White House Primary School s1
White House Primary School – Theme and Literacy Planning Frame (PPA for Lyndsey)
Autumn Term 2
Whole School Theme: Who’s Afraid of the Big Bad Wolf?
Year Topaz
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /Plenary/Next Steps
1 / ScienceSc4 2e 2a 2d
Sc1 1a 2e / LI – to explore forces in action.
SC
- SC for each activity. / Without saying anything pull and push a spring to change its shape, lengthen an elastic band by pulling, pick up a paperclip with a magnet. Ask chn to describe what is happening in each case? What is a force? A force can change the shape of an object, change the direction it’s moving in, slow it down, speed it up or make it move or stop; forces act in a particular direction. Take another look at each of the force demonstrations. Can chn describe the forces in action? Model how simple diagrams can be created to show what happened. Discuss with the chn the forces in action and also the direction of the force by adding arrows to diagrams.
Tell the chn that they will have the opportunity to have fun with forces to show what they already understand.
Discuss each of the activities. Chn to spend 20 mins? Maybe longer Lynds – see how it goes??? at each activity. Instructions at each activity. Chn will need to record their results on their sheets. / Discuss each of the activities. What did they find out/remind themselves of at each activity? In which directions have the chn drawn the arrows? Make a list of any questions that children would like answered about forces.
Focus Groups / Differentiation – mixed ability groups
Activity 1 - Show the chn a forcemeter allowing them to look closely at it – previous to activity Lynds Point out how the spring lengthens when pulled. The greater the pulling force the longer the spring becomes. Chn to measure the pulling of a variety of classroom objects across the same table with the children recording their results on the sheet. Measures should be taken in Newtons – a unit of measure equal to the pull of gravity on a mass of 1kg.
Activity 2 – When explaining this, remind chn that they explored magnets last year (except Kian, Ruben, Georgina, etc) Remind of language - Repel and attract. Chn to have a bar magnet and investigate what happens when they are put together. They should draw diagrams showing what happens & show the forces in action using arrows.
Activity 3 - Elastic Bands. Set up a simple experiment to test up what happens as the weight suspended from an elastic band increases. Discuss safety.
Activity 4 - Car on the slope. Chn to briefly investigate what happens when the angle of the slope is changed for the same car running down it - LN / Key Questions
Resources
Car slopes
Cars
Range of different materials
Forcemeters
Classroom objects
Tables to record
Bar Magnets
A variety of elastic bands
Spring
Paper clip
Assessment
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /
Plenary/Next Steps
2 / P.E.Music: / LI – to explore movements of characters in music. / Listen to Peter and the Wolf alongside video to explain story. Explain that this piece of classical music was written by Russian Sergei Prokofiev who wrote the story and the music. http://www.youtube.com/watch?v=kpoizq-jjxs
Go to the hall. Simple warm up.
Explain that he composed a variety of theme music for each of the characters.
Listen specifically to ‘Peters Theme’. http://www.youtube.com/watch?v=kpoizq-jjxs 2.43 mins. Chn to move around the hall along to the music. Discuss how the music makes them feel. Happy, bright etc…
Next play the Wolf’s Theme. http://www.youtube.com/watch?v=ShA-ew26eL4&NR=1&feature=fvwp 2.15mins
How does this make you feel? Chn to rpt above’s activity to the music. Sly, menacing etc…
Rpt for Wolf and Duck (in pairs) http://www.youtube.com/watch?v=ShA-ew26eL4&NR=1&feature=fvwp 3.50mins http://www.youtube.com/watch?v=486ZYCYt4zo&NR=1
one to be Wolf, other Duck. Wolf stalks Duck and gobbles her whole. Work on low & squat duck movements, waddling, moving neck, etc. Build up to pair-work, re-enacting scene to music.
Rpt for Cat and Bird http://www.youtube.com/watch?v=pFSrmhNHz84&NR=1&feature=fvwp
2.50mins (pair work) Focus on where cat creeps nearer to bird until she flies up a tree & cat circles it. Work on contrasting low & high movements between cat & bird; practise simple pair dance sequence, using bench for tree.
The Hunters (group work) http://www.youtube.com/watch?v=486ZYCYt4zo&NR=1 7.02mins Hunters’ music - explore bold marching movement, keep together – stop & point imaginary gun in different directions on command. / Cool Down
Play Grandfather’s theme, http://www.youtube.com/watch?v=ShA-ew26eL4&NR=1&feature=fvwp
played by the bassoon, encouraging chn to make slow & ‘bent over’ movements around the room.
Focus Groups / Differentiation / Key Questions
Resources
Assessment
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /
Plenary/Next Steps
3 / Music. / LI – explore the story of Peter and the Wolf. / Share story of Peter and The Wolf (you tube http://www.youtube.com/watch?v=kpoizq-jjxs) then work way through Lynds. 2, 3, 4.Ensure chn understand the simple plot & structure. Now explain that the Russian composer, Sergei Prokofiev, wrote this story & the music to accompany it, in order to introduce chn to the different instruments of the orchestra. Explain that there is usually a ‘narrator’ in a traditional story, telling us what is happening. Do the chn like the classical music that they have just heard? Do they think it suits the telling of the story? Discuss how particular parts of the story are expressed in music.
Share appropriate expressive & musical vocabulary to describe sounds they heard, e.g. quiet, loud, fast, slow, high, low, sudden, eerie, tense, light, fun, serious, etc. / Play ‘Peter’s Theme’ from Peter and The Wolf, encouraging chn to clap along in time with the beat.
Focus Groups / Differentiation – mixed ability
Provide chn with sheet showing 3 extracts from Peter and The Wolf story. In turn, read each text extract & play the short piece of music that accompanies it. Chn listen very carefully, trying to ‘picture’ what is happening in their heads. They then draw the scene in the box provided & write a few words to explain why they think Prokofiev’s music suits the part of the story. / Key Questions
Resources
Assessment
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /
Plenary/Next Steps
4 & 5 / Science:4b 5c. Sc1 2i 2j
Art: 1a 2a / LI – create a collage / Ask chn to consider the information they have gained in their study of habitats. What are some of the conditions that alter from one habitat to another? e.g. light, water (dampness), soil, shade, temperature… State that animals are suited to the environment in which they are found. Collect information from “Creepy Crawly Safari” about minibeasts found in cool, damp places; shady dry places; under the soil; in tree foliage etc. Ask chn to consider what happens to a creepy crawly if its habitat is destroyed or if it is removed from the conditions in which it thrives. Some chn may have found examples of dead minibeasts e.g. insects on windowsills or in room corners. Compare & contrast two diverse habitats completing “Habitat Profile”. Chn work with a partner to make own detailed comparison of two habitats. / Bring collages together around the large-scale map of the school & link artwork to its location with arrows/ribbons. Ask chn to write & add a speech bubble (using long pins) explaining why the creature enjoys living in the habitat!
Focus Groups / Differentiation
Mixed ability - Look at artwork in which collage has been used to represent a natural environment, eg. Jeannie Baker’s book, Window. Identify materials used in artworks. Allocate a habitat to each pair. Chn design a collage & collect a variety of materials from which to create their work e.g. textured materials, natural materials, clay, paper & cardboard. When collage is complete, chn construct & add small 3D models of creepy crawlies found in habitat. / Key Questions
Resources
Assessment
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /
Plenary/Next Steps
6 / Science: 1b 2d 2f. / LI – plan a fair test / Show chn a few woodlice & ask if they know what they are & whether they found any on their ‘Creepy Crawly Safari’? Use magnifiers to further investigate & describe the woodlouse – size, shape, colour, segments, how many legs, etc. Create a data chart to list facts about conditions woodlice prefer. Use online information to confirm findings. Tell chn that they are to plan a ‘fair test’ to investigate the question, “Do woodlice favour damp, dark habitats?” Talk about how chn might find an answer to the question & show them a plastic tray that has been split into 4 equal-sized areas i.e. dry & light/dry & dark/damp & light/damp & dark. Decide how many woodlice to monitor & how results should be recorded. Instruct chn on features of a procedural text to record task objective; materials required; steps to be taken & how results are to be recorded. / Review steps for fair test. Label test trays & leave for agreed time period. Chn record movement of woodlice by counting numbers in each section & taking photos at regular intervals.Focus Groups / Differentiation
SEND - Chn consider ‘fair test’ procedure & use scaffold to record plan for the investigation. They add labelled diagrams to support information in the text. Chn use online information & non-fiction books to research woodlice & write 2 interesting facts & illustrate – BP as a group
LA – as a group – Science Diaries
A – Pairs – Science Diaries
HA – IND – Science Diaries / Key Questions
Resources
Science Diaries
Assessment
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /
Plenary/Next Steps
7&8 / Science: 2f 2h 2jMaths: 2c 2f. / LI – generate a graph
SC
- / Chn need to have results of their fair test, recorded at regular intervals over a period of 2-3 days available for session. Discuss the data recorded by each group & compare with original expectations/predictions. Look at how data can be logged in a suitable program & converted to graphical representations. Demonstrate the use of data handling software (Microsoft Excel) & the different graphs (bar, column, pie, doughnut etc) that can be generated. Practise reading information presented in graphical form. What conclusions can be drawn? Write 2-3 statements about the preferred habitat of the woodlouse based on data collected. / Display posters & view Powerpoint slideshow. Re-state what makes the perfect home for a woodlouse – living conditions, food source etc. Release woodlice into original habitat!
Focus Groups / Differentiation
SEND - Chn enter data into data handling program???? & generate graph. Write 2 statements about best home of the woodlouse. Create a colourful poster to summarise findings if time.
LA – as above
A – Chn use Excel to log results recorded over the period of the fair test. They generate 2 different graphical representations of the data & write 2 statements to explain findings. Also if time to create a Powerpoint slideshow to summarise their findings. Add photos & graphical information from test results. Together, describe the perfect house for a woodlouse!
HA – as above / Key Questions
Resources
Excel
ICT Suite
Assessment
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /
Plenary/Next Steps
6 / Science: 4b. 4c. 1c. 1a / LI – create a branching database / Tell chn that there are over a million different species of animal, some have more in common than others! Ask chn to imagine a school with one big class – chaos! It’s much easier to break big groups up into smaller, more manageable groups. Tell chn that the system used around the world to do this was invented by Swede Carl von Linnaeus in the 1700s, although the Ancient Greeks had already given it some thought! The Classification system groups all living things – every plant and animal, even humans! Starting at the top of a IWB page write all living things with branches beneath leading to animals and plants. Discuss in simple terms what would go in each of these very broad groups – at the moment: elephant, human & flea are all in the same group! Divide animals into vertebrates and invertebrates. Discuss how each group is subdivided using session resource as a guide. Continue highlighting a specific e.g. at each stage. / Encourage chn to ‘talk’ their way through their diagrams. “A spider is an animal in the invertebrate family. It has jointed legs so it’s an arthropod! It has 8 legs so it’s an arachnid!”Focus Groups / Differentiation – Mixed Ability
Tell chn that as they are studying minibeasts they need an understanding of how the thousands of different Creepy Crawlies are grouped. Provide chn with resource, telling them that the tree they are about to create will be VERY useful in coming sessions! Ask chn to complete the tree using the groupings on the IWB, adding the group name & a drawn example. Highlight how each group is like a little club you need to fit in! There are strict membership rules for each group… what do they all have in common? / Key Questions
Resources
Science Diaries
Assessment
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /
Plenary/Next Steps