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Today we talked about what a typical Zoleezeean might look like, and we cam up with some rather crazy ideas.
Many variations on the number of eyes from 1 - 100. Or 1 medium sized eye!
A range of legs from 1 - 4.
8 mouths.
No arms and 4 trunks - like an elephant!
tomorrow we will look at some images of aliens on a PowerPoint to help with some ideas. As fabulous as the ideas are, they need to be able to draw and describe it for literacy purposes! Or verbally as best they can.

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The children were interested in the globe and how it span and it was a good opportunity to take the learning in a new direction.
we discussed what the planets each had to offer in terms of terrain. after a lovely discussion about gas, rocks and moons we decided to decorate our planets and then decide what we had on it.

The children have used lots of coloured paper to make a very 'beautiful, colourful planet'.
then we discussed as a class some names for it...
thw final three to vote on were -
1. Zoleezee
2. Keedee
3. Mooncosh
the children voted and decided on ZOLEEZEE!
'Mooncosh sounds like a sleepover' - Mariam

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- gather more ingredients to make slime.
'can we make clear slime?' - Yousef.
Investigate methods online at the weekend.
- talk about our white globe, discuss how we can create a planet. What might we need.
'is any aliens on another planet far from here?' - Mohammad
write a list about things we like or dislike about planets.
- write lists about what we would take into space.
'for my space ship i would take my mum!' Anything else? 'maybe my dad or my brother' - Bader
having written a list of what we need in space, now exploring what we would want.

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the children have been investigating the different colours of the planets after looking at some satellite images on the NASA website. they were particularly interested in Mercury as it should to be rainbow in colour. Each day we have looked at planets in colour groups and worked hard to recognise the different textures of the images and how we could represent them on the paper. the children found different shades in pencil, crayon and chalk to draw their planets. this led to some wonderful discussions around the table about how they would use the colour and why!
'im gonna use the red pencil to do the great red spot, then it will be big' - Abdulaziz
'ive used lots of blue for the water on the Earth...the sea, because it is all differnet colours' - Jory
'On my picture I have looked at the patterns and used all the colours to show the sun being hot' - Mariam

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- make galaxy slime to strectch and measure distance - non standardised. THIS SLIME DIDN'T STRETCH WELL SO MOVED AGAIN FOR NEXT WEEK!
- use scaled measurements from NASA website to gauge distances between each planet.
VERY SUCCESSFUL MISSION. CHILDREN SHOWED PARENTS WHEN THEY CAME TO COLLECT AT THE END OF THE DAY!

week 5:
- asked a Dr from school in science to come and answer our space.
- do a large scale picture and label it of the solar system.
- name the planet and create a life that lives on our planet, what will they need to survive

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What does solar system mean?
Why is there no magic/fairy planet?
Which planet has the biggest moon?
How cold is it on Pluto?
Why don't people live on other planets?
What is an agency (NASA)?
Why is Venus hottest if Mercury is closest?

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last week we discussed the planets, their order and how they would move around the solar system. In the playground we talked about the planets an how long each one takes. Then the children paired up, collected a planet and we ordered ourselves. They then ran around the sun and after we asked questions about who was most tired? who did the most running? which had the biggest path to take?

Follow up:
we discussed how far a[art the planets are and then used a scaled version of the solar system to recreate in class.

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After watching the video I was inspired to make my creation area more accessible to children. I found every piece of craft/art stuff and adapted the end of the classroom into an artists in the making centre.

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After reinventing the creation area based on ideas from Bev Bos, the children have become more inquisitive about their own art. They have asked for more materials and experimented using different media as they feel with their work, not as directed by me! This week they have asked to explore planets and create some work around those.

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We are learning about space based on our chosen story 'Whatever Next!'.
After finding a story called 'Pluto comes to Earth' the children asked questions about why Pluto was no longer planet.
- to assist their ideas, I download a PowerPoint about space, Pluto planet or no planet?
- printed planets out and recreated orbits around the sun in the playground.