A big thank you to Mrs Turner and the keyworker children who did some research on the little birds we discovered in the nest. They have been able to identify that they are wagtails. They also got a really clear view of the them. How amazing!
There are lots of options for this game, so you can make it as challenging as you would like. Reception children should practice with numbers up to 20, whilst Year 1 children should be looking at numbers to 100.
Or why not have a go at these tasks looking at one more and one less than a number. Reception children should focus on numbers up to 10, progressing to numbers up to 20 for more of a challenge. You will need some finger paint for these activities:
Then see if you can have a go at these maths problems. Don’t forget, you can use jotting, pictures, or loose part resources to help you find the answers.
I hope you enjoyed making and eating your hungry caterpillar snacks yesterday. I was very impressed with your creations.
Sorry for the late upload, but the website isn’t allowing me to upload any photos, pictures or documents into my post, so I do apologise.
Today we are going to look at the lifecycle of a caterpillar. First, I would like you to watch this timelapse video:
Can you discuss these questions:
What do you think was happening?
What happened to the caterpillar when it hung down from the branch?
How was the caterpillar different at the end?
How did the caterpillar transform into a butterfly?
We all love butterflies for their beautiful, brightly-coloured wings. But did you know that these fab flyers begin life as something completely different? As they grow, they undergo one seriously terrific transformation – a process known as “metamorphosis“.
For your main task then, I would like you to create your own model lifecycle of a butterfly. There are some lovely ideas for how to do this if you google ‘lifecycle of a butterfly crafts’, so have a look and see which one you’d like to have a go at.
Then have a go at writing some sentences to explain the four stages of a caterpillar’s metamorphosis. Remember:
Capital letters and full stops.
Sound out your words to spell them
Sorry that I’m unable to provide you with any pictures or links. Hopefully, it will be back working by tomorrow’s post.
I thought it would be nice to share some photographs of a very interesting discovery made by Mia, Daisy and Evie.
Hiding in one of the towers of tyres, they found a nest with 4 little baby birds tucked inside. With the school being quieter than normal, the mummy bird obviously thought it would the perfect place for her nest.
Yesterday, we watched as the mummy bird bought worms back to the nest, for her babies to eat.
Hopefully we won’t disturb the babies when we return to school. If any budding bird watchers can identify what birds they are, send me an email!
Happy Wednesday Class 1! We’re half way through the week!
The rest of this week’s activities will be looking at caterpillars. Here is a story about a VERY hungry caterpillar:
When you’ve watched and listened to the story, can you discuss these questions with your mum or dad:
Where was the caterpillar egg?
What day did the caterpillar come out of the egg?
What was the first food he ate?
What did he eat 3 of?
What day did he eat 4 strawberries?
Can you remember some of the unhealthy foods he ate?
What day did he build his cocoon?
How long did he stay in his cocoon for?
What did he transform into at the end?
Today’s activity is all about food! The Very Hungry Caterpillar made some healthy and some not so healthy food choices. Do you know what types of foods are healthy and which foods are unhealthy if we eat too much of them?
Why not have a go at this food sorting activity to help you remember:
For your main task today, I’d like you to have a go at designing a healthy snack in the style of the Very Hungry Caterpillar. Here are some pictures for inspiration:
Have a look in your cupboards, fridge and freezer to see what foods you have, then get to designing your snack. Remember to sound out and write the ingredients you need, as best you can.
Once you have designed your snack, you will need to make it! This is a perfect opportunity for you to develop some cooking and physical development skills, whether that be through grating, chopping, slicing, peeling, cutting etc, so try to be as safe, but independent as possible. Don’t forget to send me a picture of your finished snack before you eat it!
Your next task is to sound out and write to tell me how you made your snack and then evaluate it. Rate your snack out of 5 stars for healthiness and tastiness!
I hope you enjoyed yesterday’s snail themed activities, as we’re going to carry on with the snail theme today too.
First I have some really interesting art by the Artist Jacek Yerka. He is a Polish surrealist painter born in 1952. Surrealist art is inspired by dreams and fantasies, and often pairs things together that you wouldn’t normally see in real life.
Can you discuss these questions with an adult in your house:
Do you like the pictures?
Why/ why not?
What can you see in the pictures?
Are the pictures similar?
How are they similar?
How are the pictures different?
Yerka was inspired by the idea that snails carry their home (their shell) on their back.
For your task today, I would like you to create your own picture in the style of Yerka, by drawing a snail with a different kind of home on his back. You could draw your home, or make up a fantasy home. Remember surrealist art isn’t based in reality, so you can be as creative as you like and don’t limit yourself to drawing if there is another technique you’d like to use i.e. collage or painting.
When you have drawn your snail, I would like you to have a go at writing a description, or some descriptive sentences about the home you have designed and drawn.
Your description should include:
Full stops and capital letters.
Adjectives- expanded noun phrases (2 adjectives with a comma between them)
Conjunctions like and/because/so.
Reception children, have a go at sounding out and writing some simple descriptive sentences about your snail’s home. Maybe use these sentence stems to help you get started:
‘My home has…’
‘The house is…’
I can’t wait to see some of your creative surrealist art, so don’t forget to send me a picture by email.
This week, we are going to be learning about minibeasts.
Minibeasts are invertebrates – they are creatures without backbones. So that includes insects, spiders, beetles, snails, worms, centipedes… the list goes on. In fact, there are about 25,000 different types of invertebrate living in the UK, and around 20,000 of these are types of insect.
Because invertebrates don’t have a skeleton inside their body, some live in shells (like snails, for example), and others, such as beetles, have a hard covering called an ‘exoskeleton’.
Today, we are going to begin learning about snails. Here is a video you can watch to learn some interesting facts about snails.
After watching the video, can you discuss and answer these questions?
How does a snail move?
How many tentacles does a snail have?
What are the tentacles?
Why does a snail have a shell?
How long does it take a snail to grow to become an adult?
Now can you have a go at filling in a fact file for snails? You will need to think about:
What they look like- can you use adjectives to describe them? What is their shell like? Hard? Shiny?
Where do they live? What is their habitat like?
What kind of food do they like to eat? Then I would like you to go on a snail hunt around your garden, or on your walk, as you will need some snails for the next activity- a snail race.
You will need to collect between 4 and 8 snails. If you have any sticky labels or post-it notes, give each snail a number. Draw a large circle on a big piece of paper, with a smaller circle in the middle. When you are ready to race them, place them in the centre circle.
You will need something like a stopwatch to time the snails, to see how long it takes for them to cross the finish line.
You can record your results in a table like this one:
Which snail took the longest?
Which snail was quickest?
Can you put the snails in order from fastest to slowest?
Thanks again for all of the lovely pictures you have been sending into me. I have loved seeing all of the solar system work I set you over the last few days and have been blown away by the creative ways you came up with representing the solar system, from lego planets to fruit and vegetable planets. You should all be really proud of yourselves!
I have also loved seeing what else you have been getting up to. You have all found lots of interesting ways to keep yourselves busy.
Zoe and Harleigh have been learning about the life cycle of a frog. Harleigh even has tadpoles, so she can watch them grow into frogs.
Amelia has been busy researching and then creating her own information book about lions and cheetahs.
Eva has been busy learning how to play the recorder. Has anyone else tried to learn to play an instrument during lockdown?
I also loved seeing how more of you celebrated VE day last Friday. It looked like lots of tasty food was involved. I hope you all enjoyed the celebrations.
I hope that you enjoyed beginning to learn about the solar system yesterday. We are going to look at this again today.
Today, I would like you to create a 3d model of the solar system and have a go at researching and writing some facts. Now, you can choose to either create a fact file or fact card about one planet or complete a fact card for all planets of the solar system.
Here is a template you can use:
You might want a word mat to help you with some of the spellings and keywords, so here is one you can use:
Here are some ideas about how you can make a 3d model. Use what you can find around the house, whether that be lego, card and wool or playdough.
As an extra challenge, I found this fun code breaker activity. Use resources to help you solve the addition and subtraction sentences. Each number has a corresponding letter. When you have solved each number sentence and written down the letter that matches the answer, it should reveal a code related to the solar system.