Living Things and their Habitats (Science)

Keywords we used: 

classification key environment organism mammal

           amphibian bird reptile fish

Living Things and their Habitats

We had a science Topic Day all about Living Things. We enjoyed classifying organisms according to their different characteristics and features. We also enjoyed using an app called 'Popplet' to create classification keys - check out some of our learning below. We started our Topic day by classifying organisms using Venn diagrams, Carroll diagrams and classification keys. 

We worked with partners to decide the criteria for classifying animals using a Venn diagram...

We worked together and generated criteria for our Carroll diagrams.  It was quite tricky as they had to be opposites like 'has wings' and 'does not have wings'...

We watched some great videos explaining about how to group animals and about the habitats they live in.  You can watch one of these below! We recapped the different groups of animals like amphibians, reptiles, mammals and birds and then used our computing skills to make a classification key using Popplet.  

Popplet is a mind mapping app that we enjoyed using to make our own classification key. Have a look at the Popplet images below!

States of Matter 

Keywords we used: 

state        matter    solid    liquid      gas 

freezing   melting  melting point boiling point 

temperature     thermometer      degrees Celsius 

evaporate/evaporation       condense/condensation     water cycle 

We had a really busy topic day!

We started with an investigation.  What would happen if we put some raisins into fizzy water?  We tried to think about everything we know about liquids, solids and gases and then we made a prediction.

We then watched a video and read some information about fizzy drinks telling us when and how they were invented, what makes a drink fizzy and why there is that fizzzzzz sound when you open a new bottle of fizzy drink.

Then we put the raisins into the fizzy water and we were amazed to see what happened

Our final investigation was about freezing liquids.  We had put a variety of different liquids in the freezer to see if they would freeze.  The liquids we froze were: water, salt water,  oil, hand sanitiser, liquid soap and honey.  We talked about whether the added ingredients in the soap and the hand sanitiser would make them freeze or not, or whether the fact that thickness (viscosity)  of the oil and the honey would affect the freezing point of the liquid.

Pupil Voice 

We asked the children to tell us about their topic day.  They could tell us what their favourite part of our topic day was, what they had learnt or something interesting that we did.  Here is what some of them said.

Sound

Keywords we used: 

sound     source      vibrate      vibration      travel

pitch (high / low)      volume       faint       loud

medium     solid     liquid     gas

Lesson 2 

In this lesson, we thought about the different mediums that sound travels through. We considered whether sound vibrations would travel through solids, liquids and gases in the same way. We conducted an experiment outside in the playground to put this to the test. We made sounds through different mediums (wooden doors, metal slides and fabrics). We ensured that it was a fair test by ensuring that the distance between the sound source and the person listening was the same each time and by keeping the volume of the sound consistent. Some of the children suggested that we couldn't ensure that the test was completely fair because the materials were different thicknesses. They also thought about the fact that our coat hoods were different thicknesses, which might have a muffling effect. Most of us agreed that it was most difficult to hear the sound through wood. 

Lesson 2 

In this lesson, we thought about the different mediums that sound travels through. We considered whether sound vibrations would travel through solids, liquids and gases in the same way. We conducted an experiment outside in the playground to put this to the test. We made sounds through different mediums (wooden doors, metal slides and fabrics). We ensured that it was a fair test by ensuring that the distance between the sound source and the person listening was the same each time and by keeping the volume of the sound consistent. Some of the children suggested that we couldn't ensure that the test was completely fair because the materials were different thicknesses. They also thought about the fact that our coat hoods were different thicknesses, which might have a muffling effect. Most of us agreed that it was most difficult to hear the sound through wood. We rated the sounds from 1-5 (1 meaning it was most difficult to hear). 

Lesson 3

Today, we thought about how different materials can muffle sound. We considered the properties of different materials and how this might affect how well a sound is muffled. We carried out a test to see how well tin foil, fabric, newspaper and cotton wool muffle sounds. We used a sound meter to measure the decibels (dB) of the sounds when they were made through each material. Here are our predictions and results: 

Eating and Digestion

Keywords we used: 

absorb       digest

mouth      teeth        oesophagus      stomach      small intestine     large intestine     rectum     anus

molars       premolars     canines     incisors     wisdom teeth

food chain      prey      predator     consumer     producer    primary     secondary    tertiary   

carnivore   herbivore   omnivore   

Children learnt about the teeth and their jobs.

We then learnt about tooth decay. Tooth decay is the breakdown of tooth enamel. It can lead to holes in the teeth called cavities. Tooth decay is caused by bacteria in the mouth. These bacteria make a sticky substance called plaque that can eat away at a tooth's enamel. Poor oral hygiene can raise your child's risk for tooth decay.

Children did an experiment to find out about tooth decay. In order to do this children had to use their scientific skills! Children put egg shell in different liquids. Children predicted which one would cause the most decay.

What is the Digestive System?

The food that we eat has to be broken down into other substances that our bodies can use, and any waste removed. This is called digestion. If we didn’t digest our food, we couldn't use our food and turn it into energy.

The digestive system is the system for digestion in the human body, it describes how we break down our food. The digestive system is the name given to all the apparatus which enables our bodies to do this.

Children then conducted the experiment by following the steps. 

In our next lesson children learnt about animals and food chains.

Food chains show how energy from the sun is used by animals in a chain from plants through to animals and even humans.

Producers and consumers

A food chain always starts with a producer. This is an organism that makes its own food. Most food chains start with a green plant, because plants can make their food by photosynthesis.

A living thing that eats other plants and animals is called a consumer.

Predators and prey

A predator is an animal that eats other animals. The animals that predators eat are called prey. Predators are found at the top of a food chain.