Rolls-Royce Science Prize Finalists 2016-17
Tyntesfield Primary School - Investigation Generation
March Diary
This month has definitely seen our ‘Investigation Generation’ project take off around school. Tyntesfield teaching staff have
been working hard to develop and introduce investigation stations into their classrooms. Our aim is to engage pupils of all ages
with STEM activities, develop their questioning skills and give the children practical experience of different types of scientific
enquiry (observing over time, pattern seeking, identifying and classifying, comparative and fair testing, researching using
secondary sources and problem solving).
Each year group has contributed a short entry to this month’s diary entry. The project team
are now looking forward to visiting the classrooms to see the stations in action and talk to
the children about their learning.
Nursery
In nursery the children are investigating and exploring the outdoors through their Woody
Wanderer sessions. The new resources are being put to excellent use, as the children hunt
for minibeasts in the soil and under logs. The children are particularly enjoying digging up
the soil and trying to find worms. (exploring/ observing)
Reception (RZS/RFB)
The investigation station in our outdoor area is supporting the early learning goal relating to 'The World'. Children are
encouraged to investigate and observe their natural environment and look for patterns, changes, similarities and differences.
We also have an indoor investigation station based around magnets which encourages conversation and discussion about
what they see, properties of materials, why things occur and introduces simple scientific concepts. (simple testing/ observing)
Year 1 (1ZA/1LW) (Team member: Zoe Allman)
We have set up our growing investigation area. We are growing beans in the cupboard and in the sun to help us understand
what plants need to grow. Each week, we will add mini experiments to our stations. We are looking forward to growing different
plants and learning more about the different parts of plants. (observing changes over time/ comparative and fair testing)
Year 2 (2MP/2EM)
We have a nutrition investigation station in 2MP, sorting foods and deciding what is a healthy meal. We also have a heart
model in 2EM classroom that we've used in looking at the effects of exercise on parts of the body.
Next half-term we're looking at having the plants in our investigation station as we move into looking at habitats. (grouping and
classifying/ secondary sources)
Year 3 (3LY/3CS) (Team member: Laura Yates)
In Year 3, the children have been very enthusiastic about investigating their own questions about the growth of plants. It has
been difficult to choose which questions to investigate first. The three we have begun are:
1) Which plant will grow the fastest?
Each pair has planted 4 seeds to help us compare the growth of 15 different types of plant. Some of the children have
predicted that rocket would grow the fastest because its name suggests it will grow quickly. Others predicted sunflowers
because they grow tall or peas because they look plain. Each day, the children are measuring the growth of their plants. Rocket
is currently in the lead, followed closely by the broccoli and tomatoes! (observing changes over time/ comparative and fair
testing)
2) Do plants need soil to grow?
We have placed cress seeds on a range of different materials and are comparing their growth to seeds placed on soil. We have
been surprised that the seeds on plastic are beginning to grow and think this might be because the water is not soaking away
as quickly. (comparative and fair testing)
3) Do plants always need seeds to grow? The children were very keen to discover how to grow cacti and succulents, so we are
exploring whether we can grow them by propagating small parts of their stems and leaves. We
observed the cacti up close under the microscope and even cut one open to discover what is
inside. (problem solving)
Year 4 (4LC/4NA)
Is cornflour mixed with water a solid or a liquid? Class LC have been questioning the molecular
structure of the mixture at their states of matter station! They are also investigating changes of
state through their new ‘Gelli Baff’ activity. Is it magic or is it science?
The bird area with binoculars is also set up to help us observe and identify the birds that land
on the feeder and visit the nest box. We don’t have a nesting pair as yet, but we are remaining
hopeful! Class NA have developed a secret signal to let everyone know when birds are
around. Our favourite visitor so far has been a beautiful goldfinch. (identifying and classifying)
Year 5 (5ES/5RS)
In Year 5 we have set up human body investigation stations. We have a range of anatomy models including a pumping model
of the heart. We've also got thermometers, stethoscopes and peak flow meters to help us learn more about our own bodies and
how they function. (secondary sources/ pattern seeking)
Year 6 (6CC)
Our pulse meters are taking pride of place on our investigation station. How will the pressures of Year 6 SATS affect our pulse
rates in the classroom? We will also be taking the pulse meters outside in our PE lessons with Mr Rogerson as we investigate
the how our pulse rate changes after a range of athletic activities. (pattern seeking)
Year 6 (6CW) (Team member: Claire Walmsley)
Science iTASK
This month the children in Year 6 have been carrying out their experiments after planning and questioning their ideas. We have
a huge range of experiments going on. Some children have placed eggs in different fizzy drinks on the window ledge to see if
diet drinks have the same effect on your teeth as full fat versions.
Other children have been testing whether the shoes you wear affect how fast you run.
While other children have been testing how long mentos react with different fizzy drinks.
The children are starting to draw conclusions from their experiments and think about how they can communicate their ideas
with others.
Crumbles
The crumbles have finally arrived and the children have been very excitedly trying to make the sparkles light up. They were
given the equipment and three challenges: make one sparkle light up in different colours; make one sparkle flash; make one
sparkle flash continuously; and make two sparkles light up.
The children showed great enthusiasm and determination. It was not as easy as it looked! The children were incredibly happy
when they managed the challenge and were able to explain their ‘wobbles’ and how they resolved them. I was incredibly proud
that they had used knowledge from previous lessons on ‘Scratch’ and applied it to a new coding language.
Afterwards, the Year 6 children were then able to help the Year 5 children during STEM club and extend their knowledge by
learning how to make a motor work. I have been really impressed with the amount of girls who have taken to the crumbles.
Originally stating they had no interest in computing and STEM, they have pushed themselves further than I think they thought
they could go! One child said “I really like how it challenges me and makes me think.”
Investigation Station
On the investigation station, children have been testing the amount of light and temperature both inside and outside. They have
been playing with this idea for some time but this week, they devised a table that would help them track changes. They take
their measurements daily in their own time and I am interested to see how they will analyse the data.
Twitter
We have just launched the hashtag #TPSinvestigate with the staff so we can log the fantastic activities that are going on
around school. Hopefully, next month this will take off and we can share our brilliant students with the parents and the wider
community.
Laura Yates
It has been wonderful to monitor the introduction of investigation stations across school. I can’t thank the staff enough for their
enthusiasm for the project and I have enjoyed hearing the children talk to each other about their stations. I will be keeping a
keen look out on Twitter for #TPSinvestigate for regular updates from each class.
I am looking forward to meeting with our Community Focus Group later this month to share our progress so far, discuss the
impact of the project and how to develop it further. We are also keen to develop ideas for a whole school STEM day which will
engage the children with real life challenges and problems.
Hayley Wright
Bird feeder cam
Our bird cam is now up and running and we are eagerly awaiting some bird sightings…whilst we wait staff are in ongoing
discussions with the children about the different species of birds that we would expect to see at this time of year and the food
they would eat. We have positioned a bird feeder next to the bird house to entice the birds in.
Outdoor classroom
We are currently researching resources to purchase for our outdoor classroom to further develop out Outdoor Learning
Curriculum. Some of the resources we will be purchasing are class sets of:
 Magnifying table
 Magnifying pots
 Wipeable whiteboards
 Compasses
 Illuminated mini beast centre
 Binoculars
 Key cards / Identification trees
Jamie Whyte
Now the investigation stations are up and running in each classroom, Jamie is looking forward to taking an active role in
monitoring the impact of the project. He will be visiting the investigation stations around school and reporting back his findings
to the rest of the governing body.
Mentor: Neil Chattle
At the end of this month, we will be welcoming Neil back to Tyntesfield to see how our project is progressing. He will be visiting
the investigation stations around school and talking to classes about the BloodHound SSC project.
Appendix
Expenses to date
Total Awarded: £6000
Date
Purchases
21st September 2016
21st September 2016
21st September 2016
21st September 2016
21st September 2016
September 2016
Log-Box Data Logger 6pk (Y1-6)
Log-Box Datalogger Activities Book
Assorted Magnets Pack (Y3)
Easi-Scope Rainbow Microscopes (Y1-6)
Filter papers for states of matter experiments (Y3-6)
10th November 2016
November 2016
Bird Camera (Y4)
th
20 December 2016
20th December 2016
20th December 2016
20th December 2016
20th December 2016
20th December 2016
20th December 2016
20th December 2016
December 2016
th
11 January 2017
11th January 2017
17th January 2017
17th January 2017
17th January 2017
January 2017
nd
2 February 2017
2nd February 2017
2nd February 2017
2nd February 2017
2nd February 2017
2nd February 2017
2nd February 2017
2nd February 2017
2nd February 2017
2nd February 2017
3rd February 2017
3rd February 2017
3rd February 2017
3rd February 2017
3rd February 2017
3rd February 2017
3rd February 2017
3rd February 2017
3rd February 2017
5th February 2017
5th February 2017
6th February 2017
6th February 2017
6th February 2017
6th February 2017
6th February 2017
6th February 2017
6th February 2017
6th February 2017
6th February 2017
6th February 2017
7th February 2017
7th February 2017
7th February 2017
7th February 2017
7th February 2017
February 2017
Cost
Total Expenses
£509.70
£9.99
£43.95
£199.95
£15.96
£779.55
£5,220.45
£200.00
£979.55
£5,020.45
£262.50
£31.50
£49.50
£31.50
£41.50
£10.00
£10.00
£25.00
£1,441.05
£4,558.95
£143.25
£172.50
£17.99
£30.49
£29.95
£1,835.23
£4,164.77
£347.85
£19.99
£13.58
£14.79
£3.49
£25.90
£14.00
£12.98
£56.40
£51.98
£13.98
£28.95
£11.98
£23.98
£31.98
£25.98
£34.95
£104.95
£34.95
£63.95
£31.95
£24.95
£44.95
£89.90
£49.90
£3.49
£29.98
£69.90
£7.99
£57.95
£25.49
£57.90
£139.95
£79.98
£33.50
£35.50
£3,555.12
Remaining Money
£2,444.88
Total Expenses
Remaining Money
Total Expenses
Remaining Money
Crumble starter kit x 10 (Y5/6)
Buzzer x10 (Y5/6)
Motion sensor x10 (Y5/6)
Proximity sensor x10 (Y5/6)
Dual touch sensor x10 (Y5/6)
Push switch x10 (Y5/6)
Light sensor x10 (Y5/6)
Sparkle baton x 5 (Y5/6)
Total Expenses
Remaining Money
Magnify table (Reception)
Living classroom mud kitchen (Reception)
Grow your own herbs dome (Y2)
Grow your own sensory garden dome (Y2)
Pumping heart model (Y2)
Total Expenses
Remaining Money
Easi-pulse meters x 9 (Y6)
Wooden mashers (EYFS WW)
Giant beechwood spoons x 2 (EYFS WW)
Jumbo magnifiers x 6 (EYFS WW)
Self-attached lid pots x 30 (EYFS WW)
Bug viewer telescopic x 10 (EYFS WW)
Garden weather station (EYFS WW)
Garden tools x 2 (EYFS WW)
Children’s spade x 4 (EYFS WW)
Wheelbarrow x 2 (EYFS WW)
Digital thermometer x 2 (Y5)
Human anatomy models (Y5)
Stethoscope x 2 (Y5)
Heart model x 2 (Y5)
Peak flow meter (Y5)
Human body picture cubes x 2 (Y5)
Move it pack (Y5)
Forces kit (Y5)
Traversing pulley (Y5)
Easi torch and colour filters x 6 (Y3)
Changing shadows demonstration kit (Y3)
Folding binoculars (Y4)
Human ear model (Y4)
Electrician’s tool box x 2 (Y4)
Gelli Baff x 2 (Y4)
Aluminium baking cases (Y4)
Grub! Board game x2 (Y2)
Healthy eating posting game x2 (Y2)
Grouping materials (Y2)
Investigating materials bag (Y2)
Space sand classroom kit (Y2)
Matching pairs texture blocks (Y1)
TTS slope kit (Y3) x 5
Magnetic lab kit x 2 (Reception)
Eat right plate x 2 (Reception)
Healthy eating puzzles x 2 (Reception)