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Year 5

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  • Cooking and Nutrition

    In Design and Technology, we have been looking at traditional British dishes. We discussed what national dishes are and how they are influenced by what is grown or produced in different places and how often traditional dishes from all over the world are eaten and celebrated by other people too.

    We have made a number of British dishes including crumble and shortbread. We used our cutting and peeling skills to make apple crumble. When making traditional Scottish shortbread, we used our fingers to create breadcrumbs with the flour and butter to make sure it was incorporated.

  • Year 5 Orienteering

    Year 5 were joined by their parents to take part in an orienteering activity as part of their Forestry Award.

  • Science Day

    On Wednesday 23rd March we took part in Science Day, completing different science activities throughout the day and across the school. In the morning Class 5 investigated the best biscuit for dunking. We had to set up our own experiment thinking about the variables, reliability and fair testing of our investigation. We worked in groups and recorded our findings. We then spent time on deciding what conclusions we could make and how to present it. In the afternoon, we got into our house groups and worked on an investigation question related to the human body. For example, do taller people have bigger hands or do longer legs run faster. Class 5 students did an excellent job of supporting other pupils in their house groups.

  • Frame Structure

    In DT (design and technology) Class 5 have been making frame structures which are stable. We made prototypes using lots of different resources like matchsticks and gumdrops or newspaper and tape. With each prototype we found new ways of making a structure stable including triangulation and securing joins or weak points. Our final activity was a parent activity which we loved.  It was nice to have our parents in to help us and share our ideas with. Arjun said ‘I liked trying to build the highest tower, that was a good challenge to start off with’, Zach said ‘I loved how I got to design my own final piece and make my frame separate using a saw and bench hook’. Finally, Mrs Martindale said that she loved how everyone’s final pieces were so different’.

    Written by Aayush Class 5.

  • Art printing

    In art we have been learning about Ancient Chinese paintings and drawings. We studied ‘The Emperor’s journey to Shu’ and found that colour and shape were very important in Ancient Chinese pieces of art.

    We looked at colouring mixing to create mood and feelings. We then looked at Ancient Chinese pottery and saw that dragons were often a feature too. This inspired us to do our own dragon drawings which we then used to create prints from. The printing was our final piece.

    Liam said’ I liked rolling the paint onto the foam block and seeing the negative of my print’.

    Written by Helen

  • Science

    In Science, Class 5 have been learning about many things this includes the gestation time of different animals, identifying different parts of a flowering plant including what parts make it reproduce, as well as experiments to investigate whether solids dissolve in a liquid to create a solution. Samuel said ‘I enjoyed the investigation when we tested different substances in a liquid and it made solutions. But not all of them did’. Leo said ‘I liked dissecting a flower and finding out the male and female parts’. Class 5 enjoyed the experiments most, Owen commented ‘I enjoyed the different practical things we have done, I really enjoyed using lots of different equipment to test what dissolved in lemonade’.

    Written by Dylan Class 5.

  • Computing: Databases

    In computing, we have learnt what a database is; how to search for information in a database in different ways; how to enter information into a database and created our own database. The children have worked really hard to decide which fields they wanted in their database and how the information should be entered They then used books and the internet to collect the information they needed to input into their databases. Finally, they added a picture of each planet, by either finding one from the internet or drawing it themselves.

  • PE: Orienteering

    Year 5’s PE unit is orienteering, which is a challenging outdoor adventure sport that exercises both the mind and the body. The aim is to navigate in sequence between control points marked on a unique orienteering map and decide the best route to complete the course in the quickest time. We started by creating our own orienteering activity for the whole school to use during ‘Outdoor and Adventurous Week’. We took photos of different locations/landmarks from around the school and plotted them onto a map of the school grounds. The following week, we tested our activity by completing it ourselves, looking at each picture we took, pinpointing the location in the school and on the map, and photographing it to prove we had found it – it was a success! We can’t wait for the rest of the school to try it!

  • World Book Day Potatoes

    Here at the Ryde School, we celebrated World Book day on the 22nd March with children bringing in potato book characters from their favourite stories. The children created an array of characters from well-known stories, and these were displayed for everyone in school to see.

    We are constantly encouraging a love of books in school. Did you know that reading for pleasure is the single biggest indicator of a child’s future success? We hope that the children can use their book vouchers to buy a book online and we look forward to them sharing their choices with us.

  • Moon Craters

    As part of the science Space theme, year 5 students participated in a child led experiment to investigate why some craters on the moon are of different shape and size. With one common variable being the distance of the drop of an object to the box of flour. The children recorded data to analyse how the size and shape of a variety of objects (independent variables) affected the size of the crater (depth and width being the dependant variable) whilst uncovering a cause and effect relationship. The children also identified that the common variable was not reliable as different children were dropping the objects suggesting there may have been inconsistency.