Year 2 – Summer 2 – Week 3
Non – chronological reports
Thursday and Friday: MASS
Choose a story from home or an online website to read independently or with a family member.
Here are some useful websites:
- Storyline Online
Stories read aloud
- Literacy Shed Plus
KS1 activities and comprehension
The Reading Realm
Daily English reading lessons
This week, we start out new topic- The Seaside! We will be looking at how seaside holidays have changed over time.
- Look at some pictures of the seaside (you might have some of your own photos or a book. If not, look at seaside pictures on the internet).
- Draw a picture of what you think a seaside looks like. Can you label these things?
Write down 3 questions that you would like to find out about the seaside.
Today you will be using your knowledge of time and counting in 5s to work out how long an event lasted for. Recap: There are five minutes between each number on the clock.
First, practise counting in 5s around the clock. Then choose two different numbers to start and finish at. For example: From 2 to 8: 5, 10, 15, 20, 25, 30. Continue by choosing different numbers to count in 5s from and to.
Let’s learn: To work out how long an event lasts for you need to read the start time, then read the end time and count (in 5s) how many minutes there are in-between. Let’s look at the example below:
Start time: Twenty past one
End time: Twenty to two
Duration: 20 minutes (counting in 5 minutes from the number 4 to the number 8)
Have a go at the examples below.
Use the two interactive clocks to help you calculate the duration:
Make sure you click on ‘12’ to turn it into a 12-hour clock and click on the tick at the bottom to turn it into a cross. Afterwards, you can check your answer by clicking on the cross to turn it back into a tick.
Take part in Joe Wicks’ daily PE workout:
-Today think about all the different ways you can find balance in your body.
-What do you need to make sure you are doing when you are balanced? (stay still)
-Follow the video in trying different ways to hold a balance.
Try to challenge yourself by trying different ways to balance rather than sticking to the same position.
This week, you will be writing a non-chronological report about The Great Fire of London. You have learnt about The Great Fire of London during your Topic lessons this year so you may already know some interesting facts.
Today you will be planning your non-chronological report about The Great Fire of London.
See resource named: Week 3 English Tuesday.
Use the internet to help you research about The Great Fire of London.
Here are some links to get you started:
BBC teach: The story of The Great Fire of London
The Great Fire of London 1666
BBC Watch Magic Grandad – Samuel Pepys – Great Fire of London
When writing subheadings think about what people will be interested in knowing. For example, why did the fire spread quickly? How did they try to put the fire out? Who was Samuel Pepys?
Remember to include bullet points of key facts under each subheading.
Think about and write down answers to these questions. Talk to your family if you need help.
- Can you think of 5 words to describe a seaside?
- Why do people go to the seaside?
- Can you name any sea-sides around the world? Maybe you have visited one.
- What is an island?
Is the seaside similar or different to where you live? Why?
Recap the beginning of yesterday’s lesson by counting in 5s. Then explain to an adult how to work out how long an event lasted for.
Today you will be using your knowledge from yesterday to solve some worded questions. Top Tip: Use the two clocks website from yesterday to help you.
- Jack leaves school at quarter past 2. He arrives home at ten to 3. How long was Jack’s journey?
- Mandy starts eating her lunch at 1 o’clock. She goes outside to play at twenty-five past 1. How long did it take Mandy to eat her lunch?
- Farhan arrives at the park at five past 10. He leaves the park at five to 11. How long was he at the park for?
CHALLENGE: Are you feeling confident? If so, then have a go at calculating the starting time of the events on the game.
What to do:
- Visit the website address:
https://mathsframe.co.uk/en/resources/resource/119/find_the_start_time# Then, scroll down the page to find the game.
- Select the level: ‘Add multiples of 5 minutes’ and then ensure the same buttons as below have got a tick next to them.
- Play the game by counting in 5s backwards around the clock to help you to find the start time. You will need to use the two clocks from yesterday to support you as well, as this is a very tricky game!
The focus for today is to use our imagination.
Write the following words: Peace, kindness, joy, love, forgiveness, beauty on individual pieces of paper and place in an envelope. Then, randomly pick out a word from the envelope and read the word. After that, close your eyes to imagine what you see. Then, create the image you have seen in your mind using Art.
Today, you will be writing the introduction of your non-chronological report about The Great Fire of London using your plan from yesterday.
First write your title and then begin your introduction explaining what your report is about. You want to make your introduction interesting, so the reader wants to read on.
Here are some sentence starters:
Read this report …
Find out fascinating facts …
Would you like to find out about…?
Remember to use capital letters, commas, finger spaces and full stops.
If possible, use the resource sheet ‘Wednesday Topic (History) resource’ to write on.
Use a map or atlas (this can be a book or online) to find out 2 or 3 seaside towns in each of England, Ireland, Wales and Scotland. Use coloured pencils to show where they are on the map of the UK. Think of a title for your work.
Today, we will be finishing our ‘Time’ unit by comparing durations of time.
You will need:
- Your knowledge from over the past two weeks.
- Any of the teaching clocks websites we have used in our previous lessons.
- A pencil and some paper to write down your answers!
- Which is longer 2 minutes or 1 hour?
- Which is shorter 2 hours or 90 minutes?
- Which two times are shorter than one hour?
a) 55 minutes b) 75 minutes c) quarter of an hour
- Which is the odd one out?
a) 30 minutes b) half an hour c) 60 minutes
- Which is the longest time?
- Write the times above in the correct order starting from the shortest to the longest.
CHALLENGE: What have you learnt about time during our topic? For example: There are __ hours in one day. There are __ minutes in one hour.
Take part in Joe Wicks’ daily PE workout:
Today, have a go at balancing in these different position with a flat object on the top of your head or on the top of your hand or on any part of your body.
Balance just like this!
Try to hold your balance and stay still by counting to 6 each time.
The only rule is you cannot hold the object with your hand!
Today, you will be writing the rest of your non-chronological report about The Great Fire of London using your plan. Use the success criteria below to help you.
- Interesting sentence openers
- Technical vocabulary
- Third person (e.g. he, she, they, their)
- Past tense (because it is about a historical event)
- Formal language
- Capital letters, finger spaces and full stops
Can you use a range of conjunctions? When, if, that, because, and, or, but
Below are some examples of sentence openers:
- One interesting fact is …
- Did you know …?
- Another thing to note is …
- Amazingly …
- Interestingly …
- It is known that …
Don’t forget to include a photograph/ drawing with a caption in your report.
Think about a seaside trip that you have been on. If you haven’t ever been to the seaside, talk to someone in your family who has. Write about what you saw there. Here are a few questions to get you started:
Where did you go?
How did you get there?
What was the weather like?
What could you see?
What were people wearing?
What fun things could you do there?
Today we will be starting a new one week ‘measurement’ unit and we will be exploring ‘mass’ to begin with.
Task 1: Find out what the words mass, temperature and capacity mean. What equipment do we measure them with? What units of measure do we use to record them?
Task 2: Play the game ‘Animal Standards’ to choose the correct unit of measure for each scenario. Can you begin to read some different scales too?
Task 3: First, describe what happens to the balancing scales when an object is:
- a) heavier b) lighter c) weighs the same as the other object
Computing – lesson 3
-Download an editing app
Today, you will improve your pictures by editing them.
Download an editing app such as photoshop, picsArt and typorama.
Choose a picture and edit it by doing different things such as add a filter, border and text. Do as many as you want.
Familiarise yourself with the app. Today is about exploring and experimenting.
Read through your report with an adult. Have you included capital letters and full stops? A range of conjunctions? Use a different coloured pencil to correct mistakes and make any improvements.
Click on the link to watch Barnaby Bear’s seaside trip: https://www.youtube.com/watch?v=6qO0mu6YJW8 or search for ‘BBC Barnaby Bear Seaside’ video on google.
Who did Barnaby meet?
What did Barnaby see?
What did Barnaby do at the beach?
- We can measure the mass of objects in grams (g) or kilograms (kg).
- There are 1,000 grams in 1 kilogram.
- We also use the following vocabulary to describe mass: light, heavy, lighter, heavier, lightest, heaviest.
Have a go at the tasks below by reading the scales.
Task 1: bananas: __ g cup: __ g teddy: __ g
Now, order the objects above from the heaviest to the lightest.
_____________ _____________ _____________
Task 2: Complete the missing parts of the sentences.
Clue: Two of the words can be found in the mass vocabulary above.
Sophie’s suitcase is ________ than Dad’s suitcase. It weighs ___ kg less.
Mum’s suitcase weighs _____ kg more than Dad’s suitcase. It is the ________ suitcase.
CHALLENGE: If you have weighing scales in your house find five objects, weigh them and write down their mass in grams (g) or kilograms (kg). Afterwards, order them from the lightest to the heaviest object.
PSHE – lesson 3
-Understand why it is important to keep money safe.
Intro: Show your child a money box and explain what it is and how it is used.
– Set a challenge to count all the money in the box: – Take out all the money from the box and split it between four groups. Let your child choose a group of coins. They must count their money, using a range of different strategies to ensure it is counted accurately. Add all the amounts from each group together to work out how much money was in the box altogether.
Main Activity: Explain that we must keep our money safe as it is vital to help us buy things we need and want.
Children can make their own money box using junk modelling.
Plenary: Introduce the role of banks and how they keep our money safe. • It is important to know how much money we have and to keep it somewhere safe so that we can use it when we need to. • Discuss saving money and how savings accounts at a bank help us to save money.