Wind as a force

Yesterday we looked at the effect that wind has on objects. We talked about washing on the line, fallen leaves and umbrellas. Can you remember what the wind can do to these items? Can you think of other examples of what the wind does?

To look at the strength and direction of the wind we created our own windsocks.

Today in Science we blew bubbles to see what the wind would do to them.

What do you notice happened to the bubbles?

Next it was time to test our windsoocks. We each took our windsocks outside, held them very tight and waited for the wind to blow.

There wasn’t a lot of wind this afternoon so we had to be quite patient, but when we were in the breeze we could see the streamers at the bottom of the windsock blowing. If my streamers were blowing fast what does that show?

Fair Test Experiment.

We have been learning about friction and how this force acts on moving objects.

To test the friction on different surfaces we carried out a fair test experiment.

Can you remember what equipment we needed?

With our group we let a car go at the top of a ramp. Each time the ramp was placed on a different type of material. We then used a ruler to measure how far the car travelled. For some surfaces we had to use the metre stick!!

What did we find out?


Today we were set a challenge with the marble run. We had to see if we could get the marble to go from the bottom to the top of our design.

First we looked at all the pieces and came up with a strategy. Then we began building. We kept checking our design and making adjustments to see if we could get the marble to go up.

Then we watched a video all about gravity and concluded that gravity will always be acting on the marble so it is impossible for it to go up.

Where do you think it would be possible to create a marble run where the marble travels up?

Investigating pushes and pulls

Today we were investigating pushes and pulls using different equipment. We used:

  • pedal bikes
  • bouncing space hoppers
  • hula hoops
  • rocking horse
  • bats and balls
  • bowling pins

In our groups we each had a turn and decided if we had to push or pull to make the equipment move.

“We used pulls and pushes to make the horse rock” – Keyon

“We pushed the ball to roll it into the pins and the ball pushed them” – Amari

“We had to roll the ball hard to hit them down” – Rimaya

“We used our feet to move the pedal bikes. It was a push.” – Edmond

“For the bouncing things, we were using our legs to bounce it. I was pushing my legs and pulling the handle.” – Rahel

“When we were using the rackets and balls we were pushing them.” – Diana

Investigating toys.

As our topic is toys and games this half term we have been investigating how different toys move.

We looked at and played with lots of different toys to decide if we had to push them or pull them.

We then worked with our partner to sort the toys into a Venn diagram.

Are there any other toys you think we could add to our Venn Diagram?

When using the wind up toys did you push them, pull them or do something different?

Habitat Experiment

Yesterday we designed an experiment to see which habitat a woodlouse prefers. We decided to have 4 different types of conditions but kept everything else the same to make it a fair test.

Here are some of our experiment designs. Can you remember what conditions we agreed?

We also made predictions. What did you predict?

Today we carried out the investigation. First we collected the materials and began creating our box of habitats.

Then we carefully collected some woodlouse. How many did we collect for each box? How many did we collect in total?

Next it was time to see which habitat they liked! We carefully put them in the box and left them for 5 mins. (We planned 10 in our experiment, but some of them tried to excape the box)

Finally, we recorded our results. We looked at them together and drew conclusions. Look at the results below. What conclusions can you make?

Most importantly at the end of the lesson we safely put the woodlouse back in their natural habitat.