In maths today we continued to develop our understanding of 2-D shape by exploring right angles today. We learned that a right angle is a 90 degree turn. This reminded us of quarter past and quarter to on an analogue clock! We used ‘Sherlock cones’ angle finders to try and find right angles around the room. For our independent task in pairs, we studied different 2-D shapes and used our angle finders to identify if it had any right angles, we chose our own marking symbol to mark on the shape where the right angle was on the shape we found and considered how many right angles the different shapes had in total.
In maths today we started our new unit focusing on shape. We became shape detectives first of all to remind ourselves of the name of 2-D shapes and practiced using the correct mathematical language to describe their properties. For our talk task we used geoboards and elastic bands to choose a digit and make a shape with that many sides and vertices. For our independent task we created quadrilaterals on our geoboards. We explored creating different quadrilaterals where: all four sides are all the same length, two opposite sides are the same length and all four sides are different lengths. We challenged ourselves to explain to our partners how we know we have created quadrilaterals describing their properties.
Today in topic we discussed the meaning of what a habitat is. We agreed on a class definition that a habitat is the natural home or environment of an animal or plant and it provides the basic needs for all living things. We identified different habitats that exist in the world and named animals and plants in these habitats drawing upon Espresso video sources to support our understanding. We then were amazed to discover that microhabitats also exist! A microhabitat is a small part of the larger habitat and they differ in characteristics e.g. underneath a log in a forest, or in a pond in the countryside. Our paired task involved being given four empty habitats: an ocean, grasslands, desert and farmland. We needed to identify the names of pictures of animals and plants and them match them to their correct habitat.
Year 2 were extremely excited to visit the school’s Phizz lab and become scientists as part of our whole-school science week. Inside the Phizz Lab there were a range of activities to get our science brains whirring including: floating and sinking, magnetic materials, friction, electrical circuits and light! What a super start to British Science Week 2021!
To kick start our new topic ‘On the Farm’ our WOW day we considered where food comes from and how food gets to our plate! We enjoyed being quizzed on our knowledge of names of vegetables and recapped our learning of parts of plants. We identified and discussed how animals can provide us with different types of food including meat and dairy produce. We became geographers and located where farm produce is grown within the United Kingdom and discussed as a class why they grow best in certain locations. We consolidated our understanding of money by making costs of different farm produce foods using a variety of coin combinations, some of us even challenged ourselves to work out change! We enjoyed watching the film ‘Charlotte’s Web’ in in the afternoon whilst trying some British farm produce. We are looking forward to learning more about the animals and plants that are found at farms!
We also read ‘Pigs Might Fly!’ by Michael Morpurgo. This will be the story we will perform for our class assembly this half term! Listening to the story and the songs got us thinking about which characters we might like to be in our performance!
In PE we have been practising our sending and receiving skills. We used our new skills to play an exciting sending and receiving game – Beat the Buzzer. We have started to think about strategies in our teams to score more points. We are looking forward to playing again next week.
It’s our first topic of the Summer term and it has taken a gooey chocolatey turn as our focus author is Roald Dahl and for our wow day we are focusing on the text Charlie and the Chocolate factory! We named different well known chocolate bars and estimated which chocolate bar would be the longest! Then using a ruler we measured the length of the bars to the nearest cm and recorded our measurements in a table identifying which was the longest and the shortest chocolate bar! After reading fragments of the text it inspired us to make our own amazing chocolate packaging. Mr Willy Wonka had written to give us his design specification to follow for our chocolate packaging. We had to follow this carefully to make sure our design was eye-catching to encourage people to buy them! Finally we watched the 1971 Charlie and the Chocolate factory movie in the afternoon to see some of Roald Dahl’s writing come to life!
We are very excited to explore more of Roald Dahl’s texts this half term!
Today as a class we discussed how an explanation text’s purpose is to give us information or to instruct how to do something. We were given the task in pairs to read through an explanation text called ‘How is Ice-cream Made?’ . We read through the text together and then discussed what the purpose of this explanation text is. Our challenge with our partners was to identify the following features: a title, introduction, facts, numbers to show order of information, time conjunctions, illustrations and an ending statement. We used colours to colour code these features and we discussed the importance of including these features in this explanation text.
Today we read more of the story Rapunzel by author Bethan Woollvin. We discussed how it is exciting for Rapunzel to be out of the tower and considered what sights, sounds, colours, shapes, sensations and smells that they think Rapunzel would have been excited by and we look closely at the illustrations to support our ideas. We stepped outside and imagined it was the first time we had ever felt the grass, seen the trees up close, the birds and the insects. To capture how we thought Rapunzel may be feeling and what she may be thinking we created freeze-frames. We took in turns to showcase our freeze-frames and asked each other questions about how we were feeling and why.
At the beginning of this week we considered what it means to ‘get on’ and ‘fall out’ with individuals in the context of relationships. We talked about the contrasting emotions we associate with those concepts e.g. anger, jealousy, anxiety and fear in relation to ‘falling out’ and happiness, content, peace and excitement with ‘getting on’. We used video sources, stories and discussion as a class to think and reflect on times in our lives we have experienced these emotions and considered strategies we could utilise or share with others to overcome these feelings. We role played some possible scenarios where these feelings may be present and offered our advice. We consolidated our learning by drawing pictures to show scenarios which might cause different emotions.