Crystals

Posted in Science

Our crystals that we started making at the end of last term are now looking fantastic. Remember, just like in rocks, the longer the crystals have to grow, the bigger they become.

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Gliddon and Squire Cross Country

Posted in Sport

Well done to all Goodleigh School team members, on completing the first of the cross country races this season. The weather was most definitely sunshine and showers and everyone coped well with the mud after last night’s rain. Verity did lose both of her trainers, but battled on to the finish. Ellie-May also did particularly well for someone who a year ago really didn’t like cross country – I think that she got the biggest cheer of the day when she crossed the line.

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Apostrophes for contraction (omission) and possession

Posted in English

Apostrophes are really important because they can completely change the meaning of what you write:

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These images come from a book called ‘ The Girl’s Like Spaghetti’.

1.How does the apostrophe change the meaning of the sentence?

This animation explains the difference between omission (contraction) and possession. There is also a quiz that you can have a go at afterwards:

http://www.curriculumbits.com/prodimages/details/english/amazing-apostrophes.html
Here is a short video explaining how apostrophes work:

contract (verb)= to decrease

omission (noun)=something that has been excluded

possess (verb)= to own/belong to

2. Can you explain when you use an apostrophe for contraction and when you use an apostrophe for possession in the comments section? Give an example to show your understanding.

apostrophe

 

 

Natural Selection

Posted in Science

We have been learning more about natural selection and how evolution works. The pupils opened up their rocks and for fun, we turned them into volcanoes for our “Evolution Island”. We imagined an island with hundreds of animals on it. One day the island was separated into two, and none of the animals could move between them. The pupils had to design an animal and make two versions of it. One version would adapt to the hot, volcanic, dry, red island and the other version would adapt to the cooler, greener island with tall trees. Hopefully they all understand that the adaptation only occurs because of natural selection – survival of the fittest. This is the amazing theory that Darwin and Wallace developed.

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Evolution Island

 

 

 

 

Evolution

Posted in Science

At the moment, we are learning about these two incredible heroes of science, Charles Darwin and Alfred Russel Wallace. We know that they were both very interested in nature and collecting and recording things. We went out onto the Willow Bank and collected some plants. In a few minutes we saw that there are many different species of plant around our school. Also, when we collected lots of the same plant, each one was a bit different from the next.

wallace and Darwin

We also made some model rocks and we put some “fossil” shells into the rocks. When they are set we will remember that the fossil layer at the bottom of the pot was the oldest because it was the first layer that we put in. Fossils in rocks are very old and Wallace and Darwin knew that this meant that animals and plants have been on this planet for a VERY long time!

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Inspirational maths

Posted in Inspiration, Maths

We have started the year working together on various maths problems. The first problem was aimed at getting us better as working together as a group. We looked at a big version of this dot card very quickly and without counting in ones, talked about how we saw the dots. There were so many different ways within the class.

dot card

The next problem was based on this graph:

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We were asked to think about the following questions:

What do you notice?

What to you wonder?

What questions do you have?

What information does this graph provide?

After some fantastic group work discussing these questions, we went on to make our own graphs with four quadrants and two dimensions. The themes we chose were: music, food, superheroes, predators/prey and sport:

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We looked at the graphs and made comments/questions about them.

The third problem was based on this sequence:

Stairs

These are the questions we are working on:

  1. What does figure 10 look like and how many squares does it have?
  2. What does figure 55 look like and how many squares does it have?
  3. Can you use 190 squares to make a stair-like structure? Justify your thinking with different representations visually, numerically, algebraically.
Well done Finn for carrying on the problem at home! See the comments section for Finn’s explanation.

 

 

Homework 9.9.16

Posted in English, Homework, Reading

Your homework is to familiarise yourself with the text we are exploring in class and retell it to your family over the weekend. You could talk about your likes/dislikes/puzzles and patterns like we did in class together or draw your own story map to help you.