PHSE - to identify our strengths and interests and to understand that these will be different to others.
Welcome back to school. To introduce ourselves, the staff and children produced shield to show what is important to them and what they are good at. We have displayed the shields in the classroom and think they look great.
PHSE - To understand that our actions and behaviours impact others.
We discussed how our behaviours can affect others so we thought about what behaviours we would like to see in the classroom. We agreed on a mission statement which described what we want our classroom environment to be like.
We have stuck the statement to the door to remind ourselves and other what to expect from our classroom.
British Values - to understand the rule of law
The rule of law in British values teaches children to take responsibility for their own actions. We discussed the law set in the UK and the consequences for not following these. The children then thought of rules of the classroom and discussed consequences which would happen if these are not followed. The children listed some rules in their booked which linked to the 3 school rules:
be ready
be respectful
be safe
PE - To listen careful and follow instructions
Well done to Alfie who is the first person in the class to receive the PE award. Alfie showed good listen skills and followed instructions carefully.
Maths - to recognise and partition number to 10,000
Partitioning is used to make solving maths problems involving large numbers easier by separating them into smaller units. For example, 782 can be partitioned into: 700 + 80 + 2. It helps children to see the true value of each digit. Rather than seeing 782 as an intimidating number, they'll see it as, 700, 80 and 2.
The children used partitioning to work out the values of different numbers.
British Values - Democracy
Electing a class Councillor
To understand democracy
To use persuasive language
In our British Values lesson we looked at how rules and decisions are made. We found out that votes are used to make agreements and find out the most popular plan.
In democracy every citizen should listen to the views of the different parties and candidates, and then make his or her own decision on whom to support. People must be 18 or over in order to take part in an election. We agreed that this is a good age as children would not always make an informed decision.
When voting, each person votes for the candidate of his or her choice. S/he does this by putting a cross beside the person’s name on the ballot paper. People cast their ballots in a booth so that no one can see who they are voting for. This is called ‘secret ballot’.
At the end of the election day the votes are added up and the candidate with the highest number of votes (the majority) is declared the winner.
We are too young to vote in elections but we have been exercising our right for democracy. Our class needs a class Councillor so we wrote manifestos and voted for the person that we thought would do the best job representing our class.
British Values - Democracy
Manifestos
The children wrote manifestos to say why they would make a good school councillor. Some children read their manifestos aloud to the rest of the class. It was clear that we had lots of excellent candidates in 5GH.
Manifesto - a written statement declaring publicly the intentions, motives, or views of the candidate.
Candidate - the person applying role role
British Values - Democracy
Ballot Papers
The children who stood as candidates were added to the secret ballot paper. The children made secret votes on the ballot paper to find our school councillor with the most votes.
Mrs Gould counted the secret ballot.
Democracy
After counting the votes, Brinley received the most votes and will be our class councilor this Year.
Democracy
We were so pleased with the work we produced, we made a display to showcase it.
Maths - Arithmetic
Our KIRF for this half term is to learn our multiplication tables to 12 x 12. We have been testing how quickly we can complete multiplication questions. These children completed their questions in less than 2 minutes.
Computing
Acceptable use agreement
Today we discussed the acceptable use of computing equipment and technology. The children signed the acceptable use policy to show that they understand the rules of using technology and the consequences if this is not followed.
Spanish
To use the Spanish words for places in our house and in school
In Spanish the children have been learning to describe where things are their houses and around school.
En la casa - In the house
Sitios en la escuela - Places in school
The children used Spanish sentences to describe where things are.
Maths
to partition numbers to 1 million
The children looked at numbers up to 1 million and looked at the value of each digit. Partitioning is a useful way of breaking numbers up so they are easier to work with. The number 746 can be broken down into hundreds, tens and ones. 7 hundreds, 4 tens and 6 ones. The number 23 can be broken down into 2 tens and 3 ones or 10 and 13.
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Maths
To partition numbers to 1,000,000
In maths we have been looking at the value of digits in numbers up to 1,000,000
Ukulele
The ukulele is a tuned instrument in the string family and is closely related to the guitar. Like many types of guitar, there are three main parts of a ukulele. The children have been learning to play the ukulele.
Art
Architect Filippo Brunelleschi
In its mathematical form, linear perspective is generally believed to have been devised about 1415 by the architect Filippo Brunelleschi (1377–1446) and codified in writing by the architect and writer Leon Battista Alberti (1404–1472). Filippo Brunelleschi is best known for designing the dome of the Duomo in Florence, but he was also a talented artist. He is said to have rediscovered the principles of linear perspective, an artistic device that creates the illusion of space by depicting converging parallel lines.
The children found out information about Filippo Brunelleschi and his work.
Spanish
The children are continuing to learn to describe their town, school and house and use language to describe position. The children have been learning if the nouns they are describing are male or female.
Geography
Are the villages of Idle and Clapham similar?
Our Geography unit this half term is the compare the contrasting village locations of Clapham and Idle. To do this, we have visited Clapham and Idle and looked at the topography and land use of village.
Take a look at the work we have done to compare the two locations.
Geography - Our Yorkshire
Through the visits to Clapham and Idle and the work completed in the classroom, we have covered these objectives.
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Geographical Skills
- Use topographical maps to identify the features of the land.
- Use keys, OS maps and atlases to identify the features of the landscape.
- Use maps to navigate.
- Use sketches to show an area.
- Use symbols and a key to add detail to my sketch.
Locational Knowledge
- Use the 8 points of a compass to describe the locations.
- Locate the counties of the UK
- To locate Clapham on a map.
- To locate Idle within Bradford.
Place Knowledge
- To know the topography of Idle.
- To know the topography of Clapham.
- To know the different types of land use in Idle.
- To know the different types of land use in Clapham.
Environmental, human and physical geography
- To make comparisons between two localities.
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To identify trade links between Bradford, Clapham and beyond.
Geography
to locate and name the counties in England
to use a map to locate counties
to understand that counties are areas defined by boarders
In Geography we looked at maps to identify the names are boarders of the counties in England. The children looked at towns, cities and villages and identified the Idle and Clapham and both villages in Yorkshire. During our topic, we will be comparing the two villages.
To use the 8 point compass directions
To locate towns and cities on a map
Children looked at the eight point compass directions
- The four cardinal directions are north (N), east (E), south (S), west (W), at 90° angles on the compass rose.
- The four intercardinal (or ordinal) directions are formed by bisecting the above, giving: northeast (NE), southeast (SE), southwest (SW), and northwest (NW).
The children used the compass points to describe where towns are in relation to each other.
8 point Compass directions
The children used the 8 point compass directions to describe how to get different places. They then made up direction to guide their partner to different directions on the map.
Geography - to recognise signs and symbols
to identify the topography of land use
Conventional signs and symbols are standard symbols used on a map and are explained in the legend to convey a definite meaning. Topographic survey maps extensively use these symbols to represent a number of features including man-made features, drainage features, boundaries, transport and communication, and vegetation.
The children used OS maps of Idle and Clapham to identify the different natural and man made features of the land use.
The children used a Venn to describe similarities and difference between the two villages in Yorkshire.
to make comparisons between two locations
Using the information we have collected so far, the children looked at similarities and differences between Idle and Clapham. The children used a Venn diagram to show their findings.
to use field trip work to find out about land use
Year 5 visited the village of Idle and completed a traffic survey, a survey of the buildings in the village and a survey of the general environment. Children collect information which they will use to compare against the information that they collect during their visit to Clapham.
To view how places have changed over time
During the visit to Idle, children used past pictures of Idle village to compare what it looks like now. The Children noticed that some of the building have stayed the same.
Comparing localities
After visiting Idle, the children in Year 5 went on their residential to Ingleborough.
The children took part in a range of activities such as climbing, scrambling, walking and caving. As well as this, the children did a village study of Clapham to compare to the two villages in Yorkshire.
The children had a fantastic comparing the land use and topography of each village.
Computing - lesson 1
Learning objectives
To use a form to record information
- I can create a database using cards
- I can explain how information can be recorded
- I can order, sort, and group my data cards
In this lesson, the children created a paper version of a record card database. Using a card template, they created a data set, with each student creating eight to ten cards linked to a theme, e.g. animals. They completed records for each of the animals in their database and then they physically sorted the cards to answer questions about the data in different ways eg alphabetical order, animals with wings etc.
Computing lesson 2
Learning objectives
To compare paper and computer-based databases
- I can explain what a field and a record is in a database
- I can navigate a flat-file database to compare different views of information
- I can choose which field to sort data by to answer a given question
In this lesson, the children used a computer-based database to examine how data can be recorded and viewed. They learnt that a database consists of ‘records’, and that each record contains ‘fields’. In addition, they ordered records in different ways and compared this database to the paper database they created in Lesson 1.
Computing lesson 3
Lesson 3: Using a database
Introduction
In this lesson, the children investigated how records can be grouped, using both the paper record cards created in Lesson 1 and a computer-based database from J2E. They used ‘grouping’ and ‘sorting’ to answer questions about the data.
Learning objectives
To outline how you can answer questions by grouping and then sorting data
- I can explain that data can be grouped using chosen values
- I can group information using a database
- I can combine grouping and sorting to answer specific questions
Lesson 4: Using search tools
introduction
In this lesson, the children developed their search techniques to answer questions about data. They used advanced techniques to search for more than one field and will practise doing this through both unplugged methods (without using computers) and using a computer database.
Learning objectives
To explain that tools can be used to select specific data
- I can choose which field and value are required to answer a given question
- I can outline how ‘AND’ and ‘OR’ can be used to refine data selection
- I can choose multiple criteria to answer a given question
Lesson 5: Comparing data visually
Introduction
In this lesson, The children considered what makes a useful chart, and how charts can be used to compare data. They will create charts from their data in order to answer questions about it.
Learning objectives
To explain that computer programs can be used to compare data visually
- I can select an appropriate chart to visually compare data
- I can refine a chart by selecting a particular filter
- I can explain the benefits of using a computer to create charts
Lesson 6: Databases in real life
Introduction
In this lesson, the children used a real-life database to ask questions and find answers in the context of a flight search based on set parameters. They took on the role of a travel agent and present their findings, showing how they arrived at their chosen options. Presentations were given between groups of learners.
Learning objectives
To use a real-world database to answer questions
- I can ask questions that will need more than one field to answer
- I can refine a search in a real-world context
- I can present my findings to a group
STEM Workshop
We had a visit from the STEM - Theatre in a box company. The ladies showed the children about engineering. The children enjoyed the performance and asked lots of questions.
RE - To understand how and why the Bible was written.
Mr Froud visited Year 5 to deliver a Bible Exhibition. The exhibition is split into sections, including the development of early writing and the history of the written/printed Bible; the Old and New Testaments and what these share in common with the Holy Texts of other faiths; the Bible in other languages, including British Sign Language; special Bibles, including soldier’s Bibles and Victorian Family Bibles; and how the Bible has inspired those who read it to change the world.
PHSE - ME and My Relationships
Collaboration
- Explain what collaboration means;
- Give examples of how they have worked collaboratively;
- Describe the attributes needed to work collaboratively.
In PHSE we spoke about Team work and Collaboration. Collaboration essentially means working with others, and the the children were quick to learn that working together often relies heavily on being able to communicate in order to succeed.
The children were asked to work in Teams to make a tower with 6 pieces of paper.
PHSE - Me and my relationships
How good a friend are you?
- Demonstrate how to respond to a wide range of feelings in others;
- Give examples of some key qualities of friendship;
- Reflect on their own friendship qualities.
We discussed responding appropriately to others in a range of situations. The children looked at some scenarios and decided what they would do.
PHSE - Me and my relationships
Give and take
Children will be able to:
- Explain what is meant by the terms negotiation and compromise;
- Describe strategies for resolving difficult issues or situations.
The children looked at a range of scenarios and discussed what compromise they could make to resolve a situation.
PHSE - Me and my relationships
Relationship cake recipe
Learning Outcomes
Children will be able to:
- Identify what things make a relationship unhealthy;
- Identify who they could talk to if they needed help.
We discussed as a class what ingredient make a healthy relationship. We discussed if all relationships are healthy and what this meant.
We asked:
- Can a relationship be unhealthy?
- What sort of things make it unhealthy? (lies, broken promises all the time, feeling unsafe, physical abuse, telling someone they are stupid all the time, verbal abuse, being neglected, uncomfortable touching, excluding someone, physical or sexual abuse.)
- What help could someone get if they felt they were in an unhealthy relationship? (Talk to friends, family, teacher, trusted adult, Childline.)
The children then made their recipe for a healthy relationship
PHSE - Me and my relationships
Being assertive
- Identify characteristics of passive, aggressive and assertive behaviours;
- Understand and rehearse assertiveness skills.
Discussed with the children what it means to be assertive. We discussed how this compares to being rude. The children role played some scenarios and then read to statements and discussed which actions would appear rude and which would be assertive.
PHSE - Me and my relationships
Our emotional needs
- Recognise basic emotional needs, understand that they change according to circumstance;
- Identify risk factors in a given situation (involving smoking or other scenarios) and consider outcomes of risk taking in this situation, including emotional risks.
Mrs Gould introduced the lesson with some key questions about emotional needs:
- What do we mean by emotions?
- Why do you think we have emotions? [Emotions are a way our mind and body reacts to the world around us. They are essentially one of the things that make us human. In evolutionary terms emotions were used to help us survive - we reacted emotionally to a situation to determine whether or not it was safe
- What emotions can you think of? What might these emotions be a reaction to?
Mrs Gould explained that in order for us to feel content, safe and emotionally balanced we need certain things to happen to us. In other words, we all have emotional needs and there are things which help to meet those needs.
Science - life cycles
- As part of their life cycle, plants and animals reproduce.
- Animals, including humans, have offspring which grow into adults. In humans and some animals, these offspring will be born live, such as babies or kittens, and then grow into adults. In other animals, such as chickens or snakes, there may be eggs laid that hatch to young which then grow to adults.
- Some young undergo a further change before becoming adults e.g. caterpillars to butterflies. This is called a metamorphosis.
The children looked at some life cycles and compared the different stages.
The life cycle of a butterfly - A butterfly's metamorphosis involves four stages. The butterfly starts out as an egg, hatches as a caterpillar, turns into a chrysalis, and finally emerges as a butterfly. This process can take a month or it can take an entire year, depending on the type of butterfly
Science - life cycles
Life cycle of a chicken
A hen lays a fertilised egg which she will incubate for 21 days. Once the chick is ready, it will hatch from the egg. The chick will stay close to the mother for 6 months. After 6 months, the chick matures into an adult chicken.
Science - life cycles
Life cycle of a frog
Frogs, just like butterflies, have a wonderful transformation as they grow. The Frog Life Cycle for kids to learn has four amazing stages. From jelly-like eggs, to wriggly tadpoles, froglets, and finally as adult frogs. From egg to baby frog takes approximately 14 weeks.
Science - life cycles
We have been looking at the life cycle of humans. In summary, the human life cycle has seven main stages: foetus, baby, toddler, child, teenager, adult and elderly. Although we describe the human life cycle in stages, people continually and gradually change from day to day throughout all of these stages.
Science
Reproduction of plants.
The children found out the different stages of the plant life cycle. The found out how plants reproduce. Plants follow a cyclic process of starting a new life, growing, and then coming back to the starting stage (reproducing). There are the 5 stages of plant life cycle. The seed, germination, growth, reproduction, pollination, and seed spreading stages.
Maths - Prime Numbers
Today the children have been working together to find prime numbers. They worked together to find factors of all numbers to 100 and identified which were prime numbers.
Computing - E SAFETY
I can explain how identity online can be modified or altered.
I can demonstrate how to make how to make responsible choices about my online identify.
We discussed what information should be shared on pupil social media. We discussed how this information can be changed or copied by others. Children in 5GH then sorted which information it was safe to share.
English - The Great Mouse Plot
In English we have been reading the The Great Mouse Plot. The children used the text as a stimulus for a range of writing including letters, predictions and rewriting the end of the story.
The children also did some wonderful art work. We are so proud of the work that we have displayed it in our classroom.
Maths- Finding equivalent unit fractions
A unit fraction is any fraction with 1 as its numerator (top number), and a whole number for the denominator (bottom number). In math, a unit fraction can be defined as a fraction whose numerator is 1. It represents 1 shaded part of all the equal parts of the whole. The term “unit” means one. For instance, if a pizza is divided into 4 equal portions and one person is eating one portion of it, it can be numerically represented as 1/4.
The children worked in pairs to identify fractions that we equivalent (equal).
Religious Education
LO - Explain why Jerusalem is special to Christians, Jews and Muslims.
Why are some places special to more than one religion?
What does pilgrimage mean?
Mrs Gould showed the children pictures of special places in Jerusalem - including pictures of the Church of the Holy Sepulchre, The Dome of the Rock and the Western Wall.
Mrs Gould asked - Why are these places special? Who are they special to? What do people of different faiths do in these special places? The children identified that these places were special to more than one religion.
As a class we discussed how close these places are to each other in Jerusalem. We questioned, If these places of pilgrimage are so close to each other how can we work for peace and tolerance across different religions?
100 Years of Disney
This October is a special one for The Walt Disney Company as it commemorates its 100th anniversary on Monday, October 16. During this centennial celebration, Disney will have special activations, tie-ins, and moments that will highlight what has made this company so special to so many over the last 100 years. Blakehill joined in the celebrations and each year group selected a Disney film. The children learned a song from the film, did art work from the film and did some written work. We chose to look at the film Lilo and Stich.
We displayed our art work in the whole school art gallery and some on the corridor display.
Anti Social Behaviour
Year 5 had a visit from Bradford City and West Yorkshire Police. They talked to the children about Anti social behaviour and what this means.
Antisocial behaviour can include:
- noise.
- shouting, swearing and fighting.
- intimidation of neighbours and others through threats or actual violence.
- harassment, including racial harassment or sectarian aggression. ...
- verbal abuse.
The children found out that the police can issue anti social behaviour orders.
Antisocial behaviour orders can be used to stop anyone aged 10 or over from harassing, causing alarm or distress to other people who aren't in the same household. An order can be issued for at least two years and lists what they must stop doing.
The children also found out about the dangers and consequences of knife crime. The children were made aware of what constitutes as a weapon and the current legislation around knife crime.
RE - What values are shown in codes for living?
Investigate and think about Christian values such as love and forgiveness.
Understand that values show in what people do.
Understand the impact of our values on others – our values can make people happy – or unhappy.
We looked at the story of the Good Samaritan. and discussed the actions of the Samaritan towards the injured man. We discussed if would have done the same. We read some of the personal codes of life which children wrote in the last lesson. We discussed if we actually follow these codes. The children discussed how the codes the follow influence the opinions and views that others hold of us.
RE - What values are shown in codes for living?
Investigate aspects of the life and teachings of Prophet Muhammad
Understand how he has influenced the lives of Muslims
Mrs Gould explained that Muslims get their good advice from a variety of sources including:
- The Qur’an- Muslims believe the words came directly from Allah and that they should follow the words and instructions of the Qur’an exactly.
- They also look to Hadiths - words, actions and instructions of the Prophet Muhammad as reported by the people around him during his life.
As a class we looked at 3 stories:
- The thirsty camel
- Muhammad and the ants
- The boy who threw stones at trees
The children discussed what the stories teach Muslims.
We looked at and give examples of how Muhammed has influenced the lives of Muslims and made connections between some Muslim teachings and how Muslims choose to live.
The children identified that these were rules and code for living are very similar to ones we found for Christians.
RE
Investigate Jewish values such as love and kindness.
Continue to think about the idea that values show in what people do.
Begin to understand that the impact of our values can make people happy.
Mrs Gould talked to class about acts of kindness. When have you helped someone who is hurt? What things have you done at home without being nagged?
She explained that Jews follow a code for living called Tikkun Olam. Jewish people believe that part of being Jewish is to take some responsibility for the state of our world and where possible do something to make it better. This is sometimes called ‘healing the world’. This code for living involves helping out every day to bring justice and kindness to the world.
The children thought about what they could do to help 'heal the world'.
The children found that many of the rules for Sikhs were similar to those of Christians and Muslims.
PHSE
Kind conversations
Subjects and Issues -British values, Respect, Tolerance, Communication, Relationships
- Rehearse active listening skills:
- Demonstrate respectfulness in responding to others;
- Respond appropriately to others
We discussed how to respond to situations politely and how using polite and kind words, we can resolve situations quickly. The children worked in groups to look at a range of scenarios and how these can be resolved. The children discussed what they would do in each situation.
PHSE -
- Recognise that some people can get bullied because of the way they look;
- Give examples of how bullying / prejudice behaviours can be stopped.
"The term prejudice means 'pre-judgment.' A person is prejudiced when s/he has formed an attitude towards a particular group of people before having enough information on which to form a knowledgeable opinion. A negative prejudice is when the attitude is hostile towards members of the group."
The children read about Stephen Lawrence and how he was killed in an unproved attack simply because of the colour of his skin.
Punjabi Roots
To understand the benefits of living in a diverse community.
Punjabi Roots Academy offer a wide range of Indian creative arts and music workshops along with professional performances. The children in Year 5 attended an assembly to introduce Bangra dancing and then had a workshop on Punjabi drums.
The Punjabi dhol is used in the Punjab region of Pakistan and northern India. In Pakistan, the dhol is mostly played in the Punjab region; however, it is also used throughout the country ranging from as far south as Karachi and as far north as Khyber Pakhtunkhwa.
PHSE
- Identify the consequences of positive and negative behaviour on themselves and others;
- Give examples of how individual/group actions can impact on others in a positive or negative way.
The children discussed how their behaviours and actions can impact each other. The children worked in groups to look at how different reactions can get different reactions.
Computer Systems and Networks - lesson 3
To experiment with search engines
- I can make use of a web search to find specific information
- I can refine my web search
- I can compare results from different search engines
The children were introduced to a range of search engines. They were given the opportunity to explain how to search, before they wrote and tested instructions. Then, they learnt that searches do not always return the results that someone is looking for, and refine their searches accordingly. Finally, the children were introduced to the two most common methods of searching: using a search engine and using the address bar.
Computer systems and networks - lesson 4
To describe how search engines select results
- I can explain why we need tools to find things online
- I can recognise the role of web crawlers in creating an index
- I can relate a search term to the search engine’s index
In this lesson, the children gained an understanding of why search engines are necessary to help them find things on the World Wide Web. They conducted their own searches and broke down, in detail, the steps needed to find things on the web. Learners then emulated web crawlers to create an index of their own classroom. Finally, they considered why some searches returned more results than others.
Computer systems - lesson 5
To explain how search results are ranked
- I can order a list by rank
- I can explain that a search engine follows rules to rank results
- I can give examples of criteria used by search engines to rank results
In this lesson, the children took part in an unplugged activity to find out about how a webpage’s content can influence where it is ranked in search results. In groups, the children create paper-based webpages on a topic that they are familiar with. They then discover how their webpages would rank when searching for keywords relating to their content.
Computer systems lesson 6
Learning objectives
To recognise why the order of results is important, and to whom
- I can describe some of the ways that search results can be influenced
- I can recognise some of the limitations of search engines
- I can explain how search engines make money
In this lesson, the children explored how someone performing a web search can influence the results that are returned, and how content creators can optimise their sites for searching. They also explored some of the limitations of searching and discussed what cannot be searched
English
Room 13
In English the children have looked at the book Room 13. The book is by Robert Swindells who is our class author. Room 13 is a creepy story about a school trip to an English seaside town (Whitby) that re-imagines the Dracula story for kids. Fliss (the main character) has a bad dream on the eve of going on her school year's week long trip to Whitby, only to see that the dream is coming true as the week goes on.
During the topic, 5GH made predictions about what would happen next, did descriptive writing about the characters and settings and then wrote their own ending to the story.
We are so impressed with the work that we decided to display it in our classroom.
Religious Education
What values are shown in codes for living?
- Understand that not all people are religious
- Understand that non-religious people have codes for living that don’t refer to god
- Investigate how people without religious beliefs believe that a person can be ‘good without god.
Mrs Gould discussed with the class the religions they know about, and asked: is everyone part of a religion? Many pupils in 5GH explained that they are not. We explored the idea that for religious people they try to be ‘good with God’, but others think you can be ‘good without god’. We then Introduced the work of Humanists UK.
We found that within 5GH, we had Sikhs, Muslims, Christians, Humanists, Agnostics and Atheists.
An atheist is someone who doesn't believe in a god, while an agnostic is someone who doesn't believe it's possible to know for sure that a god exists.
We found out that people who are not religious, still have codes for living and these were linked to laws and morals.
We understood that we have many different beliefs in 5GH but it is important to respect them all.
Science - forces
To understand that gravity is a force.
The force that pulls things to the center of Earth (and other planets) is called gravity.
Gravity also holds Earth and the other planets in their orbits around the Sun.
The force of gravity also exists on the Moon but it is not as strong as it is on Earth. This is because the Moon is much smaller than our planet.
We identified that unsupported objects will drop to the ground
Science - forces
To understand how air resistance and gravity work against each other
With air resistance, acceleration throughout a fall gets less than gravity (g) because air resistance affects the movement of the falling object by slowing it down. How much it slows the object down depends on the surface area of the object and its speed.
We made helicopters to demonstrate how air resistance and gravity work against each other. We compared helicopters with large and small surface areas and compared how these fell compared to a pencil.
Science - air resistance
Air resistance is a type of friction between air and another material. For example, when an aeroplane flies through the air, air particles hit the aeroplane making it more difficult for it to move through the air. We used large sheets of paper to see how this large area affected us whilst we ran. We found the air resistance pushed against us and slowed us down
Science - Forces
Floating and sinking - Buoyancy
To understand how upthrust and gravity work against each other
When something is in water, there are two forces acting on it. Its weight and the force of the water pushing up, the upthrust.
If the weight is equal to or less than the upthrust, it floats. Things that float are buoyant.
If the weight is greater than the upthrust, it sinks.
We looked at a range of objects to see how the upthrust and gravitation push worked against each other.