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Eagles Class Archive Spring Term 2017

Find out all about our learning in our Shipwrecked topic in the Spring Term 2017

Eagles present their Power Projects: March 2017

Over the past two weeks, Eagles class have undertaken a Power Project homework. The theme was Earthquakes, Volcanoes and Rivers as this is what we have been learning about in our geography lessons. Ape-adillion Island has a volcano, a large river and is in an area of the world that has many earthquakes. There were many tasks that we could choose from and each task was given a certain number of points. We could choose any tasks as long as the tasks that we did added up to 5 points!

We had models, videos, factfiles and much more so everyone's project was different. Here is a few examples and pictures to show what we did.

Alex and Kai both used Minecraft in order to create a settlement that was by a river or volcano. Watch them below:




Shipwrecked: This Half Term's Book Study ... Kensuke's Kingdom by Michael Morpurgo


This half term we are studying the novel 'Kensuke's Kingdom' by the children's' author, Michael Morpurgo. It has lots of links to our Shipwrecked topic in class as it is a story about survival under difficult circumstances. We looked at objects, a variety of book covers and various book reviews to try and deduce as much as we could about the story using our inference skills.

Chapter 1 sets the scene brilliantly and we are introduced to the main characters. You can read chapter 1 below.



Click on the picture of Michael Morpurgo to go to his official website!      

Yeast Investigation - Friday 17th February 2017

To find out more about these micro-organisms we looked at how yeast (which is a micro-organism) is used and why it is used in bread-making. We also thought about how we could prove that these micro-organisms were living things as we knew that all living things need or show:

We investigated these questions:

KQ1: What happens when we mix Yeast, water and sugar together?

KQ2: Does Yeast prefer a warm or cold environment?

KQ3: If you add more sugar does the Yeast produce more Carbon Dioxide?

We created our mixtures and put a balloon on the top in order to try and see what happened. Every 5 minutes we measured the circumference of the balloon to see how quickly it was expanding. 



We made observations between measuring and we were really surprised by how quickly the balloons inflated. We discussed what could be inflating the balloon and we worked out that the yeast was producing Carbon Dioxide as a waste product (as it eating all of the sugar) and it was this gas that was blowing up the balloon. We also put one in the fridge and this did still inflate but was much smaller because the yeast did not have as much energy so couldn't produce as much CO2. 



Here is our final results! There was obviously so much gas inside the balloons that many began to lean over! You can also see the difference between the one in the classroom and the one in the fridge.



Mrs Hughes did her own experiment and filmed it using a time lapse camera. This helps us to really see what is going on and just how much Carbon Dioxide was produced by the yeast. 

Shipwrecked - New discovery of species: Micro-organisms

We are been finding out that we are not alone on the island - that it is home to many undiscovered creatures, plants and other microscopic living things! We have been investigating these micro-organisms to see if they are harmful or harmless and how to avoid being infected by these viruses and bacteria. Here is a - very catchy - song all about micro-organisms:


After lots of investigations, we re-created these tiny microbes and wrote explanation cards all about them to share our findings with others. Be careful as some of them are very dangerous to humans!




Shipwrecked! - Making signals using coding - February 2017

We have begun our I.T project using a program called Flowol. Flowol is a computer program that allows you to control a system by creating a flowchart of instructions. Here's a simple example:

 This flowchart is telling the lighthouse system to turn on the main light (output 1) for 1 second, then off for 1 second and repeat this on a loop. However, if the sun (input 1) is on - this means it is daytime - the main light stays off. 

Over the past few lessons, we have learnt how to put a flowchart together, how to turn multiple outputs on and off for different amounts of time. This will help us to code a signal that passing ships will see in order to rescue us! We had to complete a series of challenges to program the lighthouse's main light, the internal lights and the foghorn. We even put in a sound file of the foghorn so when the foghorn was turned on, the sound would play too. 



Lia, Emily, Patrick and Henry were given the challenge of programming 6 LED's on a fairground mimic using the Flowgo box. Using Subroutes, they were able to make the lights to a series of different sequences one after the other - just like christmas lights. They ended up with 5 different programs that repeated.

It was tough challenge as there were so many flowcharts doing different things. But when we pressed play and it all worked it was great. We cheered - loudly!                                                                                                                                          Lia



Shipwrecked! - Making and testing shelters - January 2017

Many of us filled in the shipwrecked survey (see below) and together as a class we noticed that lots of us rated 'Making a Shelter' really high. So we explored shelters asking ourselves these questions:

  • What key features does a successful shelter need to have?
  • What can we learn from other structures from around the world?
  • How can we use these features to help us to design our own shelters?
  • How can we test our shelters to prove that they are effective?

We looked at 4 different types of shelters and rated them based on: SIMPLICITY, STRENGTH, FLEXIBILITY, PROTECTION and WATERPROOFING - giving them a rating out of 10 for each category. When we had done lots of averages, we noticed that the TIpi design seemed to score (on average) higher in each category. 

This video also shows just how simple a structure like this is to put up - especially if you are in a hurry!

It was then our turn. In groups we designed and made our own shelters that we thought would pass all of Mrs Hughes' tests. 



Once made each shelter was put through a series of tests to see if they were simple, waterproof, windproof and strong. Mrs Hughes put weights on them, poured water over them and even got a hairdryer to represent a hurricane! All the other groups rated each shelter to see which one was the best. 



Below is the winning shelter that scored 235 out of a possible 250. Moss was used for waterproofing (when water was poured on, the cotton wool on the inside was dry) it took over 3KG in weight and withstood a very fierce hurricane. Well done team!

 Eagles Class Spring Term 2017: Shipwrecked!

How would we survive being shipwrecked on a deserted island? What would be our priorities in the first few days? What kind of skills would we want in the people we are shipwrecked with? What will we discover about this new, unknown place? 

We will be trying to answer these questions and more over the course of our topic for this term. Let's hope that this doesn't happen:

Here is a quick quiz to find out what jobs you would prioritise first if you were shipwrecked! Use the scroll bar on the left-hand side of the quiz box to work your way through the quiz.