Our learning for wc 20th September
In English this week, we are reading the book Greta and the Giants by Zoe Tucker. You can find a video of the story here -
Lesson 1 -
In todays lesson, we are going to be retelling the story. Use the pictures for todays learning to help you.
Lesson 2 -
In today’s lesson, we are going to be creating a story map of Greta and the Giants. Watch the story again and make a list of the main points. Then, draw and colour the pictures you need for your story map. If you need to, write a sentence for each picture too.
Lesson 3 -
In today’s lesson, we are thinking about the characters and what they might be saying at different points in the story.
Look at this picture, what do you think Greta is saying to the animals at this point in the story? Remember, you are writing as if YOU are Greta so we don’t need “Greta says” or “said Greta”, we are writing in the first person using I, we, me, us.
Write your speech bubbles on your sheet thinking carefully about what the characters might be saying to each other.
Lesson 4 -
For today, we are going to be describing a setting using adjectives. Remember, an adjective is a describing word and it describes a noun (a noun is a person a place or a thing – something you can draw). Look at the picture below:
Make a list of words to describe it… what can you see? How does it feel? Can you think of words to describe the chimneys, sky, cars, houses and trees?
Now, write your ideas in full sentences using some amazing vocabulary and conjunctions.
Lesson 5 -
In today’s lesson, we are going to be concentrating on the setting at the end of the story. We saw how beautiful the forest had became after the giants stopped cutting the trees down so now we are going to think what the city could be like. Think… what would a city free from pollution have init? How would the people look and feel?
Using the sheets provided, draw your new city free from pollution and write a caption that describes why this city is better than the one that is filled with pollution using the word ‘because’.
Lesson 1 -
Look at IWB and discuss what ‘multiple’ means and then match the 10 frames to the statements on the pages. Identify the patterns that can be found in the IWB subtraction sequence and model how many number bonds can be made from various multiples of ten. Activity-Triangles and Squares - Use the multiple of ten number cards and add on 10 and 20. Circles - Use the multiple of ten number cards and add on 10. Hex and Pent - Use the multiple of ten number cards and add on 10. 20 and 30.
Lesson 2 -
Follow the IWB presentation and discuss what pattern we see when we add and subtract 1. Highlight the pattern by adding 2 (by adding another 1) and then adding 3.
Activity - Solving calculations questions on question cards using a number line.
Look at the IWB and focus on a hundred square, explore what happens to the numbers in the columns. Emphasise that the tens digit changes whilst the ones stays the same, follow examples on the IWB.
Activity - Complete the table showing ten more and ten less than a given number. Draw sticks and blocks to represent 10’s and ones.
Follow IWB presentation on Adding and subtracting 10 on a number line. Look at place value charts. Use manipulatives, a hundred square or jottings to work out the answers to the calculations in the activity.
Today we are going to recap our skills of adding to make 10. It is very important that you can work them out practically and mentally. Follow IWB presentation to learn how to partition a number and use knowledge of number bonds to 10 to help work out the answer, E.g 8 + 5 = 8 + 2 = 10 + 3
Activity - Work through questions using a 10 frame to help partition the numbers.
This week in topic we are doing design and technology. The children are going to be busy design, building and evaluation a space buggy to help our alien friends return to their planet.
The children are going to thinking about the different parts of their models and which would be the most effective material used linked to the materials properties.
Lesson 1 -
Today you are going to be designing your space buggy.
What do you know about vehicles?
Talk with someone at home about why vehicles have different things. These could include why do they have lights? Why do they have wheels?
Work through the smartboard and think about the different parts, the materials they are made from and whether you could like to use them in your design.
We are going to make vehicles on wheels for a space buggy for the aliens to safely return to space.
Write a criteria for how to make a successful models and see if you can follow it through your design and making of your space buggy.
Somethings to consider might be –
Think about what you already know about materials - which would be suitable for your design? Which properties would you need? Transparent windows? Flexible material for the body? Which materials would be suitable for wheels? Axle rods? Chassis? Body?
Lesson 2 -
Today you are going to be making your space buggy.
Go through your own design yesterday and remind yourself of the materials needed and then you are ready to construct your movable vehicle.
Remember to keep referring back to your design sheet to ensure you are selecting the correct materials for the designs to be a success.
How can you test that your wheels are going to work?
What can you do to ensure that your design is a success?
What will it need to do? What will you do if it doesn’t work?
Lesson 3 -
Today you are going to be evaluating your space buggy.
Before we can complete our evaluations, we need to test our vehicles to check whether they are able to move successfully. At home create a 2D track and move your vehicle along the track.
What evidence can you list for why you wheels did/wouldn’t turn?
What is the most important part of the making process?
Why did you choose to…?
Use your design, testing and success criteria to evaluate your model and consider any changes you would make.
This week we are going to practice using all the letter sounds that we learnt in year 1 up to phase 4. We will be segmenting and blending to read and write ccvcc and cvccc words and using the words in sentences.