Second Class - Ms. Carolan/Mr. Flanagan


​Work to be Completed During School Closure

Last week of the year! 

Hello everyone!


Here we are! The last week of activities. I have tried to plan some fun activities for the last week so please try them out if possible! Thank you for everything over the last few months, parents a special thank you for everything! I really appreciate everything and all I can say is thank you so much. Girls, I will miss you all! Thank you for a lovely year, it’s a shame we couldn’t finish out the year but I hope we meet again soon!


We will have two online meet ups on Google Classroom this coming week on Tuesday and Thursday at 2pm. Friday of this week is all about Virtual School Tours so I will send on some excellent links for you to try out! Monday the 29th is Virtual Sports Day I will write about the Sports Day at the bottom of the page, this week you can try out all the activities in preparation for Monday. Tuesday the 30th our last day we will say our goodbyes and chat on Google Classroom!


I hope we all have a great summer and who knows… we may meet again to finish off what we started :) 




Creative writing: Write a pretend letter to a student in 1st class explaining what 2nd class is like (Write about what it was like coming to second class, things you learned, projects you did, games you played). Please upload to Google Classroom

Personification is one tool that writers use to bring their words to life. You can imagine a “sleeping meadow,” or darkness that crept in on the moon’s billowing cape. But personification doesn’t just have to be beautiful or haunting… it can also be really funny!

In the following poem, it is the personification of what the banana is unable to do that makes the experience hilarious. When you read the poem out loud, imagine the banana actually doing these things! Now, imagine your disappointment if you actually thought a banana could fetch and run and bow.

I Bought a Pet Banana

I bought a pet banana

and I tried to teach him tricks,

but he wasn’t any good at

catching balls or fetching sticks.

He could never catch a Frisbee,

and he wouldn’t sit or speak,

though we practiced every afternoon

and evening for a week.

He refused to shake or wave or crawl

or beg or take a bow,

and I tried, but couldn’t make him bark

or get him to meow.

He was terrible at playing dead.

He couldn’t jump a rope.

When he wouldn’t do a single trick

I simply gave up hope.

Though I liked my pet banana,

I returned him with regret.

Boy, I sure do hope this watermelon

makes a better pet.

–Kenn Nesbitt

So, the banana makes a really bad pet. Do you think a watermelon would be better, or do you think this kid is going to be disappointed again? In the following activity, you’ll learn how to turn an ordinary apple into your very own pet fruit. Maybe you’ll be able to train yours to sit, speak, and play dead. Or maybe just play dead!


Pet Apple Project


  • 1 firm apple (you can also use pears, peaches, or even melons)

  • Slivered almonds

  • 2 mini marshmallows

  • 2 raisins

  • 1 fruit snack

  • 2 Tooth picks

  • Knife or pumpkin carver



  1. If you are planning on eating your pet (ew, gross), make sure you wash your fruit and dry it first.

  2. With a knife or pumpkin carver (for younger children), slice a wedge out of the front by slicing at a downward angle toward the middle. Then move your knife down about a centimeter and slice at an upward angle. You will cut an open mouth.

  3. Stick almonds into the top and bottom of the mouth to make teeth.

  4. Break a toothpick in half.

  5. Place one raisin on top of each marshmallow. Spear one with half of the tooth pick. Repeat with the other half-toothpick, marshmallow and raisin.

  6. Press the tooth-picked eyes into the apple a little bit above the mouth. Keep pressing until the broken end of the toothpick is no longer visible and the eyes are secure.

  7. Break another toothpick and secure a fruit snack for a nose in the same way you secured the eyes.

  8. Your monster is done. Clean up the mess… Pet’s make lots of messes you know.




Busy at Maths page 164 1-7


Children will develop their number sense as they try reach a total of 20, by taking it in turns to encircle a number from 1 to 9 and adding these figures to the sum of the previous figures. They must try reach 20 themselves but also prevent their opponent from reaching 20.


What you will need

  • Paper

  • Coloured Pencils

  • 2 players



  1. Create a number line from 1 to 9 – space the numbers some distance from each other on the page.

  2. Assign a different colour pencil to each player.

  3. Players take it in turns to encircle a number using their coloured pencil and add these figures to the sum of their previous choices – once a number has been encircled it cannot be used by the other player

  4. Players must try reach 20 themselves but also prevent their opponent from reaching 20. 

  5. If nobody can reach 20 exactly then the player who is closest to 20 wins.

  6. Create a record table to keep score



Éist leis an scéal: Cinnín Óir agus na Trí Bhéar



Create a “Stomp” Rhythm Performance


Search for Stomp Live on YouTube. Play students examples of the wonderful percussive performances by this group. The Stomp ensemble uses items such as brooms and dustbin lids, playing them as musical instruments to create performances. They will be amazed by their rhythmic and captivating show.



They must first find objects that can be used as percussion instruments.  Give them 10 minutes to collect objects. Once collected they must work to create a percussive composition, inspired by Stomp. Give them a clear time limit for this. When they have finished preparing their pieces, have them perform to the house!



We are going to listen to a sound and use it to inspire a drawing. We have five different sounds to choose from.

Your challenge is to draw a creature inspired by the sound you hear.

What does it look like? Does it sound like a big or small creature? Is it real, imaginary, or a bit of both? Where does it live? Does it have a superpower?

 Pick a sound and press play.

  • Close your eyes as you listen to the sound.

  • You might want to listen for a bit before you start drawing.

  • Replay the sound to inspire you as you draw.

  • When you've finished, pick another track and draw another sound creature!



PAWS – This week, read through the Primary Aquatic Water Safety (PAWS) programme to learn how to stay safe around water this summer





Create a poster reminding people how to stay safe at the beach during the summer. Ideas you could include: How to protect yourself from the sun (clothes, sun cream, stay in the shade at certain times), how to be careful in the sea, who to go to for help on the beach (lifeguard).

Thank-You Note Template- Children will write thank you notes to parents for everything over the last few months. 

  1. Salutation.

  2. Directly say "thank you."

  3. Express your appreciation in more detail.

  4. Comment about how nice it was for the giver to do what they did for you.

  5. Closing niceties, such as well-wishes or greetings to others.

  6. Wrap up by thanking the giver one more time.

  7. Sign off.


Step 1 is the salutation. You may also think of this as the part where you greet or address the recipient.

  • Examples: "Dear Aunt Beth"; "Dear Professor Carver"; "Dear Dr. Smith"


Step 2 is to directly thank the recipient. At this point, the template branches out to include instructions that are slightly different depending on whether you are writing a note about a gift or something intangible, like an action, an event, or a kindness.

  • example: "Thank you so much for all the help and everything you did for me over the last few weeks. 

  • Action or event example: "Thank you very much for writing letters of reference to accompany my scholarship applications."


Step 3 is to express your appreciation in more specific detail. Tell the giver why you like the gift.

  • Gift example: "The gift card will come in handy for buying coffee on the way to my morning classes."

  • Action or event example: "I definitely think it strengthened my application for the committee to hear from someone who has taught me in a laboratory course."


Step 4 is to comment about what a nice, kind, or otherwise positive gesture the person's action was. This step can take many different forms depending on the specific gift, event, or circumstance.

  • Example: "It was so thoughtful of you to remember me. What a generous and kind gift!"


Step 5 is some type of nice closing statement. This might include a greeting to others in the family, a comment about an upcoming event you know they’ll be involved in, or just general well-wishes. This will vary drastically depending on your relationship with the giver and the context of the thank-you note.

  • Example: "I hope you and Uncle Lloyd are doing well and enjoying your summer. Please send my love to cousin Marcus. Let’s plan to get together next time I’m in town."


Step 6 is to simply directly say "thanks" one more time.

  • Examples: "Thanks again!" or "Thank you for the opportunity."


Step 7 is to end with an appropriate sign-off.

  • Examples: "Love, Wilbur"; "Warm Regards, John "; "Best Wishes, Emily.



Busy at Maths page 164 8-14

This cross-curricular fun activity celebrates BIODIVERSITY today. It is great way to get children excited about maths and nature. Children will have to look for certain materials found in nature, count them, record their results and communicate their mathematical thinking. By bringing maths into everyday experiences, like exploring in the garden, children can practice their mathematical skills in a meaningful way. This type of activity will deepen their understanding of mathematical concepts as well contribute positively to their wellbeing: spending time in nature has a very positive effect on our mental and physical health.


Consider the biodiversity of your environment (the variety of living things around us). We are celebrating biodiversity across Ireland and all over the world. We can also celebrate biodiversity right at home. Today’s activity will inspire you to explore and discover what is at your doorstep

Search for as many of the following items as possible

Fallen leaves:

  • How many fallen leaves can you find?

  • Collect some samples of different types of leaves – try get as many different shapes as possible

  • Draw a sketch of one of the leaves or make a leaf rubbing

  • What type of shape does it have?

  • What colour is it?

  • How would you describe the texture of the leaf? (waxy/smooth/rough/flimsy/bumpy/crumbly)

  • Create a pattern collage with the leaves you have collected



  • How many sticks can you find on the ground?

  • Can you collect 10 sticks?

  • Which stick is the longest/shortest/thinnest/thickest?

  • How would you describe the texture? (smooth/rough/bumpy/hard/crumbly)

  • Arrange the sticks in the row, anyway you like/from smallest to biggest



  • Can you find any feathers on the ground?

  • How many can you collect?

  • Which feather is the longest/shortest/biggest/smallest?

  • Can you draw a sketch of a feather?

  • What colour is it?



  • How many white/pink/yellow/purple flowers can you see?

  • Can you find a flower with 2 petals/3petals/4petals/5petals/many petals? count how many you find and record the results



  • Can you find an animal with 0 legs/ 2 legs/4 legs/ more than four legs?

  • Record how many of each differen birds you see in your garden. Put a time limit on it.

  • Can you find a group of animals together? Birds/insects/cattle/fish? How many?

  • Sort the animals in order of size – draw a picture

  • Which is the biggest/smallest/fastest/slowest/heaviest/lightest

  • Which is the odd one out? Seagull, Robin, blackbird, cat? Cat, dog, butterfly, cow?

  • categorise the animals into furry/not furry



  • How many trees can you see?

  • Do they have leaves or not?

  • How to the tree differ from one another? What are the differences? Similarities?

  • If they have leaves, what colour are they?

  • Estimate the number the branches/leaves? Is it possible to count?

  • How would you describe the tree? (tall/small/wide/thin/bushy/bare)

  • Categorize the trees in terms of size – which one is the tallest/shortest? Which has the thinnest trunk?

  • Are there any animals in the tree? Count them

  • Take a bark rubbing. How would you describe the texture/colour of the bark?


Human made objects:

  • What types of objects can you see in your garden that are not natural?

  • How would you describe the shape?

  • Can you find an object that you think is heavier that this?


Can you find the following shapes?

  • straight line,

  • curved line,

  • square,

  • triangle,

  • circle,

  • cuboid,

  • sphere


Patterns and symmetry

  • Can you find any interesting repeating patterns?

  • Predict what would come next in the pattern if it were to continue

  • Can you create your own repeating pattern with some of the materials you collected?

  • Can you find something that has 1 line of symmetry? 2 lines of symmetry? Rotational symmetry?


What you will need:

  • Pencils

  • Hunt list

  • Clock


In these difficult times, you may not have all the material suggested. You may need to adapt these activities to suit your needs and materials available. For instance, you could draw out the cards. Maybe your kids could think of ways of adapting and improvising. This is valuable skills development.



Create a list before you head out, choose as many items as you like. Check out our template below for ideas. Children may like to be involved in this process – brainstorm what natural materials and wildlife you expect/hope to find in the garden.

As an extra challenge you could extend the scavenger hunt to another location and then add the two together. For example, the front garden and the back garden or the local park and the beach.

Children may like to collect some samples (10 – 20) for an art activity later. Please be considerate of the natural environment and only gather objects that have already fallen to the ground.

How to Play:

  1. Once you have devised a list, take note of the time on the clock, and then head outside.

  2. Begin by looking for the first object on your list. Count how many of those items you see. For example, there are 3 trees in the back garden

  3. Write down that number. Or if there are lots of those items it may be a good idea to keep a tally instead (just put marks on a piece of paper but the 5th mark is drawn across the previous 4 marks (see below)

  4. You may wish to collect some of the natural items for further analysis later (between 10 and 20 items) e.g. sticks, round pebbles, fallen leaves, blades of grass, flower petals, shells)

  5. Continue through the list, searching for each of the items. Record how many of each kind you find. Take some sketches, tree rubbings or photographs.

  6. Don’t forget to take your time and look around – you may see some other interesting items that weren’t on your list. What other maths can you see around you?

  7. When you’re done, look at the results. Which natural item did you find the most of? The least? Which stick is the longest/shortest/thickest/thinnest etc.

  8. Record the time on the clock again. How long did you spend scavenging?



Once you have completed the scavenger hunt, it’s now time to look at all the materials in more detail. Children should be prompted to sort, match, compare, count, discuss and analyse their findings.

  • How many sticks did you get?

  • Arrange them in any order you would like. Discuss it.

  • Which is longest/shortest? Thickest/thinnest?

  •  How many pebbles/rocks did you gather?

  • Which one is the heaviest/lightest?

  •  Sort the leaves in terms of colour/size/texture

  • What are the similarities between these leaves?

  • What are the differences?

  • How many petals do each of your flowers have? Children may analyse and report that they didn’t find any flowers with 9 petals, for example

  • Which flower had the most petals?

  • Which flower had the biggest petals?


Make some art with all the material.

You could roll a dice to decide how many pieces of each material you can use or create some nature scenes using any materials you like.




  • Wellness Wednesday will take place today. There are a lot of activites you can do today. If you go to the Section on the website that is title ‘Wellness Wednesday’. Enjoy and don’t forget to have some YOU time :) :) :)



A Bad Case of Stripes


Camilla Cream loves lima beans, but she never eats them. Why? Because the other kids at her school don't like them. And Camilla Cream is very, very worried about what other people think of her. In fact she is so worried that she's about to break out in... A Bad Case of Stripes


BEFORE reading

1. What are your favorite foods? Lead them to realize that not everyone likes the same thing. 

2. Have you ever not eaten something, or joined in an activity because you were afraid that others would make fun of you? 

3. Explain that in the story, A Bad Case of Stripes, a little girl named Camilla loves lima beans but never eats them because she knows the other kids in school do not like them. She gets so worried about what they will think of her if they find out that she breaks out in stripes.


During reading: 1. During the reading, take time to notice details in the illustrations by asking: • What do you notice about this picture?

 2. Stop the reading periodically to discuss the problems that Camilla is having and possible solutions to the problems. Below are some questions you might use: • Why didn’t Camilla want to let others know that she liked lima beans? • How does Camilla feel when the kids laugh at her? • Do you think the kids are bullying Camilla? Why or why not?



Busy at Maths page 164 15-20

This quick maths activity can be played many times throughout the day and will keep young children’s mental maths ticking over.

In a twist of usual events, students will be given the answer to a maths problem and they will have to think of lots of different possibilities for what the question might be, using the basic operations.



  1. What might the sum be if one of the numbers was odd?

Is it possible? Why not?

  1. What might the subtraction question be if the two numbers were event


Some practical approaches to developing mental maths strategies for addition and subtraction from the PDST.

  • Encourage children to share their mental methods.

  • Encourage children to choose efficient strategies.

  • Encourage children to use informal jottings to keep track of the information they need when calculating.

  • Commit regular time to teaching mental calculation strategies.

  • Provide practice time with frequent opportunities for children to use one or more facts that they already know to work out more facts.

  • Introduce practical approaches and jottings, with models and images children can use, to carry out calculations as they secure mental strategies.

  • Encourage children in discussion when they explain their methods and strategies to you and their peers.

  • Ensure that children can confidently add and subtract any pair of two-digit numbers mentally, using jottings to help them where necessary.



  1. Give pupils any number between one and ten, for example, 6.

  2. Explain that ’6’ is the answer but you do not know what the question is.

  3. Ask pupils what the question might have been if it was an addition question?

  4. What if it was a subtraction question?

  5. Give pupils the opportunity to come up with lots of different possibilities for what the question might have been using different operations.

Q: What other addition question might it be?

Q: What subtraction question might it be?

Q: Can you think of another one?

Challenge Questions:

Q: Have you found all possibilities? How do you know?

Q: Can you find all possibilities if all the numbers used in the question were less than 20?




Today is our last music lesson of the year! So what I want you to do is ask your Mam/Dad/Granny/Grandad what their favorite song of all time is and you must perform it TOGETHER! 




Go on a colour walk!


Today we’re going to go on a colour walk. What is a colour walk?

A colour walk is a walk where you try to look for all the colours of the rainbow. You might think of it like a treasure hunt, where the treasure is colour!

Artist Richard Long made this piece by walking backwards and forwards along the same path over and over again. Today we’re going to document a walk in a different way. We are going to try and use colours to notice unusual objects and the colours of things all around us! For this walk we are going to focus on each colour of the rainbow, one by one.



  • A grown-up to go with you

  • Your imagination

  • Some concentration

  • Somewhere to go for a walk. This could be outside, along your street, or even around your home. If you go outside, make sure it's safe and you have permission. Your grown up should be mindful of any social distancing restrictions

  • Optional: A phone, a camera, some paper and some coloured pens, pencils or crayons



Look for things in every colour of the rainbow, one by one. You can photograph or draw each thing you find, write them down, or just look.

It's up to you how many things you want to find in the same colour. At different times of year this activity might look quite different!

If you're playing at home, you could collect a few things of each colour and arrange them.


When you finish your walk you could:

  • draw a map of your walk and add colourful drawings of some of things you saw

  • make a collage of pictures you took

  • make colourful drawings of some of the things you saw together

  • Look back at your photographs and see if you notice anything new about the things you saw





Happy Virtual School Tour Day to you all! Have a look through all of the options below and see which tour or tours you would most like to go on. You can go on as many as you like. Don’t forget you need parental permission and supervision before going on these websites. Draw a picture or write a few facts of what you learn at each tour!

Have a fantastic day ladies


Dublin zoo:

Dublin zoo webcams:

African Adventurer Virtual Tour -


Farm Tours:

See the farm animals and the production of dairy food -


Aquarium Tour:

 Live Webcams -


Museum Tours:

A range of tours to choose from -


Access Mars:

See what Mars look like -


Castletown House:

See what life was like many years ago (Similar to our Plan of a Castle lesson in Small World) -


Yellowstone National Park:

 Look at all the main attractions found throughout the park -


China: Virtual Tour of the Great Wall of China -


Áras an Uachtarán:

See Áras an Uachtarán where President Michael D. Higgins lives -




As you all know we are having our ' Virtual Sports Day' on Monday 29th June.

Sligo Education Centre ran a very informative Webinar last week on running one but all the ideas/ activities can be found on their Website and they are very self explanatory. 

These activities can be accessed by the children on the following Website:  and by clicking on ' Virtual Sports Day Tutorial'.


There are 6 activities to choose from or they can give them all a try!!The activities include Running, Throwing, Kicking, Landing, Traditional Sports day and balancing.  There are also 3 levels for each activity :

  Activity 1 :Junior level

  Activity 2: Middle level

  Activity 3: Senior level


These levels are just guidelines and any child can try out any of the levels that suit them best.  The website gives wonderful ideas for substituting simple household items for P.E equipment too which is great.There are youtube videos provided beside the activities to explain them further to the children and most of them can be done alone or with their siblings.

The website works very well on laptop, tablet and mobile phone.

Slán, Mr Flanagan.


Useful Information

  • P.E. days are Tuesdays and Fridays. The children should wear their tracksuits on these days. 

  • Irish dancing takes place every Thursday. The children should leave their dancing shoes (plimsolls) in school if possible, to ensure they are not forgotten. Please label shoes clearly.