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WK 3 DT / Science – Longitudinal Study

Winter Longitudinal Studies:

We have continued a journey of discovery and growth; our students have been wrapped up warm and engaged in longitudinal studies. Through these studies, our young scientists have been exploring the development and changes occurring over time in various areas of the outside classroom and, in some cases, even studying themselves. Despite the cold and the change in the environment, they have meticulously documented their findings, uncovering valuable insights into their own individual journeys and the world around them.

Years 1:

Longitudinal Study Question –

What changes in the four seasons?

We found a tree that we would like to study, we took a photo and will continue to take photos of that tree, in each season, and noticing the changes. We also started to talk about the weather and how this changes what we might wear to school. We then used our spotter sheets to help us find some different types of trees.

Retrieval Questions and key vocab:

What is happening in Winter?

How are the trees changing?

What is happening to the temperature and weather?

Year 2:

Longitudinal Study Question –

How can I prove what animals live in the OC environment?

 We took a photo and of ourselves in either Mushroom or Bluebell Woods. We will continue to take photos of that area, in each season, and noticing the changes in both plants and the animals living there. We also have been using the ID sheets to collect data. We went through the sheet together and looked at what animals we had spotted and which ones we hadn’t. If we didn’t see an animal we didn’t mark it off on our data – this is as important so we know what animals are missing in Winter.

Retrieval Questions and key vocab:

What is the diet of birds?

Why did we find less minibeasts (invertebrate) in the outside classroom?

How have the trees changed and where are animals sheltering now?

Years 3:

Longitudinal Study Question –

How do the plants in the OC support the animals living there?

We completed two investigations.

Tree Canopy – Animals Living Alongside Plants. Don’t worry, we’re not telling the children to vandalise trees, it was just a great way of finding out what interesting invertebrates (animals without backbones) live in the trees around the OC! It might sound a bit violent, but if done right, tree-shaking doesn’t harm the tree or the minibeasts that call it home. The children recorded what they found by issuing ID sheets and a tally chart.

Leaf Litter – Decomposers Helping Plants. Decomposers are an important part of our environment. We found them in the leaf litter on the forest floors. Decomposers take dead plant material and turn it into rich and nutritious soil to support new plants. We took a soil and leaf litter sample and recorded the decomposers that we found. Each term we will look at the forest floor and see when our decomposers are out and about.

Retrieval Questions and key vocab:

Why are we finding less invertebrates in winter?

Why is it important to be accurate when recording data?

What changes have happened to the trees and how does this change the habitat?

Year 4:

Longitudinal Study Question –

What is the top predator in the OC and why have they chosen to live there?

Over the year we will be focusing on how animals are part of a delicate ecological system. As scientists we call this food chains and food webs.

As scientists we had some information already and recalled some great science vocabulary including; carnivores, omnivores, herbivores, predators and prey. We used the ID sheets to build our knowledge of producers, consumers and decomposers and looking at how they are a vital part of our eco system. We discovered that it can be frustrating to make observations of animals because they are so good at camouflaging. We discussed how we might make some observations of animals when we are not about. All the information was recorded on their Ecology Triangles

Retrieval Questions and key vocab:

What is a producer and how do they create energy?

Did we see more or less animals in Spring 1?

Does weather have the same impact on all animals?

Year 5:

Longitudinal Study Question –

Do all living things start and end the year in the same way?

We will be making observations of how plants grow from a bulb to a plant. These plants will be used to maintain our vegetable beds – a job, you the children, will be helping us with this year. We looked at the parts of a bulb and discussed what we would need to provide in order for it to germinate. Each group planted two bulbs and made a diagram of what they observed. Over the rest of the year we will continue to observe the changes in your bulb. Our studies will include making carefully observations and then sharing those within your group.

Retrieval Questions and key vocab:

What changes did you see in the bulb?

Where is the food/energy made in plants?

Why is it important to record the height of the plant; what does this show?

Year 6:

Longitudinal Study Question –

How much do we grow over the year? What can we do to help us grow?

Over the year we would like you to investigate whether you will grow over the year. You are all different but do you all grow in the same way? If you do, is this at a similar rate?

As scientists, we may have some information already; you were great at linking the work that you have done on humans and living things. Last week we looked at how we take care of our bodies may impact growth. You were brilliant at coming up with some areas to look at and we were able to complete a short survey on health.

To finish off the session we did a quick test on our circulation. Some of us found it difficult to find a pulse but we all got there in the end.

 Retrieval Questions and key vocab:

Why is measuring accurately important?

What changes have you seen in the growth measurements?

What patterns in growth have you predicted?