Day for change assembly
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The document is about an assembly for Day for Change held for classes P2/3 and P3. It does not provide any other context or details about the event, location, topics, speakers or activities involved in the assembly.
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P3 4 meadow art
The students in P3/4 sketched and took photos of plants and flowers in the school meadow to observe their shapes, colors, and patterns. They discussed their observations and used what they learned to create collage artworks depicting the meadow, building them up in layers with different materials like torn paper, scrunched tissue, and felt tip pens for details.
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The students arrived at the forest for their weekly lesson where Mrs. Misselbrook had already started a fire using sticks they had collected the previous week. It was an unusually hot day for March that felt like summer. They learned about the fire triangle and how removing one element prevents a fire. Mrs. Misselbrook taught them about forest fire safety and contained the fire by pouring water around its edges. The students had fun playing games and exploring before leaving on their last day of lessons.
Forest school week 5
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Forest school week 5
The document discusses a Forest School session that took place on an unusually hot day in late March. During the session, the children learned about the fire triangle and how to safely build and maintain a campfire. They were warned about fire safety in the forest due to the dry conditions. Afterwards, the children enjoyed eating quesadillas cooked over the open fire and playing games in the forest.
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The forest school students played games to practice using their senses of sight, sound, and smell like forest animals do to hunt and avoid predators. They then went on an "unnatural" nature trail to find 21 objects that did not belong in the forest using only their senses. Some students were very observant and found most objects, while others found it challenging. At the end, the class collectively identified 20 of the 21 hidden objects.
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The students at Forest School listened for birds in the forest and made bird hides by covering tarpaulin sheets tied to trees with leaves and branches to disguise them. They also made natural bird feeders by stuffing pine cones with lard fat and rolling them in bird seed so the seed would stick. Finally, they hung their bird feeders in the forest and played a game of stealth.
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The students had to pretend to be birds for the day. They were split into groups of three and each group was given an egg to care for. The groups had to build nests large enough for all of them to fit inside, as well as a smaller nest for the egg. Some examples of nests included ones made of dried pine needles, sticks, moss and leaves. The students named their eggs and took turns caring for them. They also went on a scavenger hunt and did bird watching.
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The students attended a Forest School where they engaged in various activities. They played games like hide and seek and building towers. Some notable events included finding a frog, discovering a fox's home, and exploring areas where trees had fallen due to wind. The students also came up with Forest names for themselves like Cameron the Camel and Amy the Alsation. They appeared to enjoy their time at Forest School participating in outdoor free play.
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George Seurat was a 19th century French post-Impressionist painter. He developed a technique known as Pointillism, where small dots of pure color are applied in patterns to form an image. Pointillism allowed Seurat to give the illusion of blended colors and tones from a distance, while up close the individual dots of color are visible.
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The document shows the distribution of profits from a banana sale. Most of the profits go to shops and supermarkets who receive 13 percentage points, while the banana worker who grew the bananas only receives 1 percentage point and the plantation worker receives 5 percentage points. Importers and ripeners receive 7 percentage points and shippers receive 4 percentage points.
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Day for change assembly
- 1. Day for Change Assembly P2/3 & P3