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Church Lane, Doncaster, South Yorkshire, DN5 7EZ

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Barnburgh Primary School

Learning to shine together

RespectCouragePerseveranceAmbitionIndependence

Spring 1- Muck, Mess and Mixtures

This project develops children’s knowledge of how to mix colours and apply materials to create unique pieces of art.

Our class text: Including George's Marvellous Medicine and Revolting Recipes.

Develop

Drama (VIDEOS FROM THE SESSION WILL BE UPLOADED IN DUE COURSE DUE TO A TECHNICAL ERROR!)

The children were encouraged to thiknk about how to work as a team and role play. The children were asked to think of what would happen to them if they tried a mysterious drink in the forest. We had some fantastic ideas such as turning into dogs and snakes. The children continued to impress Ceri with their creatvity.

Innovate:The Big Messy Art Exhibition

The children were given the challenge to use their knowedge  they have about different materials and their qualities. They worked as a team to transform the classroom area into a brightly coloured, vibrant and exciting exhibition space. The children were able to research artists, look at various pieces of art, think about what materials they needed and they worked with their partner to create these marvellous creations. The children displayed all of the core values and it was brillian to see the fantastic teamwork between the children.

Science:

LI: To observe what happens when a range of everyday materials, including foods, are cooled.

The children were given the instructions to make ice cream in a bag. They followed the instructions in order to create strawberry ice cream. The children made predictions, discussed the changes and evaluated the success of their ice cream. The children found out that salt lowers the freezing and melting temperature of ice and actually makes it colder. The children comparedthe temperature of a bag of ice cubes with and without added salt. By the end of the session, the children had created some very delicious ice cream and they had also had a better understanding of the cooling process.

Children's Mental Health Week

 As part of children's mental health week, we have looked at what Mental Health is and how we can support others and ourselves with our mental health. The children have joined in with Yoga, sports activities, positivity and expressed their creativity through their clothes and actions in drama. 

Art and Design

LI: To explore the properties and consistencies of clay.

The children were encouraged to explore the properties and consistencies of clay. They slowly added water to a piece of clay and mixed it until the consistency was right to make a pinch pot. The children were encouraged to create designs on their patterns and make predictions about what would happen if they added too much or not enough clay. By the end of the session, the children showed a better understanding of how to use clay in order to create an end product.

Science

LI: To explore mixing liquids and observing how they can be changed.

The children were encouraged to explore liquids that don’t mix. The children predicted what would happen if we placed coloured ice cubes in a deep sided tray that contains a layer of baby oil. The children predicted what would happen.

"I think the ice cube will melt into the oil because ice will turn into water and I think it will mix". 

"Water and oil didn't mix when we made lava lamps, so it might not mix".

The children observed what happened as the ice cubes melted. The children continued to visit the tray at regular intervals until the ice cubes have fully melted and see how the two liquids behave. The children used a spoon to move the liquids around and a hand whisk to mix them quickly. They described what they could see and what happens to the mixed oil bubbles.

The children found out that oil and water are immiscible, which means that they do not mix. Oil and water will only mix when an emulsifier is added to create an emulsion. Milk and mayonnaise are common emulsions. Children added an emulsifier to their mixtures to see what happens. Egg yolk is an emulsifier we used in our experiment and we continued to predict what would happen.

By the end of the lesson, the children had a better understanding of the vocabulary linked to mixing materials. They were able to talk about which materials were immiscible, emulsions and emulisifiers.

Safer Internet Day

LI:  To understand how to stay safe when using the internet.

For Safer Internet Day, Year 2 looked at ways to stay safe when using the internet or any form of technology. We read 'Digiduck’s Big Decision' (Digiduck was going to send a funny photo of someone to his friends, but realised this wasn't a good choice' and spoke about the different scenarios in the story that could lead to problems in every day life. For example the children said 

"If someone says something unkind on the Playstation I block them and tell my mum".

"I would ignore people being unkind."

"Digiduck would be lonely if he is unkind to his friends".

"Other people might not find your joke funny and might see it as cyber bullying"

"I would tell a grown up and they can help me."

"My mum and dad have special settings on my ipad so  I only go on certain things".

"If you're unkind on the internet, people might not want to be your friend in real life and play at school."

The children then spoke about different apps they go on at home, and we spoke about how to stay safe on them. Many apps are for 13 year olds, but many children go on with older siblings etc.  We spoke about a list of rules when using certain apps

  • Don't use your real name.
  • Don't give out personal information such as your school and where you live.
  • Don't meet people from the internet that you don't know.
  • Don't open or accept anything you arent sure of.
  • Tell someone if something makes you worried, uncomfortable or scared.

The children were given various scenarios and were encouraged to think of ways to overcome the problems. See the below document for examples.

By the end of the lesson, the children were able to discuss how to stay safe on the internet and what to do in certain situations.

Computing

LI: To decompose a game to predict the algorithms that are used.

The children looked at the Beebot programme online. The children found out what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions. The children were encouraged to give the Beebot simple instructions in order to direct it what to do.  By the end of the lesson, the children had a better understanding of how to input instructions into a computer and were able to break down instructions in order to make them more managable.

English: Talk for Writing

LQ: What are the features of a letter? What actions can you use to retell a letter?

We spoke about the text and thought of actions to link in with the text. The children then worked in small teams to follow the story map and think of actions to perform The Red Crayon’s letter from ‘The Day the Crayons Quit’. The children listened to each other’s ideas and then worked together to perform the letter through words and actions. By the end of the lesson, the children were more aware of the features of a letter and were able to retell the letter through actions.

English continued...

LQ: How do you plan a persuasive letter?

Year 2 entered the classroom to discover that all of the chairs had gone on STRIKE! The chairs had left a letter to the class explaining why they werent happy such as feet on the chairs, swinging and being dragged across the floor!. The children were SHOCKED and began to think of how they could show the chairs more respect so they don't strike again. The children had to plan a persuasive letter to the chairs asking them to come back to work. Luckily, when the children returned to class after break, the chairs had decided to come back to work. Letters will be on the website, once they have been formally checked by Charlie Chair, the head of chairs in Year 2.

D&T

LI: To know the principles of planning a healthy meal.

The children looked at a range of pictures showing healthy and non-healthy meals from around the world. The chidlren sorted the images into two groups: ‘healthy meals’ and ‘unhealthy meals’. The children were the re-introduced to the  food pyramid and we discussed the different food types needed for a healthy diet. Children were encouraged children to identify different food groups. By the end of the session, the children had a better understanding of healthy and unhealthy meals and the importance of a balanced diet.

Childrens Mental Health Week

LI: To To describe and recognise a range of feelings and develop simple strategies for managing them.

The children discussed the different emotions and were encouraged to think about when they might feel like that. The children discussed how these feelings might look, feel or sound like. By the end of the lesson, the children were able to discuss their feelings and relate them to different scenarios as well as thinking of different strategies to support and manage their feelings. They came up with ideas such as reading, talking to someone, taking time for yourself and doing something you enjoy.

National Story telling week

LI: To promote vocabulary through reading.

As well as dressing as a different word each, Year 2 have:

Enjoyed their daily guided reading session, focusing on vocabulary. The children have been looking at George’s Marvellous Medicine and finding out the definitions for words such as ‘dozing’ and ‘marvellous'. They have been encouraged to use the text to support their answers.
The children completed a vocabulary challenge where they had to find adjectives within a text and find words that mean the same as the chosen word.
The children also joined with Year 1 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.

This week the children will also be reminded how to use a dictionary and how it can support their learning.

Drama:

The children continued to learn all about 'revolting recipes' by Roald Dahl. The children are showing more creativity and imagination when creating freeze frames in drama. They worked in teams to create recipes and used their bodies to decide what the recipes would look like. 

Converting media.
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Converting media.
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Art with Miss Kilby

 The children experimented with a variety of art and craft materials, investigating their properties to create mixed media pictures and collages. They tried out chalks, various papers and net on the same surface using layering techniques. The children looked at artworks by collage artists, such as Kurt Schwitters and Henri Matisse  who created mixed media art which inspired the children and give them ideas.

RE

LI: To discuss and explore the mezuzah and what it reminds Jewish people about.

The children recapped on Jewish artefacts and why they are important to Jewish People. The children looked at Mezuzah's in more detail. They found out that the Mezuzah is a scroll which Jewish people keep inside a case. It is placed on door frames to constantly remind Jewish people of God's presence. The children also discussed the importance of the scroll and how it is there to remind Jews of their obligations toward God. By the end of the lesson, the  children were beginning to show a better understanding of Jewish artefacts and their beliefs.

English:  Talk for Writing. 

LQ: What are the features of a letter? What actions can you use to retell a letter?

We spoke about the text and thought of actions to link in with the text. The children then worked in small teams to follow the story map and think of actions to perform The Red Crayon’s letter from ‘The Day the Crayons Quit’. The children listened to each other’s ideas and then worked together to perform the letter through words and actions. By the end of the lesosn, the children were more aware of the features of a letter and were able to retell the letter through actions.

Converting media.
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Miss Kilby Art:

Year 2 used milk, food colouring and dish soap to produce a marbling technique which they transferesd to cartridge paper.

D&T

LI: To understand where food comes from.

The children discussed where comes food comes from and why it might come from certain countries etc. By the end of the lesson, the children could dicuss that food comes from two main sources: animals and plants. Cows provide beef, sheep provide lamb and mutton and pigs provide pork, ham and bacon. Examples of poultry include chickens, geese and turkeys. Examples of fish include cod, salmon and shellfish. Milk comes mainly from cows but also from goats and sheep. Most eggs come from chickens. Honey is made by bees. Fruit and vegetables come from plants. Oils are made from parts of plants. Sugar is made from plants called sugar cane and sugar beet. Plants also give us nuts, such as almonds, walnuts and hazelnuts. They also discovered that food can come from other countries and dependent on the climate will depend what grows.

RE

LI: To discuss why objects and people are special to us and Jewish People.

The children were encouraged to bring an item or photo in from home and explain why it is important or precious to them. The children then looked at what items may be important to Jewish people and we looked at Jewish artefacts. The children were encouraged to ‘look through the keyhole’ of a Jewish home and draw items that they would consider important to their religion.

”I love my cat because I love him and he loves me” (Ava)

”I love my dog because we go for walks” (Noah)

“my dog loves me and I love my dogs. They are so cute and make me smile” (Oliver)

”I love my mum because she cares for me and always makes me happy” (Heidi)

”I have had my teddies since I was really small. I love giving them cuddles. (Logan) 

“My Bunny rose is special because when I was born my big brother brought it to the hospital for me and now it is my favourite”. (Hettie) 

Art and Design

LI: To use coloured ice to observe what happens when primary colours mix.

The children created ice cube paintings from frozen blocks of watered down primary coloured paints. They were encouraged to slide  the blocks around the paper to create patterns and allow them to melt into fluid shapes. The children observed  what happens as primary colours mix and make secondary colours. By the end of the lesson, the children were able to discuss what colours had been created when you mix primary colours and were able to discuss what had happened with the ice. 

Science

The children explored tools used for weighing and measuring liquid and solid foods. They considered  why accuracy is important in a recipe and what might happen if ingredients are measured inaccurately. The children practised weighing and measuring ingredients in different units, such as cups, spoons, millilitres (ml) and grams (g). They were encouraged to follow the recipe for short bread and made predictions about what might happen if we added too much or not enough of an ingredient or if we missed a step. By the end of the lesson, the children showed a better understanding of using equipment to support measuring and were able to use the language related to measuring and following a recipe. 

In drama we focused on our class text Revolting Recipes by Roald Dahl. The children are showing more creativity and imagination when creating freeze frames in drama. They worked in teams to create recipes and used their bodies to decide what the recipes would look like. The children also concocted their own magical potion and added different ingredients such as bogies and frogs legs.

Engage day! 

PSHE:

The children looked at a range of bottles or containers that contain dangerous liquids, such as cleaning and medicinal products. We spoke about the hazards of touching dangerous mixtures and they shared their opinions on how they should be stored and kept safe. The children sorted items into safe and unsafe. By the end of the lesson, the children were able to identify safe and unsafe items and although some items can be unsafe if a child messes with them if it is administered by an adult it can be safe.

Tremendous Tie dye!

The children explored tie-dye  T-shirts. We predicted what would happen to the T-shirts when we put food colouring on them. The children also thought about what the pattern would turn out like depending on how the T-shirt is scrunched and coloured. The children used vocabulary linked to tie-dying such as Absorbing and now we are waiting patiently to see the results.

Soapy fun!

The children tested different soap products to find out which creates the best bubbles. We explored which had the longest lasting, biggest, smallest and foamiest bubble. Children made predictions about the bubbles and compared their results to see how accurate their predictions were.

”I think the bubble bath will make the most bubbles because when you splash in the bath they grow” 

The children thought that the bubble bath and the washing up liquid would make the best bubbles. By the end of the lesson, they found out that the washing up liquid created the biggest bubbles and the bubble math created the foamiest! The children were encouraged to use vocabulary linked to this science lesson.

The children were encouraged to investigate mixing by creating a Lava Lamp. We made predictions before mixing about what would happen to the oil in the water and what would happen to the tablet in the water. The children were encouraged to use vocabulary such as dissolve, float, mix and separate. We also made a stress ball and spoke about how the flour felt at the beginning and after it was in the balloon. By the end of the lesson, the children were able to use language linked to mixing and materials to talk about how materials may change. 

Engage Messy Morning: The children engaged in a messy mixture morning. They were encouraged to feel a variety of weird and wonderful mixtures. The children were encouraged to use words linked to mixing and predict what would happen with the materials once we had squashed, stretched and twisted the materials. By the end of the session, the children were able to discuss how objects and materials had changed and what they felt like using words such as mix, dissolve, soft, squeeze and stir.

Book list for the topic.

Knowledge Organiser

Home Learning Ideas

Fun Facts