In Year 6 this week, we have been writing a suspense narrative based on a visual text – a short video called Road’s End. We tried to include all skills Year 6 pupils are expected to be able to use: varied sentence openers (past and present participle phrases, simile openers, subordinate conjunction clauses); advanced punctuation (dashes, apostrophes, semi-colons, colons, ellipses); metaphorical language and any other devices to create suspense. We tried to develop detailed description of the setting and use characterisation for the characters.
This week in science, Year 6 have been experimenting with light, looking at ways in which we can prove that light travels in straight lines.
The children were given pieces of card with holes in, a torch and a mirror and were free to experiment. They found that when they shone the torch through the pieces of card with the holes aligned, the light could be seen at the other end. However, when they moved the pieces of card so that the holes did not align, they could not see the light at the other end, thus proving that light travels in straight lines.
Moreover, when children shone the light source at a mirror, they noticed that the ray of light reflected onto the wall; they surmised that this is because shiny, reflective surfaces do not absorb any light and instead reflect the ray of light at an angle.
The children then created a human model to demonstrate how light travels.
This week in Year 6, the children went on a school trip to The Tower of London as part of their Tudor history topic. We did workshops on Henry VIII’s wives and visited the White Tower and The Crown Jewels.
In Year 6 this week, we explored the effect of exercise on the heart rate. We first found our pulse and then measured our heart rate at rest, after meditation, after a cardio exercise and our recovery heart rate. Every time we counted our heart rate per minute, we would record our personal and our table partners’ heart rate. Using the table we completed with the collected data, we created a comparison graph, using a different colour for each person.
This half term, Year 6 have been learning all about the circulatory system! Last week, we looked at our blood in more detail as we learned all about the different components that are present in our blood. After familiarising ourselves with the red blood cells, white blood cells, platelets and plasma, we created our own ‘blood in a bottle’ experiment. We used Cheerios to represent the red blood cells, mint imperials to represent the white blood cells, ripped cotton wool to represent the platelets, and yellow food dye to represent the plasma. Once we had placed them all into the bottle, we shook it up to see what our blood looks like as it flows through our arteries and veins!
In Year 6, this term we are learning about the circulatory system. Last week, we discussed how the blood moves non-stop throughout the body; hence, being called ‘circulatory’. We also wrote a small paragraph explaining what happens within the body: the oxygenated blood travels to the heart from the lungs and is being pumped out via the aorta to all extremities delivering oxygen and nutrients; once those are released, the red blood cells pick up carbon dioxide to take to the heart where the blood is sent to the heart again so that the cycle starts again.