Year 5 have been working very hard, putting germination factors to the test! Some Science Buddies have planned to investigate if different fluids will increase the speed of germination, others have removed light to see the effects. Scientifc obersvations will be made everyday alongside shoot measurements after germination has begun...

What a fabulous, fact-filled day! We learnt lots about deciphering codes, The Enigma Maching, Alan Turing, World War I and II, the important role Bletchley Park played in shortening the war, the created Bombe Machine, secrets, pigeon messaging... the list is endless! 

Here are a few shots of us on location (in the school grounds), exploring the camera options and testing our photography skills and artistic, spacial awareness...

After learning about flowering plants - how they function, form seeds, grow and the process of pollination; we became seed detectives! Using a variety of fruits and our scientific exploration skills, we were able to locate the seeds and work out how they are protected and how water and nutrients are delivered along with vitamin D from the sun. This was then closley followed by learning how the seeds are dispersed to form new plants/tress/fruits. Very interesting!

Year 5 have worked incredibly hard to develop their artistic skills to draw people in action! Using the artist mini-manikins, we were able to build our drawings up to think about each limb and proportions. Fabulous! 

Year 5 began the year taking part in typically British activities. We thoroughly enjoyed sampling an Afternoon Tea, which after researched we discovered originated in Bedfordshire! Fresh scones, cucumber sandwiches and pots of tea were all on the menu... Delicious! 

In Science trios, we have begun testing the interesting the question: Does sound travel slower than light? To do this, we measured 150 m in three sections of 50m In turns, at each point, a person was holding a balloon and a pin. At the starting point, two children with synchronised stopwatches waited to either see or hear the balloon pop at each distance. When heard or seen, the stopwatches were pressed and the times compared to see if there was a difference. We predicted that the further the distance of the balloon popped, the slower the sound travel... We can't wait the receive everyone's results and compare for validity!

After learning more about the outer, middle and inner ear, Willow Class took part in a sound investigation to see if we could catch sound waves and trick the auditory nerve/brain into thinking that the sound made is coming from the opposite direction! Interestingly, many members found they could by using well-structured funnels and transport tubing! Well done Willows!   

After completing a sound investigation carousel which included observing how animal ears are formed, how some ears physically move to receive sound (almost like a funnel catching) and playing a variety of instruments to explore sound creation, we came to a collective scientific conclusion that sound is created through vibration. We also believe that ears sense this vibration somehow...