Please work through these lessons about sound.
The link below has some great activities. For your science over the next few weeks you can work through some of these at home.
Our next topic we are looking at is light. Some of you have completed the Kahoot about this too, well done. Below is a link to a series of lessons for you to complete at home with an adult.
You will find more 'light' resources here: https://www.bbc.co.uk/bitesize/topics/zbssgk7
Monday 8th June is world oceans day- see what you can find out about this.
How can we protect our oceans? Why are they so important?
How do magnets affect each other?
Key words- attract and repel. Can you find out what they mean?
If you have magnets at home, try and answer these questions.
How strong are the magnets?
Look at the statements below. Can you think of a way to find out which magnets are strongest?
Try out one or both of these investigations. The questions from week four will help you.
What can magnets do?
Think of an item in your home that has a magnet. What is it being used for?
Did you know...?
Magnets attract magnetic materials so they can be used to separate metals that are magnetic and those that are not at a recycling plant. A magnet can also be used to pick up heavy objects such as cars at scrap yards, as they are made of magnetic materials.
This week we are looking at magnetic materials.
Note for parents- you could create a magnetic treasure hunt, hiding a range of objects in a box of sand or sawdust and your child could use a magnet to find the lost ‘treasure’. These can be placed in one pile and then the objects could be sorted further by using a sieve.
Your child should be able to recognise that the materials found by the magnet are magnetic and made from metal. The Venn diagram link below will help with sorting them (challenge one) and there is an additional challenge to further their thinking about magnetic materials (challenge three).
What is making each object move?
Hold a hand up in front of your face and blow on it. You should be able to feel the air pushing.
Your challenge this week is to carry out a comparative test to ﬁnd out more about how windmills work.
With an adult, take your windmills outside. Find a place where it will turn (if it isn’t windy then run a little to make it turn).
Is the wind stronger in some places?
Is the wind constant?
Does it matter which way you hold your windmill?
Do your windmills turn the same way?
Equipment- timer, paper and pins for the pinwheel, scissors, straw or stick. (If you don’t have pins then you could try using blu-tack or tape instead).
Explore whether the size of the blades affects how long the windmill keeps turning. Plan how you will make your windmills so that you have four different ones to test. When you have made your windmills you will need to test them.
How are you carrying out your test? How are you recording your results? What do your results tell you? Does the size of the blade affect the time the windmill turns?
Air is providing the force to move the windmill, even though we cannot see it.
Forces and magnets
Our new Science topic is forces and magnets.
Create a spider diagram in your book to show what you already know about these.
Each week I will be adding different challenges relating to forces and magnets.
Do you have any wind-up toys? How do these move?
A force is needed to make something move, that might be a pull (like a door handle), a push (like a toy car) or a twist (like opening a jar).
Demonstrate pushing a toy car along the floor and letting go and then repeat but the second time keep pushing the car with your hand.
Ask: Why did the car stop the first time? Your hand is no longer providing a force to keep it moving but there is something (another force) slowing it down.
Ask: Why does the car keep moving? It continues to move because the force is still acting on the car.
Ask: In both of these examples, what is providing the force? Your hand is providing the force. For the car to move, your hand has to be pushing the car. This is a contact force.
Ask: Can you think of any examples where something starts to move and there is not a contact force? If they suggest examples that involve the air moving the object, explain that the air is in contact with the object. This will be explored further next week. They may also suggest gravity and magnetism. It is not necessary to introduce these concepts at this stage, but just to get them thinking.