This term's focus is :"Living things have basic needs".
Week 2: Students investigated and identified the needs of the class' goldfish. Students from room 24 created a model of a fish (now on display). Check out some examples:
Week 2: Students investigated and identified the needs of the class' goldfish. Students from room 24 created a model of a fish (now on display). Check out some examples:
Week 3: Students identified and recorded information about their pets at home, at granny's, neighbour's, etc. Students shared this information with their class peers.
Week 4 & 5: Students used their senses to role play different animals' actions. These actions were recorded. Check out some examples below:
Week 4 & 5: Students used their senses to role play different animals' actions. These actions were recorded. Check out some examples below:
Week 4 & 5: Students used their senses to make decisions
about different situations they may encounter in their everyday lives. For example, students in room 24 used their senses to identify a dangerous situation, like a fire. Check out the examples:
Touch:
a tub of warm water versus a tub of ice water. Students experimented both tubs and
chose which one they’d prefer to swim in. Students traced around their hands and drew themselves swimming.
Week 7: "Bigger
animals need more energy for movement and more nutrients for their bodies." Students drew the amount of food the class goldfish eats compared to how much food they eat (including their favourite foods).
Week 7: The students in Room 24 planted cress seeds last week.What happened next? They grew shoots and roots.
They also explored why humans need air and water. The room 24 students had a running session. Before, during and after they observed and identified their breathing patterns. Before exercise they felt 'slow breathing'; during they were 'puffing',they felt tired, sweaty and needed a drink; and after when they rested their breathing became slower again. |
Week 8: Students shared their favourite foods and discussed what made them hungry. They discussed what they ate throughout the day and drew what they had for lunch. Check out some examples:
The students from room 24 explored an area with little space and with lots of space. The students identified how important a home is for shelter and protection, including our pets.Check out some examples of pet shelters:
Week 10: What does a person need to stay alive? food? water? shelter? space? warm bed? air? Students identified their human needs.Check out the activity: