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4RM

4RM

 

 

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Welcome to our class webpage where you can find out about our amazing learning journey. You will find information about our activities, examples of our work and comments from us! Please visit often to see our learning journey develop.

Year 4 Newsletter

Contact us!

We have our own 4RM email! If you wish to contact us, please do so with the secure form below - we will be checking it regularly. We welcome your comments and suggestions.

Term 1

Key information:

 

4RM will have indoor PE on Tuesday and outdoor PE on Thursday.

Enquiry Overview: Why does it snow?

Year 4 are starting the year as scientists! We’ll be looking at the characteristics of solids, liquids and gases before focusing our attention on conducting scientific investigations. We will be setting up simple practical enquiries to look at the melting speed of different solids, and measuring temperature changes over time. We shall then use this data to draw simple conclusions and present our findings. Finally, we will look closely at the water cycle and consider our enquiry question: Why does it snow?

Showing-off!

 

As a part of our enquiry 'Why does it snow?', we were given the task of creating a presentation to show-off our understanding of the water cycle, with a focus on explaining why it snows. We worked in groups to collate our knowledge and decide how to present to the rest of the class. Have a look at an example below of what we did!

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Computing

We had a whole day where we used our computing skills using Chromebooks! We mastered how to create a successful password so we can protect ourselves against others accessing our information. We then worked on Google Classroom where we were had to complete a set of questions, some of which involved using the internet to search for answers, and hand-in our answers online. In the afternoon, we created a slideshow about Purple Learning using Google Slides.

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Our Own Water Cycle!

 

After learning about the key stages of the water cycle, we planned and made our own water cycles! We use a plastic zip-lock bag, drew the water cycle and labelled it. We then poured a little water into the bag and zipped it up. We are hoping to see the key stages of evaporation and condensation to give us a better understand of how the process works.

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How long does it take solids to melt?

 

As a part of our enquiry 'Why does it snow?', Year 4 completed an experiment where we would measure how long it would take take for three different solids to melt. The solids used were butter, chocolate and ice. 

4RM were very intrigued by solids turning into liquids and we now know ice takes the longest time to melt and that butter takes the shortest amount of time. Have a look at the experiment below: 

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Collaborative Learning

 

After researching how to survive in snowy conditions, we worked in pairs to produce an eye catching leaflet to inform others. We thought about layout and how to present our findings. We worked well with our partner and we are really proud of our finished products. 

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Sorting Solids, Liquids and Gases

 

This week we were given images to sort however we thought best. Some of us sorted them into whether they were healthy or not, but then we were introduced to solids, liquids and gases. We then re-organised the images into these groups and asked questions about a few of them - is jelly a solid or liquid? What is spray when it is squirted out of the bottle?

We made fantastic notes about how solids, liquids and gases differ and what makes them unique. Then, we learnt about how all three states of matter have particles, and that these particles have various forces of attraction which give solids, liquids and gases their properties. After learning this, we went out to pretend we were the particles in these states of matter. We huddled together to represent particles in solids with strong forces of attraction, holding hands to show looser forces of attraction in liquids and finally, we spread apart for particles in gas which have weak forces of attraction.

 

Included and Excluded

 

During Jigsaw this week, we looked at images of people who were included in a group and others who were excluded. We came up with adjectives to describe how they might feel so we can understand why it is important to be kind and inclusive.

We thought of times when we felt included and how it made us feel. 'I feel included when my friends ask me to play,' and 'I feel included when we work as a team.'

Then, we used our teamwork skills to pass the ball between us. There was were only two rules; we cannot use our hands and the ball cannot touch the floor. Through communication and experimentation we came up with the best technique to pass it speedily between us. We mastered it and beat our time!

Conscience Alley

 

We helped Ivan make up his mind as to whether he should leave his family and village to go and look for his lost brother or stay. We thought carefully about the reasons 'For' and 'Against' and then created a conscience alley to try and persuade Ivan whether to go or not.

Conscience Alley

Prior Knowledge

 

To kick start our science learning, we have been discussing our prior knowledge. Finding out about what we already know. We were asked several different questions where we talked to others around us to see if we had similar ideas. It was fascinating and we can't wait to learning more about, 'Why does it snow?'

Collaborative Learning

 

We have been learning about what 'Purple Learner' is, with a focus on how work in a group successfully. We considered what it looks like, feels like and sounds like when we work collaboratively. We understand we need to take turns, be polite, motivate and support one another. 

 

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Marvellous Maths!

 

We have been using dienes to help us with our place value. We made 4 digit numbers and thought carefully about what each digit represented.

Wow!

 

We kick started our enquiry by making snow! It was great fun! We couldn't believe how it expanded to make so much. We went outside and played with it while the sun shone which was a strange feeling!

Snowflake Fun!

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