Summer 2- Wriggle and Crawl
Grab your coat and pooter – we’re going out and about on a minibeast hunt. Sweep your nets in ponds and lift up logs to see who’s home. Then set up a minibeast laboratory and observe their every move. Add notes and labels and ask research questions, just like a real entomologist. Learn about bees and worms and butterflies too. Can you make a food chain to show who eats who? Carry out investigations to find out more, like how far a snail travels in a day and how a spider catches its prey. Then animate to show how your favourite bug transforms from one form to another, perhaps a caterpillar to a butterfly or a maggot to a fly. On your belly, legs at the ready, it’s time to wriggle and crawl.
Year 2 have looked at Blues and Rhythm and blues (also known as RnB ). We discovered that it is a popular piece of music which has been influenced by the blues. It was first performed first performed by African American artists. It is now performed worldwide by people of many cultures and ethnic groups. The children listened, performed and created various pieces of musical work to link in with these genres. We found out baout the 12 bar blues, musical instruments, influential blues artists as well as expression in music. By the end of the day, the children were able to talk about key facts linking to Blues and R & B and showed a better understanding of how it has influenced music today.
LI: To perform a piece of music linked to blues and/ R&B
The children listened to various blues and R&B tracks. They were encouraged to move their bodies to represent how it made them want to move. We then decided to listen to osme odler R&B and chose to perform 'Sledge Sisters' we are family. The children kept to the beat, created dance moves and then performed in front of the whole school.
We looked at some fantastic musical instruments and discovered the names of some unfamilar ones.
LI: To perform the 12 bar blues on a glockenspiel.
The children found out that the 12 bar blues was a sequence of 12 bars in music, where 3 different chords are played throughout the song. The children followed and listened to the chord names and were encouraged to play independently. By the end of the session, the children were able to perform the 12 bar blues and had a better understanding of the rhythm.
LI: To use expression to convey meaning.
We discussed what it means to ‘feel blue’ (sad, lonely, depressed, miserable) and we used an expression board to draw show how blues music makes us feel. The children were able to talk about how Blues songs tend to be about expressing feelings of sadness, worry, being tired and fed up, and overcoming bad luck and hardship. Blues music also helps share feelings, getting rid of frustrations and having fun. We found out that Blues music originated from music sung by black Africans who were taken to be slaves in South America (Brazil), North America and the Caribbean islands. The slaves sang to help them with their hard work and to keep up their spirits. Blues music gradually developed more structure and has influenced other music genres like Jazz and Rock. The children listened to six clips of songs and were encouraged to draw how it made them feel. By the end of the session, the children were able to talk about instruments, vocablary and the beat of the music and compared them to say how they made them feel.
Healthy Eating Week
LI: To discuss how we could reduce waste.
School trip to The Tropical Butterfly House
LI: To create a bug hotel to care and observe minibeasts.
LI: To observe and draw detailed sketches of minibeasts.
The children were provided with a range of illustrations of minibeasts to look at and talk about before drawing their own. They children observed the insects and were encouraged to recall their key features. The children used sketching pencils to create their sketches and were encouraged to use a variety of pencils to create shading and different effects. By the end of the lesosn, all the children had produced a minibeast sketch and were able to talk about what they had observed and how they had put it into practise.
LI: To understand the concept of tempo.
The children were encouraged to name some minibeasts. They demonstrated how they think that minibeast would move around the room. Once the children were comfortable with the idea of moving like minibeasts, they were slugs and snails, then bees and wasps. We continued to keep swapping backwards and forwards between these two groups of minibeasts so that the difference in the speed of the movements becomes obvious. We discussed with them how their movements were slow for the slugs and snails, and fast for the
bees and wasps. In music these kind of speed changes are called ‘tempo.’
• Who can name a minibeast?
• How would that minibeast move?
• Would it move fast or slow?
• What is the musical term for speed?
The children then used instruments to create different tempos to demonstrate the difference in the minibeasts movements. By the end of the lesson, they were able to perform to one another with their instruments.
LI: To observe and identify different minibeasts in their natural habitat.