Welcome to Little Oaks Class! Come back and check this page regularly to find out what we have been learning about in our class!
LI: I can say what flammable and inflammable is. 30/1/18
Today Little Oaks talked about the properties of materials. We suggested different things that various materials might be for example; see through, bendy, heavy and other ideas. We then discussed what the word flammable might mean. A few of us noticed that the word flame may be a part of the word flammable. We then spoke about what flammable materials mean. Mr Baxter then introduced the word inflammable and we guessed what this might mean. We then watched videos on materials being set on fire and we had to discuss how flammable we thought they were. Following this we had to rank materials on our tables in order of most flammable and least flammable to help Mr Baxter create the best campfire on his camping trip. We decided that the most flammable material we had to sort was paper.
What happened on each day of the fire? 18/1/18
LI: I can group items into the materials they are made out of. 09/01/18
Little Oaks were set a task, we were asked to sort items into the materials they were made from (plastic, metal, wood, paper, fabric and glass). We worked as team touching the items and looking carefully to see the materials they were made out of. We had to group items from glasses to scissors. When we finished the task we then had to think about why we use certain materials (glass for windows, metal for a car.)
Inventors and Inventions
As a class we talked about what we thought inventions meant, many of us thought it had something to do with making things. Following this we discussed the different things that have been invented in the classroom and why they may have been invented. Later we were given pictures of inventions and we had to talk about how they had changed from their original forms. In groups we were challenged to order them using the terms 'a long time ago', 'old, and 'older'. Here are some pictures.
This week in Literacy we started our instructions unit. On Tuesday we created paper plate penguins, carefully following instructions. On the Wednesday we put actions to our 'How to make a paper plate penguin' text.
How do mathematicians make numbers?
Today our class explored how we could make numbers. We started by counting the jam tarts on the two plates. Following this we discussed how many tarts we had altogether, we realised that 2 jam tarts and 3 jam tarts make 5 jam tarts. We then discussed how we ‘make 5’ differently. Some suggested 1 jam tart and 4 jam tarts; others even suggested 5 jam tarts and 0 tarts. After this we went to our tables and explored how we as mathematicians ‘make 9’, using our tens frames and part-part-whole.
As part of our everyday material unit, we investigated the best paper material for drawing. Before we started our investigation we discussed how important it was to draw the same picture, as this keeps the test fair. We then talked about our predictions; what we thought would be the best paper and the worst. Following this in our groups, we all took turns drawing a stick man on the different papers. Once we had done this we discussed which paper was the best and the worst. Some of us decided that the tissue paper was the worst because it kept breaking and ripping when we drew on it. Other people thought the shiny paper was the worst as the pen kept rubbing off. We all agreed the white paper was the best as it was the easiest to draw on and it didn’t smudge. See pictures below of our predictions and our investigation.
L.I: To become familiar with a key text.
Today we worked in groups to learn our class text. We used the class story map to help us and the actions we created as a class. Once we practiced together we then performed them in our groups to our class. We also finally found out what happened to Dogger!
Retelling our new innovated poem
Today our class practised and performed our innovated poem in groups. We changed our poem 'That's not my toy dragon' into 'That's not my toy unicorn'. We created new actions for our sentences including our newly thought of adjectives! Here are some pictures of some of our groups.
How do mathematicians compare numbers?
Today we began to compare quantities of animals. We compared squirrels, mice and rabbits. We started to use the words ‘more than’ and ‘less than’ to compare quantities. After that, we completed the guided practice in partners creating the different quantities with our tens frame.
How do mathematicians show quantities?
Today we used our mathematical minds to count different quantities. To help us count them, we thought about how many different ways we could show a number. We talked about how we could write the numbers in words, how we could show a number using our tens frame and how we could create a number using part-part-whole.
How do mathematicians order numbers?
For our first maths lesson of the year we had to sort numbers into order counting backwards and forwards. To make it more of a challenge for some of us one number was missing. Here are some action shots of us solving the problems.