Category Archives: Science


Today we started our Science Topic , “Materials”

There are many different materials and each has its own unique properties and uses. Here are some examples of common materials and their uses:

Wood: used for building structures, furniture, paper, and fuel.

Metals (e.g. steel, aluminium, copper): used for building structures, vehicles, electrical wiring, and cooking utensils.

Plastics: used for packaging, toys, electronics, and medical equipment.

Glass: used for windows, mirrors, drinking containers, and scientific equipment.

Textiles (e.g. cotton, wool, silk): used for clothing, bedding, and upholstery.

Concrete: used for building structures, roads, and bridges.

Rubber: used for tyres, gaskets, and seals.

Ceramics: used for dishes, tiles, and decorative objects.

Paper: used for writing, printing, and packaging.

Leather: used for shoes, bags, and furniture.

Extension: click here to learn more about materials at home


We have been learning about microhabitats.

A microhabitat is a small, localised habitat within a larger ecosystem. Examples of microhabitats include a patch of grass in a park, a tree stump in a forest, or a rock pool at the beach. The specific plants and animals that can be found in a microhabitat will depend on its location and environmental conditions. Here are some examples of plants and animals that might be found in a few different microhabitats:

A patch of grass in a park:
Plants: dandelions, clover, plantain, crabgrass, daisy, buttercup
Animals: ants, beetles, worms, snails, spiders, ladybugs
A tree stump in a forest:
Plants: moss, lichen, ferns, mushrooms, saplings
Animals: beetles, ants, termites, snails, slugs, spiders
A rock pool at the beach:
Plants: seaweed, kelp, algae, eelgrass
Animals: crabs, mussels, barnacles, snails, starfish, anemones

Today as identifying and classifying scientists, we went on our own minibeast hunt.

Making an Umbrella!

Toucans were super scientists investigating suitable material to make an umbrella for Professor Pole (The Professor located in the Arctic, who we wrote to in Geography)

We investigated whether cardboard, plastic, paper towel, and tissue paper were absorbant materials or water proof. Toucans were very observant and decided Plastic was the best.

Mr Lo then put the material to the test and insisted we must pour water over a Leiah’s head to see if she gets wet!!! Luckily she didn’t! Well done Toucans!

Extension: Try this home learning activity at home.

Penguins and Polar Bears

In science we have been looking at how animals have adapted to live in the polar regions.

Have a read of the text below!

Penguins are extraordinary creatures that live in one of the coldest places on Earth – Antarctica! They have amazing adaptations that help them survive in their icy homes.

Firstly, their bodies are streamlined, which means they can swim through the water super fast.

Their short and strong flippers help them steer in the water, just like a boat’s rudder. This allows them to catch fish for food and escape from predators.

Penguins have a special layer of fat called blubber that keeps them warm in freezing temperatures. It acts like a cozy winter coat!
The thick layer helps to insulate their bodies and keeps them warm even when the temperature drops below zero.

Another is the penguin’s black and white feathers. The black feathers on their backs help them absorb heat from the sun, while the white feathers on their tummies blend in with the ice. This helps them stay camouflaged, making it harder for predators to spot them.

Lastly, penguins have sharp beaks that are perfect for catching slippery fish. Their beaks are also handy for preening their feathers, ensuring they are waterproof and ready for a long swim.

In conclusion, penguins have a range of adaptations that help them thrive in their chilly environment. Their streamlined bodies, blubber, black and white feathers, and sharp beaks are all amazing features that make penguins perfectly suited for life in Antarctica.

We classified that there were features of animals that lived above the water and those in the water.

Extension: Watch this documentary below with your adult about Polar Bears

Understanding growth

In Science we have looked at reproduction and growth. Today we were scientists that gathered and recorded data. We measured our height and then plotted our results on a bar chart.

Did you know that Animals grow by absorbing a variety of nutrients, including carbohydrates, sugars, fats, and proteins, These components are distributed throughout the body and used to build new cells. Animals usually stop growing once they reach an adult, but plants can keep on growing , growing and growing!


In Science this half term we are looking at Animals and life-cycles.

A life cycle is the series of changes that occurs in an animal or plant. The four stages of the life cycle of an animal are: birth, growth, reproduction and death.  

Mission Assignment:┬áEach chicken starts its life by hatching from an egg. Like any animal, chicks grow and change over time. They eventually mature into chickens and have offspring of their own. The different stages of life that an animal passes through are called its life cycle. A chickenÔÇÖs life cycle begins even before it hatches. ┬á We all had a go at putting the life-cycle of a human and chick.

Extra Reading!

The life cycle of a plant is a little bit different. They start their life as a seed, which then germinates and eventually grows into a plant. The mature plant will then produce flowers which are later fertilised and produce new seeds in either a fruit or seed pot. The plant eventually dies, leaving its seeds behind which then later germinate to produce new plants.  

Science Investigation!

This half term the children have been learning about how to have a healthy lifestyle. Today the children completed an experiment using various crisps. The aim of the experiment was to establish which crisps had the highest fat content ÔÇô we did this by crushing four different types of crisps on paper towels which in turn were on graph paper. Toucans had to count how many squares on their graph paper contained grease once crushed. They filled out their results on a table and then presented them on a bar chart.

Creating a balanced meal

Toucans have been learning that there are different types of food groups and that they should be eating certain amounts of these food types in their meals. The class all made a balanced meal. Can you remember the different food groups? How much of your meal should be made up of fruit or vegetables. How often should we eat sweets and crisps?

Look at our plans here


Look at us giving it a go at creating our meals!


Now look at us showing them!

Can you spot the balanced meals?

Healthy Eating!

In Science we have been learning about Healthy Eating and Nutrition.

We have learnt about protein, carbohydrates, calcium and vitamins 

Extension: Watch the video at home to learn even MORE!!!!! Don’t forget to write in your reading record that you have watched it!


In year 2 we have been looking at the topic of ‘Plants’ and what they need to grow healthily, from a seed to a plant. We have planted some sunflowers and have been observing how they are growing. We have learnt that we need to water them regularly.

Life Cycles

This week we are learning about the life cycle of a frog, from frog – frogspawn – tabpole- froglet back to a frog.
The children were very excited when they were given playdough! We went through as a class what the life cycle of a frog looked like. We spoke about how a frog begins itÔÇÖs life as an egg which is known as frogspawn, then the eggs turn into a tadpole and eventually into a froglet (a tadpole with legs) and then it grows into a young frog before growing into an adult frog.

A fun fact we learned was that a frog lives for up to 10-12 years, but not many tadpoles survive to become a frog.

Life Cycles

This half term in Science we have been looking at growth in animals. This week we have learnt about the life cycle of a chicken.

Toucans used their creative skills to create a collage of the life cycle of a chicken. They used different materials to show how a chicken developed from an egg into an adult.

This week in science we continued our work with materials. We were set another task by Professor Pole! He wanted us to choose the most suitable material he could use for his umbrella. He told us it must be waterproof and not absorbent. 
We discussed the idea of a fair test – a test whereÔÇÖs only one variable is changed while all the other variables are kept the same. We established the thing that would change in our experiments would be our materials.
We tested fabric (felt), tissue paper, paper towels, cardboard and a plastic bag. We made our predictions first just by feeling the materials that might be the most suitable for an umbrella. 
We worked in our table groups and tested all the materials using water. At the end of the experiment we came back together to discuss what we found out. We found out that the best material Professor Pole could use would be the plastic bag because it is waterproof and all the other materials were absorbent… pointless for an umbrella! 



This week the Toucans have been learning about different types of materials. They have been identifying and comparing  glass, plastic, metal, brick, rock, paper and cardboard. To start with, they were given a range of different everyday objects to explore as a table group. They were encouraged to discuss the uses of the different objects and to see if they could sort them into different groups. Each group then shared their findings with the rest of the class. 

Toucans were then encouraged to re-sort the materials to see how many different groups they could make.  Miss Hookes asked the children why certain objects were made with certain materials, for example why wouldn’t table legs be made of cardboard? Why are our classroom chairs made of plastic and metal? Why are windows made of glass? The children were then asked to share their thoughts. Toucans then went around the classroom to spot different objects made with each of the various materials and recorded these independently.

Miss Hookes also introduced the Rocket Words: flexible, rigid, smooth and rough.


Sea Animals

Today in our science lesson we were looking at what animals live in the ocean and where about in the ocean they live. We started off the lesson by listing as many sea animals as we could. We came up with shark, whale, octopus, seal, eel, sea otter, plankton, jelly fish and star fish!

We found out that the oceans can be as deep as the mountains on Earth are tall! Our task was then to look at the different sea animals we had been given and read the information carefully as to where we place them on the sea bed. We learnt that eels live on the sea floor and feed on the dead animals found there. However, an animal that floats on the surface of the ocean is a sea otter. We were given a big seabed and we had to organise our animals in the correct place.