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Week commencing 6th July

We are moving on to looking at refraction this week.

 

What do you think is meant by refraction?

 

Follow the link to the video below and see if you can now answer this question.

Have a go at the refraction investigation below but first you must predict what you think might happen.

Next, try it out and record what happens.

Finally, can you explain what happened? Use the refraction video to help you explain using scientific language.

Week commencing 29th June

Why does your shadow change at different times during the day?

 

Watch ‘Light and shadow' below and think about these questions: 

Why do we have shadows?

Do you have a shadow in the classroom? Why?

If you are standing outside and the Sun is behind you, where will your shadow be? 

Task

Today, you will be using the sun to track to length of a shadow and different points throughout the day. 

 

You will need:

an object outside (you will be measuring the shadow cast by this object)

a ruler or tape measure

table to record results

 

1. Select your object - it needs to be the same throughout the experiment and it needs to stay in the same place. 

2. Decide on your time intervals (I would suggest hourly or every 2 hours).

3. Measure the length of the shadow cast at each of your time intervals (you will see how the length of the shadow changes over time). 

4. Record your results using the table below. 

 

Take a look at the picture below to show you how to measure your shadow. 

Results table

This shadow was measured at 11:30am

Now think about what you conclusions you can draw from your results.

When was the shadow the longest?

When was the shadow the shortest?

What does this tell you about shadows and the sun?

 

Now evaluate your experiment - what went well? What did not work so well? Were there problems with conducting an experiment outside? Why was this?

Week commencing 21st June

WALT: understand that light travels in straight lines

 

Watch the video below 'The human eye and how it works'. Then have a go at using a mirror to see if you can see behind you.

Can you use it to see round corners? How do you think this happens?

Task 1:

Try to draw a diagram to show how mirrors allow you to see behind you and around corners. 

 

Then watch the video below. 

What are periscopes? Use the internet or ask someone at home if they know? What could they have been used for during WW2?

 

How do periscopes work? Think about what you know about the way light travels and reflects, especially using highly reflective surfaces such as mirrors.

 

Task 2:

You will now have a go at creating your own periscope. Use the instructions below and the template provided. If you are not able to print. You can create your own using the template to guide you. 

 

 

Challenge:

Can you draw a diagram and write an explanation of how your periscope works?

 

Don't forget to take some photos of your periscope in use and send them in. 

Week commencing 15.6.20

This half term, we will be exploring Light and Sound. There have been some tasks linked to this already but the work here will mostly be the same as the work we are doing in school.

Task 1

Complete the cloud below to showcase everything you already know about light. Think about how it travels, different light sources, natural and man-made sources etc. 

Task 2

Using the images below, organise them in to the table according to their category. You can also add some of your own. 

Week commencing 8.6.20

This week we are recapping some key learning from the science curriculum to keep your knowledge fresh. This will help you prepare you scientific brains ready for secondary school. 

 

This lesson looks at: life cycles in humans and animals

 

Watch the clips and complete the tasks.

 

Challenge:

Can you create a timeline for your own life cycle? Ask someone at home if they have pictures of you through the ages and order them with information below explaining what stage of the life cycle you were at. 

Week commencing 1.6.20

This week's lesson looks at what impact humans could have on the environment in the future. There has been a lot in the news recently about the positive impact COVID-19 has had on the environment so this is something I want you to think about. 

I'd like you to watch the lesson below first then research some of the positives, in terms of the environment, that have come from COVID-19. I have included some images below to show you some I found.

I would like you to then think about what actions could we take, as a country, moving forward beyond the current restrictions. How could people change the way they travel? How can people live in a more environmentally friendly way? 

I like you to produce a short guide showcasing some of your ideas. This can be presented however you like, for example:

- leaflet

- powerpoint

- short written statement

- cartoon strip with images showing the guidance in action

- using images from the internet/drawings to show an image board based on what it would look like

 

Get creative!

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