An Aveley Primary Blog

When asked by Miss Stephenson: “What’s the time 1S?” many of you might expect the cry of “Dinner time!!” in response.

However, although we have been asking each other about the time a lot recently, we haven’t simply spent our learning time playing our own version of ‘What’s the Time Mr Wolf?’.. Well… not exactly…

We have been learning all about different units of time, from the largest (years) right down to the specific units that we split a day into.

1. Using a Calendar: What day are we on?

We started by thinking about calendars, and how a year is broken down into months:

How many months are there in a year?

days

Then we looked more closely at months, and how they are broken down into weeks and the weeks into days.

Do you know how many days there are in a week?

We have been using our class calendar every day. As well as using our weather symbols that we made last term to tkeep track of the changing weather, this helps us to keep track of what day of the week we are on (Monday, Tuesday, Wednesday etc.) and what number day this is (1st, 2nd, 3rd..) in which month (January, February, March etc.).

Take a look:

 

2. Using a Clock to be more Clear

Although we have got very good at using time language (such as first, next and then) to order events and naming different parts of the day using morning, afternoon and evening, we decided that we needed to be more precise when telling people when we do things.

After all, if we say we have break ‘in the morning’ surely that could mean as soon as we wake up?! That could be very confusing!

This has led us to investigate time further, discovering that time is broken down into special units: hours – minutes – seconds.

Do you know which is the smallest unit of time?

Do you know how many minutes there are in an hour?… Or seconds in a minute?
We do!

In order to get ourselves used to telling the time, we have made our own analogue clock faces:

IMG_3836.JPG IMG_3834.JPG IMG_3833.JPG IMG_3835.JPG IMG_3837.JPG IMG_3838.JPG IMG_3839.JPG IMG_3840.JPG IMG_3841.JPG

We have used our clocks in ‘What’s the time?’ games, challenging our partners with times we make by turning our ‘hands’ clockwise to point them at different numbers.

This has helped us to get very good at telling the time – we can even read and write “half past” times – and if you don’t believe us, just try testing us!

Oh no.. look at the time 1S! We’ve spent too much time talking about time! Better be off – catch you later (at another time)!

In order to continue our exploration of the Arctic, we had to answer the question:

What animals live in the North Pole?

With our meerkat friends safely housed in the hot area of our book corner, a cold front suddenly (and rather unexpectedly!) swept in, creating a contrasting cold area. This came to house some more visiting animals who are adapted to a much colder, Arctic, environment than Sunny and his friends.

Lucky 1S!

Peter the Polar Bear (who has been showing us around his Arctic home, guiding our exploration of this new landscape) had come with some of his friends… MORE VISITORS!!

In order to start thinking abut what animals live in the North Pole, we went over to welcome the visitors, and discover what animals had come over with Peter..  

  

What a collection of animals! Can you name any of them before we introduce you?

Now that you’ve had a go at naming the animals, we’ll tell you who our visitors are:

  • Peter, the Polar Bear
  • Paddy and Penny the Penguins
  • Freddie the Arctic Fox
  • Sammy the Seal

While these were the only Arctic animals who made it all the way to join us in 1S, that was not the limit of our learning about Arcitc animals! We have also learnt about:

  • Holly the Hare
  • Pip the Puffin
  • Ollie the Snowy Owl
  • Sheila the Shark

Wow! Peter has a lot of different animal friends living with him in the Arctic!

We looked at lots of pictures of these animals, which helped us to spot some of their ADAPTATIONS that help keep them warm (so they don’t have to wear woolly hats and gloves like we do in the cold!). These range from their thick white fur and small ears (which we realised most of them have), to Sammy the Seal’s thick layer of fat.

Our learning about these animals didn’t stop there!! We then turned to look at different CATEGORIES that we can put animals into.

The first of these was determining whether they are:

  1. MAMMAL,
  2. FISH, or
  3. BIRD

Take a look at some of our Arctic animal posters, which will show you which categories some of the animals go into:
    

Not only did we categorise them in this way, but we also looked at DIET! Did you know you can categorise animals by what they eat?! These categories are:

  1. CARNIVORE (animals that only eat meat)
  2. HERBIVORE (animals that only eat plants)
  3. OMNIVORE (animals that eat meat AND plants)

As well as categorising Arctic AND African animals according to what they eat, we had some fun with VENN DIAGRAMS (maths in topic!).

Although we know that humans (like 1S) are technically OMNIVORES (because we can eat both meat and vegetables), we thought about what we like to eat. We then sorted ourselves into omnivores, carnivores and herbivores..

venn diagram

Using our Venn Diagram to help you, have a go at sorting yourself with your friends!:

  • Do you like chicken nuggets and burgers (but not fruit and vegetables)? – You are a CARNIVORE!
  • Do you prefer fruit and vegetables? – You are a HERBIVORE!
  • Do you like burgers AND the salad filling? – You are an OMNIVORE!

Wow what a crazy Arctic adventure!

Taking a step back, we realised that, not only did we have a contrast of hot and cold environments on our topic display wall, but the two contrasting worlds had collided in our book corner!
 


This led us to think about some of the differences between the two environments..

A shock message from Miss Stephenson led us to think about this in even more detail, taking us right back to our original learning challenge question.

Miss Stephenson overheard Sunny (the meerkat) and his friends suggesting they moved to Peter’s home in the Arctic when they leave 1S, instead of heading back to the Kalahari.

WE NEEDED TO WARN THEM OF OUR DISCOVERY THAT MEERKATS CANNOT LIVE IN THE NORTH POLE!!

We used what we know about the two environments to make posters to persuade them that a visit to the North Pole would not be a good idea!!

IMG_3107.JPG

You’ll be glad to hear that we now know enough about the sunny Kalahari Desert and the frosty North Pole, that we were able to give many great reasons why MEERKATS CANNOT LIVE IN THE NORTH POLE!

Not only are Sunny and his friends now happy to head home to Africa, but we have managed to answer our learning challenge question (‘Why Can’t Meerkats Live in the North Pole?’)!

Well done, 1S – What an achievement!!

1S got an unexpected surprise in their literacy lesson today..

All the way from the sunny Kalahari, we discovered a MEERKAT (or three!) cheekily nestling in our book corner!

Following our hard work in both literacy and topic, looking at Sunny’s world:

SUNNY HAD COME (WITH HIS FRIENDS) TO EXPLORE OURS!

Here’s Bailey investigating:

   

We have read a whole range of different postcards that Sunny sent back home from the places he visited in ‘Meerkat Mail’ – telling his family all about his adventures.

Having looked at these in some detail, we decided that Sunny would probably need to write his family a postcard from Aveley (which we’re going to help him out with!).

But first, we thought it would be a good idea to give him a tour of our world..

This meant that (with our help, using adjectives and full sentences to describe the places we showed him) he could take a proper look at our school and see the different areas where we learn (and play!) to write home about..

First, we lined up (smart as soldiers, silent as mice!) ready to venture out into the school to show Sunny and his friends our world:

  

Then, we showed him the BIG, YELLOW bin:

  

After that, we showed them the HARD, WOODEN table:

  

  

Then, we let the meerkats jump along the trim trail (what fun!):

  

Next, we headed off towards KS2, to show our meerkat friends the LONG, GREEN grass in the field:

 


Of course no tour of Aveley would be complete without a trip to the BIG (SMELLY!) dinner hall!:


Finally, we headed back to the classroom, to have a proper look around, and show Sunny our coat pegs and learning walls:
 
  
 
  
  

 
 

 

 

  

Wow – what an adventure! Lucky meerkats (and 1S of course: for their visit and to have such a great school to be able to show them)!
 
Did you spot the TIME CONNECTIVES creating this RECOUNT of Sunny’s tour?

How many ADJECTIVAL STRINGS did you spot?

Now that we’ve showed Sunny our learning world, we’re going to help him with some writing!

Don’t you worry, we will keep you updated!