Author Archives: dash33.211

This week, year 4 have been learning about database.

A database is where information is stored on a computer. Before the advancement of technology, companies stored their worker’s information in filing cabinets. This was not the most efficient way of storing employee data because it would take them a very long time to find one piece of information!

Computer databases are a lot more efficient because the information (such as your name, age, address, height etc.) are all sorted into categories which makes it easier to find and compare.

Here is an example of a class database we created.

 

First we thought about the different pieces of information we wanted. We decided to record the following information about ourselves:

Name

Age

Month of birth

Eye colour

Height

Hobbies

Shoe size

We made sure we changed the data type to match the type of field! For example, we changed our ‘hobbies’ field to show up as a list so that we all chose a hobby from the same selection. This would help us when we compared data.

The rest of the class added their data cards with their own information. Once everyone finished, we had a huge database will everybody’s information!

We wanted to use that information to compare data across both classes. In order to do that, we had to create a chart! J2e has lots of charts to choose from. If we wanted to compare between one variable (e.g. compare shoe sizes across the year) we used a bar chart. If we wanted to compare two different variables, we used a line or scatter graph.

Here are some of our results presented in different charts and graphs!

Staying stafe while having fun online

This week, year 4 have been learning about age restrictions and why it is important to read the terms and conditions.

Websites and gaming companies always share the terms and conditions. This is a document that outlines the agreement between the user (you) and the company.

 

In the terms and agreement, companies often share the age restriction for their website or game. For example, the age restriction for Facebook is 13+. This means that, by ticking the ‘I agree’ box on the terms and conditions, you are confirming that you are 13 years old or older or have parental permission to access the website or game.

We created a role play to show the dangers of signing up to the website without reading the terms and conditions, telling your parents, or having a grown up read the terms and conditions to you.

Although it is hard not to give in to peer pressure, you must respect your own right to stay safe. We created an alternative ending where we used our knowledge of internet safety to avoid what could have been a disastrous situation! Have a look:

Year 4’s wall of encouragement

This week, year 4 have been discussing ‘Dreams and Goals’.

A goal is an aspiration that you have – this could be anything from a career/ learning goal to a desire to travel.

We created dream catchers to illustrate our dreams and goals. Have a look!

 

We discussed the difference between a realistic and an unrealistic goal. I’m sure we’d all like to be super-famous popstars but the likelihood of achieving this goal compared to starting your own baking business for example, is much lower. As long as you have a plan and are continuously working towards your goal, no matter how big, you will be able to achieve it. After all, a goal without action is just a dream.

Sometimes, dreams aren’t easy to achieve. Reaching your goals requires determination, perseverance and resilience! If you don’t succeed at the first try – try again!

Other times, hopes and dreams go wrong. You might find that, no matter how much you persevere, you cannot reach your goal.

We discussed how, in life, sometimes things do not go the way we planned. Instead of feeling down about it, we came up with inspiring and practical tips on how to overcome disappointment.

Here are some encouraging words we have displayed on our ‘wall of encouragement’ along with our favourite quotes!

On your marks…

In computing this week, year 4 have created their own racing car game!

 

Using our prior knowledge of algorithms, we were able to navigate the Scratch app to direct our sprite to move in different ways.

Some of the programming blocks available in the Scratch application were: up, down, left right, grow, shrink, invisibility and so much more!

 

Our final project involved creating a racing car game. Before creating the game, we had to create our track, we did this using the ‘fill colour’ and ‘paintbrush’ too. Then, we used our knowledge of the direction programming blocks (e.g. forwards, backwards, left right, turns) to move our car along the track.

Halfway through the track, we used a sensor to create obstacles for our car – like in a real racing game! Some of us decided that if our car hit the grass and went off track, the second action would be that the car…

·         Shrinks

·         Slows down

·         Becomes invisible

·         Reverses 5 spaces

IMG_4004

Comic book creators!

Last half term in computing, year 4 have been creating a digital comic illustrating our own versions of a Greek myth we have been working on in English.

To do this, we used the app Comic Life 3.

Firstly, we selected a template suitable for our myth. We needed a template that had enough frames to depict our myth. Some of us decided to choose a blank template which game us the flexibility to add as many frames as we wanted.

 

 

Next, we typed up a condensed version of our myth into the narrative box.  This is because most comic have short snippets of text rather than paragraphs of writing. The narration is also a lot more simplified.

Once we finished adding our text, it was time to add the photos! Since we worked in groups, we decided to act out each frame of our story. Comic Life has a camera feature that makes this really easy to do! All we had to do was click on the camera icon, take a photo and it would automatically be uploaded into our frame.

To complete our comic strip, we added some dialogue using the speech bubbles icon in the elements wall, customised the lettering of the title and added fun sound effects using the different text styles!

Here are some examples of what we created:

Water, water everywhere

Last half term, year 4 have been learning about different states of matter in Science.

To understand why solids, liquids and gases have different properties, we examined the structure of each states. We learned that…

  • Solid particles are packed tightly together which is why many solid objects are firm and do not bend.
  • Liquid particles have a little bit of space between them which allows the particles to move. This is why liquids can be poured to take the shape of the container it is contained in.
  • Gas particles have lots of space between them! This means that when gas is released, it disperses into the atmosphere really quickly! Think of what happens when you release the air from a balloon!

Changing states of matter: Melting and freezing

We then looked at how states can change! Did you know that solids could become a liquid by a process called melting? Did you know that liquids can change into a solid through the process of freezing?

We explored these reversible processes by doing an exciting rice crispies experiment! First we melted a solid bar of chocolate into a chocolate syrup. Next we covered the rice crispies with the melted chocolate mixture and put it in the fridge.

Can you guess what happened to the chocolate?

That’s right, it turned into solid chocolate again! If states of matter can change back to it’s original state, we call this a reversible change.

The Water Cycle:

Once we understood how states of matter can change from a solid to a liquid and a gas, we moves on to explore the water cycle.

To start with, we explored the scientific enquiry: what happens to a puddle during a hot, sunny day?

We learned that liquids change into a gas if there is heat. This process is called evaporation.

We also learned how clouds are formed. Did you know that clouds are just evaporated water droplets? When the water droplets cool down, they condense and become clouds!

If there are too many water droplets, the clouds get heavy and we have precipitation! This is when the clouds release all the water droplets in the form of rain, hail or snow.

The water the returns to rivers, oceans, the sea, or seeps back into the soil ready to start all over again.

At the end of our states of matter unit, we created our very own water cycle poster explaining the different ways water changes states in the water cycle.

Can you spot where evaporation, condensation, precipitation and collection happens in this diagram?

Hopscotch!

Computing:

This week, year 4 have been taking their programming skills to the next level!

We used the coding app ‘Hopscotch’ to input commands that controlled our character’s movements – similar to a Bee Bot! We also wanted our character to leave a trail as it moved, allowing us to create different shapes and patterns!

Before we could decide on our first movement, we had to decide how our character’s movements would be activated.

Some of the options we considered were…

          Tapping our character

          Tapping the ipad

          Swiping the screen to the left/right

 

In order to create the trail, we then had to select the ‘leave a trail option’ which allowed our character to ‘draw’ as it moved.

Here are some examples of what shapes we created!

However! We also learned that it was important the commands (instructions) were inputted correctly. A slight error could result in our character not responding or malfunctioning altogether!

We learned that debugging – spotting our own mistakes and returning to the edit panel to correct them- was extremely important in getting the outcome we wanted. This meant we previewed each command as we added them.

 

Once we gained confidence in the app, we used our knowledge of repeat commands and debugging to make our characters dance! Some of us felt confident enough to create a dance duet using two characters!

Some commands used were:

          Spin

          Flip

          Move forward

          Rotate

          Turn

          Gigantify

Here’s an example of what we created!

 

https://youtu.be/XYPAokP6xF0

https://youtu.be/Xka7Rv98hpg

 

Speaking in code…

Year 4 have been exploring coding to make changes to some of their favourite websites!

We learned that, just like people, computers also have their very own language – in code! In order to give computers instructions we had to familiarise ourselves with coding and what it looked like.

We used a program called ‘Mozilla X- ray Goggles’ which allowed us to have a look inside a website – a little like how an X-day allows you to look inside the human body! X- ray goggles allowed us to view the coding for different elements of a website like titles, text and images.

Here’s a sample activity where we changed the order names of the animals in the code to create a strange animal of our very own!

Before:

After:

Changing the code for text elements however, is slightly different. The rule we had to remember was to only change the code written in black.

Before:

After:

This is because if any of the coloured code was changed, the computer would not respond and carry out the action we wanted it to.

Once we practiced changing the text on X-ray Goggles, we used our coding skills to change the headlines and captions of some articles on the newsround homepage.

Here’s a few of our examples!

Before:

After:

What jobs do you think these skills would be useful for?