Welcome to the Super Science Update for March 2018. As ever, we’ll be keeping you updated on what’s been happening in school over the last month and there will be plenty of suggestions for ways you can get science discussions going at home. In some cases these will be about what children have been learning about in class. However, where classes have been going into greater depth on one particular topic, questions will be linked to the children’s learning for when they return from the Easter break.
Nursery– children in Nursery have been learning about plants. They looked at how plants grow, learnt about seeds and looked at the life-cycle of a sunflower. At home, you could ask your children:
What do plants need to grow?
What are bulbs?
What did you learn about sunflowers?
Reception have been learning about plants too. Specifically, they’ve been learning about the different types of plants and what is happening outside now Spring has (hopefully!) arrived. They have also been learning about the different parts of a plant. Ideas for plant talk might include:
What different types of plants do you know?
Why do lots of plants start to grow in Spring?
What different parts of plants do you know about? How do they help the plant?
Year One have also been learning about plants. They’ve learnt about different types of plants, with a focus on flowers, and have been comparing the types of flowers you’d find in a garden to wild flowers. You could ask:
What trees can you name?
What flowers can you name?
What sorts of plants live near your house?
What is the same or different about the plants you find near where you live?
What would it be like if there were no plants?
Year Two have been learning about how different animals are suited to their habitats. They thought about different animals (such as polar bears, sharks and snakes) and discussed how each animal has different features that help to live in a particular place. You could ask:
What do all fish have in common? How does this help them live in seas, oceans, lakes or rivers?
What would happen if a fish left the water and tried to live on land?
What has happened to the mammals that live in water, such as dolphins, whales and seals? How are they suited to their habitat? How are they similar or different to mammals that live on land?
What habitats did you learn about at Hatfield Forest?
What happens when animals lose their habitats?
Year Three have been looking at magnets and magnetism in some depth in the past few weeks. They’ve followed their own lines of enquiry, asking questions such as, “Do magnets work underwater?” and “What is the greatest weight the school magnets can hold?” You could of course ask your children what they learnt about magnets as, I’m sure, they will remember a variety of different things. After Easter, Year 3 will be learning about light and dark. A good place to start discussions might be:
What is light?
Why do we get shadows?
What affects the size and length of shadows?
Year Four are continuing their learning about sound. They’ve been learning about this in quite a bit of depth, so try asking your children:
What is sound?
How does sound travel?
Year Five have been learning about forces and recently they made spinners to investigate these. After the Easter break they will be comparing the life cycles of different types of plants and animals. You could ask:
What are life cycles?
What life cycles are similar?
In what ways are life cycles different? For example you could discuss animals that have live births and those that lay eggs; or investigate insects that have very short life spans such as the Mayfly, some of which live for only a few hours!
How are the life cycles of animals and plants similar or different?
Year Six have been learning about light over the past few weeks. You could follow up their learning by asking:
What is light?
What else is produced alongside light (often heat, such as from stars or lightbulbs).
What would happen if there were no artificial light on Earth?