P3 had to solve problems based on finding number sequence rules doing the activity of Hopscotch! They worked in trios and had to explain their thinking as they worked together. Some children saw the odd and even patterns whilst others saw the number sequence and could predict what would be the next few terms in that sequence. Just brilliant. They will be working together again in the coming weeks with miss Clark and Miss Brolls.
This week P4B have been working in their space teams to investigate space travel from specific key dates. We have used our research to start creating a timeline of space travel in the form of a whole class sway and a class timeline book. During this activity we have developed our research, team work and digital technology skills.
We can’t wait to complete our timeline Sway and book after the Easter Holidays.
L.I. We are learning to use line symmetry to complete an image
S.C.- I understand the terms symmetry and symmetrical and can use a mirror to help me complete a symmetrical pattern
-I can use my completed symmetrical pattern to match to an identical pattern
Primary 5 received communication from Police HQ telling us about the discovery of a partial tyre track which was found close to the home of Alan Green. Unfortunately the track found was too incomplete to be able to match it to a vehicle so we were given the task of trying to complete the image.
We inspected the track and found that half the tread was missing so we were able to use our knowledge of line symmetry to complete the whole tyre track.
We used a mirror to give us an impression of what the complete pattern would look like and then used the squares on the grid to ensure our mirror image was absolutely accurate. It took us a long time and quite a few attempts to get our symmetrical patterns right , but we eventually managed to produce the completed image. This allowed us to match it against the tyre tracks on Police HQ’s database and narrow down the make of vehicle which had left it.
We were able to demonstrate our knowledge about line symmetry during our STEM open day when parents and carers came into school to find out about our topic.
We are learning to use an online database to locate information
Success Criteria:
– I understand what a database is, the different forms they can take and what they are used for
– I can select the key words needed to retrieve the specific information I need
– I can filter results to discount irrelevant information
As part of their IDL context, Kidnapped, Primary 5B received another mission- to use an online database to identify the type of getaway car used in the kidnapping. Chief Anderson had sent us a partial tyre track found at the crime scene, and we had to use our knowledge of line symmetry to complete the track. We then searched an online database to identify the make of the car it came from, hoping that this would help us to eliminate some of the suspects. We were able to narrow down our search to 3 types of getaway cars that could have been used. Another online database helped us to find out about the vehicles owned by each of our 6 remaining suspects, locating the registration number, vehicle type, model, colour and any other distinguishing features of their vehicles. We had to ensure that we used the correct spelling and our skimming and scanning skills to locate the key information. We recorded our notes in our case files.
We then shared this learning with our parents, carers and family friends during our STEM open afternoon, along with 4 other activities to demonstrate some of the new knowledge and skills we have gained from our Kidnapped topic so far. We rotated around 5 different stations:
1. Handwriting Analysis
2. Fingerprint Analysis
3. Forensic science careers research
4. Completing a partial tyre track
5. Deciphering a secret code
We enjoyed showing off our evidence wall and our Yammer page, as well as having help from our parents/carers to complete some of the missions.
This week, we had the opportunity to set up a number of experiments and activities, that are part of our STEM topic ‘Project Planetarium’. This included designing and building a rocket launcher, which we then tested according to how high the rocket would go from the launcher.We had some help from the parents that came along top our open afternoon.
We created an experiment using a rocket, balloon and string to test the most effective way of forcing the rocket to move. Lastly, we were able to reinforce our knowledge of constellations using marshmallows and toothpicks by carefully following the design of different constellations. Well done Primary 4A and thank you to the parents that came along to see our hard work.
This week, P4b have taken part in a range of exciting STEM activities that has developed our understanding and knowledge of our solar system. We worked together in our space teams to experiment with a range of materials and used a range maths skills.
We created galaxy jars, marshmallow constellations, balloon rockets and moon craters. On Thursday we were able to share what we had learned with our relatives and parents and the STEM Open Afternoon.
‘It was fun and exciting to teach our parents how to do different experiments’ Daisy
‘I really enjoyed seeing our parents around the classroom’ Megan
This afternoon we opened our doors to parents, carers and friends to come and explore our STEM interdisciplinary learning. In the different areas we had:
Visitors had an opportunity to take part in a range of science, technologies, engineering and mathematical activities with their children including chemistry experiments, designing the front of our new nursery, making parts of a bike, trying out toys for our baby gyms, making star constellations, fingerprint analysis and showcasing how we use digital learning.
The Nursery used this opportunity to try out their Go Pro, and Scarlet and Archie recorded the STEM afternoon through their eyes.
Our Technical Troopers also tried out using Microsoft Forms to collect information about out visitors’ experiences. This was a fantastic and instant way to gain feedback. You can complete the form by clicking here if you did not have time to do so during your visit.
Some of our feedback so far has included:
The most popular Science, Technologies or Mathematical skills evident during your visit:
We use a range of ways to involve parents/carers in their children’s learning. The methods you prefer are:
At Mid Calder we use digital technologies in a range of ways to enhance learning and teaching experiences. How do you feel the use of digital technologies enhances your child/ children’s learning?
Thank you to everyone who came along to support the event.
I can recognise numbers in the environment around me and I can talk about why they are important.
The nursery boys and girls have been learning more about numbers in the environment. At home they worked with their mummy’s and daddy’s to take photos of the numbers they saw at home and why those numbers were important. The children could tell us that buses have different numbers because they go different ways, everyone needs a different phone number and the houses on their street all have different numbers so the postman knows where to go!
The children decided that they wanted to go on a number hunt around the school! They were amazed at how many numbers they found. The children took photos with the ipads and have been trying to recognise the numbers in the photos now they are back in the nursery. Thank you for all your help when we came over to visit your classrooms boys and girls. We really enjoyed it.
P1-7 have been entered to take part in West Lothian’s latest Sumdog contest. This runs from 10-16th March and can be played at both home and at school using the SumDog website or app. All pupils should have their SumDog log in their homework diary/ book.
The children have to answer 1000 questions and their score is based on accuracy, not speed or winning games. There are also prizes to be won and certificates will be given out at Assembly for those children in the top 50 from across West Lothian.
Good luck everyone!
P4 are focusing on Project Planetarium for our STEM topic.
Here are our key questions…
1. How do the sun and moon affect the length of the day, month, year and seasons?
2. What does the solar system look like?
3. What are the features of the different planets?
4. How and why do people become astronauts?
5. How have spacecrafts changed over time and what are their features?
Our context will develop our knowledge and skills in the key curricular areas of:
Science: Safely observing and recording the sun and moon and describe their patterns of movement/changes, observing and researching features of the solar system.
Maths: Collation of data, displaying data and scale.
Technologies: Technological advances over time and using and accessing information.
Ms Richmond, Primary 4 and I are excited to discover more about our solar system!
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