P1b Number Hunt

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!

Making the most of the glorious weather P3/2 have taken ‘Nouns’ outdoors!

Making the most of the glorious weather P3/2 have taken ‘Nouns’ outdoors!

In P3/2 we have been revisiting a  world full of nouns. We are able to identify nouns in the world around us and categorize them according to words that name a person, place, or thing.

Lit 1.13a

  • I can supply words that are nouns by using my knowledge of whats around me.
  • I can identify a noun as a word that names a person, place, or thing.
  • I can use nouns when writing sentences and stories.
  • I can identify words that are nouns from our class novel and own reading books.

First, in class, we had to think of two different types of nouns for each classification. Mrs Allsop invited us to write them on the board…..

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Next we went outside and played corners….each corner being either a name, a place, a thing/object and to really challange us added a corner where we had to write an adjective! Look at the fun we had…IMG_7089             IMG_7071          IMG_7072 IMG_7073               IMG_7075            IMG_7076 IMG_7077                IMG_7078             IMG_7079 IMG_7080               IMG_7083           IMG_7085

Finally we had to draw a proper noun of a friend…..

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Next Steps: We will be writing our own interesting sentences linked to our story writing…demonstrating our ability to use our knowledge of nouns.

 

P3 Science – Sound

We are learning to identify the main areas in the ear and how they allow us to hear sounds.
SCN1-12b
•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/

P4 Friday 2 October

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

P5/4 Rainforest Animal Art

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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Making Sushi – P6

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.”

House Meetings

Today we had our first House Meeting and the Vice and House Captains did a fantastic job or organising and leading the meeting. They created their own House Meeting Agenda which started with discussing the House Community Contract, followed by a Community Builder so that we could get to know everyone in our house. They completed a Values Vote to select which 2 values their house would stand for. Then they set the challenge of designing a logo and slogan for their house. The results will be shared at the assembly on Friday. Well done on a fantastic first House Meeting!

Haiku Sensory Walk

On Thursday P6 went on a sensory walk for preparation to write haikus.

Learning Intention: We can use our senses to find adjectives to inspire us to write a haiku about seasons or nature.

Success Criteria:  We need to find 5-10 adjectives to describe things in nature that we can see, smell, hear and touch.

Here are some comments from the P6’s: “It was fun!”, “It was a good learning experience”, “It was nice just to listen to nature’s noises”.

 

Super Sushi!

LI: We are learning about traditional Japanese foods.

SC: I can discuss the different foods that Japanese people eat

I can listen to and follow instructions on how to make sushi

 

Today Japan came to P7/6 and so did the smell of tuna!!! We are loving our new topic on Japan. We have already learned about the Japanese flag, Mount Fuji and cherry blossoms. We have researched the natural disasters that are common to Japan and have created an informative poster detailing facts, causes and ways to keep safe. It was now time to learn more about the traditional foods that Japanese people eat and to make some sushi for ourselves!

Our class were set off on a food challenge to find more information about sushi using the netbooks and Mrs Murray called out small groups to the class ‘kitchen’. First, we boiled the sushi rice. It was so stodgy and sticky. We used bamboo sushi mats to place our nori (seaweed sheets) on. We then had to place the rice on 2 thirds of the nori sheet. Our top tip when touching the rice is to always have wet hands, because we found that if our hands were too dry, the rice stuck to them. Next we used our finger to create a thin dent across the middle of the rice, this is where our filling went. We chose tuna and cucumber. Then came the tricky bit……rolling the sushi! We had to be very gentle and delicate with our hands. Once we had our long cylinder shaped sushi roll we moved over to the chopping board and cut it in to smaller pieces. We then added some soy sauce and ate it! Most of us were quite surprised at how much we enjoyed the taste. Some of us didn’t like it at all!

This was an exciting lesson where we had to use lots of different life skills. We had to listen, follow instructions, have the confidence to taste new foods, follow safety rules when using sharp knives,  sharing space and utensils and of course we then had to clean up afterwards! A fantastic day, full of lots of fun and learning.

 

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