Year 4 used their reasoning and noticing muscles to test a verity of materials for their Roman sandal. They tested felt, cotton, plastic, leatherette, sponge, Lino and cardboard. They carried out and experiment to test the durability, flexibility and how water resistant each of the material was. This helped us to decided which material they would pick for the upper, sole and inside of the sandal.
Reasoning and Problem Solving 06.03.18
Today year 4 used their reasoning muscle to problem solve using what they had learnt about equivalent fractions. They reasoned why a fractions pattern was incorrect and corrected it. They also used number cards to find as many equivalent fractions as they could which did prove tricky and checked our work using a fraction wall.
Roman Excavation and Life as a Gladiator with Mr Green (06.03.18)
This week we continued our Curriculum work on The Romans by working with Mr Green in The Den. We stretched our imagining Muscles to fight like Roman Gladiators in the ‘Colosseum’-it was lots of fun but trickier than we thought it would be!
We also became archaeologists and conducted a dig- unearthing many amazing artefacts (and some less amazing poo!). from our findings we discovered what The Romans ate, what they wore and everyday objects they used.
Creating Freeze Frames
We had a busy morning creating freeze frames for out Literacy text 'Holiday Diary'. We stretched our Imagining and Collaborating muscles to create our freeze frames, we also had to think carefully about how each of the people from the text were feeling.
Today, in year 4 we had circle time to discuss the importance of rules in our lives. We imagined a world without rules and the affects it would have on everyday life. We made links to the new school rules and understood how important they are to keep everyone safe. We discussed what should happen when we do not to follow the rules and the sanctions put into place.
Pneumatic and Hydraulic Systems (05.02.18)
Year 4 used their reasoning and making links muscles to learn about different pneumatic and hydraulic systems. They learnt how pressurised air and water can be a powerful force that can help in movement. Air brakes on buses and trucks, and drills for breaking up roads, are examples of pneumatics'. Hydraulics (using trapped liquids) are used in many heavy machines because of their huge strength, e.g. bulldozers, forklifts, hydraulic brakes.
Year 4 went on to investigated pneumatic and hydraulic systems with a verity of syringe sizes and discussed the impact of this. They used a simple balloon system and tried to lift as many books they could to imitate a lever.
States of Matter in The Den with Mr Green (23.01.18)
Year 4 continued their work on States of Matter with Mr Green in The Den this afternoon. They investigated how long it would take water, a liquid, to change into a gas and made predictions for what the temperature of the water would be when this change occurred.
The pupils also investigated how long it would take a solid (ice) to melt when placed in different locations around The Den.
Finally, Mr Green demonstrated how a ice could be melted into a liquid when it was placed in a pan and put on a fire. the liquid was then used to make hot chocolate for everyone to enjoy!
Year 4 used the TASC wheel to create their own buzz games. They began by testing and writing reviews for a verity of games. They used what they knew about the buzz games alongside their previous knowledge of circuits, designed and planned their own loop game. They decided what they needed and worked in pairs to create their own games. They persevered and helped each other which resulted in some high quality games. Finally, Year 4 reflected on their games and wrote an evaluation of what they would change if they were to make the game again.
Year 4 were asked a question:
Do you travel more than a kilometre to school?
Some children thought they did, where others thought they travelled less than a kilometre but weren’t quite sure.
Year 4 used their ‘Reasoning’ muscles to show evidence to support their thinking. They used the trundle wheels to measure a kilometre in the Key Stage Two playground. They discovered that 7 laps around the playground is 1000 meters which is equal to 1 kilometre. The children were able to reflect and revise their answers once they came back to class.
A life guard from Bradford Aquatics came to talk to the children in year 4 about water safety. He discussed the dangers of water such as ponds, lakes and waterfalls and swimming pools. We talked about the importance of never jumping in water even if someone is drowning as that would put your own life in danger. The best thing would be to call for help or carry out a Reach and Rescue using things you may have around you such as branches, clothes, ropes and a ball. The children found the session very informative and have a certificate for participating in the Water Safety talk.
Year 4 went to the Positive life centre to attend workshop called ‘All Different, All Equal’, they used their reasoning muscle to think about themselves as part of a world in which there are many different races, nationalities, cultures, physical differences and personal likes and dislikes.
They learnt this through many different activities such as interviewing your partner about their hobbies, family, favourite food and TV program and best lesson on school. They then compare the similarities and differences first with their partner and then with the people in their groups.
Finally, presented their findings to the rest of the class.
Another activity was to try different foods to and guess what the food was, the children soon learnt about the difference and similarities of food types as we had some children who were brave enough to try the food but has to spit them out as they did not like the tastes.
The important messages from our trip to the Positive Lifestyle centre was that year that everyone is different but there are things we share for example hobbies and interests. Each of these differences make us unique and special.
Year 4 went to the Den to further explore sound, they used their reasoning muscle to explain their thinking about what they have learnt about sound. The first activity was to organise themselves in groups according to the month they were born in without talking. This allowed the children to understand the importance of sound in our life’s. They discussed volume and then drew a sound map and drew on sounds they could hear near and far. Next they used string telephones to explore how sound travels, they began using long string telephones and then shortened the string to see if it would make a difference.
Year 4 used their reasoning muscle to explain what they thought about sound and vibrations. They investigated how sound travels and vibrates though a verity of activities such as hitting a drum with dry rice, hitting a tuning folk on the table and quickly placing it water, using a stethoscope to listen to our own heart beats, using rulers to explore vibrations and a xylophone to explore pitch.
The Christian Creation Story
Year 4 asked used there questioning muscle ask ‘How does the creation story fit together?’ We discussed how many religions believe that God created the world. We learnt the key features of the Christian creation story and used story cut outs to retell the story, which they preformed in groups in front of the class.
In D.T Year 4 was set a task to make a catapult for the Norman Army. They used the TASC wheel to help them gather information, plan, create, evaluate the catapults.
In Art the year 4 children used there noticing and making links muscles to recreate a 3D model of the Gatehouse of Skipton Castle. They sketched and shaded the castles to add extra detail.
After all the hard work Year 4 showcased the catapults in front of parents, by launching foiled balls using their catapults towards the 3D models of the gate house of Skipton Castle.Thank You to all the parents that came to see our work.
Year 4 learnt about stereotypes types today, they began the lesson by matching description cards to 5 mysterious people. They rearranged the cards once the 5 mysterious people had been revealed. Further revisions were made when we read the information about each person. It just goes to show that you should not judge a person by their appearances.
Year 4 used there noticing and linking muscles to what they had learnt about Skipton as a Normal settlement. They recreate a 3D models of the Norman buildings. They built Skipton Castles, Holy Trinity Church, Skipton market, The Croft, Skipton forest, houses, a well and public toilets. Here are some of their creations.
Year 4 learnt what a programming bug was and how to debug a program. They used their noticing muscles to identify and debug a verity of scratch programs. They also persevered as it was a challenge to identify the problem in the coding before correcting it.
We have been thinking about the Christian Ten Commandments in our RE lessons. We used drama freeze-frames to act out the scenes and we used our Capitalising learning muscle to get ideas from a variety of sources. Can you identify which commandment is which?
Year 4 had an informative visit to Skipton Castle to learn more about their curriculum topic this half term, 'The Normans'. Take a look at the photographs below to see what we got up to.
We continued our work on electricity this week by making different circuits using a range of components. Our first step was to identify the different components (bulb, bulb holder, wires, motor, fan, cell and a cell holder). We then worked in pairs to construct the circuits without adult help. We had to persevere as the circuits did not always work. We then had to ask ‘why?’ and thought about how we could identify the problem. We discussed our thoughts as a class and found that a circuit might not work for number of reasons such as, a fault with one of the components. Once we had completed creating the circuits we asked ourselves ‘how does the electricity move from the cell to make the component work?’ and ‘what would happen if we added more than one component to a circuit?’
Year 4 used their reasoning and linking muscle to think of why we have rules, who makes them, why do we need them and if they are fair to everyone.
This lead to an interesting group discussion where children imagined a world without rules. The children watched a video of a disruptive class and discussed the effects of the negative behaviour. They also talked about the type of behaviour would be seen in their classes.
Then children worked in pairs to create their own set of rules for the class. The most common rules were selected and are displayed within the classroom.
This week in literacy we stretched our reasoning muscles to order a pack of video stills into a sequence of our own choice. We used our noticing muscles to predict and infer what we thought the story might be. All groups interpreted the pictures differently, with their own reasoning behind why they had chosen the sequence the pictures in the order that they had.
To understand the pictures more, the children build on prior learning and became analytical and inquisitive by questioning what was happening in the pictures. Focusing on who, what, when, where and why openers, we wrote down a list of questions. We then swapped our packs with another group and focused on answering the questions. We have learnt how pictures can tell a story without words and how pictures can be interpreted differently.