Welcome to Year 1
I hope you enjoyed the ‘The Area You Live In’ project. I have already seen some fantastic work! It has been lovely to see some of you at school. I miss those of you that are continuing to work from home, which is why it is great when you email me the work you have completed.
This week’s project is ‘Animals.’ You will be learning how to group animals into different categories, find out about nocturnal animals and there are some craft activities included. I hope you enjoy the tasks and activities. Remember you can pick and choose which activities you would like to do, you don’t need to do all of them.
- A-Z Animal list – think of an animal for each letter of the alphabet and create you’re a-Z list
- Draw a picture of an animal of your choice. Label it’s body parts. Write five sentences to describe your animal
- Write a set of questions that you would like to find out about a particular animal. Use books and the internet to find the answers to your questions
- Describe the differences and similarities between a shark and a monkey
- What are mammals? Find out and make a list of as many mammals as you can think of
- Do the above for amphibians, birds, fish, reptiles and mini-beasts
- Create a mask of a favourite animal using different materials. Think about colours and shapes. Can you add different textures to your mask?
- Animal grouping – Group animals into two columns, identifying animals that can fly and those that cannot fly
- Scientists group animals into three different groups according to what they eat. These groups are carnivores, herbivores and omnivores. Carnivores eat other animals, herbivores eat plant material, including fruit, leaves and vegetables, omnivores eat a mixture of meat and plant material. Make three columns and write a list for each one – carnivores, herbivores and omnivores
- Design a leaflet for a dog owner. Explain what they need to do to keep their dog healthy.
- Nocturnal animals – find out what this means and make a list of nocturnal animals
Go to National Academy Oak – Online classroom – Find lessons – Year 1 – Subject Maths – Length and Mass Lessons 6 - 10
Lesson 6 – To compare the mass of two objects
Lesson 8 – To find the mass of objects using non-standard units
Lesson 9 – To find the mass of objects in units
Lesson 10 – To explore standard units of mass
Hippos Rhinos Elephants
animal animal animal
fish fish reptile
bird bird mammal
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Please see below message from our music teacher, Mrs Lawrence:
I hope you’re all well and happy.
Our song this week (for everyone) will be ‘The Place Where The Lost Things Go’ from the film ‘Mary Poppins Returns’. Here is a version with lyrics: https://www.youtube.com/watch?v=HKc0jVW6AaU If you find it a little low at the start, you can speak the words, rather than singing them. Here is a version without the singing: https://www.youtube.com/watch?v=lpLTjJDCsJg
This is a very gentle and dreamy song and has quite a different sort of mood to most of the songs we have sung together. In the film, Mary Poppins, who is nanny to three children, sings this song to remind them that their mother, who has died, is still with them. I, personally, really like this song because it reminds me of my Dad, who has a illness which makes his memories fade away. When I first heard this song, it reminded me that memories are never gone really, even if they are a little harder to reach some days.
For the older ones, if you would like to do an extra activity, I would also like you to also choose a song that means something to you.
First, I would like you to listen to it carefully and see if you can answer the following questions:
- What instruments can you hear? Do the instruments change in different sections of the song?
- What is the mood or feeling of the song? Is it happy / sad / angry / romantic / dreamy / hopeful / determined, etc.? Does the mood change during the song?
- Can you think or at least one way that the writer, singer and musicians (or producer) achieves this mood? For example, if it is sad, the music may be slow and quiet and could have one solo instrument , such as a violin. If the music is angry, it may be loud, with a fast and aggressive beat. If the music is happy, it may be upbeat with a catchy rhythm.
- What is it about the song that makes it special for you?
Then, perhaps you could learn your song and sing/perform it? When you’re ready, you could film yourself performing it and then watch the film and think of at least one thing you think you did really well and one thing you could do to make it even better.
For the younger ones, you could make up some movements to a song of your choice. It could be our song for this week or it could be a different song. Think about whether the music is fast or slow, loud or quiet. Can you move in a way that fits with the music? You could either decide on different moves to fit different parts of the song or just improvise (that means make it up as you go along!). There is a big word for the movements we put to a song or piece of music. The word is ‘choreography’. Do you think you can remember that word?
I hope you continue to have fun and enjoy yourself this week.
Here are the previous attached letters about our singing assemblies and ideas: