### Bad bread!

22/11/2017 at 12:22

After two weeks, our bread experiment has really begun to develop! We could see a marked change in all the bread samples and have had good discussions about whether our predictions seem to be true or not so far, what surprises we have had and we have tried to come up with reasons why this may have happened. Have a look at our week two pictures and we will let you know the final results with our conclusions next week.

### Visit from a scientist

20/11/2017 at 16:27

Today we had a science lesson from a real scientist! Mrs Hoyle’s friend, James, came into school today to tell us about how he has used the Scientific Process (we did a lesson about this in September) in his own research. James has developed a product to help people with problematic knees. The children were amazed that his ‘experiment’ took four years to complete! He now has a PhD.

He brought in several replacement joints that they test at the university where he works. The children spent a while looking, handling and discussing what body part they might be from, with some brilliant (and hilarious at times!) suggestions. They also learnt that a standard knee replacement costs about £30,000!

James is a chemist so we then finished with some fun with science putty, vinegar and bicarbonate of sodas and cleaning coins with vinegar and salt! Can you spot the before and after coins?

### Scintillating Science

15/11/2017 at 12:54

We had fun in science this week! First of all, we closely scrutinised the bread experiment that we set up last week. Some things are beginning to happen but we should see some bigger, more obvious changes next week.

We then found out about useful and harmful microbes. It was important to know that most microbes are helpful or beneficial, although some of them do cause illness and disease. One of the main ways in which microbes are beneficial is in the food industry. Cheese, bread, yogurt, chocolate, vinegar and alcohol are all produced through the growth of microbes.

We identified some microbes as fungi, bacteria or viruses from their descriptions and then each child designed their own microbe, deciding whether it was good or bad, naming it and drawing it. We then completed the ‘Bad Bug Challenge’ crossword!

### The War in the Air

13/11/2017 at 11:54

Click on each photo to find out about the different types of aircraft in the First World War:

**Aviation and Aircraft of WW1:**

**Fighters:**

**Bombers:**

**Scouting aircraft:**

**Snoopy and the Red Baron:**

**Who was the Red Baron?**

### Different types of numbers, poetry and trench warfare

10/11/2017 at 14:19

HOMEWORK:

Maths: Finding prime factors of certain numbers. **Due Friday 17th November**

Spelling: c or s? verb or noun? **Spelling Test on Friday 17th November**

I have had an extremely enjoyable week in 6S; I hope the children have too!

In maths, children have investigated and solved problems in relation to different types of numbers: prime, square and cube. Children have also looked at factors and multiples. They reasoned the following definitions for each type of number.

Prime: a number with only 2 factors.

Square: the product of a number multiplied by itself.

Cube: the product of a number multiplied by itself three times.

Factor: a number that when multiplied gives a given number.

Multiple: a number that is within a given number’s times table.

Children solved a variety of problems including sorting numbers into venn diagrams labelled with squared and cubed numbers – is there a number that is both? Children also wrote their own number problems based on the one below:

- It is greater than 10
- It is an odd number
- It is not a prime number
- It is less than 25
- It is a factor of 60

One child wrote this fiendishly difficult problem:

- It is larger than 15
- It is an odd number
- It is a prime number
- It is less than 35
- It is a factor of 544

Answers in the comments below!

In literacy, children have looked at poetry written within the First World War. Having learned *In Flanders Field, *the children answered a variety of retrieval and inference questions. They then went on to look at *In Dulce et Decorum Est* – a poem by Wilfred Owen – and looked at the use of similes and metaphors that the poet used to describe the state of the soldiers.

Children went on to compare this poem with *The Soldier *by Rupert Brooke. This poem is very different. I wonder why?

Children then went on to think of their own similes, metaphors and other poetic techniques that they could use in their own First World War poem. These poems are planned and I am looking forward to the children writing their own poems next week.

In history, children have studied how life in the trenches was for First World War soldiers. Using this interactive guide from the BBC, children were able to research and list lots of information about life in the trenches.

### Life in the Trenches

08/11/2017 at 21:17

**Life in the Trenches**: Click on the photo to visit the website