Spring 2- Moon Zoom
This project develops children’s knowledge of technology, space and materials. Children learn how to design and make model spaceships, considering the properties of materials. They might even meet an alien.
Our class text: Including Man on the Moon and Whatever Next.
The children were set an innovate challenge:
CRASH! What’s that in the playground? Let’s go outside and take a look. Stand back everyone – it looks like a UFO has crash landed. An alien has been discovered by Professor Pong, can you make him feel welcome on Earth?
Introduce yourself by using adjectives and create your very own alien mask. Help get him home by creating a circuit and sending a signal to his parents.
Once he is gone, Professor Pong needs your help to write an exciting news report all about your alien adventure?
By the end of the innovate project, the children:
- Could confidently speak about ways in which we could make the alien feel welcome in our school.
- Had created their very own alien masks, thinking carefully about the resources they selected.
- Thought of adjectives that best described themselves including their personality.
- Had worked in small teams to create simple circuits using a light and then a buzzer to send a signal to the aliens parents
- Used their writing skills to write some amazing newspaper reports about the crash landing.
Love to Investigate- How big is a raindrop?
Prior to the session, the children learned a simple version of the water cycle to help them to understand the process. They were able to define the key vocabulary, evaporation and precipitation using their own words.
"Precipitation is when the droplets get big and then it rains or snows" (Buddy)
"Evaporation is when the sun heats up the water and it goes up into the sky"(Bella V-H)
Working in pairs, the children used pipettes to carefully place water droplets (raindrops) onto baking paper. Once they had placed a range of droplets on their paper, the children drew around the drops. They were encouraged to discuss the size of the raindrops with their partner using key vocabulary: smaller, bigger, rain water, evaporate and droplet. By the end of the session, the children had come to the conclusion that raindrops vary in size because some bump into each other and get bigger.
"Some of the raindrops join together so some are bigger and some are smaller" (Charlie)
Design and Technology
Learning Intention: To use wheels and axles to make a simple moving model.
The children worked in pairs to make a simple Moon buggy using simple, everyday materials. They worked together to draw a plan of their model, thinking about the resources they would use for each part. They were encouraged to think about different ways that they could add wheels and axles, allowing the model to move. Some children used straws as the axle and cut out cardboard wheels and others used pipe cleaners and bottle lids. By the end of the lesson, the children were able to evaluate their model, testing out whether their method of creating moving wheels was effective and identifying any changes they would make next time.
Learning Intention: To ask and answer simple scientific questions that include what, why, how, when, who and which.
To encourage the children to ask and answer simple scientific questions they took part in a simple experiment including three rockets. Each rocket had 3 fins and a cone shaped nose. The only differences were the materials used to make the fins: paper, foam and cardboard. The children were encouraged to ask questions about the rockets before conducting the experiment.
Here are some of their questions:
Which rocket will travel the furthest?
Which material is the best for fins?
How do you make the experiment fair?
We then threw the bottle rockets one at a time and the children observed them. By the end of the experiment the children were able to provide answers to the questions they had previously came up with. As well as asking new questions.
" The rocket with the paper fins didn't travel far because paper is floppy and will not help it fly" (Eddie)
"The cardboard rocket flew the furthest because cardboard is stronger and will help it aim straight"(Fletcher)
"To make it a fair test, you need to start from the same spot" (Florence)
Learning Intention: To perform simple tests and begin to talk about what they might do or what might happen (with support)
The children investigated whether the size of a balloon affected how far a balloon powered rocket travels along a string. They were encouraged to make predictions about which balloon would go the furthest but also which one would travel the fastest.
"I predict that the balloon with lots of air is going to travel the furthest" (Thomas)
"If you add more air it will travel further because its got more power" (Buddy)
"The balloon that only had a little bit of air didn't move very far because the air came out really quick" (Louie)
"The balloon with the most air moved slowly but it travelled all the way the end" (Marnie)
By the end of the lesson, all children were able to independently talk about which balloon traveled the furthest and why. The children were also able to use scientific vocabulary that was introduced to them at the start of the lesson.
Learning Intention: To sing a song in sections
The children learned the song 'The animals went in two by two', through my turn, your turn. They were encouraged to speak the song and then practiced singing it several times. Some children added in a few actions to help them remember each verse.
By the end of the lesson, the children were able to sing the song in sections and remembered each verse.
Learning Intention: To use basic geographical vocabulary to identify and describe physical features, such as beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley and vegetation.
The children took a look at a rocket's eye view of the Earth. They used their prior knowledge to identify basic geographical features both on Earth and other planets such as Mars.
"I can see a mountain on Mars" (Buddy)
"There's a long river in the middle of the forest part"(Louie)
"I can see a volcano, its a physical feature because it happens naturally" (Joseph)
"The mountain has lots of bumpy bits" (Charlie)
By the end of the lesson, the children were more secure with their understanding of geographical features and were able to use basic vocabulary to identify and describe them.
Year 1 enjoyed learning more about Ukraine through research. Along with the rest of the school, they wore blue and yellow to show support to the people in Ukraine. During the day, they learned all about the Ukraine flag and what it represents. They used their understanding of the representation to create their own flag.
"The blue part represents the sky and the yellow part represents wheat" (Jaxon)
They also discovered many interesting facts including:
"They build lots of spacecrafts in Ukraine" (Thomas)
"Ukraine grow the most potatoes" (Ava)
"In Ukraine there is a long river called Dnieper" (Buddy)
"They have lots of species of birds in Ukraine" (Nathan)
"Ukraine have wolves that live in the wild" (Bella V-H)
By the end of the day, the children understood the purpose of raising money and had a better understanding of Ukraine.
Design and Technology
Learning Intention: To explore a variety of space-related toys and evaluate their features.
The children were shown a variety of space-related toys and were encouraged to discuss the materials that they were made of. The children were very knowledgeable on materials and some of them were even able to explain why the material had been used. Once we were familiar with the toys and had all had a close look, the children were encouraged to think about:
- Which toy they liked the best
- Why they didn't like the others
- What the toys were made from
- Whether a different material might be better
- How to improve the toys design
They recorded these on speech bubbles and placed them beside their chosen toy.
By the end of the lesson, the children had explored a range of space-related toys and were able to evaluate the features that they would change, as well as ones that they would keep.
World Poetry Day
To celebrate World Poetry Day we performed the poem 'New Life at Easter'. The children were able to come up with actions to help them remember it.
As well as this, the children were able to understand that poems often consist of rhyming words.
Comic Relief- Red Nose Day
In Year 1 we supported RND by completing a nose and spoon race, the children enjoyed working their way around an obstacle course and showed great perseverance when trying to balance the nose on the spoon. We spoke about the importance of supporting charities like Comic Relief and found out who they help with the money that we raise. Some of us even had a go at designing our own red noses on the laptops.
LI: To understand how to follow instructions to perform simple tests and begin to talk about what they might do or what might happen.
Coke and Mentos Challenge
The children made predictions and spoke about what they thought would happen when Mentos were dropped into a bottle of Coke.
"I predict that it will fizz" (Charlie)
"I predict that it's going to explode everywhere" (Eddie)
"I think that it will make lots of bubbles" (Pearl)
They then observed Miss Clark following simple instructions to perform a simple test and were encouraged to talk about what happened when the mints were placed into the Coke. By the end of the lesson, the children were able to confidently make predictions and explain whether their predictions were correct. They were able to recognise that the more mints we put in, the greater the reaction.
"The mints are reacting with the Coke" (Zephyr)
"It spurted out of the bottle" (Isabel F)
"There were lots of bubbles when the liquid landed on the floor" (Ralph)
LI: To understand how to follow instructions to perform simple tests and begin to talk about what they might do or what might happen.
The children made predictions and spoke about what they thought would happen when marbles (meteorites) were dropped into flour (resembling the Moon) from different heights.
"I think that the marble dropped from up high will have the most impact" (Joseph)
"The marble that is dropped from low will only make a little crater because it drops gently" (Isaac)
"If you drop the marble from your shoulders when you kneel down, it will make a bigger crater but not as big as the marble that is dropped from really high" (Louie)
The children demonstrated their ability to follow a simple instruction to perform the test from three different heights. By the end of the lesson, they were able to talk about what had happened and what they had discovered. They recognised that the marble dropped from the highest height had the most impact as it hit the flour with more force.
Learning Intention: With support, gather and record simple data in a range of ways.
The children enjoyed working together to gather and record simple data. Each group were given a planet to research using fact files, books and their own knowledge. Some children were able to independently gather the data, whilst others were given support to read and record the data needed. They were introduced to tables and charts to record data and had a go at using these within their groups.
By the end of the lesson, the children had gathered and recorded simple data based on their given planet. Some children were able to demonstrate their ability to use charts and tables with support. They were asked a series of questions and were able to use their work to answer the questions.
“The Earth is 3 planets from the sun” (Eddie)
“Mars has 2 moons” (Louie)
“Neptune is blue and it is the last planet” (Bella N)
Learning Intention: Order information on a timeline.
As a class we read about the history of space, thinking carefully about when key events occurred. The children were encouraged to work together to order the timeline, thinking about the dates and which happened first. When sequencing the cards, the children were encouraged to use time adverbials such as first, before, after, next to speak about the order.
"I was born one year after 2015,when Tim Peake visited the International Space Station" (Fletcher)
"The first man in space was Yuri Gargarin" (George)
"The first men to walk on the moon were Neil Armstrong and Buzz Aldrin. It happened in 1969" (Joseph)
By the end of the lesson, the children had successfully ordered information on a timeline and most children were able to speak about the order of the events using time adverbials.
Active Travel Challenge
14th March-25th March
Lots of us have been travelling to school actively this week as part of the 'Active Travel Challenge'.
The children have been encouraged to think about the impact of travelling actively on the environment and were able to recognise that coming to school on their bikes/scooters or walking is more efficient for the environment.
Friends in our class have been travelling to school by:
- Park and stride
- Park and walk
We have also had chance to ride our bikes and scooters at school during daily mile time. It has been great to show our friends how to ride safely.
Learning intention: To know how to relax in different ways.
The children were encouraged to think about their bedroom and the things they have in their bedrooms to relax.
"I have glow in the dark stars on my roof. They make me feel sleepy" (Ralph)
"I have a projector that puts patterns on the roof and it makes me relax" (Charlie)
"I like to have a bedtime story and snuggle up to my teddies" (Florence)
"My cushions and cover make me feel really comfy and relaxed" (Bella N)
We also thought about how our bedtime routine helps us to relax ready for bed and some of us had a go at acting them out for our friends. The children were able to recognise the importance of calming our bodies down before sleep and trying not to stimulate our brains too much with things like Ipads. They were also able to recognise that not everyone has the same routine and that some friends have different methods of relaxing.
Learning Intention: To use percussion and my body expressively in response to music and images.
The children were very expressive when moving around the room with movements that reflected the music being played to them. They were able to demonstrate their ability to move their body slowly and faster dependent on the change in music.
To further develop their understanding of using their body and instruments in response to images, the children were encouraged to play an instrument when an animal that matched their sound was shown. E.g. drums played when an elephant was shown.
By the end of the lesson, the children were able to use percussion and their own body expressively to respond to music and images that were shown.
Learning Intention: To compare and group materials in a variety of ways, such as based on their physical properties; being natural or man-made and being recyclable or non-recyclable.
The children were introduced to natural and man-made resources. They were given the definition of the two and were encouraged to explain them in their own way.
“Natural materials are materials that grow on their own or get dug up from the ground” (Austin)
“Man made materials are made by someone” (Eddie)
We explored the different man made and natural materials, discussing their properties and what they may be used for.
“Wood is a natural material because it grows from the ground” (Isabel F)
“Glass is transparent and it is man-made” (Bella N)
“Concrete is man-made because you mix it with chemicals to make it hard” (Buddy)
Finally, we discussed how some materials are recyclable and some aren’t. The children were very knowledgeable on recycling and were able to talk about how they sort their waste into a blue bin, green bin and a black bin.
“I put plastic in the blue bin at home because it can be recycled” (Eddie)
By the end of the session, the children could compare and group materials into man-made and natural. As well as recyclable and non-recyclable.
Learning Intention: To understand that there are online tools that can help people to create content and communicate.
The children understood that there were different online tools that can help people to communicate with one another. They were able to share these with the rest of the class and explain how they may be used.
- Chat box (games)
To demonstrate using online communication tools safely, we wrote an email to an astronaut about our recent discovery. The children were able to identify the different parts of an email and even had a go at typing some of the words.
In our email included:
- Where it happened
- What happened
- Who we think it was
- Why we think it happened
- A question to ask if the astronaut could help us with our investigation
By the end of the session, the children understood that an email is an online tool that we can use to communicate and were able to write one as a class.
Learning Intention: To understand the term significant and explain why a significant individual is important.
The children were encouraged to use their prior knowledge of the word 'significant'. They looked at two significant individuals; Neil Armstrong and Yuri Gargarin. They were encouraged to listen carefully to their stories and identify why they might be important.
"Significant means someone or something is very important to us"
By the end of the lesson, the children were able to define the word significant and could explain in their own words why Neil Armstrong and Yuri Gargarin are important.
Learning Intention: To perform dances using simple movement pattern.
The children were encouraged to use a streamer to create different movement and shapes. They were given the opportunity to move around the hall using different movements and different directions. As our current topic is space, the children created lots of different firework movements and patterns with their body and streamer. Miss Clark recapped simple movement patterns including sideward, backwards, diagonally, zigzagging and spiral. The children worked in pairs to perform their own dance using a simple movement pattern. They then shared these with the rest of the class, demonstrating their ability to use a variety of simple movements to create a dance.
Learning Intention: To understand that computers and devices around us use inputs and outputs
The children were introduced to the terms 'input' and 'output'. They were able to understand that an input is a way of putting information into a computer or device and an output is a way of getting information out of a computer/device. To test their knowledge on the two, they were given a series of devices, in which they were able to demonstrate their understanding. The children were encouraged to work in pairs, one child acted as an input, giving the information and the other the output.
By the end of the lesson, the children could confidently explain inputs and outputs, as well as identify devices that use them.
Learning Intention: Identify and name what an object is made from, including wood, plastic, glass, metal, water and rock.
The children were given a variety of objects. They were first encouraged to identify the object and then discuss the material that it is made of. They were very knowledgeable on some of the materials and were able to sort them confidently. Some children were able to identify that some of the objects were made of more than one material and so they needed to be placed in between the two.
"The sand timer is made of glass and plastic" (Bella N)
"The key is made of metal and the keyring is plastic" (Eddie)
"This water bottle is made of metal" (Cerys)
"The trophy is metal and the bottom of it is made of plastic" (Louie)
By the end of the session, all children could confidently identify and name what each of the objects was made from, as well as sort them into the correct group.
World Book Day
As well as dressing in comfortable clothes or their favourite book character, Year 1 have:
On World Book Day we brought in their favourite book from home and shared them with the rest of the class. The children were encouraged to speak about why the book is their favourite and the part that they like the most.
“I love this book because its funny and it makes me smile. My favourite part is when the boy eats everything” (Charlie)
“Matilda is my favourite because I like the film. I’m trying really hard to read it.” (Bella N)
“I’ve got the London Pop-Up Book because I like to see all of the 3D landmarks. I can read some of the words in it. My favourite part is the London Eye” (Alistair)
Enjoyed an extended guided reading session. Throughout the session, the children were given the opportunity to:
- Make a prediction by looking at the front cover.
- Read to an adult and develop their comprehension skills.
- Discuss word meaning and look them up in a dictionary if they were unsure.
- Share a book with an adult and talk about the features, story or facts.
- Sequence a familiar story and make predictions about what may happen next.
- Use their phonics skills to complete phonics activities.
As a class we looked at fiction, non-fiction and poetry books. The children were encouraged to identify the key features of all books and identify the similarities and differences between them.
“It’s a non-fiction book because it has real information” (Joseph)
“Fiction books are story books” (Isabel F)
“A contents page shows you the page numbers” (Charlie)
“Poems rhyme” (Zephyr)
“An author writes the words” (Bella N)
“An illustrator draws the pictures” (Cerys)
We looked closely at a non-fiction book about our inspirational person 'Andy Warhol'. The children listened carefully to his story and were encouraged to come up with questions that we would have asked him if he was alive today. Below are some of the questions we came up with:
- What did you have to do at school to be a good artist?
- How did you get really good at art?
- What is your favourite piece of art?
They attended a virtual author workshop with the author Catherine Rayner, listening carefully to her reading two of her most popular books; Augustus and His Smile and Arlo the Lion Who Couldn’t Sleep. Catherine spoke to them about how and why she became an illustrator/author, as well as her love for reading as a young child. At the end the session, the children were encouraged to join in with a live demonstration on how to draw Arlo the lion. They followed instructions carefully and were very inspired to create their very own illustrations.
The children also joined with Year 5 and enjoyed some buddy reading. The children read with each other and were encouraged to use their phonics knowledge and skills to support their friends with reading.
Learning Intention: Use simple directional and positional language to give directions, describe the location of features and discuss where things are in relation to each other.
As a class we created a large-scale space terrain using equipment found in our school. The children though hard about how they could place the equipment to ensure they could use directional and positional language.
The children worked in pairs, one child directing and the other child completing the course. They were able to show understanding of left, right, forwards, backwards, over, inside, under, around, through and on top of through the completion of the course.
By the end of the session, almost all student were confident when using directional/ positional language and some children could use it with support.
Learning Intention: What is a synagogue and why is it important?
The children recapped previous learning of places of worship. They were able to understand that a Synagogue is a place of worship for Jewish people/ people who believe in Judaism. We watched a virtual tour of a Synagogue and were able to talk about the artefacts shown to them and why they might be special to jews.
By the end of the lesson, the children could identify what a Synagogue is and why it might be important to Jews. They could also identify some Jewish artefacts, explain their uses and make links to other religions.
"Christians have the Bible, but Jewish people have a Torah. It is made out of animal skin" (Bella N)
" A Synagogue is a place that Jews go to. The ladies and men have to sit separate when they go there" (Buddy)
"I think it is important to them because it is where they pray" (Fletcher)
" It is important to them because they feel safe there" (Ava)
Learning Intention: To describe and understand your feelings.
The children discussed several emotions that were displayed on the board and were encouraged to talk about a time when they may feel or have felt that feeling. They were encouraged to copy an emotion, using their faces and bodies to express. They looked at their friends to identify what they may look like in other people.
To end the session, the children listened to the story 'Where are you, Blue Kangaroo?' , this encouraged the children to identify the feelings of both the owner and Blue Kangaroo. The children were very knowledgable about their feelings and were able to relate to them. They were also able to describe what happens to their body when they feel certain emotions.
Learning Intention: Create, select and combine sounds and rhythms using a variety of instruments and objects.
The children were introduced to a selection of musical instruments and shown how to use them appropriately. The children understood that each instrument was unique and was played differently. Some instruments were played by tapping, some were played by shaking and some were scraped. As a class, we discussed the sound of each instrument and tried to link them to space.
" The castanet sounds like the indicator on a space buggy" (Bella N)
" The Guiro sounds like an alien trying to talk" (Fletcher)
"The wooden block sounds like a spaceship crashing" (Jaxon)
"The triangle sounds like stars twinkling" (Marnie)
The children then selected their own instrument and worked in pairs to create and combine sounds and rhythms. By the end of the lesson, all children had combined sounds, created their own rhythm and were able to perform them to the rest of the class.
Linking to our topic, 'Moon Zoom' and our class novel 'Beegu' the children witnessed a crash landing. It was Beegu from our story! They used their hands and a range of different movements to move the 'spaceship' as it crashed into the Earth.
The children were encouraged to move their bodies like an alien that had never visited Earth before. They role played picking objects up, using their senses to explore things and spoke to different objects like Beegu does in the story. The objects included leaves, traffic lights, humans and animals. The children were very imaginative and were particularly enthusiastic when acting as still objects, creating shapes with their bodies.
By the end of the session, the children were able to confidently act out parts of the story and were very eager to continue their writing about Beegu back in class.
Learning Intention: Observe and explore outcomes when buttons are pressed in sequences on a robot and identify and debug a simple algorithm.
The children recapped their knowledge of the term 'algorithm', this is something that we have been working on for quite a few weeks.
" An algorithm is a set of instructions" (Isabel F)
They then worked together to create a space scene using paper planets, stones and moon rocks. These acted as obstacles to avoid when inputting the algorithm to the robot. As a class, we discussed each instruction and were able to explore what happened when buttons were pressed in a set sequence. By the end of the lesson, the children successfully created their own sequence and debugged a simple algorithm. As a result of their team work and perseverance, they were able to reach the other side of the space scene, without hitting any of the obstacles.
Below is our sequence:
2 steps forward (Miss Clark)
1 step right (Marnie)
2 steps forward (Joseph)
1 step forward and 1 left (Zephyr)
1 step forward , 1 right and another step forward (Nathan)
1 step forward and 1 left (Bella V-H)
3 steps forward (Jaxon)
4 steps forward and 1 left (Alistair)
2 steps forward and 1 right (Louie)
1 step forward and 1 right (Eddie)
1 step back, 1 left and 1 forward (Austin)
1 step back and 1 right ( Pearl)
Learning Intention: To count in 2's.
The children learned how to count in 2's through exercise. They were encouraged to complete an amount of exercises for each number. For example 2 jumps, 4 hops, 6 press ups. By the end of the activity they were much more confident with counting in 2's to 20 and some children could count really fast.
Learning Intention: To create spaceship art using a range of 2D shapes.
As part of our topic 'Moon Zoom' we looked at the artist Peter Thorpe. The children were inspired by his art work and wanted to create their own 2D spaceship art. They listened to and joined in with the 2D shape song to help them remember the names. By the end of the session, the children had used a range of 2D shapes and were able to name the 2D shapes they had used to create their masterpiece.
Learning Intention: To perform dances using simple movement pattern.
The children were encouraged to use a streamer to create different movement and shapes. They were given the opportunity to move around the hall using different movements and different directions. As our current topic is space, the children created lots of different firework movements and patterns with their body and streamer. Miss Clark modelled simple movement patterns including sidewards, backwards, diagonally, zigzagging and spiral. The children were very creative with this and were able to put the movements together to create a pattern.
Learning Intention: Ask and answer questions using who, what, where, why, how and when.
Year 1 discovered a mysterious crash right outside our classroom. They gathered a range of investigation tools and took off to discover what had happened and find out who it was. They were encouraged to ask and answer questions such as who, what, where, why, how and when.
"I think that it is Beegu the alien. She likes to play with children on the playground" (Austin)
" It happened on Twosday (22.2.22) at 9 o'clock" (Bella V-H)
"I think the spaceship ran out of fuel so it crashed" (Buddy)
"Its a shiny, silver spaceship" (Pearl)
"There were lots of little alien eggs. They were really cold like ice" (Florence)
After investigating the properties of samples, the children concluded that an alien spaceship had crashed into our outdoor canopy.
Design and Technology
Learning Intention: Construct simple structures, models or other products using a range of materials.
The children were worried that the alien would be missing home, so they worked in pairs to design a brand-new space ship. They were encouraged to think about the properties of the materials they were using and its suitability for features of the spaceship. By the end of the lesson, the children had selected appropriate materials to construct a simple spaceship. They also thought about their method of joining materials to ensure they were secure.
Learning Intention: Investigate and describe the simple physical properties of some everyday materials, such as hard or soft; stretchy or stiff; rough or smooth; opaque or transparent; bendy or rigid; waterproof or not waterproof and magnetic or non-magnetic.
The children were given a variety of samples to encourage them to speak about scientific properties. The samples were passed around the circle and the children were encouraged to describe what they look like, how they feel and discuss other scientific properties.
By the end of the lesson, the children were more confident with the term 'properties' and were able to come up with lots of different adjectives to describe.
Here are some of the adjectives the children used to describe the samples:
- like a pillow
- like rice
Learning Intention: Copy, create and remember simple movement patterns, showing awareness of rhythm
The children were given the opportunity to copy and create simple movement patterns to space themed music. They were encouraged to think about how an astronaut or alien may move in space.
" Astronauts move very slow in space, they have to stretch their legs out" (Eddie)
"It looks very tricky to balance, so you need to put your arms out if you're walking on the moon" (Charlie)
The moves that the children came up with were very creative and they were able to show a great understanding of how to move their bodies along with the rhythm of the music. By the end of the session, some friends felt confident enough to show off their simple movement pattern at the front of the class.