Today in Crew MI, we enjoyed learning about roman numerals. We decided it was like trying to crack a code. We learnt that different letters meant different symbols and we had to put them in the right order to create our numbers. We then put this into practise a completed a task on my maths.
We had a great lesson in Crew MI where we began thinking how we could build single clause sentences that included a subject and a verb. We were able to identify these and then decide where the capital letter and full stop should go. Some of us even had a go at including a conjunction to link the clauses.
Last week, we applied all what we had learnt in physics to help partly answer our guiding question and reflect on the case study. Great understanding was shown as well as beautiful books that look Y6 standard!
After completing our science touchdown, we needed to consolidate some gaps in our learning so in challenge crew this morning we completed a Kahoot quiz. We worked together in submarine mode to consolidate learning and repeatedly answered questions to ensure our knowledge stuck. Great effort Crew Mcloughlin!
In expedition, we focused on the phases of the moon. We discussed what the moon looks like and how sometimes it can look different; it is always a spherical shape but doesn’t always appear this shape in the sky. More importantly we delved deeper to find out why…
It turns out that we can only see the moon thanks to the biggest light source of them all – the sun!
We looked at the names of the eight moon phases and then the children had an INCREDIBLE time creating the moon phases using OREOS! It was great seeing children working together, delicately picking apart the biscuits in order to accurately show the eight phases of the moon.
If only every science lesson involved Oreos…
Crew Hamill worked really well today. They supported each other when working together to complete the challenge. They did the amazing shrinking blanket, bucket challenge, getting the ball from one end of the hall to the other using their crew mates but without no hands! Then we used our skills to remember what action the person infront did and then passed it down the line to the last person.. But we didnt alway manage this and this is something we need to work on.
Today we explored evacuation in our expeditionary learning, building on the knowledge we already had acquired during hook week. We imagined we were evacuees living in London and how we and our families would feel going on a journey we had no idea how it would end. We had to think carefully about the items we would be able to take and how to transport these. We concluded that our gas mask box and gas mask would be the most important items to ensure we were able to protect ourselves in case of a gas attack.
Our first task was to design a net for a gas mask box, we created miniature gas masks using clay. We thought about how we could make these attractive for younger children to wear, using bright colours. This will be our next task. Our designs are coming along lovely. Watch this space for the finished product.
Today we looked at the roles of women in WW2, a lesson we really enjoyed 🙂 First of all we started to think about the expectation of women before WW2. We realised that women were seen as ‘housewives’ and looked after the family. We explored a variety of pictures which showed this. The activate part of our lesson was watching a video clip, which we all enjoyed. There were a few shoulders bopping up and down as we watched! We thought about notices and wonders the first time we watched then the second time, we used our whiteboards to record some of the jobs women had before the war then during the war. We shared our ideas in mini crews and built a whole class anchor chart. We then took part in a collaborative task, a mini reading comprehension based on the clip! There was even some grammar in there on the subject! We then moved onto watching another two clips, again thinking about the roles of women but then thinking about how the war actually changed women’s lives. We demonstrated our learning through a venn diagram task, working in mini crews to sort the jobs of women before and during the war. Our exit ticket will come in tomorrows lesson where we will complete a piece of writing to explain how the experiences of women changed because of WW2. This will also help us to answer our guiding question.
Today we consolidated our learning on single clause sentences. We recapped the terms clause, independent clause and single-clause sentence. In order to do this we rewrote a series of sentences showing where the verbs and subjects are in the sentences then we had to decide on where the punctuation needed to go. We explained why the punctuation was needed in the different places in the sentence using the vocabulary full independent clause, subject and verb. We took part in a series of consolidation activities before moving onto building single-clause sentences with a focus on pronouns. We highlighted nouns and noun phrases that had been repeated and used other pronouns to replace these. Our activity allowed us to demonstrate our learning so far where we identified single clause sentences which used pronouns. We will continue to build on this tomorrow 🙂
To activate our lesson we looked at a variety of photos and thought about what we knew from looking at the pictures. We thought about who the pictures were, what the people are doing and how they are feeling. We tried to give reasons for our ideas and thought about how they relate to the story we have just read. We then looked at our text for the lesson, recapping fiction and non fiction and how this text was different to the story. We used a partner read, a read around the robin and an independent read. We unpicked the language as we read, text marking unfamiliar language. Our reasons to read allowed us to demonstrate our understanding of the text where we texting marked as we skimmed and scanned the text. Our exit ticket allowed us to consolidate our learning through a summarising question. We ensured we text marked as we ordered each statement.
To activate our learning today, we looked at a picture of ‘Where’s Wally?’ Our job wasn’t to find Wally though! We had to see what was happening in the picture and identify as many verbs as we could – swim, laugh, sunbathe, burn, throw, sail, float etc. Then, we continued looking at regular verbs and discussed turning them into past tense verbs by adding the -ed suffix. However, we soon noticed that we couldn’t just add -ed on the end to all regular verbs, some of them required you to double the end consonant before you did. For example, the word march can be turned into past tense by simply adding -ed -> marched. However, the word wrap would need the final consonant (the p) doubling before we added -ed -> wrapped. We identified that any regular verb that has a short vowel sound (a, e, i, o or u) followed by a single consonant would need the final consonant doubling. However, regular verbs with a longer vowel sounds (ay, ee, ie etc.) would just need -ed adding to the end.
