Key Question: How Can We Travel on Water?

Created by Kerry Moody

Week Beginning: 4.2.2013 / PLC: People who help us - Who are the different people who help me? / Week: PLC 5

Key Question: How can we travel on water? http://www.ictgames.com/primaryStrategy4.html

Time / Monday / Tuesday / Wednesday / Thursday / Friday
8:50 / Carpet session 1: Register and news from the weekend Introduce children to key question of the week. / Carpet session 1: Register and Wake & Shake – Take 10 / Carpet session 1: Register and Wake & Shake – Take 10 / Carpet session 1: Register and Wake & Shake – Take 10 / Carpet session 1: Register then Whole School Celebration Assembly
9:15 / Physical Development : DW
Obj: . (MH30-50a, d, f, h; 40-60a, c, d, e, g; Eli, ii; HSc30-50a, b, c; ELGi)
See separate planning sheet LCP Games Using equipment Lesson 3: Using Balls
WALT To show increasing control in using small equipment. To push, throw, catch or kick a ball successfully. To explore and use skills to suit the game they are playing / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/Handwriting HLTA: : Ind Readers/Handwriting
TA: Cont Prov/ Outside Act / Adult Led Activity
Obj: Readers / observations
CT: Cont Prov/ Outside Act
HLTA: Ind Readers/Handwriting
TA: Ind Readers/Handwriting / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/Handwriting
HLTA: Cont Prov/ Outside Act
TA: Ind Readers/Handwriting
Adult Led Activity
Obj: Readers / observations
TA: Cont Prov/ Outside Act
HLTA: Ind Readers/Handwriting
Children: / Children: / Children: / Children:
Key Vocab: numbers t 20, forwards, backwards, count on/back, what comes next? guess, check, count, full, half-full, empty, holds, container, more/less
9.45
KM
Setting up continuous Provision Indoor
TA Setting up Outdoor Activities then
Ind Readers / Carpet session 2: Mathematics
Obj: SSM40-60e, ELGi
Warm Up: Recite the days of the week and months of the year in order.
Main Teaching Session:
WALT: Order 2 or more items by capacity.
Show the chn 6 different transparent containers (2 full, 2 empty, 2 half-full) Which are full/ empty? What does full/empty mean? What can we call the ones which are neither full nor empty? Mode writing half and ½.What could we do to make them all full/empty/half-full?
Hold up 2 containers with diff capacities. How can we find out which holds the most? Demonstrate by filling the smaller container with the contents of the larger one and vice versa. What happens each time? / Carpet session 2: Mathematics
Obj: SSM40-60e, ELGi
Warm Up: Teach chn the doubles song
Main Teaching Session:
WALT: Order 2 or more items by capacity.
Use 6 different transparent containers, filled to varying amounts of coloured water. Discus each one in turn & whether or not it is half-full. Adjust them one at a time to make them half-full. Is it more/less than half-full? Do I need to add/ tip out water to make it half-full? What does half-full mean?
Draw some container shapes on the board and ask the children where the half-full line would go. Start with uniform cylindrical shapes, then some different ones, e.g. a container with a balloon bottom. Where would the half-full line be in this container? / Carpet session 2: Mathematics
Obj: SSM40-60e, ELGi
Warm Up: Sing the doubles song and practise saying doubles up to 5+5. Model saying the corresponding half.
Main Teaching Session:
WALT: understand the words full and empty. Understand the concept of ½ in a practical context
Show the chn a bowl or box of cubes and invite them to guess whether it is full or empty. How can we find out? Empty out the contents. Tell me about the capacity now? Half-fill the box. Is it full or empty? How much does it hold now? Invite the chn to fill empty containers so that they are full/ empty/ half-full using different items. Can anyone fill the container to show that it is nearly full/ nearly empty? Which holds the most/leas? / CHINESE NEW YEAR
WHOLE SCHOOL
ACTIVITIES
LANTERN MAKING
CHINESE DRAGON PUPPET MAKING
CHINESE MUSIC
COUNTING TO 10 IN CHINESE
FORTUNE COOKIE MAKING
Carpet session 2: Mathematics
Obj:N40-60e; ELGi
Warm Up: Begin to count up to 20 but stop part way. Ask diff chn to say the next 3 numbers. Repeat, stopping in dif places. Ask the chn to start the count & decide where to stop & who continues. Repeat counting backwards.
Main Teaching Session:
WALT: Recognise small numbers without counting.
Show any no o fingers on one hand briefly to the chn. How many fingers? Can you show me the same number/amount? Repeat with diff nos, using diff fingers. As the chn improve, show numbers beyond 5 using fingers from both hands. Invite chn to show some of their fingers briefly, for everyone to guess how many. AFL: Ask chn to record how many fingers on ind w/b to assess numeral formation.
Model mathematics continuous provision activity.
CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA
10:00 / Adult Led Activity
Obj: SSM40-60e
Give the children 2 containers and ask them to find out which holds the most by filling one and emptying it into the other, taking care not to spill any water/sand.
Initially use containers which have clearly different capacities then ones which are less obviously different. / Adult Led Activity
Obj: SSM40-60e, ELGi
Give the children a selection of containers and ask them to half-fill them with water or dry sand.
Provide children with the activity sheet showing various containers – ask them to show the correct amount of liquid in ach container to show that it is full/ half-full or empty.
EXT: Challenge the chn to make their containers nearly full/ nearly empty. Can you draw a picture to show how you did this? / Adult Led Activity
Obj:
CHINESE NEW YEAR
WHOLE SCHOOL
ACTIVITIES
LANTERN MAKING
CHINESE DRAGON PUPPET MAKING
CHINESE MUSIC
COUNTING TO 10 IN CHINESE
FORTUNE COOKIE MAKING
CT/HLTA Observations/ Identified Focus Groups from AFL / Children: LA Rainbow Fish
CT/HLTA/TA / Children: MA Hungry caterpillars
CT/HLTA/TA / Children: MA Elmers
CT/HLTA/TA / Children: HA Gruffalos
CT/HLTA/TA
10:20 / PLAYTIME
10:35 / Carpet session 3: L&S
Sing alphabet song.
Practise reading we, me, be, he, she p91.
Recall all GPCs learned so far s/ a/ t/ p/ i/ n/ m/ d/ g/ o/ c/ k/ ck/ e/ u/ r/ h/ b/ f/ ff/ l/ ll/ ss/ j/ v/ w/x/ y/ z using PPT.
Read through high frequency words learned so far : a, at, as, is, it, in, an, I, and, on, not, into, can, no, go, to, get, got, the, back, put, his, him, of, dad, mum, up, off, had / Carpet session 3: L&S
Sing alphabet song.
Practise reading we, me, be, he, she p91.
Teach ‘z’ using action/song
Segmenting for spelling: Quickwrite words p89: zip, zit, Zak, zigzag.
Blending for reading:
Countdown p86 with a mix of word cards.
Demonstration writing p97 write the question: Has a cat got a zip? / Carpet session 3: L&S
Sing alphabet song.
Recall all GPCs learned so far – flashcards
Read through high frequency words learned so far : a, at, as, is, it, in, an, I, and, on, not, into, can, no, go, to, get, got, the, back, put, his, him, of, dad, mum, up, off, had, we, me, be, he, she.
Teach ‘zz’ using action/song / Carpet session 3: L&S
Recall all GPCs learned so far s/ a/ t/ p/ i/ n/ m/ d/ g/ o/ c/ k/ ck/ e/ u/ r/ h/ b/ f/ ff/ l/ ll/ ss/ j/ v/ w/x/ y/ z/ zz using PPT.
Segmenting for spelling: Quickwrite words p89: buzz, fizz, jazz, fuzz.
Blending for reading: Sentence substitution p86/104.
Matching exercise p95 to the following caption:
Buzz bee. / Carpet session 3: L&S
CHINESE NEW YEAR
WHOLE SCHOOL
ACTIVITIES
LANTERN MAKING
CHINESE DRAGON PUPPET MAKING
CHINESE MUSIC
COUNTING TO 10 IN CHINESE
FORTUNE COOKIE MAKING
11:00
Will need: The Lighthouse Keeper’s Lunch and The Lighthouse Keeper’s Picnic by Ronda and David Armitage
Other Lighthouse Keeper books for chn to explore. / Carpet Session 4: CLL
Obj: LA30-5b; 40-60a; ELGii; U40-60d; ELGii
WALT: Listen carefully to talk and stories; respond with comments, questions or actions.
Show chn the books you have collected about ‘The Lighthouse Keeper’ by Ronda and David Armitage. Do the chn know them? Which is their favourite? What is a lighthouse? How does it help people at sea? Explain ships now have a lot of electronic equipment to keep them from hitting rocks but long ago they relied completely on lighthouses and even now they are reassuring for ships to see. Watch clip about the Needles lighthouse to learn about this (2.05 min) at http://www.bbc.co.uk/news/uk-11816283.
On the flip chart, write several sentences suggested by the chn about the video clip. Talk about tricky spelling and punctuation. Look at pics of lighthouses (plan resource).
Read The Lighthouse Keeper’s Lunch to the chn. / Carpet Session 4: CLL
Obj: R30-50f, g, h, I; 40-60e, f, g; ELGiiii
WALT: Listen carefully to a story and answer questions about the setting, characters and events.
Using ebook re-read The Lighthouse Keeper’s Lunch to the chn. Discuss the story in LP’s. Which bit did they like best? Who are the characters in the story? What do they do in the story? Write the main characters on the teaching board. Mr Grinling, Mrs Grinling, the seagulls (Bert, Fred and Tom) and Hamish. What was the ‘problem? What ideas did Mrs Grinling come up with to stop the seagulls?
Look at the contented images of Mr Grinling at the beginning. Invite the children to think of words to describe how he is feeling. Follow the story again, this time exploring Mr Grinling’s changing faces as he shows anger, worry, disappointment and pleasure. Discuss the reasons for his changing moods. Talk with the children about what makes their moods change. / Carpet Session 4: CLL
Obj: R30-50f, g, h, I; 40-60e, f, g; ELGiiii
WALT: Use new words to describe the characters.
Share the story again but this time use the version lighthouse.wmv to enable the children to listen to the story being read aloud.
Recap on the names of the characters in the story. What can you tell me about the characters? What do they do in the story? What does Mr Grinling have to do as part of his job? How do we know that he is a hard worker? Why is his job important? What happened to Hamish when he was sent to scare the seagulls? Do you like the seagulls – why/ why not?
Look through the book together & find any words that describe the seagulls (scavenging, brazen, hungry, expectant). Explain the words to the chn. Add a few more adjectives to your list but leave some for the chn to think of for themselves. Show chn pic of a seagull. In a group brainstorm as many words/phrases about the seagull as they can & write them down with support. / Carpet Session 4: CLL
Obj: R30-50f, g, h, I; 40-60e, f, g; ELGiiii, W40-60h, i
WALT: Sequence events in the story.
Ask the chn to recall the events in the story as part of a story circle – keep the story going by prompting the chn or by asking questions.
Explain that you are going to tell them a simple version of the story today that will help them remember the main events to help them sequence pictures from the story or use the ideas to draw their own story board.
Tell the children the ‘Simple version of the story for the story map see resources)
then either:
Work with the children to sequence the story and retell it using the story visuals from sparklebox.
or
Model sequencing pics from either workbook 1 or 2; or draw your own pictures onto the 6 frame storyboard. / Carpet Session 4: CLL
CHINESE NEW YEAR
WHOLE SCHOOL
ACTIVITIES
LANTERN MAKING
CHINESE DRAGON PUPPET MAKING
CHINESE MUSIC
COUNTING TO 10 IN CHINESE
FORTUNE COOKIE MAKING
CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA
11:30 / Adult Led Activity: G. Reading/ G. Writing/ G. Talk
Obj: W40-60h, i
Draw a picture of a lighthouse and write 2-3 sentences about them (use f/c for support). / Adult Led Activity: G. Reading/ G. Writing/ G. Talk
Obj:
Guided Reading Pink Text – Proformas in main planning file on Teaching desk / Adult Led Activity
Obj: W40-60d, e, f
CT Observations/ Identified Focus Groups from AFL
HLTA: Spellings and
Handwriting Focus / CHINESE NEW YEAR
WHOLE SCHOOL
ACTIVITIES
Children: HA Gruffalos
CT/HLTA/TA / Children: MA Elmers
CT/HLTA/TA / Children: MA Hungry Caterpillars
CT/HLTA/TA / Children: CT Observations/ Identified Focus Groups from AFL / Children: CT Observations/ Identified Focus Groups from AFL
11:50-12:00 / PSED/ Singing:
Handwashing & Lunchtime
1:00 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10
1:15 / Carpet Session 6:
Obj; Creative Development - Exploring Media and Materials
EMM30-50g, j, l, m; 40-60e, f, g, i, j; ELGii
Make a miniature lighthouse using craft materials
Resources: Group size: small group. Kitchen-roll cardboard tubes; red and white paints; painting materials; child scissors; silver foil; cardboard base or play-dough ‘rocks’; small-world character.
Look at the picture of the lighthouse in The Lighthouse Keeper stories. Encourage the children to describe its interesting features.