Ms Ní Mhurchú Second Class Work from 25th May – 29th

May

MathsMoney 2

We are covering 6 pages this week

Your child will be dealing with coins up to and including the €2 coin over the coming days. This will be done by means of activities using play money or real coins. (I have attached a page of coins that you can print and cut out if needed). Your child needs to know the mathematical language associated with money – dear, expensive, cheap, cheaper, which is cheaper? How many? count, purse, piggy bank, shop, money, euro, €1, €2, coins, equal, the same amount as, blank, least number, amounts, different ways, bought, cost, more, cent, How much change? I had, spent, left, between, items, etc.

Busy at Maths p.130

Point to the box at the top of the page and ask questions, such as: What coins do you see in the first row? What is the value of €1 + 20c + 5c? (Yes, 100c + 20c + 5c is the same

as €1.25.) Which is worth more: a €1 coin or €1.25?

Point to Question 1 and ask questions, such as: What amount of money is shown here? (Yes, 129c.) What is another way of writing 129c? (Yes, €1.29.)

Do the same for the remaining parts of Question 1 paying particular attention to numbers below 100c, e.g. 89c, 7c, etc.

The activities in Question 2 are the opposite of question 1.

Point to Question 3 and ask questions, such as:What is the total amount in the first moneybox? (Yes, 140c or €1.40.)We need to write this number in two ways. We need to write it as cent first and then using the € sign. Just as we did in question 1 and question 2.Complete (b) and (c) in a similar manner.

Online activityhttp://data.cjfallon.ie/resources/19626/activity-130/index.html

Ms Ní Mhurchú Second Class Work from 25th May – 29th

May

Busy at Maths p.131

Point to Question 1(a) and ask questions, such as: What coins do you see in the purse? Which coin is the biggest/smallest? What is the total value of coins in the purse? Count starting from the biggest coin to the smallest! (Yes, 145c or

€1.45.) What is the target number? (Yes, 145c or €1.45.)

Complete (b) to (d) in a similar manner but the children have to draw all the missing coins.

Point to Question 2(a) and ask questions, such as: How much money did you have at the start? (Yes, €1.50.) What is the cost of the toy car? (Yes, 90c.) What change will you get from €1.50? (Yes, 60c.) How did you find out how much change you would get? (Encourage

your child to count up, first to the nearest ten and then count on in tens if the struggle with this I will upload a video they can watch).

We need to write this number in two ways. We need to write it as cent first and then using the € sign.

Complete the other parts of Question 2 and Question 3 in a similar manner.Challenge: Ask the children to complete the Challenge using play/real money. Ask them to discuss the strategy they used to reach an answer.

Online activityhttp://data.cjfallon.ie/resources/19626/activity-131/index.html

Busy at Maths p.132

Point to Question 1 and ask questions, such as: How many cent are there in €1/€2? What is the value of the coins shown in Question 1(a)? What coin is missing to make a total of €2?

Draw the missing coin in the space provided.

Ms Ní Mhurchú Second Class Work from 25th May – 29th

May

Do the same with (b) to (f).

Point to Question 2 and ask questions, such as: What is the target amount of money shown? (Yes, €2.) How much must I add to €1.70 to get €2? (Yes, 30c or €0.30.) How did you get this answer?

Do the same with (b) to (d) and Questions 3 and 4.

Challenge: Ask the children to complete the Challenge using play/real money. Ask them to discuss the strategy they used. This is linked topatterns – counting in tens.

Online activity

http://data.cjfallon.ie/resources/19626/activity-132/activity-152/index.html

Busy at Maths p.133

Point to the money jar in Question 1(a) and ask questions, such as: How many coins are there in the money jar? (Yes, there are four coins.) What is the value of the coins shown in the money jar? (Yes, 140c or

€1.40.) How did you find the total? (Encourage the children to count from the

bottom up counting the largest denomination first.) We need to write this number in two ways. We need to write it as cent

first and then using the € sign.Do the same with (b) to (f).

Point to Question 2 and ask questions, such as: What is the total amount shown in the first purse? (Yes, 172c.) We need to write this number using the € sign.

Do the same with (b) to (d).

Ms Ní Mhurchú Second Class Work from 25th May – 29th

May

Point to Question 3 and ask questions, such as: How much money did you have at first? (Yes, €1.50.) How much money did you spend? (Yes, 40c or €0.40.) How much money did you have left then? (Yes, 110c or €1.10.) How did you work out how much money you had left?

Do the same with the rest of this question and continue the questioning forQuestion 4.

Challenge: This Challenge may cause difficulty for some children as there is10c left over. The children will need concrete materials.

Online activityhttp://data.cjfallon.ie/resources/19626/activity-133/activity-153/index.html

Busy at Maths p.134

Point to Question 1 and ask questions, such as: What amount of money is shown at the start in Question 1(a)? (Yes,

€1·80.) What is our target amount of money? (Yes, €2.) What coin is shown to make a total of €2? (Yes, 20c.)

Do the same with the other questions on the page encouraging the childrento use different strategies for finding the value of the missing coins inQuestion 1 and the missing change in Questions 2–4.

Challenge: Ask the children to complete the challenge using play/real money. Ask them to discuss the strategy they used. This is linkedto subtraction and could be classed as a two-step problem (which we will be doing over the next two weeks) but it can be approached in a number of ways.

Online activityhttp://data.cjfallon.ie/resources/19626/activity-134/index.html

Busy at Maths p.135

Ms Ní Mhurchú Second Class Work from 25th May – 29th

May

Point to the items at the top of the page and ask questions, such as: What is the cost of the ball/tractor/crayons, etc.? What is the dearest/cheapest item that is for sale? What is the cost of the two cheapest items together? What is the cost of the two dearest items together? What is the cost of the ball and biro together? Give your answer in two

ways. How much dearer is the tractor than the crayons? How much cheaper is the biro than the ball?

Complete the rest of the questions on this page in a similar manner.

Challenge: This Challenge may cause difficulty for some children as there is 20c leftover. The children will need concrete materials.

Online activity

http://data.cjfallon.ie/resources/19626/activity-135/index.html

Work it Out

Can you try Friday Tests weeks 29 and 30 on page 80? I will upload the answers on Friday so you can correct them yourself. Remember if you want me to correct them just take a photograph and send it to my email or classdojo. Best of Luck!

Gaeilge An TeilfísLitriú Lch 135 An Réamhfhocal - do

Ms Ní Mhurchú Second Class Work from 25th May – 29th

May

Again there is a tool in the programme that we use in school. If you go into Bua na Cainte and select Litriú and then this week’s lesson Do, the children will know what to do, as we do it in school. This week the focus is on to:dom to meduit to youdó to himdi to herThug Mamaí beart dom. Mammy gave a present to me.Thug Mamaí beart duit. Mammy gave a present to you.Thug Mamaí beart dó. Mammy gave a present to him.Thug Mamaí beart di. Mammy gave a present to her.Ceacht 1The focus of this lesson is to enable the pupil to recognise and say the names of various objects in a sitting room. They also get the opportunity to hear the use of location prepositons e.g. sa-in ar an -on the faoin -under in aice leis an – beside the

This is the text covered in this lesson: An tráthnóna atá ann. Tá an chlann sa seomra suí. Tá Daidí ina shuí ar an tolg. Tá sé ag caint ar an bhfón póca. Tá lampa sa chúinne. Tá pictiúr ar an mballa. Tá tine sa tinteán. Tá bláthanna agus cupáin ar an mbord. Tá Bran faoin mbord. Tá cuirtíní ar an bhfuinneog. Tá Mamaí ina suí ag an ríomhaire. Tá printéir, páipéar agus luch in aice leis an ríomhaire. Tá na páistí ag féachaint ar an teilifís. It is the afternoon. The family are in the sitting room. Daddy is sitting on the couch/sofa. He is talking on his mobile phone. There is a lamp in the corner. There is a picture on the wall. There is a fire in the fireplace. There are flowers and cups on the table. Bran is under the table. There are curtains

Ms Ní Mhurchú Second Class Work from 25th May – 29th

May

on the window. Mammy is sitting at the computer. There is a printer, paper and a mouse beside the computer. The children are watching the television.

Bí ag léamhLch 86 (The pupil reads the labels and using the sentences to report on the sitting room.)Léann na páistí na lipéid chuí do gach pictiúr. Léann na páistí na habairtí agus tuairiscíonn siad faoin seomra suí. ‘Tá ___ sa seomra suí.’.Bí ag Scríobhlch 86 (The pupil selects the correct word to finish the sentence. They then write the sentences.)Roghnaíonn na páistí an focal ceart chun na habairtí a chríochnú. Scríobhann na páistí na habairtí.Ceacht 2 The focus of this lesson is to enable the pupil to recognise and name the various types of television programmes. The focus of the second conversation is revising how to instruct someone/order them to do something.

This is the text covered in this lesson:

Comhrá 2.1 Cad atá ar an teilifís? What is on the television? Tá ___ ar an teilifís. ____ is on the television. (cartún, an nuacht, an aimsir, clár spóirt, clár ceoil, dráma, clár dúlra, sorcas) ( cartoon, the news, the weather, a sports programme, a music programme, a drama/soaps, a nature programme, a circus) Féachfaimid ar an sorcas. We will look at the circus.Is breá liom an sorcas. I love the circus. Is breá liom an sorcas freisin. I love the circus too.

Comhrá 2.2 Imreoimid cluiche. We will play a game. Seas ansin.Stand there. Cas timpeall. Turn around. Féach orainn. Look at us. Ná féach ar an teilifís. Do not look at the television. Abair linn cad atá ar an teilifís. Tell us what is on the television. An bhfuil ___ ar an teilifís? Is ____ on the television? Tá/Níl ___ ar an teilifís. (sorcas, clár dúlra, dráma, clár ceoil)

Bí ag léamhLch 87 (The pupil reads the sentences under the pictures.)Léann na páistí na habairtí faoi gach pictiúr : ‘Tá ___ ar an teilifís.’ ‘Tá clár spóirt ar an teilifís,’ srl

Ms Ní Mhurchú Second Class Work from 25th May – 29th

May

Bí ag Scríobhlch 87 (The pupil then finishes the sentences.)Scríobhann na páistí na habairtí.

Ceacht 3

The focus of this lesson is to enable the pupil to continue to recognise and name the various types of television programmes. There are also learning to use ceathrú tar éis (quarter past ) and ceathrú chun ( quarter to).

This is the text covered in this lesson:

Comhrá 3.1

Cén t-am é? What time is it?

Tá sé ___ (ceathrú tar éis, ceathrú chun) ___. (a haon, a dó, a trí, a ceathair, a cúig, a sé, a seacht, a hocht, a naoi, a deich a haon déag, a dó dhéag)

It is _____ (quarter past/quarter to)________. (one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve).

Comhrá 3.2

Cén t-am atá ___ ar siúl? What time is ____ on?

(an cartún, an nuacht, an aimsir, an clár spóirt, an clár ceoil, an dráma, an clár dúlra, an sorcas) (the cartoon, the weather, the sports programme, the music programme, the drama, the nature programme, the circus)

Tá ___ (an cartún, srl.) ar siúl ag ceathrú ___ (tar éis, chun) ___.

The ___ (cartoon etc,) is on at a quarter ____ (past/to) ____.

(a haon, a dó, a trí, a ceathair, a cúig, a sé, a seacht, a hocht, a naoi, a deich, a haon déag, a dó dhéag) (one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve).

Ms Ní Mhurchú Second Class Work from 25th May – 29th

May

Bí ag léamh

Lch 88 (The pupil reads the time.)

Léann na páistí an t-am.

Bí ag Scríobh

lch 88 (The pupil draws the time. (a quarter past/quarter to)

Tarraingíonn na páistí an t-am. (ceathrú tar éis) (ceathrú chun)

Ceacht 5

The focus of this lesson is to enable the pupil to recall the Irish names of various animals and to recognise that we use is maith leis he likes and is maith léi she likes.

This is the text covered in this lesson:

Is maith ___ (leis/léi) ___. (an leon, an tíogar, an nathair, an rón, an eilifint, an sioráf, an bhó, an t-asal) (the lion, the tiger, the snake, the seal, the elephant, the giraffe, the cow, the donkey).

Bí ag léamh

Lch 89 (The pupil reads the sentences and they compose sentences for the rest of the pictures using the yellow boxes and the labels at the bottom to help them.)

Léann na páistí na habairtí: ‘Is maith leis an tíogar,’ srl. Cumann na páistí abairt faoi gach pictiúr.

Bí ag Scríobh

lch 89(The pupil write the sentence after using the yellow boxes and the pictures to help them.) Scríobhann na páistí na habairtí: ‘Is maith leis/léi ___.

Ms Ní Mhurchú Second Class Work from 25th May – 29th

May

EnglishYou can access Starlight online https://auth.folensonline.ie/login?signin=1586cb3347a58c05deca99d272509a0cUsername: secondclassrox@gmail.com Password:password

Starlight Unit 8a Narrative p62 and p63https://content.folensonline.ie/programmes/Starlight/2nd_class/resources/activities/SL_02_ACT_CH16_011/index.html

The week our focus is again on narrative writing and reading. Remember a narrative tells a story. It can be real or imaginative, but it always has the same purpose: to entertain the reader. A narrative always has a setting- when and where the story takes place. A narrative also has characters, these can be people, animals or even things that only come to life in the story such as toys. A narrative also has a plot. The plot is what happens in the story. The events of the story make up the plot. Sometimes the plot of the story includes a problem that needs to be solved. This can help to make the story interesting. The problem is usually resolved or fixed near the end of the story. This is called the resolution.The focus words this week are: prisoner, tower, sneering, meteor, destroy, lure, defeated, sword, shield

Discussion After Reading

This is a narrative. What clues tell us this? Illustrations are very important in stories. Take a close look at Dr

Scorpio. Do you think he looks like the hero or the villain? Look at the word ‘sneering’. Can you think of another word that you

could use here? Remember, pronouns are words we use instead of nouns. Look at the

sentence: ‘She had a plan.’ What is the pronoun in this sentence? What noun has it replaced?

Dr Scorpio and Captain Blade are very different characters. In what way are they different?

Does this story remind you of any other story or TV programme? This is Part 1 of the story. What do you think will happen in Part 2?

Grammar P64 in Starlight – Comparing Adjectives

Ms Ní Mhurchú Second Class Work from 25th May – 29th

May

This week’s Grammar activity is a revision exercise based on nouns, verbs, adjectives and pronouns. I recorded a video going through this activity if you want my help. If you fancy a challenge you could try it by yourself first and then check the video to see if you were correct.

Grammar Game https://content.folensonline.ie/programmes/Starlight/2nd_class/resources/activities/SL_02_ACT_CH16_007/index.htmlusername: secondclassrox@gmail.com and password: password

P. 65 Starlight Children use the template on p. 65 of the Combined Reading and Skills Book to plan their own superhero story (narrative).

Oral Language poster for this week and next is: Heroes and Villainshttps://content.folensonline.ie/programmes/Starlight/2nd_class/resources/posters/SL_02_ACT_CH16_012/index.htmlagain username: secondclassrox@gmail.compassword: password

Oral LanguageDigital poster (Story mode)Play either the Story mode 1 (starters) or Story mode 2 (flyers) for your child, depending on the ability level.

Digital poster (Explore mode): Talk and discussion Go to the Explore mode of the poster. Spotlight the image third from the right on the bottom of the poster. Elicit/introduce the characters in the poster.

Ask children the following questions:

Are the two people in the picture the same? How are they different? [Focus on physical features, clothes, traits, colour and appearance: e.g. witch, hag, bright, dark, ugly, pretty, sharp, pointy, lumpy, angular, evil, wicked, nasty, hateful, unkind, unfriendly, etc.]

These are people who feature in a story. We call them characters. Are characters real people? (No, they are fictional)

We find characters in stories. Some are good characters and others are bad. What words do we use for good/bad characters in a story?

Ms Ní Mhurchú Second Class Work from 25th May – 29th

May

(Hero/villain) Explain what a hero/villain is. (A person who shows great courage and is

admired for his/her achievements; an evil person who opposes a hero) How could we describe someone who is very brave? (Heroic)

Play the Superhero Song. I also have this video on classdojo. Encourage them to perform appropriate actions: https://www.youtube.com/watch?v=Py4fhsx3Ct4

Emphasise superhero vocabulary: Nouns: superpowers, trouble, heroes, tower, trouble, city streets, tower, cape, mask, glovesVerbs: fly, stomp, roar, lasso, blast off, run, climb, sneak, glidePhrases: save the day/soaring through the clouds

Spotlight the image of Batman. Ask the following question: Would you say that Batman is a hero? What qualities does this character

have that show us he is a hero? (adjectives: brave, caring, kind, confident, considerate, courageous, daring, fearless, strong, tough, adventurous, heroic, unafraid, noble, epic, persevering; nouns: a hero shows courage/bravery; performs kind acts; verbs: a hero fights/saves/rescues/defeats)

Spotlight Superman. Ask the following questions: Would you say that Superman is a hero? Is he a hero like Batman? (He is

a superhero – someone who has special powers which are used to help other people)

What special powers does Superman have? (e.g. power of flight, superhuman strength, X-ray vision, speed, enhanced hearing)

What have heroes and superheroes in common? (They help others, wear costumes, show courage/bravery)

Spotlight on Lord Voldemort. Ask the following questions: Would you say that Lord Voldemort is a hero? Why not? What qualities

does this character have that show us he is a villain? (e.g. bad, mean, evil, horrible, cruel, scary, spooky, ugly, wicked, weird, monster, revolting, ruthless, gruesome …)

What do villains in stories usually do?

Ms Ní Mhurchú Second Class Work from 25th May – 29th

May

Focus now on the whole poster. Ask the following questions: Can you name the heroes/villains on the poster? (Superman, Dorothy

(TinMan/Scarecrow), Elsa, Anna, Batman, The Avengers (Captain America, Iron Man, Hulk, Thor, Black Widow), Star Wars (Rey, Finn), Wonder Woman, Harry Potter, Spiderman, Smurfs, Gargames, Lord Voldemort, Wicked Witch of the West, Thanus, Black Widow)

SpellingsPlease continue to login to spellingsforme and keep working at your own pace. You can also complete Spellbound week 31 p.64 and p.65. The hardest words this week are nurse, horse and number.

ReligionSimply login on the www.growinlove.ie website with the following details: Email:  trial@growinlove.iePassword:  growinlove

Then you have to select second class. Then select Theme 9 and then select lesson 2.

God Created UsWatch the videos before you complete the pages in your workbook.

PrayerMay is the month that we celebrate Mary. We would love if you thought of Mary this week, by saying the “Hail Mary” prayer each time you pray.

Grow in Love p. 51 and 52

This week we are learning about Adam and Eve. Adam and Eve disobeyed God by eating the fruit from the tree, God had told them to stay away from. When we disobey God like this, the world is not as God wants it to be. Unscramble the words on page 51 to read the story. You can also read the poem on page 53. All videos are on classdojo too.

Ms Ní Mhurchú Second Class Work from 25th May – 29th

May

Story of Adam and Evehttps://player.vimeo.com/video/201877289

What God Wantshttps://player.vimeo.com/video/171935309

This week’s song : Gifts from Godhttps://www.youtube.com/watch?v=7yfYj-8XrBc

Gifts from God

1. We have been called to love the Lord, our GodWe have been called to glorify his name

We have been called to love the Lord, our GodWe have been called to glorify His name.

Use your skills, use your talents,Use the gifts you have been given.

We’re all diff’rent, we’re all we’re all special in this world.Use your skills, use your talents, use the gifts you have been given.

Give God glory, love all others, love our world.

2. We have been called to care for all our friendsWe have been called to watch for everyone

We have been called to care for all our friendsWe have been called to watch for everyone.

Use your skills, use your talents,Use the gifts you have been given.

We’re all diff’rent, we’re all we’re all special in this world.Use your skills, use your talents, use the gifts you have been given.

Give God glory, love all others, love our world.

3. We have been called to care for this, our worldWe have been called to marvel at God’s work

Ms Ní Mhurchú Second Class Work from 25th May – 29th

May

We have been called to care for this, our worldWe have been called to marvel at God’s work.

Use your skills, use your talents,Use the gifts you have been given.

We’re all diff’rent, we’re all we’re all special in this world.Use your skills, use your talents, use the gifts you have been given.

Give God glory, love all others, love our world.

PE

This week I will be uploading three videos focusing on skipping.Skipping Ahttps://vimeo.com/417539946

Skipping Bhttps://vimeo.com/417547674

Skipping Chttps://vimeo.com/417617300

SESE (Science)Explore with me p.78 Design and Make a Sail Boat In this lesson you will be investigating how forces act on objects. You will also design and make a sail boat and make it travel.

First look at the slideshow video. Think about the different types of boats and how they are powered. Think of how boats are used in daily life around the world.

Now you are going to design and if possible make your own boat. Remember some materials are better at floating so choose wisely.

Ms Ní Mhurchú Second Class Work from 25th May – 29th

May

First you will need to gather the equipment required.

Equipment: A basin or container of water, corks (alternative: Styrofoam), cocktail sticks, elastic bands, paper, card, fabric, tissue, straws and a scissors.

Get some card, tissue and paper. Select one of these to make your sail. Predict which one will help your boat to move.Now using the cork or Styrofoam or any other floating material try to make a boat and attach your sail.

Now Time to test it out. Place your boat in your container of water. Does it float? Now how can you get it to move? Will you use your finger to push it? Will you attach a cord and pull it? Maybe you could create some wind and push it!

Open your book on p.78: Record the equipment you used. Draw your design and record if you made your boat move on water.

Think Like a Scientist!

What did you use to make your boat? Was your design a success? If you were to make another boat, what would you do differently?

Why? What did you use to make your boat move? Was it the water or the air

that moved your boat?

Geography Explore with Me p.77 Life in a Floating Village

Today you will become familiar with some aspects of the life of a child in a floating village in Cambodia.

Look at the slideshow video and listen to the description of Jorani’s life in a floating village in Cambodia. Can you compare your life with Jorani’s? What are the similarities? What are the differences?

Ms Ní Mhurchú Second Class Work from 25th May – 29th

May

Interesting Facts

Tonlé Sap is a large freshwater lake located in Cambodia, South East Asia.

During the rainy season each year, the Tonlé Sap can triple in size. During the dry season, the lake shrinks again.

In Cambodia, the rainy season occurs during the months of May to November, with most rain falling during September and October.

Tonlé Sap provides an abundance of freshwater fish for local fishermen.

The Tonlé Sap river, which flows into the Tonlé Sap lake, is one of the only rivers in the world which naturally flows in different directions depending on the time of the year!

Pupil book p.77Read the text about Jorani’s life in a floating village. Compare your daily life with Jorani’s by completing the table.

Think like a Geographer!

Where does Jorani live? How does she get to school each day? How is Jorani’s life similar or different from yours?

Explore with Me p.80 Water Conservation

Today you will identify and implement simple strategies for protecting and conserving water in the environment.

Brainstorm the word water. Then watch the animation and revise the water cycle. Get your child to think about how water may become contaminated or polluted in our environment. Ask them if they have observed pollution in or next to a body of water such as a river, lake or by the sea. Discuss why clean water is so important. Explain that fish and other marine life suffer the consequences of poor water quality. Explain that the term water conservation refers to the protection and preservation of our water. Ask your child some ways in which water can be preserved at home/in school.

Investigation into Water Waste

You will need a basin, toothbrush, toothpaste, a timer and a measuring jug.

Ms Ní Mhurchú Second Class Work from 25th May – 29th

May

Ask your child to predict how much water they will use while brushing their teeth, with the tap running.

Place the basin into the sink. Set the timer for two minutes, and allow your child to brush their teeth with the water running.

When the two minutes are up, turn the tap off. Then pour the contents of the basin into the measuring jug and record how much water was collected during the two minutes.

Ask your child to predict how much water they would use if they turned the tap off while brushing their teeth.

Place the empty basin into the sink again, set the timer and repeat as before but turn the tap off during teeth brushing.

When the two minutes are up, pour the contents of the basin into the measuring jug and record how much water was collected this time.

Compare the results.

Pupil book p.80Open the book and look at the picture. Discuss ways of conserving water:

Fixing leaking or dripping taps and pipes. Turning off the taps properly Using a basin or filling the sink when washing dishes. Watering the garden using rainwater collected in a water butt.

Then either write or discuss orally three ways that water might be wasted in home/school and three ways that we can conserve water in home/school.

Think like a Geographer!

Where does our water come from? Why is clean water important for living things? How can we conserve water?

HistoryExplore with Me p.79 The Submarine and John Philip Holland

This week we will listen to, discuss and record the life of John Philip Holland and the submarine.

Ms Ní Mhurchú Second Class Work from 25th May – 29th

May

FYI

He was born in Liscannor Co. Clare in February 1841. There is a memorial plaque here in his honour.He went to school in Limerick.During the period of his life he completed his first design drafts of the submarine.JP Holland was the first person to design a successful submarine.

Look at the slideshow of John Philip Holland.

Think like an Historian! Who was John Philip Holland? Where was he from? What did he invent? Why did he move to America? What is a submarine? What is it used for?

Pupil book p.79Open the book on page 79, read the text and then answer the questions.

MusicI wanted to focus on two songs this week the first one is called It’s a Wonderful Life. You can find it on the link below and I will also upload it on dojo. https://www.youtube.com/watch?v=52UZJhhhWtg

The Second Song is Let’s Be Superheroes! https://www.youtubekids.com/watch?v=Py4fhsx3Ct4&hl=en-GB

Let's be superheroes and save the day! Learn all the hero dance moves - fly like Superman, stomp like the Hulk, run like the Flash, climb like Spider Man, lasso like Wonder Woman, glide like Batman, and blast off into the sky like Iron Man.

Ms Ní Mhurchú Second Class Work from 25th May – 29th

May

You can email me if you need any further help msnimhurchu@gmail.com or contact me on classdojo

ArtThe Dot – Listen to the story: https://www.youtube.com/watch?v=Clpw7PG7m1Q

Draw a black dot somewhere on a blank piece of paper. What picture can you create by starting with only one black dot?!