Year 5 Escape Rooms

31 October 202027 November 2020 Ollie Andrew

Last term, the children of Year 5 had to create an escape room based on the science we had been learning about in class. They needed to think about some of the areas that we had been focusing on; it could be on specific elements of our topic or cover a range of ideas. Within their escape room, the children had to clearly demonstrate their learning through riddles, questions and puzzles.

We invited different year groups to attempt the escape rooms and see if they had what it takes to finish within 15 minutes.

In order to be successful, the children needed to achieve the following criteria:

Science

Personal and Social Competencies

Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets.
Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic.
Know that some materials will dissolve in liquid to form a solution and describe how to recover a substance from a solution.
Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating.
Knowing that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.
Demonstrate that dissolving, mixing and changes of state are reversible changes.

I can give constructive feedback to my peers on their ideas identifying what is good and how it could be improved.
I can allocate tasks within a group activity.I can recognise differences in skills and characteristics amongst those in the group.
I can use some strategies to support the learning of others matched to their needs.I can work within a group with others who may learn at a different pace or learn in a different way.
I can interact with a wide range of individuals in my class, asking for support and cooperation.
I can select materials I need to carry out a task.
I can work on a task independently when given a set of processes to follow.
I can describe what the class code of conduct is and explain why we have this code.