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Stalbridge Church of England Primary School

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In science, we have planted cress to investigate how growth is affected if we deny it something it needs to grow. We also planted onions.

In science, we have planted cress to investigate how growth is affected if we deny it something it needs to grow. We also planted onions. 1
In science, we have planted cress to investigate how growth is affected if we deny it something it needs to grow. We also planted onions. 2
In science, we have planted cress to investigate how growth is affected if we deny it something it needs to grow. We also planted onions. 3
In science, we have planted cress to investigate how growth is affected if we deny it something it needs to grow. We also planted onions. 4
In science, we have planted cress to investigate how growth is affected if we deny it something it needs to grow. We also planted onions. 5
In science, we have planted cress to investigate how growth is affected if we deny it something it needs to grow. We also planted onions. 6

We planned an investigation. We decided what we wanted to investigate and created a tally chart to record what we saw. We used magnifying glasses to observe closely. We thought carefully about what we had observed and used our scientific knowledge to ask and answer questions. Our observations included seeing woodlice under rotting leaves. The children talked about the leaves providing food and shelter. We also discussed why woodlice might be coloured the way they are. The children suggested it was to camouflage themselves against predators.

We planned an investigation. We decided what we wanted to investigate and created a tally chart to record what we saw. We used magnifying glasses to observe closely. We thought carefully about what we had observed and used our scientific knowledge to ask and answer questions. Our observations included seeing woodlice  under rotting leaves. The children talked about the leaves providing food and shelter. We also discussed why woodlice might be coloured the way they are. The children suggested it was to camouflage themselves against predators.   1
We planned an investigation. We decided what we wanted to investigate and created a tally chart to record what we saw. We used magnifying glasses to observe closely. We thought carefully about what we had observed and used our scientific knowledge to ask and answer questions. Our observations included seeing woodlice  under rotting leaves. The children talked about the leaves providing food and shelter. We also discussed why woodlice might be coloured the way they are. The children suggested it was to camouflage themselves against predators.   2
We planned an investigation. We decided what we wanted to investigate and created a tally chart to record what we saw. We used magnifying glasses to observe closely. We thought carefully about what we had observed and used our scientific knowledge to ask and answer questions. Our observations included seeing woodlice  under rotting leaves. The children talked about the leaves providing food and shelter. We also discussed why woodlice might be coloured the way they are. The children suggested it was to camouflage themselves against predators.   3
We planned an investigation. We decided what we wanted to investigate and created a tally chart to record what we saw. We used magnifying glasses to observe closely. We thought carefully about what we had observed and used our scientific knowledge to ask and answer questions. Our observations included seeing woodlice  under rotting leaves. The children talked about the leaves providing food and shelter. We also discussed why woodlice might be coloured the way they are. The children suggested it was to camouflage themselves against predators.   4
We planned an investigation. We decided what we wanted to investigate and created a tally chart to record what we saw. We used magnifying glasses to observe closely. We thought carefully about what we had observed and used our scientific knowledge to ask and answer questions. Our observations included seeing woodlice  under rotting leaves. The children talked about the leaves providing food and shelter. We also discussed why woodlice might be coloured the way they are. The children suggested it was to camouflage themselves against predators.   5
We planned an investigation. We decided what we wanted to investigate and created a tally chart to record what we saw. We used magnifying glasses to observe closely. We thought carefully about what we had observed and used our scientific knowledge to ask and answer questions. Our observations included seeing woodlice  under rotting leaves. The children talked about the leaves providing food and shelter. We also discussed why woodlice might be coloured the way they are. The children suggested it was to camouflage themselves against predators.   6
We planned an investigation. We decided what we wanted to investigate and created a tally chart to record what we saw. We used magnifying glasses to observe closely. We thought carefully about what we had observed and used our scientific knowledge to ask and answer questions. Our observations included seeing woodlice  under rotting leaves. The children talked about the leaves providing food and shelter. We also discussed why woodlice might be coloured the way they are. The children suggested it was to camouflage themselves against predators.   7
We planned an investigation. We decided what we wanted to investigate and created a tally chart to record what we saw. We used magnifying glasses to observe closely. We thought carefully about what we had observed and used our scientific knowledge to ask and answer questions. Our observations included seeing woodlice  under rotting leaves. The children talked about the leaves providing food and shelter. We also discussed why woodlice might be coloured the way they are. The children suggested it was to camouflage themselves against predators.   8
We planned an investigation. We decided what we wanted to investigate and created a tally chart to record what we saw. We used magnifying glasses to observe closely. We thought carefully about what we had observed and used our scientific knowledge to ask and answer questions. Our observations included seeing woodlice  under rotting leaves. The children talked about the leaves providing food and shelter. We also discussed why woodlice might be coloured the way they are. The children suggested it was to camouflage themselves against predators.   9
We planned an investigation. We decided what we wanted to investigate and created a tally chart to record what we saw. We used magnifying glasses to observe closely. We thought carefully about what we had observed and used our scientific knowledge to ask and answer questions. Our observations included seeing woodlice  under rotting leaves. The children talked about the leaves providing food and shelter. We also discussed why woodlice might be coloured the way they are. The children suggested it was to camouflage themselves against predators.   10

Investigating habitats. In Science, we have been investigating habitats including micro habitats.

Investigating habitats. In Science, we have been investigating habitats including micro habitats. 1
Investigating habitats. In Science, we have been investigating habitats including micro habitats. 2
Investigating habitats. In Science, we have been investigating habitats including micro habitats. 3
Investigating habitats. In Science, we have been investigating habitats including micro habitats. 4
Investigating habitats. In Science, we have been investigating habitats including micro habitats. 5
Investigating habitats. In Science, we have been investigating habitats including micro habitats. 6
Investigating habitats. In Science, we have been investigating habitats including micro habitats. 7
Investigating habitats. In Science, we have been investigating habitats including micro habitats. 8
Investigating habitats. In Science, we have been investigating habitats including micro habitats. 9
Investigating habitats. In Science, we have been investigating habitats including micro habitats. 10
Investigating habitats. In Science, we have been investigating habitats including micro habitats. 11
Investigating habitats. In Science, we have been investigating habitats including micro habitats. 12
Investigating habitats. In Science, we have been investigating habitats including micro habitats. 13
Investigating habitats. In Science, we have been investigating habitats including micro habitats. 14
Investigating habitats. In Science, we have been investigating habitats including micro habitats. 15
Investigating habitats. In Science, we have been investigating habitats including micro habitats. 16
Investigating habitats. In Science, we have been investigating habitats including micro habitats. 17
Investigating habitats. In Science, we have been investigating habitats including micro habitats. 18
Investigating habitats. In Science, we have been investigating habitats including micro habitats. 19
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