Science: Weather and Seasons

Through our key text, ‘A Stroll Through the Seasons’, we immersed ourselves into the wonderful world of weather! The children shared their prior knowledge through completing a weather Knowledge Quarter. We then used this information to plan and teach about the things they didn’t know. Reception had fun researching about different types of weather and then shared what they had learnt though using their Oracy skills in small group discussions to debate about what to wear when it is sunny, snowing or rainy. We explored the seasons through creating a class calendar of our birthdays and by studying seasonal-inspired art work.

Science: Weather Forecasters!

Towards the end of our STEAM project, the Beetroots and Turnips collaborated to transform an area of our classroom into the Torriano TV Weather Station, in preparation to present our very own weather forecasts. We studied maps of the UK and watched weather reports, using the Talk Detective structure to critique the presentation skills of the weather forecasters. The children learnt the word ‘gesture’ and practise using this skill when talking in front of a group. As a team we created a large map of the UK plus signage and symbols for our map. The children then had fun planning their presentational talk and then filming each other’s weather forecasts!

Towards the end of our STEAM project, Chris Freakes, a climate change scientist from a company called ARUP, came to visit Reception. The children told Chris all about our class text, ''Can We Really Help The Polar Bears?'' and how the warmer earth is causing ice caps to melt. They shared their recording sheet from their ice-melting investigation.

Chris spoke to the children about flooding around the world and how climate change, due to greenhouse gases, is a cause of this huge problem! He taught the children about the different states of water and they even acted out the movement of its molecules in water, ice and gas.

After learning all about water and its different states, Chris shared some of the different projects that his company has worked on, particularly the projects that contribute to the prevention of flooding. Some of these included the Bosco Verticale in Milan and the Victorian Drainage Tunnels in London.

Chris then carried out an investigation with the children to explore the different methods that can be used to prevent flooding. The children were given 3 different containers: one with holes (for drainage), one with a sponge (plants and trees that absorb water) and one empty tray. They poured the same amount of water into the containers and waited for 1 minute. When the timer went off, they poured the left over water in a cup and compared the capacity.

The children learnt the word absorb and used it to explain why the tray with the sponge had caused there to be less water in the tray.

Reception found that the container with the holes drained the most water. They recorded their findings.