Electricity is a wonderful thing #1

What is electricity? Why is it important? How was it invented? How is it made?

These are just a few questions that Year Six are investigating in their science work today. Did you know that electricity can be measured in both volts and amps? Some people already know a lot about electricity; others have quite a bit to learn.

Task #1: ‘Sticky Fingers’

Our first task of the day was to take part in a ‘Sticky Fingers’ activity. We had to read different facts all about electricity, which were positioned throughout our classrooms. Then, we had to learn our favourite fact and pass that fact on to out ‘sticky finger’ partner.

Task #2: Circuits & Symbols

Secondly, we were each given a pack with different photos, descriptions and symbols of components that are found in a basic electrical circuit. Our job was to match each symbol with correct picture and description. Sound easy? It’s not! Frustratingly, many of the symbols are so similar that it was difficult to tell which symbol belonged to which circuit component.

Task #3: Circuit Challenge

The final task of the day was to collect a challenge card and build the circuit described on the card. Some circuits included bulbs and the aim was to create light; others had buzzers or motors which needed to be switched on. We had lots of fun experimenting with different size batteries and different amounts of wires etc…

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Year Six can’t wait for the next Science Day!

 

 

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A very special plane…

As you may have already read, Year Six have been learning all about WW2 and have just started studying the science topic, electricity. Feeling inspired, one of the Year Six pupils in Opal Class decided to have a go at home at combining the two subjects.

Here is the result:

Plane

Amazing, clever, brilliant – not only does this plane look like one of Britain’s fighter planes from WW2, it also has a working propeller! This pupil has used his knowledge of electricity to create a simple circuit which makes the propeller work.

 

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Writing, writing and… more writing!

Flaming, flying, whizzing – all our Year Sixes’ fingers are worn out with all the writing they’ve been doing recently. What with trips, workshops and exciting topics, we’ve had lots to write about.

Keep checking our ‘Writing Page’ to see the latest updates. All you have to do it click the tab at the top of this page!

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WW2 Interview Questions (Homework) – Cayleigh & Macie

This week, in our homework, children were asked to write some interview questions that they would like to ask someone who was alive, or perhaps fought, during WW2. Here are some of the best questions that two pupils in Opal Class came up with:

  1. How old were you when you went to fight in the war?
  2. What did you eat and wear during the war?
  3. How often could you write to your family?
  4. Did any of your older family members fight in WWI?
  5. What kept you fighting?
  6. Why did you decide to join the army to fight in the WWII?
  7. Did you receive/earn any medals whilst you were fighting?
  8. How did you pass the time when you weren’t fighting?
  9. How did you feel about WW2 starting?
  10. What part was your role in WW2?
  11. If you had a wife, what role did she play in the war?
  12. Did you get hurt in the war?
  13. Did you kill or injure anybody in the war?
  14. How did you feel when the war ended?
  15. Did you get any flash backs about the war?

Perhaps someone out there reading this blog post might know someone who could answer some of these questions? We’d love to hear from you!

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Poppy Project (Part One)

This week, in Art, we’re beginning our Poppy Project.

Seen as we’ve been studying World War Two in our topic work, studying the poppy in art seemed like a natural step to make. But why? Why are poppies important to The Second World War? Or any war for that matter?

On the BBC Website, all about Rememberance, it says:

The poppy has a long association with Remembrance Day. But how did the distinctive red flower become such a potent symbol of our remembrance of the sacrifices made in past wars?

Scarlet corn poppies (popaver rhoeas) grow naturally in conditions of disturbed earth throughout Western Europe. The destruction brought by the Napoleonic wars of the early 19th Century transformed bare land into fields of blood red poppies, growing around the bodies of the fallen soldiers.

In late 1914, the fields of Northern France and Flanders were once again ripped open as World War One raged through Europe’s heart. Once the conflict was over the poppy was one of the only plants to grow on the otherwise barren battlefields.

The significance of the poppy as a lasting memorial symbol to the fallen was realised by the Canadian surgeon John McCrae in his poem In Flanders Fields. The poppy came to represent the immeasurable sacrifice made by his comrades and quickly became a lasting memorial to those who died in World War One and later conflicts. It was adopted by The Royal British Legion as the symbol for their Poppy Appeal, in aid of those serving in the British Armed Forces, after its formation in 1921.

So what have we been doing?

Our first lesson was all about learning the significance of the poppy and studying its shape, colour and texture. In order to do this effectively, we created our own collages based on the poppy. These included lots of materials and colours, as well as research facts about the poppy itself.

These are some of the collages we created:

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Congratulations!

Congratulations to one of the members of Quartz class who has received an exciting letter from Westfield School this week. It’s such terrific news to hear high praise from another school for any Prince Edward student, but especially wonderful that he’s a Year Six – Well done you!

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The letter was sent to our headteacher from Mr Saunders of the Geography Department. It said,

“Dear Mr Sieckarek,

The Geography Department would like to offer a huge well done to your student for the excellent effort he made in the Geography Quiz at our recent Year 5 and Year 6 Opening Evening. He showed great knowledge and worked hard to produce such pleasing responses.

Please congratulate him from us!

Kind regards,

Mr Saunders (Geography Department)

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World War Two by Ellis

Intriguing, exciting, fun – we learnt about Winston Churchill’s secret auxiliary units. We pretended we were the people risking their lives in WW2. The game we played was when we had 5 plates and crawled through the classroom with them. After, we placed the plates on a tank but the guard (Andy – our teacher) was there and every so often he turned his powerful torch on to check on the tanks. After a minute, BOOM!!! The tanks exploded and our mission was complete.

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World War II Workshop by Scott

Confused, puzzled, scared – I was very excited to find out what we were doing in the hall, until he started shouting, then I was nervous. Andy Messer (who was a local author) worked with us on a World War II workshop. Some people were happy about it; others (like myself) were very scared. Each person was ordered to come to the front to do a hilarious action. My action was silly: I had to slither around the room like a snake. People were asking, who is this mysterious man? Eventually, we all found out that he was our WWII leader for the day. The main purpose of the activity was to understand how it would have felt to be evacuated.

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RE: Our Community

This Half Term, in RE, Year Six are discussing communities. We’ve talked about what communities we’re a part of, how we contribute to our community and how being part of a community impacts on our lives.

But what is a community?

In the dictionary, it tells us that a community could be a variety of things:

  1. A social group of any size whose members reside in a specific locality, share government, and often have a common cultural and historical heritage.
    2. A locality inhabited by such a group.

    3. A social, religious, occupational, or other group sharing common characteristics or interests.

   4. A group of associated nations sharing common interests or a common heritage.
What communities are we a part of?
Every child in Prince Edward is a member of our school community. You can also be a member of a club/activity’s community. Where you live is also a community and you can be part of a larger community such as Sheffield or even Great Britain, Europe and The World.
How can we help people in our community?
Our most recent task, based on this topic, was to be given a number of scenarios of people who were looking for certain clubs/organisations in our local area. We had to search for information on a place they could go to fulfil their wish.
For example:
  1. “I am a Muslim. I would like to be able to pray at a local mosque.” Katie was able to find out that there are 25 different mosques in Sheffield. The closest one to our school is on Hanover Street: Al-huda Masjid & Broomhall Muslim Islamic Community Centre.
  2. “My favourite exercise is swimming. I like to go regularly, so I would like to find somewhere to swim locally.” Macie didn’t even need to search for an answer to this request. She knew our local are so well that she was able to write all about Springs Leisure Centre which is just a short walk from Manor Top.
  3. “I like dancing, singing and acting. I would like to join a club that meets every week.” Scott was able to find out that there’s a dance class weekly at Nycha Dance Creations on Ridgeway Road.

What did we learn?

During this session, we learned all about what a community is but also that, no matter what your interests or beliefs, there is always a place for you in every community.

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Andy Messer Workshop

What an AMAZING day Year Six had yesterday! Andy Messer, the fantastic author and story teller, spent the whole day running a workshop with Year Six all about WWII.

Fascinating and clever, fun and exciting, Andy made learning about WWII really interesting by making us feel as though we were actually there.

Firstly, we pretended that we were children being evacuated from the city to the countryside. We were all given a number and a shape (which turned out to not mean anything) and asked to partner up. Next, we had to discussed with our partners how we would feel if we were actually being evacuated.

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After break, we came back upstairs to classrooms and talked about the different sounds you could hear during the war. We talked about the different planes and tanks that the Germans and the British had and whether or not it was easy to identify which was which by just listening. Actually, it’s really really difficult. Just listen to the videos below and see if you can tell which is which…

Later on in the day, we were given a secret mission by Andy. Our job was to help protect the British Army by destroying some of the German tanks and other supplies.

We had ‘paper plate’ bombs which had a 1 minute time delay, so it was really important that we got in and out as quickly as possible. However, our mission wasn’t as simple as it seems because there was a German soldier on lookout with his torch. If his torch was shining on you, you had to be as silent and as still as possible so he didn’t shoot you! If was really exciting, if a little difficult.

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One of our last tasks for the day was to look at two pictures of a countryside scene and a city scene during the Second World War. We had to discuss the main differences between the two images which sparked a heated discussion about whether it was better to be evacuated to the countryside or stay in the city.

We had such a brilliant day – thanks Andy!IMG_1770

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