Oh No! A dragon escaped! We used our writing to help find it and warn other children about the dragon on the loose. We used noun phrases to describe and have also be using conjunctions to add details.
This lead us on to looking at George and the dragon, which we used to plan and write a story into three clear sections and focused on how to engage the reader.
We have also enjoyed writing about animal hybrids, naming them and writing about them using conjunctions.
To begin our Maths learning we have been learning to count in 2s and 10s with the help of some catchy songs.
This one is our favourite: https://www.youtube.com/watch?v=OCxvNtrcDIs
Why not try it at home and keep practising counting in twos?
We have been thinking carefully about our place value and using lots of practical resources to support us. We have recently moved on to adding 2 digit numbers using a blank number line.
To notice that animals, including humans, have offspring which grow into adults
To find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
We have been observing the process of how a caterpillar transforms into a butterfly. We have been making daily observations (over 2 weeks) and discussing the changes that we have noticed and considered reasons for this. We released the butterflies once their wings were strong enough and they had enough energy from their food.
This is some of our new learning…
Frankie – “Female butterflies lay their eggs on the kinds of plants their caterpillars will want to eat because this helps make sure they start eating right after they hatch. Otherwise, they could starve and not grow.”
Kathryn – “The life cycle of a caterpillar has four parts, the egg, larva (the caterpillar stage), pupa (the chrysalis stage), and adult (the butterfly stage).”
Billy – “Wow, they were tiny caterpillars, now they are really big. They have eaten so much food!”
Ruby –“When the caterpillars are getting ready to make their chrysalis they hang in a J shape from the top of the lid.”
Jack - “As caterpillars grow, they shed their skin, ours shed it quite a lot, about four times I think. You can see it look, it’s black.”
Comfort – “Look how fragile (used new vocabulary from her writing) their wings look when they hatch out of the chrysalis, it’s like they’re wet. They need time to get strong so they can fly.”
I wonder why they have different patterns on their wings?
Rueben – “For protection so they can camouflage. Did you know that some caterpillars even have spots that make them look like snakes!”
We visited Portchester Castle. We explored the castle by walking around in small groups, looking out for the key parts of the castle. These included; the rampart, portcullis, turret, drawbridge and moat. We thought about how they would have been used and the reasons for this. We also had a quiz to complete and a group discussion which meant we had to work together to think carefully about the geography of the surrounding environment.
Theo – “The castle is next to the sea so that the moat can easily fill up from it. The moat stops enemies from getting into the castle.”
Frankie – “The castle was built by humans so it is a human feature.”
Logan A – “The church would be a human feature too.”
Reuben – “Building the castle on top of the hill would have been a good idea so you can see your enemies coming and stop them with the drawbridge. The hill is physical – part of the environment.”
After visiting the castle we began looking at and creating our own maps. We started with drawing a sketch map of the classroom and then created a map of the school building. We imagined we were birds flying over the school building. This lead to us creating a map for the castle we visited. We thought about the important aspects of a map including the key, compass rose and a title. We used Google maps to help us with our learning.