I knew our Primary 2’s would have something more to say about right angle eating gobblers…
Eilidh decided to make more gobblers in her independent learning time. First she made a gobbler that eats right angles … BUT … then she made a gobbler that did not have such a big appetite and ate only angles which were smaller than a right angle. After a wee chat about these two gobblers Eilidh went off and made a really greedy gobbler that likes to eat angles which are bigger than a right angle. When Eilidh brought them to show me she also explained to me that she could put them in order – and so she did! We all looked at the gobblers and learned that the one that eats less than a right angle is called an acute angle gobbler, (Eilidh is good at remembering this one because it is a cute gobbler!!). The big greedy gobbler is an obtuse angle gobbler. Thanks Eildh for helping us all find our next steps in learning about angles.
This picture could be a contender for a caption competition BUT in fact this is a primary 1 pupil joining in with the rest of his class to hunt for right angled corners in the playground. First the children had to make ‘right angle gobblers’ by cutting out a circle of card, folding it in half, then folding it into quarters and then cutting out one quarter to be a ‘mouth’. The addition of an eye and some teeth, and the boring old circle becomes a ‘gobbler’ and is ready to head off into the great outdoors to ‘eat’ some corners! The children had great fun and were quite at home chatting about halves, quarters, right angles etc. Next steps for the older children, (but knowing P1/2 they’ll want in on the action too), is to learn about degrees of a circle and that right angles are ninety degrees of a circle. One of the great things about Curriculum for Excellence, The Big Room and the children being so much more active in their learning, is that many of the traditional learning ceilings are removed. Children see what’s going on around them and are keen to have a go – just because you are only 5 shouldn’t mean that you can’t join in and learn about right angles. And just to show that our P1 was having a bit of fun when the gobbler tried to eat him, (he knows he is not a corner!), but does know how to correctly identify right angled corners in the real world, here are a few more pictures.
Well done to all the gobblers and their P1-4 friends. You found lots and lots of right angled corners and interestingly we noticed that all the corners were man made – we couldn’t find any right angled corners in the natural world. Mmmmm.
If you take a look in our school grounds you will see that Spring has truly sprung at Keills Primary School. All the hard work from P1-4 children and our parent helpers last October has paid off and we now have tubs of daffodils and tulips to brighten up the playground. As Isla M said, “It’s like the bulbs we planted in the Autumn have woken up now that it is Spring”. This afternoon P1-4 went outside to have a good look – and smell – of the flowers and then we wrote about what we thought.
(Thank you to all the great spelling and grammar checkers in the class who kept me right when I was typing the blog – especially Allana, Isla M and Isla K, Nave and Innes. Kyle checked my finger spaces for me too – thank you!)
This is what P1-4 wrote about their successful bulb planting.
Katie felt happy because the flowers grew. Kyle thought the daffodils were pretty. Our flowers are bright yellow.
Our flowers were bright and colourful but they are mostly over now. Our bulb planting was successful and we felt happy. (Innes, Allana and Connor and Mrs Urquhart planted little early narcissus daffodils which looked beautiful in February when it was so grey and rainy – thank you – it helped to cheer us up!)
The flowers were very cool and pretty. Our flowers are fantastic and awesome. There are yellow daffodils and there are red and yellow tulips still to come.
It made me happy and all of my group were happy too. Our flowers were wonderful and colourful. They are the red tulips in the face pots on the steps.
Sports Relief 2012 began in The Big Room with the morning challenge where children, working with a partner, had to create a two minute, keep fit warm up routine. The routine had to warm up all the different parts of the body, had to last exactly 2 minutes, (stop watches out guys), and children had to be ready to demonstrate and teach their routine to the big ones in the afternoon before our ‘run a mile’ event. Phew – makes me tired just writing about it! There were a lot of things to think about and it wasn’t always easy to agree – but all the children were very successful and we had lots of fun teaching the big ones too.
So that we were ready to teach the big ones in the afternoon!
As part of National Science and Engineering Week P1-4 explored ‘The World in Motion’. For our morning challenge pupils had to draw and label non-living things which move on the land, in or on the water and in the air. We had lots of books to help give us ideas and we had to sort all the different machines and vehicles that we drew.
After break, P1-4 invited in parents and friends to join them as they explored and investigated different experiments and activities about forces and motion. They constructed amazing gearing systems, experienced the power of elastic or stored energy by constructing and testing paddle boats, flew paper areoplanes and tested the different designs, measuring distances flown to see which was the most effective and had lots of fun seeing how pushing forces could make balloon rockets speed along a length of crabbing line! We kept the activities in the classroom until the end of term so pupils had plenty of time to investigate them.
The scientific concepts and rules behind the experiments are pretty big and complicated and we wouldn’t expect children to be able to wax lyrical about the detail of the physics, (could I – without a bit of swotting up?!), but it is really important for children to have exposure to these experiments – most of the planned activities could just as easily be classified as children’s games and toys as well as science experiments. Hopefully as they grow older, children will remember and be enthused by what they were able to discover and develop an appreciation that so much of what they experience and play with as children is grounded in science.
When Eilidh was setting her learning targets way back at the beginning of the Spring term, she decided that she would like to make a snow and ice picture in the creative area. ‘That sounds like a good idea Eilidh,’ said Mrs Harper, (thinking how well that would ‘fit’ into our Polar Lands topic!!). ‘How do you plan to make this picture?’ Eilidh thought that she should only use white things to make the picture, and that she could use paint and collage things …. BUT… she also wanted the picture to be very big and for everyone in the whole class to join in and make it together! WOW – what an exciting bit of independent planning. SO … we collected lots of white things, we used up all the rest of our PVA glue supplies and worked together to make a white snow and ice picture map of the Antarctic. We used different textured materials to represent different features in our white collage. We marked on Scott’s hut at Hut Point, and we showed the frozen sea ice, glaciers and the Transantarctic mountains and the ice plateau that Scott had to cross to reach the South Pole.
Thanks for your great idea Eilidh. We all enjoyed joining in with this project. What next??!!!
Eilidh and Connor making mountains.
And when we put it all together this is what it looked like.
During the Spring term we have been enjoying getting to know our new friends from Small Isles Primary School on Jura. Since half term the children have been coming across every Tuesday to go swimming with us in Bowmore and then joining us for lunch back at Keills Primary School. In the afternoons we practised some country dances and had time to explore and learn together in the Big Room. We enjoyed showing the Jura children around our new class and we are looking forward to seeing them again in the summer term.