As spring has well and truly sprung, our visits to the allotment have resumed.
This presents an abundance of science opportunities for the children to experience.
Skippy helps us learn about plants and animals in the allotment.Guiding us in our gardening is our friend Skippy (yes he is Australian). He looks after our allotment and helps us tend to the various plants and animals we find there.
“Skippy pointing to flowers and busy bees”. By Owen
We were blessed with glorious sunshine on our visit on Monday, however our session started inside thinking about what seeds need to grow and how they change.
“They need soil” – Nathan
“They need the sun” – Patrick
“Water!” – Harmony
Skippy showed us the beans and peas that were planted by the last group.
Some of the seeds were actually beans!
the bean had started to grow a little! We could see the bean shell still on the top!
We could see a real difference between a bean without soil, water, heat and light and one that had.
They had grown into little plants.
Skippy told us about how the plants were buried in the soil to grow.
Skippy showed us how the seed sprouted.
Skippy told us how the seeds grew.
We had a think about what the plants needed to grow and how this could happen inside the hut (which has no windows).
“You could use the lights!” – Patrick
Skippy showed us the propagator and let Nathan and Lara feel the heat mat that keeps the seedlings warm and gives them light because the sun can’t do either inside.
We all listened to Skippy.
Nathan got to feel the heat mat.
Lara felt the warmth of the heat mat.
The seedlings were kept warm on the heat mat and given light from the lamps.
Nathan applied his previous learning to what Skippy had shown and told us…
“Maybe the beanstalk will grow and have a castle at the top!” – Nathan
Skippy assured us that he hadn’t used magic beans so a castle was very unlikely. Then we went outside to see what was in the allotment, and what was growing.
Skippy showed us the leeks, chives, garlic and spring onions, and shallots that are all part of the onion family!
Skippy showed us where he had just cut up old flowers and scattered the cuttings. Seedlings were starting to grow.
Skippy showed us some of the vegetables he had started to grow in the greenhouse.
Skippy has started to grow tomatoes in the greenhouse too.
We saw an interesting green box at the end of a path…
We looked at the box and guessed what it might hold.
It was a beehive!
It was the allotment’s beehive!
Bees live in hives.
Skippy told us how bees are essential for plants to grow.
“Without bees, nothing could live!” – Patrick
The bees get the stuff that they use to make honey, out of flowers.
We looked at some flowers to find the middle bit that the bees visit to collect nectar and get stuck with pollen. When the pollen from different flowers gets mixed up it allows new seeds to be formed – this is called pollination.
“The bees collect pollen from the flowers.
We looked for the middle bit of the flower to see where the pollen is for the bees to spread.
Skippy explained about why bees are important.
We pretended to be busy bees visiting the flowers getting covered in and spreading the pollen.
We tickled flowers pretending to be bees collecting nectar and spreading pollen
Busy bee Harmony gathering nectar to make honey and spreading pollen to make new plants!
Some of the middle yellow bits were extra special…
Skippy pointed out interesting flowers.
We tried to think what would be different about these flowers.
Skippy asked us to look closely at the middle bit of the flower.
The yellow middle will grow into strawberries!
The strawberries aren’t the only fruits growing in the allotment.
We looked closely at the plant to see tiny buds that will grow into raspberries.
Looking for baby raspberries.
Looking for buds of baby raspberries.
We had a lot of thinking about seeds and how they grow, finding pollen and seedlings that have started to grow. However we hadn’t thought about how weeds and wild plants spread. The gardeners didn’t plant the chives in the path or the dandelions. We had a think about what moved them.
“The wind did it!” – Harmony
Skippy showed us where the seeds were formed in some plants and we helped spread some.
Skippy showed us where seeds can be found.
Skippy opened up some flowers to reveal the seeds.
We looked for seeds in dandelions.
Skippy demonstrated how wind helps to garden by spreading seeds.
Ellie acts like the wind to spread dandelion seeds.
Nathan helps spread dandelion seeds while practicing his counting with a dandelion clock.
Blowing dandelion clocks are a fun way to help your child count, think about more or less and learn about time language! The Mary Queen of Scots dandelion head popping rhyme is a good fine motor exercise, helping your child strengthen their finger muscles in preparation to write! The latter is more popular with gardeners 😉
All to soon it was time to return to the nursery, smarter little biologists.
Well the weather didn’t listen to our plea. However, a bit of rain never stops science! It certainly didn’t dampen our spirits any.
Due to the weather we neglected our recording in our log book so this post will just be photos of the experiments themselves. Why not ask your child to share their hypothesis and conclusions with you as you share the blog?
“We need to do it outside!” said Nathan on Wednesday and that is exactly what we did. However this added a new force into the experiment – the wind! And one of the rockets had a difference too.
One of the rockets had gotten damaged and the fins had come off. How would it affect the flight?
“It’s not going to fly as good.” – Kobe
Blast off!
Applying force
We took turns and helped one another when preparing for take off!
We looked to see how high they flew.
What a big force!
Most of the rockets flew really high outside. The one without fins flew less well so Kobe was right!
The rockets flew really high outside!
Where did it go?
“My rocket is going to hit a seagull!” -Eve
We looked to see how high they flew.
The massive forces applied by the children made the rockets fly very high!
That wee dot is actually our rocket – the forces we applied had a great effect.
But the force applied by the wind was strong too and we lost one of our rockets altogether (it seemed to disappear. We couldn’t see where it went due to the rain!) And 3 rockets were blown onto the roof!
“We need a ladder!” – Heidi
“It’s not safe for a ladder. You might fall off and have to go to hospital!” – Evie
Oh oh!
The wind exerted a force on the rocket and blew it onto the roof!
A second rocket got stuck on the roof!
We decided to leave them for now.
Daniel took a run and jump to apply a big force and make the rocket fly high.
Believe it or not this is the best picture I could get of Zackary
So the rockets flew higher outside when there was no roof to bounce off. But the wind’s force affected the flight and the landing.
The learning wasn’t restricted to the science though. We were reinforcing sequence and order of number as we counted down to blast off. We developed our negotiation skills and used mathematical language of sequence and order when discussing who’s turn it would be,
“Can I go first?” – Evie
“Can I be second then?” – Bramble
“I’ll be third!” -Elise
“I’ll be next, I’ll be after Elise.” -Jude
We had to listen for information when we discussed the safety procedure (ensuring we were “clear for take off”). We followed instructions to go to the allocated area of the playground and stay safe inside the playground even when the rockets kept getting blown out on to the street despite the temptation to go and fetch them back. That’s not to mention the abundance of comparative size language – “higher, lower, more force, less force,” even “greater force”and as Jude said….
“I think that was a lesser force Ailie”
Ooooft it was a lot of work and not just physically!
But our next steps?
“Let’s make our own rockets to fly! We could make a new force!”
-Gracie
Hmmm a wee visit to Pinterest over the weekend may be in order.
Have a great midterm break. Our science will start again on Friday (hopefully all dried out by then 😝).
Thank you for your lovely comments. We love hearing about how you and your children are sharing learning at home. If you have any suggestions for experiments and / or improvements to the blog please get in touch.
But the weather had changed! It had rained, so that led us to think about where the rain comes from?
Chloe: “The clouds – it falls out the clouds.”
The rain made puddles, and came from the clouds but how did it get into the clouds?
“The ice is very cold.”
The water is hot.
Our cloud is forming!
We carefully lifted the bowl away.
The cloud came out!
It felt cold and wet!
We couldn’t catch it! It was too light.
So a cloud is made of water that has evaporated (turned into a gas)from a source of water like a puddle or river or sea.Then it has gotten cold again and condensed (turned back into tiny wee water droplets) sticking onto miniscule bits of dirty air.
You can make a cloud too!
All you need is:
Warm water.
A large jar.
A bowl large enough to close over the jar when placed on top.
Some ice cubes.
Hairspray to dirty the air.
Spray the hairspray a few times into the jar and immediately close the jar by placing the bowl of ice on top. And just wait!
We started with the morning campus children thinking about the weather.
We went outside to see the weather.
We recorded clouds with the camera.
Look clouds!
Some clouds are dark.
Recording our questions, ideas and predictions in the log book.
We are learning to use the scientific method!
We made a cloud using dirty air, warm water, and ice.
Our cloud!
So we discovered you need warm water, cold, and dirty air for tiny water droplets to hold on to in order to make a cloud. It took a long time but Isaac kept watch the whole time. When the cloud appeared he called everyone over.
The cloud was tiny and hard to see when we lifted the bowl off. But it was there!
Science blog from the children and staff of Kelly St. Children's Centre.
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