Years 1 & 2 - Thursday 30th April

Good Morning :) 

We hope you are having a wonderful week at home! 

Today we will be continuing to look at the different seaside art work your child may have started from last weeks blog. 

This week in school we would have been continuing to practice observational seaside drawings and starting to look at how we can use clay to create a 3D seaside model. 

As we are aware, you are unlikely to have access to clay, however the same activity can be completed using play dough. If you do not have play dough, the link below shows you how you can make it with 3 simple ingredients.

https://www.youtube.com/watch?v=oAIAm6BF0fs

Once you have made the play dough, your child can now investigate how it can be manipulated.  Experiment with smoothing, rolling, pinching, joining techniques, tools and mark making in order to create different textures.

Once your child has used different techniques to manipulate the play dough you can start to discuss which sea creature they would like to create. They may choose a sea creature from one of the drawings last week. Discuss with your child that their seaside model will be 3D and see if they can recap what a 3D shape is. 

Now it's time to start creating the 3D models. If your child is creating a sea creature they will need to think about what body parts the creature has and how they can manipulate the play dough to make their creature look realistic. They may need to use different tools to change the texture of the play dough.

Once your child has made their 3D seaside model, now is evaluation time. This is a great opportunity for your child to be reflective of their work and discuss what went well and what they could do differently next time. This may be through a discussion with your child or they like to write a few sentences evaluating their masterpiece. 

Similarly to last week, listed below will be a range of creative activities you may wish to try with your child. 

Seaside Pebble Paintings

Sea Creature Puppets

Toilet Roll Tube Sea Creatures

We hope you all enjoy getting creative! 

The KS1 Team :)

Year 1 & 2 - Wednesday 29th April

Welcome to Wednesday everybody - I hope you are well.

Geography - The World's 5 Oceans

As part of our project "At The Seaside" we look at the oceans of the world and how they cover over two thirds of our planet.

Finding and naming these oceans is an important part of the National Curriculum. Transferring information from a map to a blank map is a key skill and helps children learn the names of the oceans.



See if you can transfer the ocean names to a blank map. (You can also add the 7 continents as well if you wish - they are also part of the Key Stage 1 curriculum).




I will add these resources to our class page too. If you right click on the images on the classes page and select "Open in new tab" you can then print off just the image if you currenty have the capacity to do so:

http://www.downhallprimary.com/our-classes/year-1-2

This of course are the cold facts, but as we mentioned before, we want to "plant the seed," bring these places to life.

This site has some introductory information and a cool video:

https://www.natgeokids.com/uk/discover/geography/general-geography/ocean-facts/

This website mentions the Mariana Trench, the deepest part of our planet. It is interesting to note that more people have walked on the moon (12) than have descended to the bottom of the Trench (4).

This website has some nice pictures which help bring the ocean to life and make them feel discernibly different:

https://www.kids-world-travel-guide.com/ocean-facts-for-kids.html

Interestingly, this website's introduction states that the Arctic Ocean is larger than the Southern Ocean. This is not true (it gets it right on the linked pages further down). This is a valuable lesson to double check facts when on the internet and always question what you read!

Maths - Sorting Shapes II

As a follow up to yesterday's activities, you can try sorting shapes using this website:

https://mathsframe.co.uk/en/resources/resource/83/sort-shapes-venn

Scroll down a bit and click on play game and then again on play to get started.

From here you have to choose 2 criteria to sort by:




As a starting point I recommend Is it a quadrilateral? and Does it have 1 or more lines of symmetry? Then click and drag the shapes into the right area and then after 10 shapes you can click on "Check" to see how you did.



If a shape can go in neither of the sets it goes outside (the universal set).

Try other combinations of criteria (don't forget your right angles Year 2's!)

Have a happy day!
Key Stage 1 Team

Year 1 & 2 - Tuesday 28th April

Good morning everybody, I hope you are all still doing well and these blogs are of some assistance to you. Don't forget to keep an eye on the BBC Daily Bitesize website to give you variety and choice in the work that you are doing:

https://www.bbc.co.uk/bitesize/dailylessons

Maths - Sorting and Describing 2D Shapes

After looking at the shapes from yesterday and describing their properties, we can extend this to sorting shapes according to these properties. We use a Venn Diagram for this:


So if we were to sort the 2D shapes from yesterday (on our website http://www.downhallprimary.com/our-classes/year-1-2 ) first we need to look at how we are sorting.

If we write on the line above the first circle 4 sides or less. This means any shape that has 4, 3, 2 or 1 side will go in this circle.

If we write on the line above the second circle sides the same length. This means any shape that has equal sides goes in this circle. (The mathematical term is set).

Of course we must keep an eye out for any shape which matches both these rules (e.g. square). They would go in the middle (the intersecting set).

You can either print and cut out the shapes from yesterday or draw them in.

Year 2 you can extend your work on describing shapes and sorting by looking at irregular shapes:


When naming these shapes, remember a 2D shape is defined by the number of sides rather than what it looks like:

3 side - Triangle
4 sides - Quadrilateral
5 sides - Pentagon
6 sides - Hexagon
7 sides - Heptagon
8 sides - Octagon
9 sides - Nonagon
10 sides - Decagon

Both these resources are on our class page.

English - Sentence Types

In GPS (Grammar, Punctuation & Spelling) sessions we look at 4 basic types of sentences:

Question - Asks a question (funnily enough); starts with questioning words (Who, What, When, Where, Why), ends with question marks.

Statement - Gives information, most common type, ends with full stop.

Command - Tells you what to do, starts with a verb (imperative verb), ends with full stop.

Exclamation - States something shocking, funny, loud, ends with exclamation mark. Can be a rhetorical question beginning with What or How e.g. What big ears you have! How amazing is this!

These videos will explain further (look for the How to write ___ sentences):

https://www.bbc.co.uk/bitesize/topics/zrqqtfr

If you want to try out some of these sentences, find a picture of something that interests you and then try a sentence of each type about it. (Year 1's you are expected to do statements and questions; Year 2's all 4 types):


Here's our Beadlet Anemone again:

Question - What food does an anemone eat?
Statement - An anemone is 5cm across and can have up to 192 tentacles.
Command - Stay away from the stingers.
Exclamation - How beautiful it is!

Look carefully at the punctuation at the end of each sentence. In the statement try to use and, but, so or because to link ideas. Try to avoid using "it" or "they" in your sentences.

Choose something that engages you and enjoy!

See you all tomorrow - Key Stage 1 Team

Year 1 & 2 - Monday 27th April

Welcome to a new week, I hope you had a restful weekend!

Maths - 2D Shape

The naming and describing of 2D shapes is an important skill for Year 1's. Comparing these shapes and finding similarities and differences between them is then developed during Year 2.

We use both of these reference sheets in school, so they should be familiar to your children:






It is worth noting that a 2D shape is not best described as a flat shape. It is a shape that is represented in a drawing on a piece of paper or a screen and is unable to be picked up. A piece of paper is not a rectangle but an extremely flat 3D cuboid as it can be picked up.

Take some time to discuss the names of these shapes and their mathematical properties.

Year 1 Properties

Sides - curved or straight lines that define the shapes area;

Vertices - (or corners) where 2 sides meet to make a point.

(1 vertex; 2 vertices).

Year 2 Properties (as above plus)

Right Angles - where sides meet to create L;

Lines of Symmetry - where a shape could be divided in 2 and both sides are a mirror image of each other.

You can use a right angle eater to help find right angles:





See if you can complete this sheet. Year 2's look out for right angles and lines of symmetry too:


I'll put these resources on our class page on the website:

http://www.downhallprimary.com/our-classes/year-1-2

English - Word Classes

As mentioned before, one of the things we talk about in Grammar, Punctuation and Spelling lessons are the way in which words can be sorted into classes:

Nouns - naming words;
Adjectives - describing words for nouns;
Verbs - action words;
Adverbs - describing words for verbs.

This BBC website gives extra information:

https://www.bbc.co.uk/bitesize/topics/zrqqtfr

Work through the first 3 videos which have learning activities too. We will talk about sentence types tomorrow!

English - Phonics

From Monday there will be Letters and Sounds phonic lessons on this YouTube channel: https://www.youtube.com/channel/UCP_FbjYUP_UtldV2K_-niWw
There are lessons for Reception and also for Year 1. In addition there will be lessons for children who are finding blending difficult. At school we teach Phonics using Letters and Sounds so these lessons should link well with the work we have done in school. The sessions are at 10am for Reception, at 10.30am for Year 1 and at 11am for children who find blending difficult.

Have a fab day!
Key Stage 1 Team

Year 1 & 2 Friday Science Fix

In science this half term we would be learning about plants and animals at the seashore, so let's begin with a simple question...

How do we know if something is living?  There are six processes to look out for... watch this bitesize clip and take note of what they are.

Is it alive? BBC Bitesize

Now that you know what to look out for,  prepare a piece of paper divided into 2 columns; living and non-living.  If you want more challenge add a third column for the things that were once alive, headed 'no longer living'. 

Now look around you, inside or outside and decide where each thing you can see should go.  You might need to discuss the materials that some things are made of.  Remember to ask yourself the important questions each time, ie; Does it grow?  Does it breathe air?  You can watch the clip anytime for a reminder of the six things that living things do.

This lesson usually allows for lots of interesting discussion and questions that might need more exploration so feel free to follow the learning journey wherever it may take you!  At the end of this learning, challenge your child to see how many of the six life processes they can remember.

The next step...

Using the file 'Sealife Facts' added to 'Science Resources' further down the page, read together and explore some different wildlife that might be found on the seashore.  Think about similarities and differences between each one, for example; appearance, size, diet and anything else.  Try to learn some facts or perhaps pick just one or two of the animals and research further using books or online searches.  You can represent the learning in any way preferred, for example drawing pictures and recording key facts, or actually just talking about it!  Adults, during the learning, write some relevant prompt questions so that at the end you can quiz your learners on the key facts for their chosen wildlife.  This is an activity you can revisit at anytime and we will build upon it further next week.

Most of all, please have lots of fun on your learning journey!

Key Stage 1 Team

Year 1 & 2 Sumdog News

Competition Time!

Today each child in Yr1/2 should have received their Sumdog log-in details, as it is the first day of the Essex Sumdog competition.  To take part simply log on to your Sumdog account and play your favourite maths games!  Playing these games is a brilliant way to build confidence and consolidate learning in all operations of maths so building a Sumdog slot into each day is a great way to enhance learning.  

How it Works

Sumdog builds up a picture of the player's skill level and tailors questions to that level, moving the number challenge along as skills increase.  Explanation on how to play a game can be given but children must be allowed to work at their own pace to calculate answers or the questions will quickly become beyond their level.  In this instance the account would need to be reset, which may take some time!  Therefore it is very important to remember that however tempting it may be, adults and siblings must not help in the calculation of answers.

As a reward for working hard on their own learning, each pupil that answers at least 100 questions will receive a bonus item for their Sumdog house.  

The competition opened at 8am today 24.4.20, and will end at 8pm 30.4.20 (next Thursday). 

Have fun everybody, 

Key Stage 1 Team 

Year 1&2 - Thursday 23rd April

Good Morning, we hope you are all enjoying the lovely weather this week!

Today’s blog is all about getting creative!

This half term we would have been looking at observational drawings and teaching the children pencil skills so they are able to create their own artwork of different creatures you would find at the seaside.

We have many great artists in Years 1 & 2 so we are sure there will be some wonderful artwork created over the next few weeks!

To start today's activity, split a piece of paper into quarters show the children the pictures below. Ask your child to draw a goldfish, sea shell, jelly fish and crab in the four boxes.

Once your child has created their drawings, discuss them with them your child. What do they think they have done well? What would they improve next time?

Once your child has completed their first attempt, they can now look at the following links and learn step by step how to draw each picture. Whilst your child is creating their new drawings you could encourage them to make the drawings look more realistic by discussing: outlines, patterns and shadings to create a 3D effect (each step is explained on the drawings guides).

Crab - https://easydrawingguides.com/search/crab+

Jellyfish - https://easydrawingguides.com/how-to-draw-a-jellyfish/

Sea shell - https://easydrawingguides.com/search/sea+shell

Goldfish - https://easydrawingguides.com/how-to-draw-a-goldfish/

Once your child has completed their artwork they can compare their original and new drawings. You could ask which they think is better and why.

We hope your child enjoys learning how to draw sea creatures. 

Below are a selection of seaside related creative activities you may also like to try with your child. 


Food Art 

(Miss Langley's favourite)

Hand/footprint Art 

Seaside Dioramas

We hope you have lots of fun!

The KS1 Team :) 

Year 1 & 2 - Wednesday 22nd April

Hello, hello, hello and welcome to Wednesday's blog! Don't forget to use this blog in conjunction with the BBC's online resources found here:

https://www.bbc.co.uk/bitesize/dailylessons

Massive thanks and respect to you all for all that you are doing, however small, in home educating your child - it is a much harder job than we have whilst they are in school! Let's get to it:

English - Non-chronological Report Writing

So we have some notes from last time. If you found this a bit tricky feel free to use my notes from yesterday's blog. It is always good to add to existing notes. Have a look at this video clip which has information on Beadlet Anemones, Bladderwrack, Shore Crabs and Common Starfish:

https://www.bbc.co.uk/bitesize/clips/zpfnvcw

One of the key philosophies of primary education, in my opinion, is "planting the seed." This is where you take a tiny corner of the subject you are covering, for example an anemone:




And then you find out lots of facts about them. You go to town on them. You plant the seed of interest, fascination about the world around them that one day could grow into the next marine biologist, historian or engineer. Once you know about Beadlet Anemones you can spot 20 of them inside 5 minutes at any beach. If you don't know, then they just pass you by...try this clip to finish our notes (or to just plant the seed!):

https://www.bbc.co.uk/programmes/p019n5g7

So we are ready to create our non-chronological report. A non-chronological report just means the order of the facts is not important - I can write about seaweed first or crab first, it won't affect the reader's understanding. Using notes from last time:

• seaweed - plant, underwater
• fronds = leaves
• pods called air bladders - float

We take 1 or 2 notes and turn them into a sentence:

Seaweed is a plant that grows underwater and its leaves are called fronds.

The use of conjunctions to link ideas is important (and, but, so, because, which).

Again, work alongside your child. Year 2's look to include sub-headings based on the notes you took and a diagram too. Here's my attempt:

I have annotated the report with aspects that we would look to include in our writing.

Incidentally, if you wish for paper with lines or indeed squared paper for maths I find paper snake a good website:

https://www.papersnake.com/

Maths - Division

Division is the inverse operation to multiplication. Divide means to share equally (or fairly) between a number.

So 15 ÷ 3 means 15 things shared equally between 3 people. Again, use images to visualise this:

So look at the first number - this is the amount we are sharing out.

The second number is the amount of groups - make this amount of boxes and share the amount - either real objects of just draw dots.

Try these:

12 ÷ 2 =
18 ÷ 2 =
8 ÷ 2 =
12 ÷ 3 =
18 ÷ 3 =
15 ÷ 5 =
20 ÷ 5 =
16 ÷ 4 =
Maths - Division as the inverse of Multiplication For the Year 2's confident with the above idea, we can look at solving division calculation by knowing it is the inverse of multiplication. So: If 5 x 10 = 50 then 50 ÷ 10 = 5. So if we have 90 ÷ 10 = ? We can't draw 10 boxes and then share 90 objects/dots it would be too inefficent. Use the inverse:
? x 10 = 90 How many times do I need to count in 10's to get to 90? Try these: 70 ÷ 10 =
45 ÷ 5 =
24 ÷ 2 =
80 ÷ 10 =
35 ÷ 5 =
110 ÷ 10 =
We hope you find this helpful - have a super day! Key Stage 1 Team