Last week we showed a keen interest in different types of vehicles such as: cars, motorbikes, trains, vans, airplanes, hot air balloons. We decided to read the story “The Train Ride” by June Crebbin.
The story follows the journey of a girl on a train and all of the interesting things that she can see from the window. We quickly noticed a pattern in the words.
“What shall I see? What shall I see?”
“That’s what I see. That’s what I see.”
This helped us to be able to read the book together as we recognized these words.
To make sure that we understood the story really well we decided to sequence pictures from the story, putting them into the right order. We used words such as first, next, then, after that and last to describe our sequence.
Once we knew the pattern of the story we role played as some of the characters. We did a hot seating activity which means that we asked and answered questions pretending that we were the girl in the story.
Here are some of our questions:
Was the train bumpy?
Was the train loud?
Were you scared when you went into the tunnel and it was black?
Were you happy to see your grandma?
What was your favourite thing to see?
Finally, we created our own journey story. We worked in groups of three and thought of a sentence to describe our picture. After some time practicing we bought our tickets, sat in our train seats and retold our journey story.
“We’re off on a journey, out of the town…what shall I see? What shall I see?”
I see a man with a watering can (that’s what I see, that’s what I see)
I see an astronaut walking on the moon (that’s what I see, that’s what I see)
I see some monkeys swinging in the trees (that’s what I see, that’s what I see)
I see some teachers eating ice cream (that’s what I see, that’s what I see)
I see some camels walking in the desert (that’s what I see, that’s what I see)
I see the fairground at Cleethorpes beach (that’s what I see, that’s what I see)
I see ASDA at Manor Top (that’s what I see, that’s what I see)
I see a diver swimming in the sea (that’s what I see, that’s what I see)
Some children in Onyx have been fascinated with the different rocks that they have found in our outdoor area. Some children thought that they might be space rocks which have fallen to Earth so we decided to find out more about Space.
We began our week talking about what we already knew about Space. Some children knew:
There are eight planets
The sun is in Space
There are stars
The moon is in Space
We also thought about what we might like to find out about Space. Here are some of our questions:
Are there aliens in space?
Does the moon go around the sun?
Why is it dark in space?
We used lots of different strategies to find out the answers to our questions including reading non-fiction books, listening to songs and raps and searching online.
We held a class vote and decided that in particular we wanted to know more about the planet Mars. We collected all of our information from different sources.
We decided to present our findings in a fact file. Here are some of the facts that we found out about space and Mars.
Here’s a really fun activity that you can create yourself, no matter where you are! Can you show your leadership skills by planning and arranging a treasure hunt and then helping others to take part and have fun too? You don’t need anything special for this challenge either – whatever you can find laying around will do, although if your team are very good at finding things, you could always make the clues a little harder to solve?
You will need:
Paper and pencil
Step 1: As the leader of the group, it’s probably a good idea for you to come up with the objects for the first round of your ‘At Home Treasure Hunt’. Ask an adult to help you. Think about who will be taking part so you can make the clues as easy or more difficult to suit them. Remember, you want everyone to have fun, but you want them to be successful too.
Step 2: Think about the clues – will you direct them to search room-by-room, or maybe you could have a theme for them to work through such as colours of the rainbow, or different senses. You might want to create a tick-list for them to follow on their trail – will they need a pencil too? We’ve included once we found online on the next page to help if you need it. Once you’re ready, set them off and see how they get on.
Step 3: Was it too hard? Too easy? Just right? Be sure to listen to what they say about your At Home Treasure Hunt. Feedback is really important as this is how you can make things better. Once you’ve got used to playing the game, why not take it in turns to set an At Home Treasure Hunt for each other to follow.
Maybe have a go in a different place? A garden or yard if you have one? If restrictions allow, why not try creating an At Home Treasure Hunt in a family or friend’s house? Or you could even create a Treasure Hunt around your classroom at school.
Global citizenship week has given us the opportunity to learn more about our environment and the world around us.
In Literacy we watched the film Wall-E and had lots of discussions about what we noticed. We knew that the environment where Wall-E lived wasn’t very nice and thought that he was lonely, frustrated, miserable and bored at the beginning of the film. Luckily Wall-E met a friend, Eva, and went on an adventure to space with her. Eva’s job was to look for signs of plant life – did you know that plants are so important to our lives?
Plants give us oxygen to breathe
Plants can be fruit trees and vegetables for us to eat
Animals eat plants for food
Plants make the environment look much nicer and green
We were very inspired by Wall-E and decided to plant some beans outside. We collected the things we needed and then worked together to plant the beans in the soil. Lots of us could remember what seeds and beans need to grow so we found the perfect spot outside to leave our beans. I wonder whose bean will grow the tallest?
We used junk modelling to work collaboratively and build our own class Wall-E. We explored a range of techniques to attach the junk together including glue, sellotape, string and even made holes in the cardboard boxes to hold the bottles in place. We thought about the shapes that we needed to use and even noticed some of the properties of those shapes.
In Maths we have been exploring shape even further and have been on 3D shape hunts around our environment. Can you remember the names of these 3D shapes?
Can you tell you grown-ups about their properties? Here are some key words to help you:
Here’s an easy challenge to make an easy snack – easy-peasy pizzas! We’d like you to lead other people (in your household or school bubble) to make their own easy-peasy pizzas, so think about how you can be a really good leader. You’ll need to remember that everyone has different skills and experiences and some might need more help than others. Having patience is important as well as encouraging your group as well. There’s no wrong way to make an easy-peasy pizza, so it’s a great way to develop and test your leadership skills!
Step 1: Read through all of these instructions beforehand, so you know what you’ll all need to do, and in what order. This will help you to help others. You might even want to have a go yourself first?
Step 2: Gather your group and explain the challenge. List the ingredients and make sure everyone has them and all the equipment ready. Make sure they’ve all washed their hands of course!
Step 3: Think about how you’ll lead the activity – will you demonstrate a step at a time then let them copy you, or will you go through all the steps to the end, then let them make theirs? Think about the skills and experience of your group – this might help you make your decision.
Step 4: Get going! Remember, you’ll need to encourage them. Some might need more help than others – a good leader will be able to help people when they need it, but will encourage them to have a go first.
You will need:
Tomato sauce (2 tblsp)
Grated cheese (1 cup)
Chosen toppings (e.g. ham, mushroom, pepper, onion)
Pre-heat the oven to 200 degrees C. Take your wrap and lay it out on a baking tray. Spread your tomato sauce across the wrap, leaving a few centimetres spare around the edge
Sprinkle half of your cheese thinly across the tomato sauce
Add your toppings, spaced evenly across your wrap
Sprinkle the rest of your cheese over the top
You might want to sprinkle a few herbs over the top (up to you!)
Cook in the oven for 5-10 mins, until the cheese is melted. Remove from the oven and leave to stand for a few minutes (this helps the toppings stay fixed to the wrap), then cut into slices (TOP TIP: a pair of clean scissors is a great way to cut pizza easily!)
Step 5: Enjoy your pizzas! How successful were your group? Would you do anything differently next time?
This week we have been learning about Ramadan and Eid in Onyx class. This is an important time for Muslims. Did you know that during the time of Ramadan, Muslims think about how they can be better people?
We discussed what it means to be a good person and what things we could do to help others. Together we wrote a list of ways that we could help our friends, parents and teachers. We practiced talking in full sentences to share what we like about our friends and then we created a class poster to remind us of how we can be better friends. We all signed our class poster and this will be displayed in the classroom to show that the children in Onyx have all promised to be good friends.
On Friday we had our own party to celebrate Eid. We had party food and even tried some dates. Eid is celebrated at the end of Ramadan and friends and families come together to share food, give presents and be thankful. What are you thankful for?
We are so lucky that some of the children in our class celebrated Eid at home and shared their experiences with their friends. We looked at pictures and asked questions about their celebrations.
Have a think about how you could do this – maybe you could paint the petals (but they’d probably end up in a yucky mess!) Can you think of a way to help the flower change its own colour? Here’s a hint: think about how a flower drinks water… Got your problem-solving skills at the ready? Let’s go…
You will need: White flowers Watercolour paint or food colouring Water Small jars or glasses
Step 1: Ask an adult to help you find a white flower (you might be able to find a daisy or another white flower growing wild). Make sure you don’t pick a flower without permission. You could even buy some white flowers from a shop. One flower will be OK but the more flowers, the more fun you can have!
Step 2: Put each flower in a separate glass or vase with a small amount of water.
Step 3: In each jar or vase, add a different colour watercolour paint or food colouring. You’ll need to add quite a lot of paint or food colouring to make this work.
Step 4: Now sit back, watch, and wait…estimate how long you think it will take before the flower starts to change colour? An hour? 3 hours? A full day? A few days? Why not take some photos every 30 mins to compare?
Step 5: Enjoy seeing the flowers change colour. They’re doing this as they drink the water – they’re taking in the paint or food colouring too which is changing their petal colours.
Step 6: Why not have a go at repeating the experiment? Why not try mixing colours and see if you can make a rainbow of flowers? Talk to an adult about what you expect will happen. Ask an adult to help you to carefully split the flower’s stem into two. Put one half of the stem in one colour and the other in another colour. What do you think will happen?