and how it moves through vibration in the air. Alexander Graham Bell spent his life investigating sound and thinking of ways that he could help people. He did a lot of work with the hearing impaired and his most famous invention was the telephone.

The children looked at how sound changes over distance. As the children moved away from each other they could not hear as clearly. The children then tried to make telephones using paper cups and string.

The children realised that if the string was loose it did not work but if the string was kept taught they could hear each other. This is because the vibrations caused by speech vibrate through the cup, through the string, through the receiving cup and into the ear. The children were amazed when they looked at photos of the original phones and how they have changed over time to the current mobile phones.

The children had lots of fun recreating the work of Alexander Graham Bell, but I don’t think we are at the stage to compete with any of the mobile networks….yet!

Properties of Rocks

In Science, we have been investigating properties of different rocks.

Is it permerable?

Is it durable?

Is it high density (sinks) or low density (floats)?

Is it igneous, sedimentary or metamorphic?

LQ: Can I recognise how things change?
LQ: Can I add features to my map?

In preparation for our teddy bear's picnic tomorrow, Seedlings class have been busy baking teddy bear biscuits inspired by our toys themed work. Children counted the number of spoons, measured the ingredients and explored the mixture both before and after they had been cooked. We have also drawn maps that we will follow to help us find our way there. Children learned about the different features on a map, such as a path, bridge, stream and woods. All we need now are our wellies and teddy bears!

Animals including Humans

In our science this week we have been using the following vocabulary: predator, prey, hunt, food chain

We have all made food chains for the emperor penguin.

We learnt that:

We can read the ‘story’ of our food chains too.
“Plankton is eaten by Krill; Krill is eaten by squid; squid is eaten by fish; fish is eaten by penguins and penguins are eaten by leopard seals.”

Can I change the pitch of a sound?

We have been investigating the pitch of sound and how we can change it from low to high. We looked at stringed instruments, wind instruments and percussion instruments.

We discovered the shorter something was the more it vibrated sound and the higher the pitch. The longer something was it vibrated less and the pitch was lower.

We then tried to show this by making straw instruments and shortening them as we blew into them.

It was really hard, especially as we couldn’t stop laughing…… but we got there eventually!

Can I describe how shadows are formed?

In science we discovered that when you shine a light on an object on it sometimes makes a shadow. We investigated different objects. We learnt new vocabulary translucent, transparent and opaque. We now know that light cannot pass through opaque objects this is what causes the shadow.

Can I make and evaluate my own switch for an electrical circuit?

The children have been investigating electricity and how circuits work. After looking at insulators and conductors the children have learnt that an excellent conductor of electricity is metal. The children were set the challenge to make and evaluate their own switches for an electrical circuit using items in the classroom. The children made three switches using paperclips, bulldog clips and tinfoil. The children then thought about which switch was the easiest to use.

They thought that the bulldog clip switch was tricky to make because the sides of the clip were too close together.

The paperclip switch was tricky as the paperclip kept slipping off the connectors.

The easiest clip to make and use was the one made from cardboard and tin foil as it could be opened and closed quite easily.

LQ: Can I investigate the best things to wear in the dark?

Children investigated different materials that would help to be seen in the dark. We stuck different materials onto a black T-shirt before shining a torch light onto it to see which one we could then see the best. We learnt about a new word 'reflect' and that the Hi Viz jacket was the best thing to wear to be seen at night. We then sorted pictures into those things that give light and those that don't.

Electricity

Our Science topic this term is electricity. 

We conducted a scientific investigation and asked ourselves the following questions;

Can I compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches?
Can I use recognised symbols when representing a simple circuit in a diagram?
Can I plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary?
Can I take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate?
Can I use test results to make predictions to set up further comparative and fair tests?

LQ: Can I look observe handle stick insects

Today Mrs Robinson came to talk to Seedlings class about our school stick insects, which we have been responsible for this week.  We all held a stick insect and learnt all about what they eat, how many legs they have and looked at the eggs too.  A big thank you to Mrs Robinson for helping care for them too.

Can I investigate which materials are waterproof?

Winnie the Pooh needed a new umbrella. So The Sunflowers tested lots of different materials to find out which material would be the most suitable to use to make him a new umbrella.

A- We put water on to lots of different kinds of materials to see which ones were waterproof.
A- I predicted that cardboard would be waterproof because it is thick and strong. The water took a while to soak through, so I was nearly right.
L- Plastic was waterproof because the water didn't soak through.
S- The water just sat on top of the plastic, so I thought that would be the best material for Winnie's umbrella.
T- It was funny testing Miss Hartley’s waterproof things.
A- I predicted that plastic would be waterproof because when I go to Morrison’s and it’s raining, my shopping stays dry inside my plastic bag.

Can I identify whether materials are insulators or conductors?

Now we know how a circuit works the children learnt about insulators and conductors. Insulators protect us from electricity and do not allow the flow of electricity to pass through them. Conductors direct the flow of electricity through them.

The children were given a range of materials and were asked to predict whether they would conduct the electricity through them or if they would be insulators and stop the circuit from working.

The children were really surprised by the materials which let electricity through. The materials which were the best conductors were tin foil and other metallic items.

Can I name the parts of an electrical circuit and predict if a circuit will work?

In Science we are learning about electricity. We found out that electrical current is passed around a circuit in a continuous flow. We tried to show this by linking hands together and passing around a ‘current’ by someone squeezing their neighbours hand and passing on the hand squeeze to the next person. While our hands were joined this passed around the circuit but when someone let go of their neighbours hand the signal stopped at the break in the chain.

We found out for a  circuit to work the parts of the circuit have to be joined with no breaks or gaps. There has to be a power source to provide the electricity and the circuit has to be joined to the positive and negative sides of the battery.

The children were given circuits and they had to predict whether the circuit was complete or incomplete. After the children made their predictions they tested out the circuits to see if their predictions were correct.


LQ: Can I recognise signs of Autumn
LQ: Can I sort autumn animals and autumn colours?

The sun shone as we put on our wellies and coats and set off in search of autumn animals. We looked in the trees and on the ground to find a spider, owl, squirrel, hedgehog, fox and a bat.

Then, we all searched for autumn colours that were brown, yellow, orange and white in colour.

Next, we worked in teams to sort the animal pictures to find their correct homes.

We then looked for an autumn leaf to bring back to the classroom and look closely at and draw what we see.

Can I use my senses to explore the fruit from our story 'Handa's Surprise?'

The children enjoyed exploring some of the exotic fruit from the story.

J- The pineapple was sweet and juicy.
M- The mango was slippery.
T- Mrs. Christie used a special tool to make pineapple rings.
H- There was a stone inside the avocado.
G- The passion-fruit had a nice smell.
L- The pineapple is spiky.
G- The avocado smells fresh.
A- The mango feels very heavy.

Living Things In Their Habitats Field Trip

Today Year 2 went to visit Far Ings Nature Reserve as part of our Science studies. We have been learning about plants and animals in different habitats.

We discovered for ourselves what lives in these habitats:

Here are some of the things we found:

Supporting Wildlife

This week in Science we explored our outdoor area looking at how we can further improve the environment to support wildlife.

Classifying Species

In science we are investigating ways to classify different species.