Bluebirds have spent this morning designing their own theme parks. After creating their own persuasive leaflet to advertise their park, everyone took turns to present their sales pitch to the rest of the class. It was like a TV episode of Dragon’s Den!
Jani – I have a ride called Doom Changer Esmay – My park has an Emoji Fun Van Kai – My lark has a unique jet ride and glow in the dark Ferris wheel Taya – Mine has a flower garden for old people and a balloon shop Harley – My park has animal hybrids and an aquarium
Afterwards, all the class had the opportunity to move around each table to see the quality of the leaflets and decide which one was attractive and effective for its purpose. This was a really difficult decision as there were so many original thoughts and ideas! The children each voted for their favourite three in 1st, 2nd and 3rd place. They had to choose three separate ones and were not able to pick their own leaflet.
After learning so much about rivers and completing additional research on the internet, Bluebirds have been busy writing a non-chronological report in their Topic lesson this week! They were also able to draw on their knowledge of the River Nile from when they learnt all about Egyptians in Year 3.
Bluebirds compared the differences between writing emails and letters and created a vein diagram together. The children thought about the persuasive letter they wrote in English and considered what parts are needed in an email.
The class were able to spot the differences between an email and letter, find mistakes in an email and answer some final quiz questions to show their understanding.
Bluebirds learned all about Martin Luther King to understand the aspirations for society of a committed Christian recently. As a class, they listed all the information they could recall about him, enabling them to make a fact file about him.
Harley – Martin Luther King had a dream that one day black and white children would all come together and get along.
On Monday, Bluebirds had a piece of cracker in their mouth but were not allowed to chew or swallow it. They had to wait and think about what was happening in their mouths. After a while, they noticed their mouths began to water as saliva and (spit) was produced! Some of the children had eaten Shepherd’s Pie, chips and peas and wanted to see an experiment to find out what happened!
The children got to work, mashing up the mixture of food as the tongue/teeth/saliva and stomach would do. Milk and coke was added too – thirsty work! Afterwards, the “digested food” mixture was poured into the leg of a pair of tights. Strong stomached children then squeezed the mixture along the “intestines” to understand how the muscles contract to move the mixture along. Finally, the “faeces” left the intestines and arrived in the “toilet!”
This interactive lesson was really effective in helping the children to understand how our digestive system works. After the food is chewed with saliva and made into a ball with the tongue, it is swallowed and pushed down the oesophagus until it reaches the stomach. Here the food is broken down with more enzyme juices until it is a creamy pulp. The food enters the small intestine where nutrients and vitamins are absorbed and distributed into the bloodstream whilst the waste (faeces) continues into the large intestine until it reaches the rectum and exits from the anus.
Leo – I found out that acid breaks your food down once it reaches the stomach. Jani – Your big intestines are like muscles that push your food along. Ke Xin – I found out once you’ve eaten, the food stays in your stomach for 2 1/2 – 3 hours. Amelia – I was amazed at how long are intestines are! Mrs Parry and Mrs Johnson showed us with a length of string. It nearly went across the whole classroom! I also learnt the proper name for poo (faeces)!