In Science we have been learning about Rocks and Soils. In this unit children recognise that below the surface of Earth is rock which they may not be able to see. They understand that over time rocks have been broken down to form smaller rocks, pebbles, stones and eventually soils. They recognise that there are different rocks and different soils which have different properties and appearances. Children have identified, named and described different rocks. They have compared and grouped different rocks and soils based on appearance and properties, e.g. hardness. They have considered the impact of worms in making soils. Children have also described in simple terms how fossils are formed when living things have been trapped in rock. They have made a model fossil and looked at the work of early palaeontologists, such as Mary Anning.
In Science we will be looking at movement and feeding. Do you remember the seven life processes we learnt about last year?
In this unit we will learn that animals including humans need the right types and amounts of nutrition to thrive and grow, and that eating the wrong types and amounts can lead to health problems. We will identify that we cannot make our own food and that we need to eat a varied diet including meat and fish, beans and lentils, fats, starchy foods, fruit and vegetables. We will construct a balanced food plate and describe what happens if we don’t eat a balanced diet. We will identify that animals have different dietary requirements and some foods that humans eat may be poisonous to animals. We will also explain the role of the muscles and skeleton and describe what would happen if we didn’t have a skeleton.
As practical Science investigations, we will identify similarities and differences between ourselves and other children, and look for patterns between physical attributes and ability to perform tasks.
At Home You Could:
• Investigate e.g. can children with longer legs jump further? You could have a jumping competition with your brothers!
• You could carry out pattern-seeking investigations, take results and construct scatter graphs of your findings.
In this unit, the children have explored how life changed for people during different periods of the StoneAge, including the Early, Middle and New Stone Ages. They have covered why the period was called the Stone Age, and what archaeological evidence there is from the period, particularly in the form of artefacts and monuments. The main focus has been on the New Stone Age and how that contrasts with the earlier periods. The children have looked in detail at the Neolithic settlement at Skara Brae and the conclusions we can reach from the evidence found at the site.
In History our topic is called The Bronze Age and the Iron Age.
In this unit, the we will explore the key features of the Bronze and Iron Ages, and come to conclusions about the developments within the periods. Links will be made to the Stone Age period, which they may have studied in the autumn term. Throughout the unit, we will will use a variety of sources of evidence to investigate the period, including archaeological evidence with a focus on the Amesbury Archer, the Lindow Man, Roman written accounts of the Celts and reconstruction drawings of both periods. Differing interpretations of evidence will be considered.
At Home You Could:
• You may decide to incorporate a visit to a local museum into the unit, and some ideas have been included on potential locations.
. Make your own news report on the Iron/Bronze Age using imovie.
. Make a fact file on the key facts during these periods.