Science: Blog items
Year 2 - Exploring food chains!
Date: 3rd Feb 2026 @ 9:06pm
Date: 3rd Feb 2026 @ 12:02pm
Nursery and Pirate Pete's Frozen Treasure
Date: 29th Jan 2026 @ 8:35pm
It has been a week of finding treasure this week. The children came in on Wednesday to discover that Pirate Pam has stolen Pirate Pete's treasure and frozen it! The children worked together to try and free the treaure from the ice and discussed how we needed to melt the ice to get the treasure out. They used warm water, syringes and brushes to try and melt the ice.We even tried little spades to chip away at the ice. You will be pleased to know that we got all of Pirate Pete's treasure back for him!
Date: 29th Jan 2026 @ 8:23pm
It was all systems go in nursery this week as we went on the hunt for treasure! Not just any treasure though, it had to be magnetic! The chidlren loved exploring using the magnets and learnt all about magnetic and non-magnetic materials. They hovered the magnets over the sand and waited for them to attract the treasure.
Date: 29th Jan 2026 @ 8:55am
Date: 27th Jan 2026 @ 1:41pm
Year 6 Science Blog – Our Fair Test on Hand Cleaning Products!
This week in Science, Year 6 have been busy carrying out a fair test to investigate a very interesting question:
Which hand-cleaning product works the best?
To test this, we used slices of bread and different hand-cleaning methods. After applying a different cleaning product to our hands—such as soap, hand sanitiser, wipes, or even no cleaning at all—we each pressed our hand onto a slice of fresh bread. Over the next week, we’ll observe how much mould grows on each piece and compare the results.
How We Made It a Fair Test
We learned that a fair test means only changing one thing at a time, while keeping everything else the same. Here are some examples of what we controlled:
- Same type of bread: We all used slices from the same loaf so the bread’s freshness and ingredients wouldn't affect the results.
- Same size handprint: We used one full handprint on each slice to keep the amount of contact equal.
- Same storage conditions: All slices are being kept in sealed bags in the same place so they grow mould under the same temperature and light conditions.
- Same time of contact: Each person pressed their hand on the bread for the same amount of time.
- Only one variable changed: The only thing different about each slice is the cleaning method used.
We talked about how these factors help make the experiment fair, so our results will be more reliable.
Our Predictions
Before starting, we made our own predictions about which bread would grow the least mould.
Some of our ideas included:
- Bread touched after using soap and warm water might grow the least mould because soap removes dirt, oils, and most bacteria.
- Bread touched after using hand sanitiser might also stay cleaner because sanitiser kills many germs quickly.
- The bread touched with no cleaning at all would probably grow the most mould, because more germs would transfer from our hands to the bread.
- Wipes might work, but some of us thought they may not be as effective as washing with soap.
We also explained why we thought these things would happen, linking back to what we’ve learned about microbes and how they spread.
What’s Next?
Over the next few weeks, we’ll be checking our bread samples to see how the mould grows. We’ll record our observations and compare the results to our predictions.
Stay tuned—our findings might surprise you!
Date: 22nd Jan 2026 @ 8:17am
In our science lesson this week we learned about fossils. Fossils are the remains or marks of plants and animals that lived a very long time ago. We looked at pictures of fossils and some real fossils to see what they look like. We learned about fossilisation, which is how fossils are made. When a plant or animal dies, it can be covered by mud or sand. Over a very long time, more layers build up and press down hard. Water with tiny minerals moves through the layers and slowly turns the bones or shells into rock. This takes millions of years. We also ordered the steps of fossilisation to show we understood the process. To finish the lesson, we drew our own fossils, showing what plants or animals from the past might look like when they are preserved in rock.
Year 4 - how do we hear sounds?
Date: 20th Jan 2026 @ 9:01pm
Last week, we looked at how sounds travel from the sound source to us being able to hear it. We discovered that when a source makes a sound it creates vibrations and those vibrations travel through the particles in the air to our ears. Our ears pick up the message via the hairs in our ears which then send a message about the sound we are hearing to our brains.
We were able to use a drum and paper then a cup of water and a tuning fork to see and feel the vibrations for ourselves.
Date: 20th Jan 2026 @ 6:38pm
Date: 20th Jan 2026 @ 4:58pm
Year 4 - How far does sounds travel?
Date: 19th Jan 2026 @ 2:59pm
This week, we answered the question 'How far does sound travel'? We used the hall to measure out 5m, 10m, 15m and 18m (the length of the hall!). We then had four different sound sources and measured the decibels. We found that the further the sound meter was from the sound source the less decibels were heard.
Year 2- Investigating habitats
Date: 16th Jan 2026 @ 8:00am
Date: 15th Jan 2026 @ 7:35pm
The nursery children have been busy exploring ice through hands-on play. They investigated frozen paint, watching as the colours slowly melted and mixed together. This exciting sensory activity encouraged curiosity, careful observation, and lots of discussion as the children felt the cold ice, noticed changes, and experimented with colour and texture. A fun and creative way to support early scientific thinking and imaginative play!
Date: 14th Jan 2026 @ 12:19pm
Nursery have been learning all about winter this week. We have have read the story "snowball" by Sue Henra and talked about cold, snowy weeather. The children were challenged to make a snowman out of playdough using two different sized cutters. They have also explored ice and found different ways to make it melt and investigated some fake snow in the tuff tray. To get their creative brains working, the children made some collage snowmen adding two eyes, one nose and mouth.
Reception- What to wear in Winter
Date: 9th Jan 2026 @ 10:46am
This week we have been learning about Winter and what we should wear to keep ourselves warm.
In the home corner we dressed up in hats, scarves and gloves. This activity is to teach children the importance of wrapping up warm and how to do so through items they will likely already have in their wardrobe.
"Gloves keep my hands warm because it is cold outside in Winter" Noah
" I'm wearing a scarf because its frosty today" Zara
"My hat keeps my head warm when its freezing outside and snowy" Bonnie
"in winter it is icy and you need your coat and boots on to keep warm" Ava
Date: 7th Jan 2026 @ 8:38pm
Year 3 enjoyed their first science lesson on rocks, where we learned how geologists classify rocks into three types: sedimentary, metamorphic and igneous. We discussed how each type of rock is formed and what makes them different.
Each table investigated a rock using magnifying glasses, carefully observing its features. The children used 4–6 rock cards to help them identify which rock they had and explain their reasoning. We explored chalk, limestone, slate, marble and granite, discussing their characteristics and deciding how each should be classified. The children showed great curiosity and scientific thinking throughout the lesson! 🪨🔍
Year 2- Living or never alive?
Date: 6th Jan 2026 @ 8:21pm
This week in science, we explored and compared the differences between things that are living, dead, and things that have never been alive. Through partner discussions, we shared our ideas and talked about similarities and differences we have noticed in the world around us. We worked together to sort and arrange pictures, answering our focus question: Is it living, dead, or has it never been alive? We discussed our choices with our partner which allowed us to critical think and reason why we think it is either living, dead or never been alive.
Date: 5th Jan 2026 @ 4:09pm
This week, we started the lesson using our oracy skills looking at a statement which said “There will be areas around school which are silent” and a “which one doesn’t belong scenario”. Next, we discussed what noise pollution is and how we hear sound because materials vibrate. Towards the end of the lesson, we went on a sound walk around school to see if there are any areas which are silent and noted down all the sounds we heard.
Date: 12th Dec 2025 @ 12:49pm
In Science, we have been looking at what an animal needs to survive. We have been thinking about their lifecycles and comparing how different animals and humans live their lives. We thought about their offspring or if the lay eggs. We then made lifecycles for humans, ducks and a butterfly.
Year 5 - PSHE - Personal Hygiene
Date: 5th Dec 2025 @ 2:04pm
In our Year 5 practical lesson on personal hygiene, we explored the many ways we can keep ourselves clean and healthy. We began by creating a colourful spider diagram to organise ideas such as handwashing, brushing our teeth, showering regularly, and wearing clean clothes. Then, in small groups, we acted out different hygiene habits without speaking, while the rest of the class tried to guess what we were demonstrating. It was a fun, active way to understand why looking after ourselves is important for our own wellbeing and for the people around us.
Date: 4th Dec 2025 @ 12:18pm
In Science, Year 5 have been learning about dissolving, filtering and the difference between a solution and a mixture. As part of their experiments, they investigated what happens when soil, sand, and salt are added to water. They observed that salt dissolves in water to form a solution, while soil and sand do not dissolve. The class then practiced filtering, using a filter to separate the sand from the water, demonstrating how mixtures can be separated using physical methods. Through these activities, the students are gaining a better understanding of solutions, mixtures, and practical scientific techniques.
Year 2- Does using a tissue when sneezing stop the spread of germs?
Date: 4th Dec 2025 @ 9:17am
Date: 28th Nov 2025 @ 10:59am
Over this half term the children in reception have been learning about the season of autumn. We had a fantastic trip to Salisbury Woods where we looked for signs of autumn and look for different autumnal animals living in the woods. When we returned to school many of our oracy sessions were themed around autumn; exploring new vocabulary and using stem sentences to and widgets to build our own sentences. We have also been learning to build on each others knowledge which has led to some fabulous discussions during carpet time. Within continuous provision we have been painting autumn trees, exploring our autumn sensory tough tray and taking part in many activities in writing and maths linked to the theme of autumn.
"In autumn the temperature gets colder" Ava
"The days are shorter and it goes dark early" Theo
"Some animals hiberate" Rohan
"The leaves fall down and change colour" Sydney
"That's because there isn't lots of sun so they start to die" Lockie
Have a look at our fabulous learning.
Date: 26th Nov 2025 @ 9:30pm
In this week's science lesson, we carried out a comparative test to explore friction. We wanted to find out which surface—carpet, foam, wood, sandpaper, bubble wrap or foil—would create the least friction so a toy car would travel the furthest.
We discussed fair testing, kept everything the same except the surface, and made our predictions. Using a ramp, we released the car and measured the distance it travelled before stopping.
We found that rough surfaces, like carpet and sandpaper, slowed the car down, while smoother ones, such as foil and wood, helped it travel further. A fun and simple way to see friction in action!
Date: 26th Nov 2025 @ 2:54pm
