In Year 2 we have been looking at geometry and the properties of shape.
After being masters with 2D shapes we looked at how to describe 3D shapes and we came up with these questions to ask:
Is it solid? How many edges? How many faces? How many vertices?
We created a lift the flap book to describe some 3D shapes.
We then began to look at ways to sort shapes using a Carroll diagram.
At first, we took part in a giant class Carroll diagram, sorting ourselves.
Once we had practised we were then ready to try sorting some shapes.
We used our knowledge and applied this to help us sort the shapes. As a challenge we then used our skills and spotted shapes that were in the wrong place…Miss Collins was trying to trick us but we are Geometry Maths Masters now and can’t be caught out!
Year 2 have enjoyed studying Meerkat Mail by Emily Gravett.
It’s a lovely story full of adventure and finding out that the grass isn’t always greener!
Firstly, we all worked as a team to create a class story map so we could learn the text. We challenged ourselves and added some key story language to the map. This is a class target at the minute to use a variety of sentence openers in story writing.
We used a key to identify different text features on the map.
Once we had learned the text, we were ready to innovate. Throughout the innovation process Year 2 showed outstanding engagement and commitment to their learning.
We created an innovated story called Meerkat Supermarket. Sunny the meerkat went on a trip around the supermarket to find the perfect place to live. Using our innovated map we then wrote the story.
It was so impressive to see Year 2 show determination and perseverance when writing their sustained story piece. The outcome was fabulous. Keep an eye out to see their terrific writing!
After a busy week of learning how to measure accurately Year 2 wanted to get their heads around how big the dinosaurs really were and the classroom just wasn’t the place to do it!
First of all, we researched how long the dinosaurs were in metres, then recorded the measurements in a table. We all had to remember to record the unit of measurement used.
Next, we shared our ideas about the best measuring tool we could use to help us measure such long lengths in metres and we were introduced to a trundle wheel! A trundle wheel is a measuring device which when the wheel completes a full turn it measures 1 metre.
We could not wait to test out the trundle wheels and find out how long the dinosaurs were! Once we were in teams we made our way onto the yard.
During this task, we had to showcase good teamwork when measuring. One member of the team stood at the start position, one member used the trundle wheel to measure and the third member travelled alongside the measurer to ensure that they were counting the metres accurately. This task took a lot of patience.
It was amazing how long some of the dinosaurs used to be! The T-Rex was 12 metres long but the Apatosaurus measured in at a whopping 25metres! The shock of Year 2’s faces when they looked back to discover how long they were was an absolute treat!
When we got back into class we became little Maths Masters and showed off our measurement skills by working out the difference between certain dinosaurs.
Did you know? The Spinosaurus is 6 metres longer than a T-Rex!
A very special visitor popped into Year 2 on Tuesday to introduce them to their new Literacy unit, Information texts.
Meet Lucifer the Great!
As part of the Information Text unit that Year 2 are starting, they will learn all about tortoises and produce their very own information leaflet to share with other classes in school.
Everyone absolutely loved having a real tortoise in class. He was carefully shown around and we even got to touch him! Miss Gangel followed closely behind with the hand sanitiser!
It has given Year 2 a real enthusiasm to get started with this learning. Following on from the Lucifer’s visit Year 2 contributed to the planning of the unit by completing a ‘I see, I think, I wonder’ task.
This task involved sharing ideas with a partner and recording notes using bullet points. ‘I see’ asks you to record what you saw when Lucifer visited. ‘I think’ is making those links to think about using what I saw, what do I think I know? ‘I wonder’ is then generating a question you would like to answer by the end of the unit.
Some great examples from today’s lesson:
I see: Lucifer’s head can go inside his shell.
I think: Tortoises are flexible because their heads can move in and out of their shell.
I wonder: Why do tortoises have a hard shell?
Why don’t you have a try thinking of a question you would like Year 2 to answer all about tortoises? Comment below and we’ll get back to you!
Check back in with Year 2 to see if you can learn any interesting facts about tortoises.
To celebrate the 15th anniversary of Room on the Broom by Julia Donaldson, Year 2 celebrated in a day of all things magical.
They dressed up as witches and wizards and enjoyed a spellbinding day!
Year Two’s favourite part of the day was making a magical potion. Everyone wrote their ingredients out and each came up with a magical spell to say as bubbling potions were created! I was so impressed with all the children who were really determined and showed great independence to write out their potions.
This was a great session and we all had lots of laughs! We used some common household items to create our bubbling potions:
- A few drops of witch’s saliva AKA distilled vinegar
- A few drops of poison dart frog eye juice AKA blue food colouring and…
- A spoonful of powdered werewolf eyelashes AKA bicarbonate of soda
Say your magic words and with a ‘Hocus Pocus, everybody focus!’ Bang…Your potion is bubbling away!
As you can tell the potions didn’t smell too great!
Year 2 would love a comment from you! What would your magic words be?
Following on from our trip, we were very interested in ammonites and we decided to create some of our own using salt dough.
As a team we followed a set of instructions to make the dough.
To make the salt dough we used flour, salt and water. We mixed them altogether in a large bowl and gradually added water to the mixture until it was the right consistency. It got really tricky to mix once the water was added so Miss Collins and Miss Nevin had to get their hands in it!
Once the dough was ready we each were given an amount to roll into a cylinder ready to create our ammonite shape. After that, we then had to create fossil markings on the dough. This process was a challenge because you had to make sure the markings were deep enough in the dough without breaking through the bottom of the fossil.
Finally, the ammonites were placed in the oven to bake on a low heat.
They turned out great! What did you think of them when we brought them home?
As part of our Land of the Dinosaurs topic Key Stage One and the ARC took a trip to the Great North Museum. When we were there we took a fossil workshop and explored the dinosaur discovery bags which were great fun!
We found out all about ammonites and some of us even took park in the role play of how ammonite fossils were discovered. They were very wriggly fossils! We even looked at T-Rex fossil poop!
After the workshop and discovery bags we went on a tour around the museum.
The trip made us all very enthusiastic about our learning and we couldn’t wait to get on with our topic learning back at school.
Thank you once again to our parent helpers who accompanied us on the trip too, we hope you had a great day too.