Welcome to Redwood Class!
Redwood Class is a mixed Year 5 and 6 class and is taught by Miss Underwood and Mrs Cooke.
PSHE this term
05.03.20- Year 5 and 6 trip to the theatre to see 'Holes' at Malvern
Suspense writing - 28/2/20
PSHE - discussing strategies which we can use to help ourselves when experiencing difficult feelings
In PSHE this week, we have thought about different strategies we can use when experiencing emotions and feelings such as worry, anxiety, anger and shame. We started our second session with a chocolate meditation exercise and thought about how we could be more mindful in our lives, as well as reminding ourselves that feelings always pass. Pupils then discussed in groups a range of scenarios where they might experience negative emotions and thoughts and what they thought the best strategy was to deal with it (choosing from breathing exercises, acceptance, talking and sharing your worries, distraction, relaxation and exercise).
The circulatory system - Science (13/1/20)
Today we started our new science topic by learning about the circulatory system. We created a human version of the circulatory system using red and blue cones to represent oxygenated and deoxygenated blood. The children travelled around the ‘body’ (the classroom) to the heart, lungs and muscles, swapping cones as necessary. Following this, we constructed scientific diagrams in our books.
Fabulous Fractals! 17/12/19
Today, we linked our learning in maths to maths in nature. Fractals are a curve or geometrical figure in which each part of the shape has the same characteristics as the shape as a whole. Examples of fractals include: snowflakes, shells and succulents.
Fractals are useful in modelling structures (such as snowflakes) in which similar patterns recur at progressively smaller scales, and in describing partly random or chaotic phenomena such as crystal growth and galaxy formation.
Non-chronological reports (inspired by 'The Eye of the Wolf' by Daniel Pennac) 7/12/19 ~ click images to enlarge
Science floorbook 3/12/19
‘Does the amount of friction increase if the mass of the object (being pulled) increases?’
Pupils made predictions and carried out the investigation in groups, recording their data in a table. They decided to present their findings in the form of a line graph and wrote a conclusion.
- A dependent variable is what stays the same – in this case, the shoe and type of surface
- The independent variable is what changes – in this case the mass in the shoe each time (100g, 200g weights etc)
- As mass of an object increases, when pulled, so does the friction acting upon it.
See photos in the slideshow below!
Fractions as division 21/11/19
Writing persuasive letters, applying for a position in the Roman Army, 19 - 22nd November 19
Testing our 'earthquake-proof' structures 4/11/19
LO: to record results accurately
LO: to present findings
Pupils then made predictions about what would happen if we placed an object in water. Would only gravity be acting as a force? What would happen to the reading on the Newton meter? Some children were able to identify that as well as gravitational pull, there might be a push force in the water and the object might weigh less in Newtons.
In small groups, using a range of different weights in plastic wallets, Newton meters and trays of water, pupils investigated this and were soon able to identify there was a difference in the readings when the object was measured out of and then placed in water.
We then discussed how best to present our results in a table, including the difference found between readings and recapped on how to draw an accurate and neatly presented diagram of our findings (including the use of directional arrows to show forces and the size of the arrow relating to the strength of the force).
New knowledge acquired in the lesson was:
- The opposing force to gravity (pulling the object down) was ‘Upthrust’ (a push force) in the water
- The push or thrust of the water upwards is the same as the weight of the water pushed out of place by the object (displacement)
Photos from Science 11/10/19
Weight is the measure of the force of gravity on an object.
The mass of an object is how much matter the object is made of.
Mass will never change but the weight of an object can depending on the location it is.
To correctly read the scale on the Newton Metre
To record results and plot a line graph accurately
First the children were posed the statement ‘the greater the pull of gravity, the more an object weighs’ and had time to talk in pairs before feeding back to the class. We identified the difference between mass and weight (see above) and explored how our weight would change depending on the planet that we are on. This is because the greater the size of the planet, the greater the pull of gravity and therefore the more an object weighs.
We conducted an investigation into the pull of gravity on different masses and recorded our findings in a table: we discovered that 100g is equivalent to 1 newton. Finally, our findings were recorded as a line graph.
Exploring prime numbers using CPA 8/10/19
LO: to investigate the effects of gravity and air resistance
Pupils started the lesson by making predictions about whether a tennis ball or much larger netball would fall to the ground first (when dropped from the same height). Children then watched a demonstration and were asked to apply their existing knowledge of which forces were acting on the balls as they fell to the ground. Pupils then watched a video clip about Galileo’s theory – to establish that objects the same shape but different weights fall to the ground roughly at the same time (the opposing force to gravity – air resistance acting on the objects means there will be a slight difference). Pupils were then asked to investigate the effect of air resistance by considering the question – what happens when we keep the weight the same, but change the shape? They were given two A4 sheets of paper, one to scrunch up. Again, they made predictions first – which did they think would fall first and why?
After carrying out their investigations, pupils then recorded their findings through a diagram in their books (remembering to draw the acting forces with directional arrows) as established in previous lesson.
LO: To investigate patterns in physical geography
Knowledge: to identify geographical locations (volcanoes) and plot them on a world map; identify a pattern and explain what it demonstrates; research effectively using secondary sources and make justifications for why.
Reactivating prior knowledge and exploring forces - Science 27/9/19
Geography/Topic - 24/9/19
Knowledge: to identify the features and different types of volcanoes
Today we conducted independent research on the key features of volcanoes, including how/why they explode. Following this, we discussed what we had learnt and the differences between: stratovolcanoes, shield volcanoes and calderas.
NSPCC Speak Out Assembly 23/9/19
Today we had an assembly by the NSPCC about speaking out and what to do if we have worries and problems. We discussed talking to trusted adults or phoning Childline on 0800 1111 (which is free to call and doesn't appear on any phone bill).
Science - 17/9/19
Knowledge: drawing conclusions from results and justifying.
Today we conducted a science investigation linked to our whole-school topic 'playground'. After learning about the cardiovascular system and discussing why and how it is beneficial to be active, we wanted to investigate which playground game is the 'best' workout.
To do this, we chose three different playground games (our independent variables) which we played for one minute, taking our heart rate (HR) directly afterwards. We then let our HR go back to resting HR and completed two more tests for each condition. By completing three tests for each condition our results are more reliable, as we were able to calculate the average HR.
Our results showed that tag was the best workout as it gave us the highest HR. We believe this was the case because we were moving non-stop, unlike the stuck in the mud and hooping which both have periods of rest.
Calculating our heart rate post-exercise.
Calculating our heart rate post-exercise.
Art - 11/9/19
Today we studied LS Lowry. We discussed what he was like as an artist; how he uses line and colour and described a selection of his artwork. Following a relay observation exercise, we then focused on one of his portraits, thinking carefully about how he shows emotion through his work in order to replicate his style ourselves. Below are two examples of our Lowry inspired portraits.
Playground - Topic Launch
This term we are taking part in a whole-school topic, 'Playground', based on the book by James Mollison. The book contains a collection of photographs of different playgrounds from around the world.
For our topic launch, we posed the questions:
Why does every school seem to have a playground? What is the purpose?
What is essential for a playground?
Following discussions about answers to the above questions and rating items as most to least essential, we looked at a selection of photographs from the book. Using the photographs, we sorted the playgrounds into different groupings and ordered them by specific criteria.
As the topic progresses, we will investigate the reasons for geographical similarities and differences, as well as linking our work across subjects (such as to Art and English).
As mathematicians at Kempsey, we like to evidence our reasoning in different ways. Redwood's new maths display shows examples of how we can: show it, explain it, draw it and prove it using a variety of CPA (concrete, pictorial and abstract representations) as well as in sentences.