Last week, we spent some time revisiting editing and redrafting out writing. We were shown examples of work from books and then we worked together to edit for things like punctuation and sense. Once we were happy we had completed the editing, we worked together to redraft which could have considered of added a fronted adverbial, conjunction or adding further description.
In Crew Haddock, they were looking at how the marble would react when put into different liquids.
Today we consolidated our learning on digital time and pictograms in our do now activity then Interpreted bar charts in our main maths lesson 🙂
Crew Hamill have LOVED their first science lesson for Case Study 2 today. We recapped our sticky knowledge of solids, liquids and gases from the things we learned during hook week and took this knowledge forward to conduct an experiment about whether states of matter behave in the same way simply because they’re the same state. To begin, we made predictions on what we thought would happen. Once we had looked at the different liquids – water, oil, cornstarch and honey – we decided that they would behave differently due to some liquids being thicker than others. We predicted that they would move differently, with the thicker consistencies moving more slowly, and that if we dropped a marble in them, it would fall more slowly in the thicker liquids as they are stickier. We then poured each liquid into a glass container and made observations on what happened. We were correct in our prediction: the thicker liquids did pour more slowly into the container. After this, we dropped a marble into each liquid and observed what happened. As we’d predicted, the marbles dropped much quicker through the liquids that weren’t as thick – the water and the oil – and they moved slower, with some resistance, through the thicker liquids – cornstarch and honey. You can see if the videos below how this happened:
Today, Crew Hamill began their new writing genre and discussed that we would be creating a non-chronological report all about Ancient Maya. We have done lots of historical learning over the last few weeks in expedition that we will be using to support this writing and we are going to be using one of our class texts to gather further information. To begin this new genre, we looked at our first grammar focus: fronted adverbials. We discussed what these were and read two different passages that contained them. We discussed how these are used differently depending on the genre we are writing and made comparisons between the two passages. Following this, we worked in talk partners to identify which fronted adverbials would be most appropriate in a non-chronological report. We then up-levelled sentences by adding fronted adverbials to them to make them more interesting. We can now use these sentences when we begin writing our plot points!
Today, Crew Hamill kickstarted their new maths unit – statistics – by interpreting pictograms. We first identified what a pictogram was and discussed how these are used to illustrate data. We worked as a crew to discuss a pictogram that detailed the number of animals a vet had seen during a week. We identified that a key shows what each of the pictures are worth within the table and then used this to answer a number of questions about it. Following this, we worked in mini crews to answer a range of questions about different pictograms, interpreting the data in front of us.
Once Noah had got all of the animals on the ark they all sat bored and did not know what to do, they did not have anywhere to run or play. Some of them were laid down and others were sat sulking.
Our entry ticket allowed us to recap the text so far! We were all excited to tell Mrs McClare what happened on Friday! Mrs McClare then asked us a few questions, ‘Who was knocking at the door? Why did the man wear a turban? What is a merchant? Why did the man smile wickedly? Define concealed, what about slaughter? We then used our knowledge of the text to order events from the story in a sats style question. We then thought about what one of the characters may be saying and wrote out thought bubbles. This got us thinking about the next part of the story. We then moved onto reading the next part of the story where we used a partner read, echo read and independent read. Mrs McClare modelled using punctuation when reading. She gave us two examples then we voiced which was better and why.
Our main part of the lesson today was looking at language in the text. We read different parts of the text and looked at different questions involving language. We unpicked how we answer the questions and where we go in the text to find the answers.
Our exit ticket allowed us to think about one of the main characters and if she was right doing what she did. We gave our reasons for our answers.
Crew Hamill have continued building their rounders skills this afternoon. We warmed up by practising our underarm throwing technique, throwing the ball with accuracy to our partners. We then practised added in some batting skills, with one partner bowling and one batting then swapping. Following this, we used this skills in a mini game. We split into two teams – one batting and one fielding. We then played a mini game, focusing on the rules as we went along. We had so much fun and were very grateful for the warm weather which meant we could do it outside!
