We are missing our marvellous Maples so much during the school closure! However, Miss B-H has been receiving lots of emails with photos of all the wonderful things the children have been getting up to. Have a look at the photos below- are there any ideas here that you want to try at home? Don't forget to email firstname.lastname@example.org to tell us about what you've been up to. Stay safe everyone! :)
Welcome to Maple MasterChef! You will need to utilise many different skills if you want to be crowned Maple MasterChef champion. You will be required to not only use your cooking skills, but also maths, art, English and much more!
Each round will be judged by me and professional chefs- Lesley and Nicole- owners of a fantastic restaurant called The Curious Eatery, in Boughton Monchelsea.
This week (w/b 27th April), Maple Trees have been set a huge challenge...a week-long scavenger hunt. Take a look at what they need to do by clicking on the link below! Check back here to see photos of how it went and who the winners were!
Scavenger Hunt Winners!
1st: Ivy-Mae (27 points)
2nd: Jaden and Angelika (26 points)
3rd: Dylan (25 points)
It was such a close competition- thank you so much to everyone who took part!
There was also a surprise entry to the scavenger hunt... behind Miss B-H's back, baby Austin (with a little help from Daddy, Granny and Grandpa) submitted his own entry. Have a look at what he got up to by clicking the link below!
Miss B-H set the challenge below for Maple Trees to try at home. Some of us (especially Miss B-H!) didn't have much success with this. However, Izzy did an amazing job at completing the challenge, managing to successfully get the egg into the glass bottle without it breaking! She also completed a fantastic scientific write-up of the challenge...well done Izzy!
WILD ANIMALS ON THE LOOSE!
Maple Trees have been discovering some wild animals in their homes and gardens! Miss B-H challenged the children to take a picture with their wild animal and create a fact-file about it. Take a look at some of our pictures below!
Canterbury Cathedral Trip
Maple Trees had a wonderful school trip to Canterbury Cathedral, where we had a fantastic day learning about Anglo-Saxon religion. We went on a costume trail around the Cathedral (wearing brilliant historical costumes) and learnt the story of the Anglo-Saxon conversion to Christianity. We also created a number of craft activities, including writing in runes using a quill, decorating a Canterbury Cross and creating our own stained glass windows!
LKS2 had a really exciting visit from an Anglo-Saxon! We had an amazing day and learnt so much. We made an excellent effort with our costumes- the adults dressed up too! The day began with a timeline of the Saxon's rule in Britain, from their invasion, struggle for kingdoms and eventual defeat. We explored some fascinating Saxon artefacts- it's amazing how resourceful and creative the Anglo-Saxons were! Then we completed a quiz about the Saxons, reading the information boards to find the answers to the questions. We then got the opportunity to play an Anglo-Saxon board game called 'Fox and Geese'- this was a game of strategy; you had to carefully plan each move and really consider where you were going to move the counter next! Finally, we gathered back together in the hall where we learnt about Anglo-Saxon armour and weapons, even practising some warfare techniques and re-enacting a battle! We finished our day with some story-telling where we listened to the thrilling tale of Beowulf. We can't wait to write our own narratives of this exciting tale. An excellent day was had by all and it has really prepared us well for our Learning Experience.
During this experience, the children will explore the water cycle and investigate states of matter and changes of state. They will identify the parts played in the water cycle, writing an informative explanation text to accompany their work. The children will learn the Water Cycle Rap and will also investigate states of matter, conducting experiments into evaporation, heating and cooling.
States of matter!
We have been learning about the three states of matter: solid, liquid and gas. We found examples of each of these states around the classroom and talked about their particles and properties. We then went outside and behaved like the states- we found it really difficult to fit through small gaps as a tightly bonded solid. Then, we came back to class and wrote about each state, their particles and their properties.
Investigating the matter!
In order to deepen our understanding of the three states of matter, we have been conducting some investigations, teaming up with Sycamore Tree Class. Thinking like scientists, we have carefully planned our experiments, considering our control and independent variables (to ensure a fair test). We have written our investigations up in detail.
We began by investigating whether temperature affects the rate of evaporation. Take a look at some examples of our investigation write ups to find out about what we got up to.
Next, we investigated freezing. This time, we wanted to test whether the rate of freezing is different depending on the type of liquid. We were given 6 materials (in liquid form) to test: water, olive oil, chocolate sauce, washing up liquid, milk and car washer fluid. After pouring them into ice cube trays, we popped them into the freezer and checked on them throughout the day to make observations.
Take a look at some brilliant examples of our Learning Experience outcome...a wonderful water cycle explanation text!
During this discrete week of science learning, the children will explore living things and their habitats. They will be able to identify and explain what makes a living thing and recognise that they can be grouped in a variety of ways. The children will explore diagrams for sorting and grouping (Venn and Carroll), sort animals into specific groups and create their own unique sorting criteria.
The children will then explore and use classification keys to help group, identify and name a variety of living things. They will begin by creating their own classification flowcharts for living things in the wider world of habitats: desert, rainforest, arctic or ocean. We will then zoom in closer to home, focussing on habitats in our local environment. They will go on a habitat hunt- exploring different habitats around our school and recording notes/sketches/observations/photos about what they see. They will then use this information to create classification keys about the living things in our school environment. Through our English lessons, the children will recognise that environments can change and that this can sometimes pose dangers to living things.
Grouping living things
We began our learning today by meeting Mrs Gren, an old lady who can tell you whether something is a living thing or not. Her name gives us clues about what to look out for:
After we learnt about the qualities of a living thing, we moved on to thinking about how we could group them. We looked at Venn and Carroll diagrams for grouping and concluded that living things can be grouped and sorted in a huge variety of ways. Take a look at the different ways we decided to group a selection of living things.
Today, we went on a habitat hunt to identify and name a variety of living things in our local environment. Before we went searching around the school grounds, we had a discussion about where some possible habitats may be and what living things we could expect to find there. We were really careful to make sure we left the habitats exactly as we found them so we didn’t cause any danger or distress to the living things. We recorded our findings in a table, sketching and naming what we found, writing a short description about the conditions of each habitat. We even used our detective skills and were able to work out that a sneaky fox has been visiting the school and left a rather stinky present behind. We were able to use our newly learned technical term (excretion) to describe this too! Have a look at how much fun we had!
This learning experience will begin with an exciting hook for the children: watching the film, Monsters, Inc. Following this, the children will review the film, as well as creating some fantastic writing in a range of genres throughout the experience. The main focus of this learning experience is DT, where children will explore pneumatic systems to create their own ‘Moving Monster’. The objective is for the children to design and create a monster with a moving part, as well as adding their own personal and unique touches. Children will analyse a range of existing products which incorporate similar systems/mechanisms, sketch and evaluate designs, choose appropriate tools to cut, shape and join materials, before finally creating their own moving monster.
In today’s Learning Experience lesson, we looked at a range of products. We discussed what they were, what their purpose was and tried to figure out how they worked. In our conversations, we realised that some of the objects used air in order to work. Others needed batteries, push and pull forces, springs and buttons. We learned that systems that use air to operate are called pneumatic systems. We then sorted the objects into two groups: pneumatic and not-pneumatic.
Explaining pneumatic systems
Today, we used our knowledge of pneumatic systems to explain how they operated in different objects. We used the objects we explored in the previous lesson, drew arrows to show how the air moved and annotated the diagrams to explain.
Testing pneumatic systems...
In today’s lesson, Miss B-H asked us to test two different pneumatic systems and analyse their effectiveness. This would help us to make important choices for our final design. The systems we tested involved plastic tubing, syringes and a balloon. Have a look at the two systems below. After testing, we wrote about what should have happened if each system worked effectively, then evaluated the two pneumatic designs. We were then able to decide what pneumatic system we would like to use in our monsters. Following this, we tested our chosen system to evaluate its stength and select an appropriate material to use alongside it. We showed excellent teamwork during our investigations and we able to form well-founded conclusions for our final design.
In our English lessons, we have been focusing on using descriptive language. We have written some wonderful character descriptions of Sully from Monsters, Inc. using lots of great features such as similes, adjectives, prepositions, adverbs, power of three and a range of interesting sentence openers. Have a look at some of the excellent examples below.
Our final outcomes!
We’ve finished out moving monsters! Look how amazing they are! We have all worked so hard to create a unique and colourful moving monster with a functioning pneumatic system.
During this Learning Experience, we will be learning all about the digestive system. We will begin with an exciting, gross,interactive activity where we will be mimicking some of the processes food goes through during digestion. Then, we will be learning about the different stages of the digestive system starting with our mouths. Finally, we will create an interactive information poster that will teach other people about the gut wrenching digestive system!
Reading OS symbols and drawing maps...
As it's nearly time for our hot task, our last skill to learn was reading and understanding symbols in a key on a map and then applying them to draw Mote Park.
Here are some of our amazing pieces of work!
At the beginning of each learning experience we have to show Mrs Garner what we know about a topic and to show a starting point of our learning.
Look at our 'letter lands'
Come back at the end of our learning experience to see how much we have improved!!