Follow Me

We are learning lots of things about Science at the moment.  To help us be scientists, in reading & writing we have been making sure that we understand how procedural texts work.  We have been reading procedure books, following procedures to complete experiments (especially some really cool ones about static electricity) and writing procedures.  This week we have watched a YouTube clip of someone making a crafty snail.  We followed the visual instructions to make the craft and then had to write the procedure ourselves.

We have used a composing page to get our ideas ready, and in sequence, before we start writing.  This helps us make sure we have really thought about the imperative verbs we will need to use to start each command. Procedure Composing Sheet

Who can give me some examples of imperative verbs? (These are verbs we call bossy because they are telling the reader what to do)

You might like to watch this clip, fill in a composing sheet as you watch, try it out and then record a procedure…

Good luck! If you need google eyes ask Miss M 😉

Following craft procedures has also provided an opportunity for practice at using scissors.  There are some Grade Two children who are finding it challenging to cut out carefully.

Is that the time?

Our current Maths focus is telling time and exploring calendars.

Do you have a watch?  It would be a good idea to wear it to school this week.

How many clocks (or places to find time) are there in your house?

Do you know how to spell all the days of the week?  Can you name and spell the months in order? What is your favourite season and why?

Don’t forget to keep practicing your addition and subtraction facts, skip counting and multiplication arrays.

For some of us telling the time on an analogue clock is tricky.  Especially quarter past and even more so QUARTER TO.  I wonder if our mums and dads can help us out with this at home?


I found this website that has got LOTS of interesting interactive ways to practice telling the time.  You might like to check some of the links out.  Which one would you recommend for your classmates to try?

How far can you go?

This week we explored push and pull.  The Year Twos had a go at working through the scientific process to design and build a “machine” that could be moved with a push.  this was harder than we thought it would be.

Together we then started to ask more questions about how we could make something travel further with less force and we discovered catapults.

You might like to read about catapults at this website:  You could follow a procedural text to learn how to make one at this website:  You might even find another design that works by Googling “easy catapults for kids”.

Remember scientists work safely.  If you try and make one,  you would need to test your catapult responsibly and you will probably need a grown-ups help.

I would love to see some of your models and we can test them out with the ping pong balls we have in the classroom 🙂


Time to multiply

We have been modelling multiplication equations using ARRAYS.  This is an important step to understand before focusing on times table facts. We have also been able to use our skip counting skills to help work our the total.

Students can more readily understand multiplication if they can see visual representations of the equation. For example, they can picture students in a marching band arranged in equal rows or chairs set up in rows in an auditorium. These arrangements all have something in common; they are all in rows and columns. An arrangement of objects, pictures, or numbers in columns and rows is called an array. Arrays are useful representations of multiplication concepts.

This array has 4 rows and 3 columns. It can also be described as a 4 by 3 array or 4 x 3 or the repeated addition 3 + 3 + 3 + 3.

four by three array
What number sentences match these arrays:
Can you make and label some arrays on grid paper?

Physics: Push or Pull

photo(2)As part of our Inquiry learning this term, we have been investigating force and motion.  In particular we have been finding about push and pull.  Pushing moves something in the direction of the push. The harder the push, the further the item goes. Pulling something has a similar action. The harder you pull, the faster something moves along.   After going to Scienceworks where we found lots of pushes and pulls, we had an immersion session at school.  We discovered lots of everyday things that move because of a push or a pull.

Click to watch: Is it a push or a pull?

Surprisingly there were a lot of household tools that many students could not name or were unsure how to work.

Can you do a search of your kitchen at home and take a tally of things that can be pushed, pulled or both? Where else in your house do things need a push or a pull?

This week we are working through a Scientific Process to investigate a physics question… exciting times ahead:


A big couple of weeks…

Wow! Have we been busy… We have performed at the school concert (stars of the show some have said 🙂 ), welcomed our Grandparents into our classroom, been to Scienceworks as the immersion into our new Inquiry Unit “Agents of change,” started a home reading challenge, and begun to learn about multiplication.  We are also lucky to have Mrs Molloy working in our room with us.

What did you love about “Oh the places St Mary’s will go”?  What thinking did you do at Scienceworks? Can you explain the connection between repeated addition and multiplication to mum or dad? This week we will be focusing on ARRAYS.  By the end of the week you should be able to teach mum and dad what they are too 🙂


Click to play this Smilebox slideshow
Create your own slideshow - Powered by Smilebox
Free digital slideshow personalized with Smilebox