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Kempsey Primary School

To learn with respect and belief; to challenge, create and dream!

Redwood

Welcome to Redwood Class!

 

  

 

Redwood Class is a mixed Year 5 and 6 class and is taught by Miss Underwood and Mrs Cooke.

Welcome to Redwood Class 2019-2020! Mrs Cooke and I are really looking forward to all of the exciting things we have in store for this academic year. Check back for regular updates and photos.

 

~ Miss Underwood smiley

Science

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)

      

 

     

 

 

        

Hockey 14/10/19 Skill: passing (whilst moving) and shooting

Photos from Science 11/10/19

Photos from Science 11/10/19 1
Photos from Science 11/10/19 2
Photos from Science 11/10/19 3
Photos from Science 11/10/19 4
Photos from Science 11/10/19 5
Photos from Science 11/10/19 6

Science 11/10/19

Knowledge:

  • 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

Exploring prime numbers using CPA 8/10/19 1
Exploring prime numbers using CPA 8/10/19 2
Exploring prime numbers using CPA 8/10/19 3
Exploring prime numbers using CPA 8/10/19 4

Topic/computing: effective use of web browsers and search engines 7.10.19

Science  4/10/19

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.

 

Geography 1/10/19

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. 

 

Exploring factors using concrete and pictorial representations 1/10/19

Reactivating prior knowledge and exploring forces - Science 27/9/19

Reactivating prior knowledge and exploring forces - Science 27/9/19 1
Reactivating prior knowledge and exploring forces - Science 27/9/19 2
Reactivating prior knowledge and exploring forces - Science 27/9/19 3
Reactivating prior knowledge and exploring forces - Science 27/9/19 4
Reactivating prior knowledge and exploring forces - Science 27/9/19 5
Reactivating prior knowledge and exploring forces - Science 27/9/19 6

Real PE (Social & Multi-skills) 26/9/19

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).

Creating perspective using line and tone. Art - 18/9/19

Building conceptual knowledge of adding and subtracting negative numbers 18/9/19

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. 

 

Researching the reasons for similarities and differences of playgrounds around the world 10/9/19

Playground Topic Launch - grouping, sorting, ordering and justifying 9.9.19

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).

 

 

 

 

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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. 

 

Making careful observations in Art - 4/9/19

Making careful observations in Art - 4/9/19 1
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