Sorry we have not posted in a while but we have been very busy!

We were getting ready four our Assembly and have been learning lots!

Here is an update of what we have been doing.

Capacity and volume

“We used different objects to see how much different things can hold” – Archie

“We need litres because they are the same and people don’t get muddled up” -Ivy

“We learned what a litre is and also how many spoons things could take” – Ava

“The difference between capacity and volume is that volume is when you fill something up a bit but capacity is how much it holds to the top.” – Christopher

“We did some really fun stuff and I think you would be jealous! We made some Harry Potter potions and had to fill up using different spoons and millilitres.” – Lily R

 

Gathering Data

“We had a clipboard and we went to see how many vehicles we could find and we used tally marks!” – Sydney

“Tally marks are lines that make it easier than ticks. You put 4 in a row them one across to make 5. ” – Joel

The Animal Man

“The big turtle was the oldest animal there” – Olivia

“We got to pet and hold and look at turtles, tarantulas and snakes” – Cole

 

Today we did a sponsored Jammie Jog!

It was a lovely sunny day and we had so much fun. Thank you to everyone who sponsored us!

We got to run alongside some of the children from the Madras Family Centre and some of us even got to see our little brothers and sisters!

 

We have been learning how to collect and sort information in a variety of ways.

“We sorted the sweets into colours” – Ryan

Venn Diagrams

“It is a Venn diagram, if it was green and yellow it would go in the middle. Yellow goes on yellow side and green would go in green side.” – Lyle

“I made up my own way to sort o the Venn diagram. I put pink on one side, black on the other and pink and black in the middle.” Joel

Carroll Diagrams

“These are carroll diagrams. We took a rainforest animal from the box and put it in the right place.” – Jessica

Pirates were hiding in the sand. We had to find them and put them in the correct place.

Outdoor Learning

We went outside and thought of our own ways to display information. Some of us used chalk to write names and categories. Sydney and Jessica even tried to create a block graph.

“We made our own Venn diagram outside and we found different objects and sorted them into the diagram.” – Archie

“We have been learning about equal and not equal. Equal half are fractions” – Ava

” 2 halves are 2 bits of one whole” – Austin

“I did not make half because it wasn’t equal!” – Iona

“I was making half with a star and it was 2 equal pieces” – Archie

“The star wasn’t half because one side was smaller than the other” – Joel

“An example – if someone was in P1 and someone was in P3 and the P1 was doing the halves but they didn’t know fractions so he had to split it into 2 but he didn’t do it right because it wasn’t equal” – Lily R

We made fractions posters all about half. We folded shapes and cut them carefully. We even learned how to write half in number form. We wrote 1/2 on each piece.

 

I am learning to use my notes and other types of writing to help me understand information and ideas, explore problems, generate and develop ideas or create new text. LIT 1-25a

By exploring climate zones around the world, I can compare and describe how climate affects living things. SOC 1-12

We know that notes help us to understand information and remember facts. We made notes as we watched clips about cold and tropical climates.

We were able to make notes under suitable headings.

We used our notes to help us compare and contrast cold and tropical climates. Using our notes we contributed to a class Venn diagram comparing both climates.

“We’ve been doing some arts and crafts to show we know about the rainforest, we know the layers of the rainforest.”- Lily R

“We were doing a picture of a rainforest to see what kind of animals are there” – Jessica

“We were cutting out shapes of leaves and sticking them down on to the trees to make it look like a rain forest”- Christopher

“Monkeys live in the canopy layer and butterflies live in the emergent”- Olivia

“One is called the canopy, one is the under story and one is the forest floor” – Lily D

“The canopy is the most popular place to live, the animals like that it’s kind of sunny.” – Sydney

“Birds live in the canopy and emergent layer so predators can’t catch them down the bottom” – Archie

“We were using different shades of green to make some leaves and we had to use a sponge and then we had to leave them to dry. miss McCabe cut them out” – Iona

We are sorry that we haven’t posted in a while but we have been very busy and Miss McCabe has been unwell. We should be back to weekly posts again  🙂

By exploring climate zones around the world, I can compare and describe how climate affects living things. SOC 1-12b

We have been learning about climate zones. We watched a clip and learned there are 4 main climate zones ; tropical, cold, warm and temperate.

We looked at different climates around the world.

We were able to spot Scotland on a world map and some other countries too. Miss McCabe told us about the equator, which is an imaginary line around the middle of the earth. The climate near the equator is tropical, hot and wet.

We completed a cut and stick sorting task. We were able to find the meaning of each of the new climate words. We also discussed which animals would live in different climates.

We looked at the different climates around the world and recorded these on our very own map. We used a key so we would know what each of the colours meant.

TOUCAN ART

I can create a range of visual information through observing and recording from my experiences across the curriculum. EXA 1-0a

I can respond to the work of artists and designers by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work.EXA 1-07a

A toucan is a bird which lives in hot and wet climate. We studied a picture of a toucan then used oil pastels to create our own toucan. We then made a collage background with green tissue papers to make it look like leaves.

We presented our work to the class and gave feedback to each other.

^I like the blue bit on the eye cause it’s a nice colour – by Ivy

^ I like the line on the beak because he tried his best and I just think it’s really neat – by Jessica

^Lily D’s beak is nice because it looks like areal beak – by Olivia

^Lily R – I like her beak because it’s nice and pointy like Miss Mccabe’s – by Ryan

^Christopher – I like all the orange and the blue. The beak is good.

^Tony – I like the green and the eye because there’s not much blue and I like it – by Ivy

^Jessica – I like hers because it is good. I like the colours – by Lyle

^Sydney – she was neat and I like the green bit because it stands out – by Christopher

Ivy’s looks like a real one is staring at me. The beak looks realistic – byAustin

^Olivia – I like it because it’s really good and I like the beak because it’s got lots of details on it – by Sydney

Next steps

We are going to be learning about the rainforest. In Social Studies we are going to locate where rainforests are on a world map and we will learn about the different layers of the rainforest.

“We had to use real food to make our faces. I used carrots, grapes and lettuce” -Christopher

“We have been learning about Guiseppe Arcimboldo and made fruity faces and we had to use real food. We had to make it look like Guiseppe’s work.” – Lily R

“We learned about Guiseppe and made fruity faces and they were really yummy. It made us healthy” -Iona

“We had to wash our hands and we used some sugar glue to keep the fruit and vegetables on” – Olivia

“We had to wash our hands before we made our faces. They looked so yummy!” – Archie

“I liked it because it was yummy” – Ryan

“We were allowed to make whatever we wanted out of the fruit and vegetables that Miss McCabe got us. They were so yummy!” – Sydney

By investigating the range of foods available I can discuss how they contribute to a healthy diet. HWB 1-30a

We have been learning about healthy eating and have looked very closely at the Eatwell Guide. This tells us how much of  different types of food we should eat. We know that we should eat more vegetables than sugary snacks, for example. We also know that it is important to drink lots of water and eat at least 5 portions of fruit and vegetables each day.

We learned the different food groups and were able to sort food into these groups.

We know lots and lots of examples of fruit and vegetables and we are trying to have a healthy snack at playtime.

We learnt examples of carbohydrates are bread, pasta and cereals.

We know protein foods include meat, fish and eggs.

Dairy foods include yogurts and cheese but also dairy alternatives in case you are lactose intolerant.

We thought carefully about the advice from the Eatwell Guide and planned a healthy meal. We planned this on our whiteboards then drew it on a plate for our wall display!

We also had a visit from nurses from The University of the West of Scotland who told us a little more about the food groups and how they help our bodies. We found out that dairy gives us calcium for strong bones and teeth, and that carbohydrates give us lots of energy!

We did some fun activities with the nurses.

At the end of our session about healthy eating we all received a special certificate! We were very proud because the nurses said they were impressed with how much we knew!

Next steps – we are now going to learn a little about where our food comes from. We are also going to learn a little about Giuseppe Arcimboldo who made pictures of people using things like fruit, vegetables and fish!

Keep reading our blog to see how we get on.

“We were learning about Robert Burns and he wrote lots and lots of poems, he even wrote some songs.” – Iona

“The date is 25^th of January and people do some dancing and eat haggis.” – Ivy

“At our Burns afternoon we did different types of dancing! – Archie

“We made some tartan out of paint and we did some colours to make tartan. We made lines to look like tartan” – Christopher

“We drew Robert Burns” – Joel

We recited a poem and wore tartan.

“Robert Burns is a famous poet and he wrote ‘to a mouse’ – Ryan

“Robert Burns is a famous poet and he wrote ‘to a mouse’ – Ryan

“We tried some haggis and we had some shortbread. It was yummy!” – Sydney