We made Maasai masks, based on our main character’s experiences with different African tribes.
The masks were made of clay and took one session to mould into shape and two sessions to paint.
Unfortunately, some of the clay cracked whilst it was drying, but this was all part of the learning process as we may have made some parts too thin. We will know not to do this next time and this was part of our evaluation.
Week 3 - Science
In Science we have been learning all about habitats. To link with our project, we have been finding out about the different habitats in Africa.
To improve our reading comprehension skills, we completed some research about three main African habitats – Desert, Savanna and Rainforest. We then summarised main facts to create information paragraphs. Using our knowledge of grammar, we then used subheadings to organise this information clearly.
Our next task was to plan and create a poster to encourage people to visit a chosen habitat. We researched different aspects of the habitats including animals, plants, dangers and climate.
Week 2 - World Book Day
This week we have had great fun celebrating World Book Day.
We dressed up in our snuggly nightwear and brought in our favourite stories from home.
In Literacy, we reviewed our books and rated them out of 5 stars. We gave a brief summary about the book’s content, concentrating on the interesting and exciting parts in order to encourage others to read the book. We also stated who we would recommend this book to and why.
In the afternoon we had a vocabulary parade. We chose higher level words to celebrate and found the definition, synonyms and placed it into context. We created posters and banners in pairs and paraded them in the whole school assembly.
Week 1 - SPaG
For our SPaG lesson this week, we watched a short film from The Literacy Shed, Zahra.
Zahra lives in Africa. She spends all day collecting water in order to help her tree grow so she can get some shade. She travels back and forth to the water pump but to no avail. The tree won't grow. It is not until a bead of sweat falls on the roots that the tree springs forth and grows protectively in order to protect her from the sun.
We discussed the setting and the conditions that Zahra was living in and how difficult it is for some people to get water. This made us think carefully about the UN Convention on the Rights of the Child, especially Article 24 which states that children have the right to have access to safe, clean water. We discussed how lucky we are and what charities there are to help people in countries less fortunate than ours.
We then wrote about the experience from the point of view of the girl, also trying to incorporate conjunctions, adverbs and prepositions to express time, place and cause.
Week 5 - Science
We looked at the following photograph of the snow taken at the weekend.
In groups we discussed why the snow only remained in the shadow then explained using scientific language about why this had happened.
During our written explanations, we were asked to use key scientific vocabulary including evaporation, temperature, particles, energy and melt.
Week Four - Religious Education
Our class reader, The Boy Who Biked the World, focusses on the main character travelling through lots of different countries. When riding through the Middle East, Tom ventures into lots of countries where the main religion is Islam. We are beginning to learn all about the religion of Islam, thinking about what we already know and then researching these aspects to deepen our knowledge.
This week we have also learned about the The Five Pillars of Islam, which are five duties that Muslims try to carry out. It helps them to feel like a part of the Muslim community. We carried out a reading comprehension concentrating on the strands Define and Summarise. We discussed how it is important to make sure we know the meaning of unfamiliar vocabulary and the need to used a dictionary if required. We used the ipads to retrieve information about the words then we summarised the information in order to produce our own glossary for the text. We found that this improved our understanding of the text.
We also linked our learning to Article 14 of the UN Convention on the Rights of the Child which states that every child has the right to choose their own religion and beliefs.
Week Three - PE
During our PE lessons on a Friday afternoon, we are doing gymnastics and concentrating on shape. Firstly we revised shapes with our bodies, working on smooth transitions between shapes and also synchronising our moves with a partner.
Throughout the term we are going to be developing rhythmic gymnastic routines. This week, we introduced a ball. We had to show great balance to keep control of the ball when holding our body shapes and over the next couple of weeks we will be developing our routines by introducing catch and retrieve movements.
Week Two - Science
This week, we have been investigating gases. We learned that gas has a weight.
We carried out a comparative investigation using fizzy drinks. We needed to find the fizziest drink out of five choices.
We found this out by pouring equal amounts of drinks into bottles, weighing them, shaking the bottles for a designated time then weighing them again. Shaking the drinks removed the carbon dioxide, making it flat. The difference in the weights showed us how much carbon dioxide was in the drinks. The more the carbon dioxide, the fizzier the drink.
We had great fun, even though our hands got a little sticky!
It has been very exciting this week in Class 2 starting our new project and we have really enjoyed starting our new class reader, The Boy Who Biked the World by Alistair Humphreys.
After reading the main character’s plans to travel to Africa, we have been thinking about which countries we would like to visit if we were to travel around the world, finding and labelling them on a map.
In reading comprehension, we have been using the reading strands of Summarise and Compare. We read Chapter 2 of the book and answered questions focussed on Tom’s behaviour whilst he was daydreaming of adventures.
In our grammar lesson, we then used speech bubbles and inverted commas in order to produce the conversation Tom would have with his teacher once he realised he hadn’t been listening in class!
To begin our new topic of States of Matter, we were given lots of different pictures of materials. We then had to sort them into whether we thought they were a solid, liquid or a gas. There were definitely some that puzzled us and belonged to more than one group!
We then looked at the particle arrangement and properties of the different states. We had to draw the particles and then match the properties to them.