Category Archives: Uncategorized

Health & Wellbeing, Homework, Supporting homework, Uncategorized, Useful Websites

Growth Mindsets- Information for parents

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Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success—a simple idea that makes all the difference.

In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort.

In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.

Please see the links below for further information and tips on how to help your child to develop a growth mindset.

https://www.mindsetkit.org/growth-mindset-parents

https://www.mindsetworks.com/webnav/parenttips.aspx

 

Interdisciplinary Learning, Money Fortnight 2015, Uncategorized

p4 Friday 16th October

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We are learning to:write clear instructions using sequencing words.

Share our learning about the rainforest with our parents.

To add and subtract with money and use money in every day contexts.

It has been another very busy week in Primary Four which culminated in our share the learning afternoon. Our classroom has been filled with wonderful smells from our fruit kebabs and our rosemary and lavender rainforest bottle gardens.

Mrs Mackie

At the Rainforest cafe we earned £50 for the Edinburgh zoo, we have decided to adopt an animal there that comes from one of the five rainforests around the world.

We made rainforests in a bottle with our parents it was very fun, it was very messy! The cakes were very nice and some of them were very big.

Luke

We made a rainforest in a bottle and we showed our mums and dads how to do it.

We wrote instructions and this is what we wrote:

First cut the bottle with a sharp pair of scissors, cut a third up.

Second put a handful of stones in the bottom of the bottle, then put some potting soil on.

Then put your plant in.

Fourthly cover the soil with sticks.

Finally spray it with water and put the lid on.

Now, watch it grow!

We made some jewellery, we painted our necklaces and our headdresses, we made our bracelets with paper. It was very fun.

Rebekah

In maths we learned about money, we counted money and learned about coins and how to give change. I liked it because counting money is fun.

Stephen

 

English & Literacy, Interdisciplinary Learning, Primary 5, Uncategorized

Rainforests in a Bottle

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Learning Intention: We are learning to write a set of instructions for a rainforest in a bottle

Success Criteria:
I can use the key features of instructions including:

-a title
-an introduction
– a list of equipment needed
– short, clear and easily understandable steps
-numbered steps
-a picture/diagram
I can use commas correctly to separate items in a list
I can use connectives to show the order of events

In our writing lesson this week, Primary 5 were learning to write a set of instructions about how to make a rainforest in a bottle. We watched a video to help us, then we used the information we had learned to make an example as a class. We then felt ready to write out our instructions.


During our sharing the learning afternoon, we used those instructions to make our own rainforest in the bottle with our family members. To share our learning, we had also created rainforest quizzes on the computer that our guests had to complete, we had a rainforest themed money challenge and we had made krispie cakes as a treat because cocoa beans that are used to make chocolate can be found in the rainforest.

“I loved making a rainforest in a bottle with my Mum. It was fun and educational to make.” said Ryan.

“I liked when my Mum got most of the answers right in my quiz. She got my trick question wrong!” added Joe.

“I loved showing my Mum around our class, especially the quiz because she didn’t know that gum came from the rainforest and it was cool to teach my Mum something new” said Kiera.

“I loved it when we did the money challenge where we had to spell words from the rainforest and find out how much they cost. My Mum got on quite well.” said Katie.

“I liked making the rainforest in a bottle with my family and i think we should do something like this again” added Amy.

Primary 1, Uncategorized

P1a Patterns

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This week in Primary 1a we have been learning about patterns.

LI  We are learning about patterns

SC

I can recognise a pattern of lines, colours and shapes

I can continue a pattern

I can create a pattern

First of all we talked about what we thought a pattern was then we looked for examples of patterns around about us in the classroom. We found lots! Next, we looked at patterns on the Smartboard and described what we could see. We were able to say what came next in order to continue the pattern.

This was all very useful later in the day when we read the story of the Princess and the Pea, because we decided that we could  use what we had learned about  pattern to create some  really beautiful things for the Prince and the Princess, as well as the castle where they lived happily ever after. We set to work and soon we had made pretty patterned necklaces for the Princess, a super pattern for the Prince’s crown and lovely designs for the mattresses and quilts on the beds. We also made tall towers with flags on top and interesting floor designs for the castle. What a great job Primary 1 a!

Perhaps we should go for a walk around the school grounds and see if we can spot patterns outside. Do you think we will find any?

Maths & Numeracy, Primary 1, Uncategorized

P1b Number Hunt

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LI: We are learning to explore and understand numbers in our environment.

SC: I can find numbers around the school and playground.

SC: I can discuss the purpose of different numbers in my environment.

Primary 1b became number detectives this week. We explored our school and playground to look for numbers. We discovered that they are all around us and they have lots of different purposes.

There are lots of numbers in our classroom and playground for us to learn and play with:

“In school you can see numbers everywhere! We use them for counting and trying to recognise what                               number it is.”     Lucas

Daniel found numbers on our classroom date chart and Oscar found numbers on the clock in the infant department. These numbers help us to know what date and time it is. We also found numbers which help to organise lists, numbers which tell us how many points each house has, and numbers which help us to keep track of library books and story sacks.

As we hunted outside, we noticed numbers on the cars in the school car park. Finlay told everyone that these help us to know whose car it is.

We also shared some numbers we see outside of school. Isla MacKinnon, Aimee, Finlay and Brandon told us that the numbers on the front doors of their homes help them and the post man to know whose house it is. Kaitlyn has also noticed numbers on shop doors. These numbers sometimes help us to know what time shops open and close.

We are looking forward to hearing about all of the numbers the children find at home this weekend!

Primary 3, Sciences, Uncategorized

P3 Science – Sound

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We are learning to identify the main areas in the ear and how they allow us to hear sounds.
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•I can identify the ear as the organ for hearing
•I can identify the 3 main areas in the ear
•I can identify the function of the 3 main areas

We recapped on what we had already learned and we shared thoughts/ideas about how we hear sounds. We used a super interactive resource to learn that the brain and ear are used for hearing and how the process works. Not only did we learn to identify the 3 main areas and their functions, we learned about the different parts inside the ear, and even why you get dizzy if you spin around too quickly!
At the end, we were able to work together to name all the parts of the ear and completed an online quiz to show our understanding.
To help us visualise what happens when we hear sounds, we looked again at the rice and drum experiment – we love when the rice jumps up and down due to the sound vibrations!
Mrs Stewart was so excited that we had learned so much more than we had planned and that we could remember our learning when she asked us about it today! 🙂

Some comments from the children –
Cup your hands to your ears, it increases the sound you can hear – Rebekah
The ear is connected to your brain – Freiah
Interested in learning about the ear – Adam
Excited in the lesson – Matthew C
I loved the lesson! – Joni
I was surprised how many things are in the ear – Teagan
I was amazed! I didn’t know that much stuff about the ear, now I know loads – Gemma
I was quite impressed that we learned that much – Oliver
It would have been better if there had been a trickier quiz – Emme
Liquid in your ear makes you dizzy when you spin – Joni

Please click on the link to visit the website that we used to help us learn.
how we hear
or visit the website
http://www.childrensuniversity.manchester.ac.uk/interactives/science/brainandsenses/ear/

Religious & Moral Education, Uncategorized

P4 Friday 2 October

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This week as part of our RME topic on water, we looked at Christian baptism ceremonies.

We found out what the names we were given mean.

The meanings for our names  Jack is for man, Joel is for strong willed, Morgan is for bright sea, Lucy is light, Sam is heard by God, Luke is light, Sorley is summer sailor, Jamie is honest, Ross is red, Iona is blessed, Caitlin is pure, Olivia is olive and  peace, Grace is Gods favour, Kuba is he who walks  with tigers, Hannah is  favour and grace, Ben is a  son, Fraser means strawberry flowers, Martyna is war like, Rebekah is captivating, Kayden is handsome, Lexie is defender of mankind, Connor is strong willed, Scott is a man from Scotland,  Alicia is honest, Stephen is reward.

Do you think we are like our names?

By Lucy J and Sam

Expressive Arts, Interdisciplinary Learning, Primary 5, Uncategorized

P5/4 Rainforest Animal Art

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Learning Intention – We are learning to create accurate images. (EXA 2-04a)

Success Criteria – I can carefully observe a photograph to create detailed images.

We searched for photographs on the internet of our chosen rainforest animals. Then we drew an outline of our animal onto black paper using black oil pastels. Next, we introduced some colour using chalk pastels. After that, we drew in a background for our image.

“I’ve never worked with chalk pastels before. It was ok but I didn’t like the feel of them!” (Cade)

“I’d not heard of oil pastels before but I enjoyed using them.” (Freya)

“I enjoyed researching on the netbooks with a partner and getting my hands messy!” (Kirsty)

“I enjoyed sharing ideas with my partner to help each other do a good job.” (Niamh)

 

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Health & Wellbeing, Interdisciplinary Learning, Technologies, Uncategorized

Making Sushi – P6

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We are learning to make sushi in a safe and correct way.

We can wash hands before we prepare food.

We can prepare are bamboo mats with clingfilm and nori.

We can lay the rice and toppings evenly.

We can put our hands in the right position to roll the sushi.

Here are some comments from our class: “It was fun,tasty and disgusting to feel”; “when it was done it looked yummy.”; “It was a very unusual experience.”