Photos from 2006

Melbourne Infant School - Foundation Stage Literacy Monster Pet Plan Example

write sentences to match Unit Plan NarrativeFamiliar SettingsMonsters Pet Ongoing learning objective – To make Progress. Evaluation Key; 1-Successful Lesson. 2-may require moderation in future. Date 3/4/06 Year R TermSpring
Ongoing Learning Objectives implemented into all practice.Text T2 To use a variety of cues when reading, knowledge of the story and its context and awareness of how it should make sense grammatically. T6 To re-read frequently a variety of familiar texts. Sentence S3 To understand that words are ordered from left to right and need to be read that way to make sense. Word/Phonics W5 To read on sight a range of familiar words.
Guided Reading Objectives T3 – To reread a text to provide context cues to help read unfamiliar words. Guided writing Objectives T12d) To pictures or sequences
TextDaily Brain gym activity following text level Word/Sentence Teacher Guided Task Teaching Assistant Task. Adult Support Task (Bay) Plenary Assess/Issues
M Introduce the big book. Introduce the terms front cover, author and title. Children to look carefully at the picture at the front. What can they see? What do they think the book will be about? W2 To develop knowledge of grapheme/phoneme correspondence through hearing, identifying, reading and writing. revise the story, sound, letter name and action for ck e Children are to locate the sounds and the different spelling choices on the Thrass chart. Children to make the action and say the sound. Practice the letter formation in the air with their magic finger and generate words with this sound. Guided ReadingT2 T3 T8AA- The Wedding / Space girl sue. Look through the text and find unfamiliar words. Discuss with the children how we can read around the unknown word alongside the picture and initial sound cues to work out the words. Children to make their own lists of unknown words to practice.A- Clouds Children to read through the text and be able to locate h.f. words; saw big said run Children to then write these words on the white boards.BA- Who is it? Children to read text with the teacher. Children are to locate the h.f. words; is it and no. Children to try to write these words on the individual white boards with teacher modelling. All children will complete reading comprehension activities. Children to think about their own monster and describe it to a friend. TA to model by describing her pet monster orally. “My monster has 3 hairy, red legs. It has green fur with purple spots. etc”AAA- Children to describe the monster to a friend and then through independent writing and illustration. Children to write at least 4 sentences.AA- As above. 3 sentencesA- As above. 2 sentencesBA- Illustrate and copy key words (colour, size etc) W13 To produce a controlled line which supports letter formation.Children will complete the Jolly Phonic worksheets/ additional sheets with an adult helper. Discuss progress, misconceptions, learning objectives and good work.
T Children to be able to look through the illustrations and tell the story from the pictures.Children to read the High Frequency Flash cards from Reception. W2 To develop knowledge of grapheme/phoneme correspondence through hearing, identifying, reading and writing. revise the story, sound, letter name and action for h r. hildren are to locate the sounds and the different spelling choices on the Thrass chart. Children to make the action and say the sound. Practice the letter formation in the air with their magic finger and generate words with this sound. Discuss progress, misconceptions, learning objectives and good work.
W Read through the text with the children. Were their ideas from the previous day correct? Discuss with the children how we can find a lot of clues to help us read from the illustrations. Children to read a range of high frequency words out of context. W2 To develop knowledge of grapheme/phoneme correspondence through hearing, identifying, reading and writing. revise the story, sound, letter name and action for .m d Children are to locate the sounds and the different spelling choices on the Thrass chart. Children to make the action and say the sound. Practice the letter formation in the air with their magic finger and generate words with this sound. Guided writing T13 T14Children will all use the Guided Writing frame to discuss ides for their own monster stories. Children will then fill in the 3 sections of the story frames to complete their stories. AA- complete in writing, then illustarteA- Writing and picturesBA- pictures and teacher to scribe their ideas. Re cap on the story and discuss what the monster might eat next. Children share ideas and then draw the things they think the monster may eat next. Children will then write what the monster ate. Differentiation will occur through support and outcome. W13 To produce a controlled line which supports letter formation.Children will complete the Jolly Phonic/additional worksheets with an adult helper. Discuss progress, misconceptions, learning objectives and good work.
T Show the children one of the illustrations from the book. Children are then to discuss with their neighbour ideas that we could write in a sentence to go with the picture. Teacher to act as a scribe for the children’s ideas. Children to make and write words with this weeks sounds using whiteboards.AAA- to write a sentence about each word on white boards.Teacher to support BA/A by sounding out letters required and providing letters. Discuss progress, misconceptions, learning objectives and good work.
F Show the children one of the illustrations from the book. Children are then to discuss with their neighbour ideas that we could write in a sentence to go with the picture. Teacher to act as a scribe for the children’s ideas. Read through the 2 versions that we have made. Do the children prefer our version or that in the book?! Children to locate the fishy HFW which match the word card shown by the teacher. Play fishing spelling game. Children to sit in a circle, one child to pick a fish, look at it, read it, put it on their head, spell it out. Choose a child to scribe the children’s attempts. Class to put up/ down thumbs as appropriate Spelling TestChildren’s spellings will be tested at this time. Children will be reminded about strategies used for spelling. W13 To produce a controlled line which supports letter formation.Children will complete the Jolly Phonic /additional worksheets with an adult helper. Discuss progress, misconceptions, learning objectives and good work.Recap on handwriting formation from this week. All



INDEPENDENT CHOICE ACTIVITIES

Sand To be able to find the hidden letters and words in the sand and make words/ sentences
Water To be able to make their own stories with the under the sea toys
Imaginative play To be able to make their own monster stories in the den
Construction To be able to make own monsters in the construction
Creative To be able to design their own monster
Writing corner To be able to write a class list of monsters or a monster family
Dough To use dough to create own monsters
Book corner To be able to read stories to puppets
ICT To be able to make own monster on textease / dazzle
Role play To make their own play in the setting of the performance and dance studio.

Subject Manager Report Example (2005)

Subject Manager: Katie Close
Subject: Science
Date: May 2005

Recommendations for Development:From the science lesson observations and feedback, there are 4 main areas for development:0 To ensure more ICT is being used in science lessons.0 To ensure there is adequate teaching and learning of scientific enquiry skills.0 To replace the current science assessment with a more learning focused assessment producedure and a summative assessment paper for use in all year groups.0 To keep a separate folder of science work for each child. Of which a sample will be scrutinised and levelled at allocated staff meetings.
Quality of Children’s work – is there consistent progress and improvements of standards compared with National expectations?In the lessons observed, the quality of the children’s science work was mainly of an average / high standard and found to be in line with national expectations as laid down in the science attainment levels (National Curriculum).Consistent progress was being made across the school in all year groups.I would of liked to have seen more evidence of the teaching and learning of scientific enquiry.
Steps taken to monitor own subject.À Subject Manager’s folder constantly updated with relevant information.Á Observations and monitoring of teacher’s teaching and planning. Assessment format has been reviewed for effectiveness and new assessment is to be put in place for 2005/2006.à Resources are to be audited and ordered each year in line with scheme requirements and teacher’s needs.Ä The science SOW has been checked and is to be amended in terms of scientific enquiry.Å Further ICT software has been purchased and an audit of further software and internet resources is to be undertaken.
Strengths and areas for development in Teaching and Learning – steps taken to sustain one and overcome the other.K Clear learning objectives.K The linking to previous teaching and learning.KThe science vocabulary used both by teachers and children within the lessons observed.K Accelerated learning techniques evident in all parts of the lesson.K Good structure and pace to lessons.Steps to overcome areas of development.. Amend SOW in order to incorporate more teaching and learning of scientific enquiry within each unit of work.. Introduce a progressive scientific enquiry planning format for use within the school.. Purchase science ICT resources and audit available resources on the internet.. Introduce science assessment grid and summative assessment paper for all year groups.
Policy and schemes, do they support the teacher’s planning and formative assessment? Do they provide cohesion, continuity and progression in learning across the school?The policy / scheme of work is followed well in school and is evident through teacher’s planning. The planning is both clear and progressive.The scheme of work is to be updated to ensure there is continuity and progression in the learning across the school of attainment level SC1 (Scientific Enquiry).The assessment procedure has been reviewed in order to ensure it is manageable and more formative of teaching and learning. The new assessment grid is cohesive with the policy / scheme of work.
Resources – are they adequate? Are they used to the advantage of all staff? Any recommendations?All resources needed to support the scheme of work are already made/ purchased and located centrally.Regular audits will take place to ensure resources remain adequate for the scheme, especially in light of the updates to be made.Some new resources will be ordered to replace existing resources, which are coming to the end of their life span.An additional ICT resource has been purchased (CD ROM Virtual Experiments). Additional ICT software audits / internet search to take place.
Measures taken to support teaching and learning in the subject – including In-service Training.Ý Classroom observations followed by constructive feedback.Ý Staff are able to seek advice and support when necessary.
Other informationProposal of enhancement activities to compliment the SOW and children’s learning in the form of introducing activities from the national science week for 2006.

Subject Manager Observation Sheet for lessons

Subject Manager Observation
Date ________________

Subject Manager Katie Close
Subject / Topic Science
Year Group
Class /Teacher
Activity (Context)
Evidence of Children’s knowledgeQuestions / answering questionsVocabulary
Evidence of children’s skillsInvestigative
Evidence of children’s understanding



Rate of Learning (Application)Teacher InputMain Lesson (Included Guided Group)Plenary
How are the children learning?VisualAuditoryKinaesthetic
Standards of Learning – General Comments (Also see attached levels sheet)
Boys Achievement / Girls Achievement / Differentiation
Children’s attitudes towards learning in ScienceListen attentivelyParticipate confidently and speak audiblyPersevere and concentrateAre enthusiastic about scienceWork independently without direct supervisionWork well with a partner or in a groupSelect and use resources sensibly
Final Summary / Observations

Science Policy - KClose 2006

Introduction:
This policy is intended to give information to teaching staff, support staff, students, parents, Governors and Inspectors.
In devising, writing and updating this policy the whole staff were consulted and involved. It reflects the ethos and the philosophy of the staff delivering it and the current practice in the school
Aims and Objectives:
We live in an increasingly scientific and technological age where children need to acquire the knowledge, skills and attitudes to prepare them for life in the 21st century. We, at Melbourne Infant School believe that the teaching of science develops in children an interest and curiosity about the world in which they live, and fosters in them a respect for the environment. Through the framework of the National Curriculum, science aims to:
· Equip children to use themselves as starting points for learning about science, and to build on their enthusiasm and natural sense of wonder about the world.

· Help children enjoy the experience associated with science by increasing and developing their knowledge, thus helping them to become proficient in the skills associated with scientific methods of investigation and enquiry, including increased use of precise measurement skills and ICT

· Develop through practical work the skills of observation, prediction, investigation, interpretation, communication, questioning and hypothesizing, and increased use of precise measurement skills and ICT.

· Encourage and to allow pupils to offer their own suggestions, and to be creative in their approach to science, and to gain enjoyment from their scientific work.


· Enable children to develop their skills of co-operation through working with others, and to encourage where possible, ways for children to explore science in forms, which are relevant and meaningful to them.

· Teach scientific enquiry through contexts taken from the National Curriculum for science.

· Encourage children to collect relevant evidence and to question outcome and to persevere.

· Encourage children to treat the living and non-living environment with respect and sensitivity.

· Stress the need for personal and group safety by the correct usage and storage of materials.

· To help children sense and recognise the need for fair testing.

· To enable children to appreciate that we do not always know the answers and results when carrying out scientific enquiry.







Development:
We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Through the programmes of study in the National Curriculum science document children will acquire and develop these skills throughout their time at our infant school. We believe that science promotes communication in a specific and precise language involving mathematical and logical thinking. It allows children to develop ways of finding out for themselves and gives them practice in problem solving. As their knowledge and understanding increases and they become more proficient in selecting and using scientific equipment and collating and interpreting results they will become increasingly confident in their growing ability to come to conclusions based on real evidence. Science fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living. It allows children to develop original ideas and a questioning attitude.
In science, pupils are encouraged to be open- minded and to try and make sense of what they see and find out. The main focus of our approach will be through open-ended activities where we encourage children to recognize the need for fair testing. These open-ended activities will be structured through the use of Science Planning Houses (see appendix). The planning structures for each year group have been designed as a whole staff to ensure clear progression and acquirement of Science investigative skills throughout the school
When planning for science activities we need to ensure the safety of the children at all times. (See Science and Technology Health and Safety – appendix).









Continuity and Progression
This will be achieved by ensuring that the statutory requirements for science are covered by long term planning agreed by all staff after discussion with the science subject leader. The long term planning will be based upon the QCA documentation.
Medium term planning will be undertaken for a half term period, by individual class teachers using the above and the National Curriculum programmes of study. Class teachers will also refer to the LCP Scheme of Work and other researched resources, which are deemed as appropriate in enhancing our science teaching and learning.
For Short term planning, the National Curriculum guidelines have been sought in order to calculate the number of hours allocated to the subject. This has been broken down into areas of learning and into blocks of afternoon sessions over the academic year. The class teacher will plan these areas of learning into a one-week or two week block of afternoon sessions, as timetabled by the individual class teacher from the guidelines.
Short term planning will take the form of notes, key points and focused questions and activities for each lesson.
Key Stage 1 science is topic based. The Foundation Stage will work towards the Early Learning Goals. When planning there is a need to ensure a balance of skills, knowledge and concepts as well as practical experiences.
Planning is monitored termly by the Subject Coordinator.









Teaching Strategies- Approaches and Classroom Organisation.
At Melbourne Infant School we believe that children learn best by hands-on practical experience where this is at all possible and by discovery with guidance. Worksheets may be used to assess science experiences and investigations where appropriate. Teaching strategies will encompass a mixture of teacher led investigations and demonstrations with whole class, group, paired or individual experiences as appropriate, depending on the needs of the children and content, in order to stimulate and motivate pupils. Careful questioning and observation of pupils, as well as professional judgement will identify the most sensible, enjoyable and safe methods to use in school. Children will use a variety of means of communicating and recording their work. Where possible I.C.T. will be used to enhance teaching and recording. Links where possible will also be made to other areas, such as D.T. and Numeracy.
Outside agencies will be used where possible to enhance teaching and learning.
To raise the profile of Science and the relevance to our everyday lives and living the school will participate in National Science Week and the British Association of Science First Investigations Scheme.
Equal Opportunities:
At Melbourne Infant School we are committed to providing all children with an equal entitlement to scientific activities and opportunities regardless of race, gender, culture or class.
Inclusion:
In school we aim to meet the needs of all our children by differentiation in our science planning and in providing a variety of approaches and tasks appropriate to ability levels. This will enable children with learning and/or physical difficulties to rake an active part in scientific learning and practical activities and investigations and to achieve the goals they have been set. Some children will require closer supervision and more adult support to allow them to progress whilst more able children will be provided for through differentiated activities. By being given enhancing and enriching activities, more able children will be able to progress to a higher level of knowledge and understanding appropriate to their abilities.


Assessment and Record Keeping.
Science assessment is reflected in the whole school planning and assessment policy, accepting the value of an integrated topic approach for Key Stage 1 and the Foundation Stage. Long term planning will guide teachers as to the programmes of study and QCA guidance to be considered for each topic in Key Stage 1. Similarly, the Curriculum Guidance for the Foundation Stage document will be used for Reception. Every child will be assessed, during each academic year for both their ability to participate in scientific investigations and their knowledge and understanding in each area of science.
A record of observations will be kept towards the compilation of Reception pupil’s individual portfolios under the heading of Knowledge and Understanding. Comprehensive and clear record keeping of scientific work undertaken by each child, kept by the teacher, will ensure that throughout their primary years children will be assessed on all key elements of the scientific curriculum. These individual records will inform short term planning and provide continuity and consistency through the child's career.
Assessment will be collected by using a combination of the following:
· by using observation (children at work, individually, in pairs, in a group and in classes).
· by collecting written evidence (children’s work, materials, investigations where possible accompanied by discussions with that child / children).
· by keeping records (Topic Assessment Sheets) and consulting the schools ‘Science Assessment Grid’.
· by questioning, talking and listening to children.
· by the children undertaking the school’s Science Assessment Papers (of which the scores translate to the National Curriculum levels)
Differentiation needs to be considered when assessing children of varying abilities. The Science Coordinator will monitor the attainment and achievement of SEN children, including those registered as Gifted and Talented alongside the SENCO.
Parents will be informed of children's progress in line with statutory requirements and we will endeavour to raise parent's awareness of science teaching in school when opportunities arise.
Examples of work from each year group will be monitored on a regular basis throughout the year along with the corresponding planning, by a member of the SMT and the Science Coordinator. Feedback will be given to staff as a result of this.

Staff Roles and Responsibilities.
The Head teacher will supply co-ordination in his/her role taking overall responsibility for health and safety, and equal opportunities. The SENCO will monitor SEN children alongside the subject coordinator.
The science subject leader will operate a system of planned updating and enhancement of resources and be responsible for sharing ideas and expertise. They will also offer guidance and support for colleagues in planning and delivery and will help to ensure that the science policy is being fulfilled in the school.
Teaching staff will be responsible for delivering the National Curriculum to their own class or designated group of children by making medium and short-term plans. They will inform the subject leader in good time of resources needed. They will teach children to handle resources safely and make the subject enjoyable.
Health and Safety.
All staff should make themselves conversant with the following; - In regard to science work in school all teachers or any adult, working with children should consult and be conversant with the Science and Technology Safety Policy (see appendix). At the beginning of a lesson a reminder will be given to children about potential hazards and care of the equipment they are using.
During experimental and investigative work the appropriate safety equipment (e.g. gloves and eye protection) should be used by both adults and children. A risk assessment procedure should be carried out before the science lesson by the teacher.
Before any science activity or investigation children should be reminded of the need for sensible behaviour and proper regard for safety at all times.
Any trips should have been planned with due regard to the school policy on taking children on outings. LEA guidance may need to be sought on trips involving farms etc.
Life Processes.
Care of small mammals and reptiles- refer to L.E.A. guidance and R.S.P.C.A. Examination and observing berries and other autumn fruits-stress dangers and always ensure hands are thoroughly washed afterwards.


Physical Processes.
Do not use rechargeable batteries Discourage children from plugging/ unplugging plugs into main sockets. Do not allow them to rewire a plug themselves as this may encourage them to try at home. Do not allow pupils to look directly at the sun or at bright household lights. Do not allow pupils to listen to very loud sounds.
Summary.
The statements in this policy reflect the present situation regarding
· National Curriculum requirements.
· The current thinking on teaching and learning of science in primary classrooms.
· The philosophy and ethos of Melbourne Infant School.
The science subject leader, in consultation with other members of staff will be responsible for keeping abreast of any developments in science, maintaining and updating stocks, lists, and resources and providing an inventory of resources.
In consultation with other members of staff, they will regularly monitor the delivery of science curriculum to ensure practice reflects the philosophy of the school and the ideas contained in this policy.

Science Planning Houses For Early Years

Science Planning House

Foundation stage:
1. What do we want to find out?
2. What are we going to do?
3. What do we need?
4. How will we make it fair?
5. What happened?
6. What did we find out?

Year One/Two:
1. What do we want to find out?
2. What are we going to do? / How can we measure?
3. Our Prediction: What do we think will happen?
4. What equipment do we need?
5. How will we make it a fair test?
6. What happened?
7. Our Conclusion. What did we find out?

Melbourne Infant School - Year2 - History - Titanic

Session Learning Objective Activity Resources Opportunities for ICT
1 To be able to recognise why people did things, why events happened and what happened as a result.To be able to identify and describe where places are. Assessment sheet.Introduce new topic- Titanic- large passenger ship designed not to sink. Maiden voyage ‘Queen of the Seas’ 10th April 1912.Watch the ‘setting sail’ scene from the video. Make observations and discuss- size of the Titanic, how grand it was, dress etc. Drama- whole year group to act out the ‘setting sail’ scene using the stage as the Titanic. Children to freeze and be hot seated. Show England on map and America- Atlantic.Discuss why people travelled to America. On world map plot journey that the titanic would have taken and label. Titanic Survivor- ORT.Titanic Big Book. Lynx mapVideo
2 To be able to recognise why people did things, why events happened and what happened as a result.To be able to place events in chronological order. Make a timeline of the main events. Read Harold Bride’s account of his voyage. Discuss main events and plot on textease timelineOrder main events, add captions and diagrams. Titanic Survivor- ORT.Titanic Big Book Textease timeline.
3 To be able to identify differences between ways of life at different times. Show video clip and discuss the different classes travelling on the Titanic. Focus on clothing, bedrooms etc use website http://www.learningcurve.gov.uk/snapshots/snapshot33/snapshot33.htmAndttp://www.encyclopedia-titanica.org/series.php?id=8.Children to complete compare and contrast activity sheet. Compare and contrast activity sheet. http://www.learningcurve.gov.uk/snapshots/snapshot33/snapshot33.htmAndttp://www.encyclopedia-titanica.org/series.php?id=8.Video
4 To be able to recognise why people did things, why events happened and what happened as a result. Watch video clip- Titanic hitting the iceberg. Recap that it was designed not to sink- not enough lifeboats. Took 2 hours to sink and how it snapped in half. Link to classes and how the 1st class travellers went first. Women and children.Facts number of survivors and dead over half died.ICT- Beebots and iceberg maps. AA grid co-ordinates. VideoBeebots
5 To be able to select from their own knowledge of history and communicate it in a variety of ways. Hot seating.Write a diary entry as a child onboard the Titanic. Showing timings and sequence of events.
Opportunities for Speaking and Listening To respond to presentations by describing characters, repeating some highlights and commenting constructively.

Melbourne Infant School - Year 2 - Artist: Rousseau

Session Learning Objective Activity Resources Opportunities for ICT
1 To know who Henri Rousseau was and what he did. To be able to identify Rousseau’s work. To look at and discuss some of the features of Rousseau’s work. Look at PowerPoint presentation about Rousseau, his life, where he lived, artwork he produced etc. Look at some clips from the Jungle book and discuss the movements of the animals. Discuss the fact that Rousseau used to believe that the animals in his pictures had characteristics and feelings. Children to practise drawing a variety of different animals from the Jungle Book. PowerPoint presentationJungle book DVDPaperPencilsCrayons http://www.tate.org.uk/modern/exhibitions/rousseau/
2 To know who Henri Rousseau was and what he did. To be able to identify Rousseau’s work. Children to try and recreate the Jungles in Paris piece of art work using colour mixing techniques from art block. PaperPaintPictures of jungles in Paris http://www.tate.org.uk/modern/exhibitions/rousseau/
3 To be able to create a piece of art work in the style of Rousseau. Children to create a jungle picture in the style of Rousseau using the Jungles in Paris as a stimulus. Children to choose their own animal to put in the centre of the picture. PaperPaintPictures of jungles in Paris http://www.tate.org.uk/modern/exhibitions/rousseau/
Opportunities for Speaking and Listening To be able to discuss a famous artist.

Handwriting - Begin to Join

Handwriting – Beginning to join – lesson plans:
Objective:
To know use the first basic handwriting joins with confidence, and use these in independent writing.

Students practise basic joins then have the opportunity to use weekly letters to practise other types of writing: bubble, graffiti, paint, computer…. Design a page of that join and letter.
(Referenced from Nelson Handwriting Book)

The first joins:
Activites : TERM1
The first join, ae, ce, de, ee, he, ie, ke.
The first join, le, me, ne, se, te, ue.
The first join, hen, men, ten,
The first join, bake, bite, dance, hide.
The first join, tie, sleep, mend.
The first join, ay, day, hay, lay, may
The first join, ar, car, tar, jar, bar
The first join, we can go far in a car. .
The first join sa, sc, se, si, sm, sn,
The first join, so, sp, sq, su, sw, sy
TERM 2
The first join, sing, snap, spin, sad
The first join, pans, lids, names.
The first join, as, ds, es, is,
The first join, ks, ls, ms, ns
The first join, one pen, six pens, one pan, six pans,
The second join, ill, Jack and Jill went up the hill.
The second join, back, hack, lack, pack
The second join, packet, jack, jacket, Jack has a sack on his back.
The second join, ick, pick, kick, tick, lick
TERM 3
The second join, ch, chap, chat, chip, chin, chick.
The second join, sh, she, shed, shell, sheep, shin
The second join at, et, it, lt, nt, ut, ct.
The second join bat, cat, hat, mat, sat
The third join fa, fi, fo, fu, fan, found, fig, fun.
The third join ra, ri, ro, ru, run, ran, round, rig.
The third join va, vi, vo, vu, a vole in a vase, a van on a volcano.
The third join wa, wi, wo, wu, a worm in a wig, a wasp on a wall.
The third join, we, weak, web, wed, went, wept, were, well.
The third join, fe, oe, re, ve, cave, wave, toe, doe, fire, tired, wife, knife.


TERM 4 - Review

Melbourne Infant School - Science - Sound and Hearing - Year1

Lesson Number Objectives Activities Resources
1 Knowledge· To recognise that our ears give us information about where sounds are coming from;· To know that there are many sources of sound.Scientific Enquiry· To make observations about sound by listening carefully. TI: Introduce the topic by completing the Topic Assessment Sheet.What sound sources are there in school? Make predictions together as a class and then model activities for today.Activities:Guided Group (With parent) AA/ A/BA - Sound walk – recording sources of sounds around school. Art/ Music – Listen to music and draw picture/ mark make according to sounds.DT: Make animal ears on headband.ICT – Virtual ExperimentsNumeracy: How many sound sources can you find in the picture?Plenary: Discuss sound sources in school. What sound sources are there at home?, in the park?.... Recording sheet (A/AA/BA)Music / Paper / CrayonsHeadband / card templates / CrayonsComputer / IWBPictures of sound sources
2. Knowledge· To identify a range of musical instruments and the different sounds they make.· To know that sounds are louder the nearer they are to the source.· To know that the further they are from a sound source the fainter it is.Scientific Enquiry· To make predictions.· To contribute to a fair test investigation.· To measure distances using non – standard measures / metres.· To record their results in a table. TI: Teachers plays a musical instrument. Ask a child to go outside the classroom and see whether they can hear it better? Take feedback. How can we find out where it is best to hear a sound from a sound source? Model today’s’ activities.GG – Fair test investigation to find out where a sound source is louder / quieter? AA to measure distances/ AA and A to record / BA to discuss.Music: In pairs, experimenting with instruments to see if they can make 1 quiet noise and 1 loud noise on different instruments.ICT http://www.bbc.co.uk/schools/scienceclips/ages/5_6/sound_hearing.shtmlArt: Draw a range of sound sources in the wildlife garden (Parent helper to assist if possible).Literacy : Reading Non Fiction books about sound and hearing.Plenary: What have we learnt about sound sources? InstrumentsIWB / ComputersParent helperDrawing equipmentNon Fiction books
3. Knowledge· To identify a range of musical instruments and the different sounds they make.Scientific Enquiry· To classify / group instruments according to how they can be played.· To be able to draw a block graph to indicate how many instruments / objects in a set make a particular type of noise. TI: Explain that different instruments make different sorts of sounds e.g. guitar – pluck, recorder – blow…. Look at a variety of instruments and decide what sort of sounds they make.Model activities.GG (AA/A/BA) Children to make an instrument from paper – what sort of sound does it make – bring whole group together and tally how many of each sound there are. (AA to draw bar chart of this / A to have pre drawn bar chart frame / BA to tally)ICT http://www.crick.northants.sch.uk/Flash%20Studio/cfsscience/sound1f/sound1f.htmlMusic – Listening to music – What instruments can they identify init?Art – Drawing favourite instrument and sorting on a giant Carroll diagram of different sounds.Literacy: Reading Non Fiction booksPlenary: Paper band. Sort the children into Orchestra sections according to the type of instrument they have made. Conduct a performance. InstrumentsPaperBar chart frame / square paperIWB / ComputersCD playerPaper / Giant CarrollNon Fiction Books
4. Knowledge· To understand how sound is made / travels.· To recognises changes in pitch of sound.Scientific Enquiry· To predict which filled bottle will make the highest / lowest sound.· To plan a fair test investigation.· To draw conclusions from what they have found out. TI: Remind the children that some sounds are high pitched and some are low pitched. Allow them to make some high and low pitched sounds with their voices. Show them how to make a high / low pitch sound on a recorder. Explain to the children that if you blow across the top of a bottle it make a sound, because the air vibrates in the bottle. Model. Explain that they are going to find out how different amounts of water change the sound in the bottle. Model activities.GG (BA/A/AA) – Plan a fair test investigation to see which bottle makes the highest pitched sound? (AA/A to write about what they have found out.Literacy: (A/BA) Sound Lotto GameLiteracy: (AA)Look at diagrams of sound waves / the ear – make their own.ICT – Virtual ExperimentsArt: Collage of SoundsPlenary: Share our ideas of what we have found out from investigation. Sound lotto (from reception)Bottles / waterInvestigation sheet
5. Knowledge· To understand how sound is made / travels.· To recognises changes in pitch of sound.Scientific Enquiry· To predict which string (elastic band) will make the highest / lowest sound.· To plan a fair test investigation.· To draw conclusions from what they have found out. TI: Explain to the children that a sound is made by a vibration. Show them when you bang a drum the skin vibrates; When you twang a ruler – the ruler vibrates – and insect’s wings vibrate and that is why you can hear a humming sound. Most of the time objects vibrate so fast that you can’t see.Show the children some elastic bands of different sizes – place them over different sized containers as appropriate – show the children how they vibrate to make a sound. Which size elastic band will make a high pitch noise? Which will make a low pitch noise?Model activities:GG (AA/A/BA) – Plan a fair test investigation to find out which size elastic band will make a high pitch noise. AA / A to tell a partner what they have learnt.ICT http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_sounds.shtmlDT: Make a musical instrument from junk and rubber bands.Music / ICT : Creating a tape of soundsPlenary – Share ideas of what was found out in guided group work. JunkElastic bandsIWB / ComputersInvestigation sheetThings to model vibrating with!Tape /recorder
6. Knowledge· To identify a range of musical instruments and the different sounds they make.Scientific EnquiryTo sort and classify a range of instruments (including their own) into the types of sounds they make. TI: Look at an instrument, predict the sort of sound it will make. Place in appropriate section of Carroll diagram.Explain today we will be sorting instruments according to the type of sound they make. Model activities.GG – AA/A/BA Continue sorting instruments, children recording in Carroll Diagram.Literacy: Children look at a range of Onomatopoeias. Can the design some of their own.DT: Make a Musical Instrument Snap game.Art: Collage of favourite instrument.Plenary: Onomatopoeias – can we use then to describe the different sounds instruments make. InstrumentsCarroll diagramOnomatopoeiasSnap game templatePictures of instrumentsMusical Instruments
7 Knowledge· To identify a range of musical instruments and the different sounds they make.· To know that sounds are louder the nearer they are to the source.· To know that the further they are from a sound source the fainter it is.· To record all the facts that I know about sound and hearing.Scientific Enquiry· To sort and classify a range of instruments (including their own) into the types of sounds they make. TI: Discuss with the children what sound effects are? Why are they used in told stories / television / plays? Children discuss. Listen to a story tape with sound effects. How dos it make the story more interesting?What sound effects might be in a Katie Morag story? Read the story – Discuss how we might make the sounds? What instruments could we use? What body parts? Voices? Model Activities.GG (AA/A/BA) – Children discuss how to make different sounds for the story. What sorts of instruments make blowing sounds for the wind? What about rustling sounds for the sand?...Teacher to read and children to make sound effects.Art: Sensory Seaside Picture, reflecting sounds – e.g. sandpaper, tissue paper…ICT (AA only) http://www.seekscience.org/interact/ Numeracy: Sort / count musical instrument pictures into categories (AA can draw bar chart)Literacy: Non Fiction books ‘What I know about Sound’Plenary: Share stories with sound effects. Share books with a friend/ class. Complete the Assessment sheetPlenary – Share stories with sound effects – Complete assessment sheet. Sensory items / picture materials and glueKatie Morag StoryMusical instrument picturesNon fiction booksMusical Instruments

Melbourne Infant School - Art / Literacy - Year 1 - Pictre This

Lesson Objectives Activities Resources
1 To record from first hand, visual experiences and to use imagination in developing ideas.To work together.To understand the need for group planning. TI: Introduce the topic with the ‘Topic Assessment Sheet’. Explain that we are going to be making our own books that could be published. As well as writing the story we will be developing the illustrations using a variety of techniques, including ICT. Watch the DVD clip – ‘Otherwise’ – Look at the key questions. Discuss the story.Model Activity.Activity: As a mixed ability group, the children plan the story / pages for the book they will make, including ideas for illustrations. Where can they get the images from / create images.Plenary: Each group to present their ideas. Two stars and a wish. Finalise plans for next lesson. Starting Stories DVDKey QuestionsA3 planning sheet
2 To try out tools, materials and techniques and to link art with other activities.To record from first hand, visual experiences and to use imagination in developing ideas.To work together.To understand the need for group planning. TI: Discuss stars and wishes from last lesson.Activity 1: Children update their plans and recall what images they need to collect – who is going to collect what sort of image for the story.TI: Discuss collecting images – what tools, materials, techniques could be used (including digital camera).Activity 2: Children collect a range of images from around school (including wildlife garden) and then use paint etc in the classroom.Plenary: Back in classroom, children share their images as a group. PaperRange of materials, tools.Cameras
3 To extend experiences of cutting, arranging and sticking exploring scale and shape.To transfer an image by changing the scale, mixing colours.To work together.To understand the need for group planning.To look at their own work in relation to that of others and say what they think and feel about it, including ideas for further work. TI: Model beginning to make a finalised book. Writing the text, cutting, sticking, changing scale of picture etc. (Discuss scale and ensure all children understand what this means).Emphasise the importance of working together, in order to produce a good finished product.Activity: Children begin to produce their books.Plenary: Children present their work so far and give each other two stars and a wish. ImagesBooksScissorsGlueComputerCamera
4 To extend experiences of cutting, arranging and sticking exploring scale and shape.To transfer an image by changing the scale, mixing colours.To work together.To understand the need for group planning. TI: Discuss improvements and model any necessary activities for improving quality of the books.Activity: Children continue making their books in mixed ability groups.Plenary: Share the books. What is the book missing? ImagesBooksScissorsGlueComputerCamera
5 To develop knowledge about decorative letter forms and the skill of using different methods of working on the same task.To look at their own work in relation to that of others and say what they think and feel about it, including ideas for further work. TI: Look at a range of styles of forming lettering. Explain today they are going to be creating their front cover; blurbs etc by using ‘decorative lettering’ Model some ideas.Activity - children work in mixed ability groups on the front cover of their books using decorative lettering and images.Continue finishing books – laminating (with adult), binding etc.Plenary: Share the book as a class. Lettering examplesPages for coversLaminatorBinding machineOther materials required
6 To look at their own work in relation to that of others and say what they think and feel about it, including ideas for further work. TI: Explain today they will be presenting their books as Authors to the rest of the year group. Model planning their presentation.Activity: Children plan their presentations.Plenary: Story time – Authors present and share their stories as a year group.Two stars and a Wish. Books

Melbourne Infant School - History - Seaside Holiday - Year1

Lesson Objectives Activities Resources
1 To talk about their own holidays from the past.To use photographs as a source of evidence about the recent past.To identify features associated with seaside holidays today. TI: Begin the lesson with the topic Assessment Sheet.Then look at the story ‘ Steven Seagull goes to the Seaside’ http://www.lancsngfl.ac.uk/curriculum/literacy/lit_site/html/fiction/stevenseagull/atthe/page1.htm# Discuss what Steven sees on his seaside holiday to Morecombe, listing the new vocabulary on the board. Model the activity:Activity: Children to take a photograph of themselves / drawings and make an information book on their holiday, including - write about what it was like, what they saw and what they did.Plenary: Share Information books. What holidays do we go on today? http://www.lancsngfl.ac.uk/curriculum/literacy/lit_site/html/fiction/stevenseagull/atthe/page1.htm# IWBPhotographsInformation book templateVocabulary
2 To develop skills of enquiry.To use time – related vocabulary.To use photographs as a source of evidence about the recent past. TI: Share the information books from last lesson. What holidays do we go on today? Discuss how we might travel in England or we might fly on a plane to another country. Discuss what we might see and do.Activities: · Art: Children to use a range of travel brochures to collage ‘holidays today’. · ICT: Children to look at http://www.kented.org.uk/ngfl/subjects/geography/coasts/index.html Information book on ‘Coastal Environments’ today.· Literacy: Children to share each others Information books from lesson 1.Plenary: Share ideas about what we have learnt about the seaside today. What was it like in the past? Predictions…. Travel brochuresInformation books from lesson 1Internethttp://www.kented.org.uk/ngfl/subjects/geography/coasts/index.html
3 To develop skills of enquiry.To use time – related vocabulary.To use photographs as a source of evidence about the past. TI: Share the book: http://tlfe.org.uk/clicker/flashhistoryks1/seaside.swf ‘Seaside Holidays - Now and Then’ – The book describes holidays from Victorian times and today. Make a list of differences between the past and today, noting any new vocabulary.Activities:· Numeracy: sorting activity – sort photographs in to categories ‘holidays from the past’, ‘holidays today’.· Literacy: Write captions and labels to go with a range of photographs / pictures.· ICT: Using pictures on Textease children create an information page.Plenary What have we learnt about seaside holidays from the past. Present our findings on Digital Blue. Photographs / pictureshttp://tlfe.org.uk/clicker/flashhistoryks1/seaside.swf IWBPaper, glueTextease
4 To talk about a typical Victorian seaside holiday.To use time related vocabulary. TI: Remind the children of their findings from lesson 3, by presenting the facts using the digital blue presentation recorded in the plenary.Present the children with a range of photographs / pictures of holidays from the past.Ask the children to talk in small groups / partners about a Victorian holiday, what it was like and what they would do.Explain we are going to make and send a postcard to partner class, pretending it is from a Victorian child so the partner class knows what it was like to be on holiday in Victorian times.Use ‘Push the Pencil’ to begin writing a Victorian postcard.Activity: Children to write their own Victorian postcard (Photographs, information pages from lesson 3…. To act as stimulate in classroom). Plenary: Send cards to opposite classes. Consolidate learning so far. IWB / Digital BlueWork from lesson 3Postcard template
5 To talk about a typical Victorian seaside holiday.To use time related vocabulary.To talk about the similarities and differences of holidays today and holidays in the past. TI: Look at the postcards from partner class. What were holidays like in the past? What are holidays like today? Model Activities.Acitivities:Art: Paint / Draw a seaside holiday picture from the past – write a caption to go with it.ICT: Use dazzle to create a seaside holiday from the past.Literacy: Look at past and present pictures of holidays, sort and write about the similarities and differences.Plenary: complete the topic assessment sheet, consolidating what has been learnt and what skills have been used during the history topic. Paint or other drawing equipment.DazzlePictures of holidaysColoured paper

Melbourne Infant School - Science - Year1 - Growing Plants

Lesson Objective Activity Resources
1 KnowledgeTo know that there are different types of plants in the school environment.To know that different types of plants grow in different places.To treat plants with care.SCIENTIFIC ENQUIRYTo plan / contribute to planning a fair test investigation.To carry out a fair test.To record results in a table (Graph for AA).To interpret results. TI: Introduce the topic using the topic assessment sheet. Introduce today’s investigation using the Science Planning House: Kevin the Koala / Ginny the Giraffe wants to grow some trees around school. Where would be the best place?Design a fair test investigation where the children spend an agreed amount of time in each area counting the different species of plant in each area.Activities: Guided Group (With Parent Helper today – BA / A/ AA) – Carry out investigation.Art: Still life drawings / paintings of different plants.Literacy: Fact files about plants using information books.Maths (Guided by teacher BA / A/ AA): Using data gathered, create a bar chart / answer Numeracy problem solving questions.ICT: Dazzle – drawing plants from the school environment.Plenary – discuss investigation / evaluate results. What else have you found out today. What skills have you used? Investigation Sheet: BA / A/ AAPaper / Paint / Drawing EquipmentPlant booksMaths square paper and questionsDazzleIWB – Science Planning House
2 KnowledgeTo know that seeds grow into plants.To make observations.To handle seedlings with care.To know that green plants need light to grow and make comparisons.To recognise the characteristics of living things.SCIENTIFIC ENQUIRYTo plan / contribute to planning a fair test investigation.To name equipment required.To predict results. TI: Introduce today’s investigation. Kevin / Ginny need to know what plants need to grow well so they can grow the best trees. Use the ‘Science Planning House’ to plan a ‘fair test’ investigation. (Emphasis what a fair test is by adding lots of seed to one pot and only one to another and wait for the children to spot why it’s not fair (prompt if necessary))Activities: Guided Group: BA / A /AA Investigation Groups.Literacy: Make an observation log / continue fact files.ICT: Virtual ExperimentsNumeracy: Counting seeds reliably.Art: Seed PicturesPlenary – discuss investigation / evaluate results. What else have you found out today?What skills have you used? Explain of to continue observation logs over the next week. Investigations sheets BA/A/AAObservation log materialsInformation booksVirtual ExperimentsSeedsPotsDark boxCress seedsPaper / pva glue
3 KnowledgeTo know that plants have roots, leaves, stems, flowers.To make observations.To know that green plants need light to grow.To make comparisons.SCIENTIFIC ENQUIRYTo make comparisons and evaluate findings.To record results. TI: Discuss the expected results from the investigation last lesson. Look at some examples of good observation logs – what do they show we have found out. Model Activities.Guided Group: BA / A /AA Look at how well different plants have grown in chosen environments – discuss what we have learnt. Record results.Literacy: Flower puzzles. Make the flower and label the parts.ICT: Virtual Experiments.DT: Make a growing flower on slider mechanism Plenary: discuss investigation / evaluate results. What else have you found out today?What skills have you used? Recording sheetsPaperFlower puzzlesVirtual ExperimentsCard / template for flower (DT)CDROM: Virtual Experiments
4 KnowledgeTo know that we can eat different parts of a plants.To know that plants have roots, leaves, stems, flowers.SCIENTIFIC ENQUIRYTo sort and classify different plants into those which we can eat and can’t. TI: What do we use plants for? Make a list together. Discuss that we are look at the plants we can eat today. Model sorting the plants into those that we eat and those which we don’t.Activities:Guided Group: Children sort and classify plants into those we eat and those we don’t, explaining reasons. Record results in a Venn diagram.ICT: http://www.bbc.co.uk/schools/scienceclips/ages/5_6/growing_plants.shtmlBBC Science Clips – what plants need to grow? Labelling plantLiteracy: Information books – fact filesDT: plant tasting (pre prepared) matching sensory words to plants.Art: Flower Collage with correct parts.Plenary: discuss investigation / evaluate results. What else have you found out today?What skills have you used? Pictures of plantsInternetInformation booksPlants / sensory wordsVenn diagrams (BA/AA)Flower Collage

Melbourne Infant School - Famous Artist Short Unit - Flowers and Plants - Year1

Lesson Objectives Activities Resources
1 · To develop observation and recording skills.· To describe the work of a famous artist.· To look at works of art from different times with a view to discussing the similarities and differences in the content and use of materials.· To develop skills of observation and drawing through drawing in a variety of media. TI: Complete Topic Assessment sheet. Remind the children of the artist Van Gogh (From portrait work earlier this year). Do they remember what his paintings were like? What do you think his paintings of plants / flowers will be like.Have a look at Van Gogh’s work (P/katiec/planning/topic activities/ art/Van Gogh flowers) . Share ideas. Model activity.Activity: Children complete a picture of flowers (on their tables) in the style of Van Gogh.Plenary: Share work. Talk about how the children have drawn / painted etc in the style of Van Gogh. Introduce the artist for tomorrow – Picasso. What do the children predict his work will be like. (P/katiec/planning/topic activities/ art/Van Gogh flowers)Variety of media for drawing / painting.
2 · To develop observation and recording skills.· To describe the work of a famous artist.· To look at works of art from different times with a view to discussing the similarities and differences in the content and use of materials.· To develop skills of observation and drawing through drawing in a variety of media. TI: Remind the children of the artist Picasso (From portrait work earlier this year). Do they remember what his paintings were like? What do you think his paintings of plants / flowers will be like.Have a look at Picasso’s work (P/katiec/planning/topic activities/ art/Picasso flowers) . Share ideas. Model activity.Activity: Children complete a picture of flowers in the style of Picasso.Plenary: Share work. Talk about how the children have drawn / painted etc in the style of Picasso.Compare and contrast ideas from yesterday and today. Which is their favourite artist? (P/katiec/planning/topic activities/ art/Picasso flowers)Variety of media for drawing / painting.

Melbourne Infant School - DT - Fruit Salad - Year1

Lesson Objectives Activity Resources
1 To know that there are a wide variety of fruit and vegetables and name them.To begin to develop a sensory vocabulary. TI: Introduce the topic with the Topic assessment Sheet. Show the children a variety of fruits and vegetables, including some more unusual varieties. Discuss what they are called and identify the countries (Use Teacher Food Map) where they are grown.Activity: Allow the children to explore pieces of the fruit and vegetables on their tables, taking a closer look tables with magnifying glasses/ spoons….Children to choose a fruit or vegetable to paint / colour, labelling it’s parts (AA Writing sentences to describe their fruit / veg) Plenary: Allow the children to taste some pre-prepared fruit, discussing the sensory vocabulary. FruitsMagnifying glassesPaper / Paint / Oil Pastels / Chalk…Sensory wordsTeacher Food Map
2 To know that there are a wide variety of fruit and vegetables and name them.To begin to develop a sensory vocabulary.To group fruits according to their sensory and other properties. TI: Remind the children of the sensory words discuss in yesterdays plenary and display on whiteboard. Remind the children of a Venn diagram. Using drawn pictures of the fruit, discuss with the children the possible categories, and model grouping the fruit according to it’s sensory properties.Activity: Children work in a mixed ability groups to taste and group a selection of fruit and vegetables, according to it’s properties. Record as a Venn diagram.Plenary: Fruit and VegetablesVenn DiagramSensory words
3 To understand that fruit and vegetables have nutritional value and are an important part of our diet.To know that fruit and vegetables may require treatment before being eaten and know what treatment is required.To use a sensory vocabulary. TI: Discuss with the children why we need to eat fruit and vegetables? Why do we need them? Explain the importance of fruit and vegetables in our diet. Introduce the main activity, using the PowerPoint Presentation (P:/katiec/planning/topic activities/DT/Making a salad). Discuss how today we are going to design a salad that will make people want to eat more fruit and vegetables. Model designing a salad using fruit and vegetables, choosing foods with different colours, different sensory words to describe them and how you might display the food. Activity: Children design their own salad, labelling the foods and using sensory vocabulary to describe it. List ingredients required.Plenary: Evaluate the different salad designs. In mixed ability groups, children choose their preferred salad which they will make in lesson 4. Fruit and vegetablesIWB / PowerPoint presentationDesign sheetSensory, fruit and vegetable vocabulary
4 To understand that fruit and vegetables have nutritional value and are an important part of our diet.To know that fruit and vegetables may require treatment before being eaten and know what treatment is required.To use simple tools. TI: Introduce today’s activity with the PowerPoint presentation – p:katiec/planning/ topic activities/ DT/ Making the salad. Discuss and model the required treatments and preparation of the fruits and vegetables. Remind the children to follow their design carefully, working in their group. Activity: Children to work in their teams to follow their chosen design plans and prepare their salad, using the appropriate tools. Plenary: Children to display their finish product and all children to evaluate the salads they have made. Eat the salads and continue with evaluation, using sensory vocabulary. Complete assessment sheet. Fruit and vegetablesPreparation equipmentAssessment sheet

Melbourne Infant School - Year 1 - Science - Pusha nd Pull

Day Objectives Activities Resources
1 KnowledgeThat there are many sorts of movement that can be described in many ways.To know about the types, speed and direction of movement.To know the difference between movements by which someone travels and movements which take place on the spot. TI: Introduce the topic – ‘Pushes and Pulls’ – by completing the Assessment sheet.Show the photographs of the children doing different activities in PE / Outside school sport if available. Ask each child to take it in turns to describe how they are moving in their photograph. Are you using a ‘Push’ or a ‘Pull’?Activity – Take the children into the hall / outside if appropriate. Ask them to repeat the movements – are the ‘pulling’ or are they ‘pushing’? Can they move pushing with their hands? Can they move pulling with their feet? Can you move slowly / more quickly? Are you pushing or pulling? Etc.Plenary – Look at the worksheet – Pushing or pulling – complete together as a class. Assessment sheetPhotographsPush or Pull worksheet.
2 KnowledgeThat different parts of the body move.That different parts of their bodies enable them to move/travel.That different parts of their bodies support them/ take their weight while moving and still.To make careful observations of their own and other children’s movements.That movement is the opposite of being still. TI – Can the children name some of the different ways that humans can move? Can other animals move in different ways? Activity – Take the children onto the reception play area and allow them to work in mixed ability groups to investigate the different ways in which humans can move. Are you using a ‘push’ or a ‘pull’? Allow the children to use a variety of PE equipment – hoops, scooters, space hoppers etc. After allowing the children to investigate, ask ½ the children to observe and make sketches of how humans move. Then swap over.Plenary – Share the ideas from the main lesson. Do we move mostly by pushing or pulling? HoopsScootersSpace hoppersETCPaper, clip board and pencil.
3 KnowledgeThat many objects move / are movable.That objects can be made to move by pushes and pulls.That machines with wheels can be pushed and pulled to start and stop them.That a wheel can be stopped by pressing on it / pushing against it, and that this is what brakes do.SCIENTIFIC ENQUIRYTo plan / contribute to planning a fair test investigation.To measure different lengths of movement.To record results in a table.To interpret results. TI: Show the children the letter from Kevin the Koala / Giraffe, explaining that his car is broken and he can’t make it move. He wants to know how to make it move and how he can make it move a really long way? Show the children the toy car. How can we make it move? Take some ideas – Push / pull.Introduce the ramp and building blocks. Ask the children if they think the car will move down the ramp on its own. Take some ideas. Using the ‘Science Planning House’ introduce today’s question to be investigated – on which level ramp will the car move the furthest?. Discuss the ‘variables’ that can be changed – the surface of the ramp, the height, the car, the push…. Which ones will remain the same to make it a ‘fair test’? Which one will we change and measure? Model activities.Activities –Carousel– 1. GG – investigation (BA/A/AA)2. ICT – Virtual Experiments CDROM.3. Art – Paint / Pastels of an animal and describe it’s movement. (gallop, creep, slither…)4. Numeracy - Order the objects / creatures in order of speed.5. Literacy - Push / Pull Worksheets activities. Letter from Koala / Giraffe.CarRampsBlocksDifferentiated worksheet for recording.Animals / objects that move to order.Science Planning House.Virtual ExpCDROMPaint / Pastels
4 Knowledge –That many objects move / are movable.That objects can be made to move by pushes and pulls.To know about the types, speed and direction of movement.SCIENTIFIC ENQUIRYTo plan / contribute to planning a fair test investigation.To measure how long it takes for paper to fall.To record results in a table.To interpret results. TI: Walking around the classroom pretend to accidentally drop a feather. Note how it spins as it falls. Ask the children to describe how it falls. Why does it fall? Do all objects fall like this? Test some others. Describe how they fall.What makes things fall in different ways?Tell them, Kevin the Koala / Ginny the Giraffe thinks that big leaves fall faster than small leaves from the trees. What do they think? How can we find out?Using the ‘Science Planning House’, plan a fair test investigation using different sizes of paper. Discuss the ‘variables’ – which will we keep the same? Which will we change? How can we measure which one falls the fastest? (Drop them at the same time).Activity:Carousel– 1. GG – investigation (BA/A/AA)2. ICT – Virtual Experiments CDROM3. DT - Make a moving picture with a push/ pull slider.4. Numeracy – Push or pull, how many of each?.5. Literacy - Write a story at the park with lots of pushes and pulls. (Imaginative writing table). Different size paperCDROMRange of dropping objects.Moving picture (Owl slider)WorksheetsStory writing table

Melbourne Infant School - Science - Materials - Year1

Lesson Objectives Activities Resources
1 · That materials have names and properties that we can perceive with our senses and describe using words.· To use appropriate words to describe materials and objects.· To explore, observe and ask questions about materials and objects.· To identify and group different objects made of the same and differing materials. TI: Introduce the new topic and complete assessment sheet part 1.Present the children with a range of different objects, made out of differing materials. Show each one, asking the children to discuss with a partner: what the material is and what it is like? Share some ideas. Now put the materials into a feely bag, ask a child to feel an object – what is it? Which material is it made out of? How do they now. Introduce the idea of using our senses to help us know the properties of different materials.Activity 1: In mixed ability groups, children to explore a variety of materials using their senses. AA to record the properties of the different materials.TI: Bring the class back together, and using the ideas from Activity 1 – model sorting the materials according to their properties, using two hoops (as a Venn diagram) E.g. you may sort the materials into ‘rough’ and ‘smooth’ OR ‘soft ‘ and ‘hard’ etc.Activity 2: Children to work in their group to sort the materials on their tables into hoops. They will then record in a Venn diagram (BA: Simple Venn / AA: Complex Venn)Plenary: Continue with the feely bag activity from earlier, asking the children to feel an object, describe it’s properties and guess which material it is made from. A range of objects made from differing materials for 5 groups and whole class learning.Feely BagHoops (for sorting materials) x10Properties recording sheetSimple Venn / Complex Venn
2 · To identify and name certain properties of materials.· To use appropriate vocabulary to describe materials.· That materials are chosen for specific uses on the basis of their properties. TI: Remind the children of what we learnt yesterday about materials and their properties. Look at the Virtual Experiments CDROM (P: / Virtual Experiments – click on the fish and choose 1D – introduction activity)Complete the activity which names objects and their properties.Ask the children ‘ why do you think our shoes are made out of leather / rubber?) Get them to discuss the question with a talking partner. Take some feedback of the children’s ideas. Explain that objects are made from different materials that are chosen because of their properties.Carry out activity on Virtual Experiments CDROM (P:/ Virtual Experiments – click on the fish and choose the main activity) Complete the activity which names objects, their properties and the reason the material has been chosen.Activity: AA: (Teacher to support red group)/ A: In groups, children to explore a variety of objects and discuss why the material has been chosen to make it.Record on recording sheet.BA: Virtual Experiments CDROM – Main activity.Plenary: Discuss ideas. Virtual Experiments CDROM (P:)IWBA variety of materialsRecording sheet
3 · To know that some materials are magnetic.· To sort materials into those that are attracted to a magnet and those which are not.· To know that objects attracted to a magnet are metal, but not all metals are attracted. TI: Ask the children to discuss what they now about magnets? Take back some feedback.Activity 1: Allow the children to explore a range of objects with magnets (from the Science magnet resource box)TI: Ask the children to discuss what they think they know now. Show the children the beginning of the Magnet Powerpoint (P/katicC/Planning/TopicActivities/Science/MagnetsPP)Which objects do they think will be attracted by a magnet? Why? Model planning an investigation using the Science Planning House.Activity 2: In mixed ability groups - Allow the children to test the objects and record.Plenary: Compare the children’s results with the results on the PowerPoint. What sort of materials are attracted to a magnet? Are all metal objects attracted to the magnet? Powerpoint(P/katicC/Planning/TopicActivities/Science/MagnetsPP)Science Planning House (P:Science Planning Houses/ year One)Magnets resource boxVariety of materials
4 Scientific Enquiry Focus Lesson· To make predictions, based on their own experience of the use of materials.· To be able to suggest ways of carrying out a ‘fair test’ investigation.· To be able to make careful observations.· To be able to record their observations and analyse their findings.· To know that materials are chosen for specific uses on the basis of their properties.· That there are reasons for choosing one material rather than another for a particular use, or uses. TI: Read the story Cinderella up to the part where the Fairy Godmother appears. Explain that the Fairy Godmother changes Cinderella’s rags into a beautiful ball dress, but she forgot to change the pumpkin into a coach and she will have to walk to the ball. The only problem is, it is raining! Cinderella needs to wear a jacket to keep her dry, but she doesn’t know which one will keep her dry? She has one made out of:Plastic, cotton, ………….. Are job is to find out which one she should choose.Use the Science Planning House to model producing an investigation to find out which material is waterproof. (By putting a range of materials over a see through container, putting so many drips of water on to the material and seeing if the water goes through).Activity: Children to complete Science Planning House (differentiated) and then carry out investigation as a group to find out which material is waterproof.Ext: Cinderellas slippers are made out of glass – is that a sensible material for them to be made out of?Plenary: Discuss the children’s findings. Ext: Cinderella’s slippers are made out of glass – is that a sensible material for them to be made out of? CinderellaRange of materials / see –through containers / jugs.Science Planning House (P:Science Planning House/yearone)Science Planning House recording sheet (differentiated)

Melbourne Infant School - History - Toys - Year1

Lesson Objectives Activities Resources
1 To learn about the toys we have today. TI: Introduce the History topic by completing the assessment sheet. Discuss the sort of toys that they play with. What are they made with? What colour are they? What do they do?Activity: Children show their favourite toy – discussing as above.Plenary: look at the Toy - Old and New : Lgfl on the coxhoe website. Children’s favourite toy.IWBCoxhoe Website / History / Toys – Old and New (Lgfl)Digital Camera
2 To learn about the toys children played with in the pastTo ask questions about toys in the past.To know about the differences between old and new toys. Pickford’s Museum Outreach Digital Camera
3 To sort objects in different ways.To sequence objects in time.To communicate what they have learnt about toys so far in different ways. TI: Discuss what they have learnt about toys from the outreach programme. List toys, the materials they were made from, …. Look at some of the photographs taken of the old toys and the new toys from lesson 3. Model sorting them and describing them.Activity: AA To write a recount of the outreach afternoon, describing the toys and their features. To draw illustrations to go with their recount of the toys they learnt about.BA: To sort photographs in to new and old. To write sentences to go with the different pictures. (GG)Plenary: Hear some recounts about old toys. Photographs from lesson 1 and 2.Recount sheet.Sticking materialsWriting equipment
4 To know rhymes and chants from playground games from the past.To play playground games from the past. TI: Discuss the sorts of games the children play in the playground. Explain that in the past, children didn’t have special play equipment etc to play with so they made up their own rhymes and chants with actions to play. Some of them you might already know.Activity: As a whole class, look at the ‘Playground Games’ – Have a go at some. Then, children to work in-groups to select there favourite and then perform to the rest of the class.Plenary: Assessment Sheet. Playground Games sheet 5.1

Melbourne Infant School - DT - Moving Pictures - Year1

Lesson Number Learning Objectives Activities Resources
1 To understand that simple levers and sliding mechanisms can be used to create movement.To know that levers are used in products e.g. scissors, balances and moving books.To be able to make simple sliding and lever mechanisms.To know how to use tools safely. Input: Introduce the topic and complete first page of assessment sheet. Look at the beginning of the big book ‘levers’. Discuss what a lever is and what levers do. Look at some of the objects which use levers. Show the children the ‘Alice in Wonderland’ pop-up book and ‘Fire Engine to the Rescue’. Introduce the word ‘mechanism’. Explain that the books have moving parts (mechanisms) which help to bring the story to life. Ask a few children to come and move the mechanisms to make the pictures move. Look at a simple fire engine picture (or front cover of book). Which parts of the vehicle could move? Demonstrate how to make a fire engine picture with moving wheels and a lever mechanism ladder. Ask the children to remind you how to use scissors safely.Main Activity: Children to make their own fire engine picture with moving parts. Provide children with A4 card, card wheels, templates (for the BA), scissors, split pins etc. Encourage children to draw in the details on their pictures and add a background to make their moving picture individual.Plenary: Look at some objects which have moving parts (toys, scissors and balances). Ask questions such as: What does the moving part do? How does it work? What effect does it have? Can you see how it works? Do you think it work well? If time, look at the levers board to show the children the variety of different levers. Levers big bookAlice in WonderlandFire Engine to the rescueA4 CardCard wheelsCard stripsSplit pinsScissorsGluePencils, pencil crayons etc.A balanceA pair of scissorsLevers board
2 To be able to make simple sliding and lever mechanisms.To understand that construction kits can be used to try out ideas. Input: Read ‘The Lighthouse Keeper’s Lunch’. Explain that we can make a moving picture to illustrate the story. Demonstrate how to make a simple sliding mechanism to make a boat look like it is sailing across the sea. Main Activity: Children make their own moving boat picture using a slider. (Card to be prepared with slits for the slider to run through). AA Children to explore how their boat can appear and disappear behind an object (a lighthouse) using the slider. When children have finished their picture use construction kits to explore making different types of levers. Plenary: Look at the moving pictures produced by the children. Did you have any problems making your picture? How did you solve them? Compare the movement of levers and sliders. A slider moves backward and forward in a straight line. How does the lever move? The Lighthouse Keeper’s Lunch Card backgroundsCard stripsPlain card/paperBoat templatesScissorsGluePencils, crayons etc.
3 To suggest ideas and explain what they are going to do. Input: Look at the fire engine big book. Read the story ‘A narrow escape’. Explain task - to make moving pictures to go with the story. We will put some of the finished pictures together with text to create a new moving picture book to share with another class. Divide the story up into 5 sections. Organise the children into mixed ability groups to discuss design ideas for each part of the story. What will your picture show? Which part of the picture will move? Will a lever or a slider work best? Bring class back together to hear the children’s ideas. Model completing a planning sheet for the beginning of the story. Explain what equipment is available to the children (card, coloured paper, crayons, felt pens etc). Main Activity: Children work in mixed ability groups. Each child designs a picture for their part of the story and completes a planning sheet. Plenary: Look at the design ideas for each part of the story. What different types of moving parts do we have? A Narrow EscapeDesign SheetsPlanning SheetsCardPaperScissorsGluePencil crayons etc
4 To be able to model their ideas in card and paperTo be able to make your design using appropriate techniques. Input: Look at a few of the completed planning sheets. Discuss with the children the order in which they will have to work on their picture. What do you need to do first? What will you do next? Recap on safety procedures for using scissors. Main Activity: Children begin to make their moving picture design. Children use paper and card to make their lever or slider mechanism. Teacher to support and do any cutting with a Stanley knife as necessary for children who want to use a slider. Plenary: Discuss how well each picture is progressing. Does your moving part work? Have you had to make any changes? Did you choose the right type of mechanism? Completed Design Idea SheetsCardPaperScissorsGluePencil crayons etc
5 To be able to make your design using appropriate techniques.To be able to evaluate their product by discussing how well it works in relation to the purpose. Input: Explain that we need to finish our pictures today. Do you need to add any collage, colour, details to finish your picture?Main Activity: Children complete pictures and check that the moving parts are working correctly. Plenary: Put the finished pictures together in the correct sequence. Re-read the story. Each group demonstrates their moving picture at the appropriate part of the story. Ask each group to discuss their work. Has it worked well? Would you like to make any changes? How could you improve your work? Complete assessment sheet. Teacher selects finished pictures and puts them together with the text. At a convenient time Dolphins/Kitten to come and hear the story. Collage materialsFelt tipsCrayonsPencil crayonsScissorsGlue

Melbourne Infant School - Art/ Science - Investigating Marterials - Year1 - The Rainbow Fish

Lesson Objectives Activities Resources
1 · To investigate a range of materials and use appropriate words to describe them.· To explore different methods of joining and fastening materials and how they change character and appearance as a result.· To extend their understanding of the use of colouring materials. TI: Introduce the children to the topic by completing the assessment sheet.Show the children some examples of weaving using the powerpoint (P/KatieC/Planning/Topic Activities/Weaving). Discuss how today we are going to explore a range of materials, considering their texture / appearance/ colour and see how we can fasten them and change them by twisting, scrunching, sticking, colouring ….. Model the main activity:Activity: Children to choose from a variety of materials (man made and natural), fasten the materials to a piece of card, discussing it’s qualities and changing it’s appearance by; twisting, scrunching, colouring….Plenary: Show some examples of children’s work. Discuss what we like about the work. Explore the materials used further, drawing attention to man made and natural materials. Discuss the use of colour. Assessment SheetIWB / PowerPointSelection of materialsCardFastening equipment (glue…)
2 · To become more familiar with tools, techniques and the potential for making art through the use of different light materials.· To understand the basic principles and range of weaving techniques.· To become more aware of different forms of art, artists and designers.· To develop skills of talking about their work, expressing ideas and opinions. TI: show the children the range of weavings (shown yesterday on the PowerPoint). Talk about the job the artists have – do they use products / look at work like this in everyday life. Discuss the techniques of weaving, modelling how this is done.Activity 1: Children work in a group to practise weaving on a cardboard loom, discussing techniques.TI: Bring the children back together. Remind the children of the story being studied in Literacy – The Rainbow Fish. Explain that you want the children to use weaving with a variety of materials to create the sea for the Rainbow Fish to swim in. Allow the children to discuss the textures / appearance of the materials needed to create the sea. Use the book / pictures of the texile designer Mary – Clare Buckle’s water theme on : www.1-art-1.com/Micheal_brenna_wood.html as a stimulus. Show the children the bean wire they will create their weavings on.Activity 2: Children to design their weaving as a group, considering materials, colours, appearance. How they might change the appearance of some of their materials and fasten additional materials o to their final piece.Plenary: Share ideas. Send letter out requesting different materials to create sea weavings next week. IWBPowerPoint / InternetThe Rainbow FishCardboard LoomPaper stripsThe Rainbow FishBean WireDesign SheetsLetter for Parents
3 · To apply learned principles to weaving on a simple framework.· To discover further potential of materials for weaving purposes.· To extend their manipulative skills.· To explore the use of colour on parts of the surface of the weaving.· To develop skills of talking about their work, expressing ideas and opinions. TI: Remind the children of their designs from last week, techniques learnt and famous artwork. Model beginning a weaving of the sea, discussing colour, texture etc…Activity; In groups, the children work together to create a weaving of the sea, for the Rainbow Fish to Swim in. Half way through the activity, stop the children to discuss their work so far, how they can add detail / improve their work / share good examples.Plenary: Display finished pieces. Complete assessment sheet. IWBPowerPoint / InternetThe Rainbow FishVariety of materials / colouring equipment.Bean WireDesign Sheets from last weekAssessment Sheet

Melbourne Infant School - Science - Light and Dark - Year1

Day Objectives Activities Resources
1 · To know that a sense of sight can only be used when it is light.· To name a variety of light sources· To make comparisons between a range of light sources.· To know that the sun is the source of light for the earth.· To know the differences between day time and night time. TI: Read ‘The Owl Who was Afraid of the Dark’. What time of day is it in the story? How do you know when it is night time? How do you know when it is day time? Children discuss the differences between night time and day time with a partner.Ask the children if they know what a light source is? Discuss and name a variety, including the sun. Model the children’s activities (as below).Activities: Children take part in a carousel of activities exploring light and dark: 1. Dark den (Teacher to support this group) – with a range of objects inside for the children to explore in the dark which senses thy can use ~(books, instruments, food tasting, feely objects…); 2. Dark pictures – children to look at a range of night-time pictures and produce their own. 3. Light pictures – children to look at a range of ‘light pictures’ and then produce their own. 4. Computer group – Virtual experiments: sorting light sources.Plenary: discuss the children’s findings from the den. Which senses can you use in the dark? Look at some good examples of daytime and night-time pictures – what are the differences between day and night? ‘The Owl Who was Afraid of the Dark’Dark den and range of objects to explore senses.Dark picturesLight picturesVirtual Experiments CD-ROM
2 · That sources of light show up best in the dark.· That a torch will enable an object in a black box to be seen.· The some torches are brighter source of light than others.· That objects can be seen best in brighter light rather than dull light. TI: Look at www.njagyouth.org/liberty-.htm on IWB. This is a fireworks display/ night scene of New York. Ask the children what time of day / night fireworks displays take place. Why? How would they look if they took part in the day? When do light sources show up best?Show the children a number of torches. Explain to them you need to find out which torch gives the best light to help you see when it is dark. Introduce the dark boxes. How can we find out which torch to use to look in the box?Using Science House Planning format, ask the children to help you design a ‘fair test’ investigation. Design a test, so a number of children test the torches for their brightness in the dark den.Activity: When the torches have been tested and ranked, each (mixed ability) group is given one of the torches to explore what is inside their dark box.Plenary: Discuss findings. Which group found it easy to see in their dark box? Why? (Discuss bright and dull light). www.njagyouth.org/liberty-.htmIWBTorchesDark boxesDark denScience planning house
3 · To recognise that a shiny object needs a light source if it is to shine.· That a shiny object will not shine in a dark place.· To predict whether they expect reflective materials to shine near a light source. TI: Read the story ‘Cinderella’ , but change the scenes where Cinderella gets a special ball gown so she has no coach and has to walk in the to get to the palace. How can we help Cinderella ‘stay safe’? how can we help her be seen by cars?Discuss the importance of being seen in the dark. (road Safety)Tell the children we need to design a dress for Cinderella which will keep her safe. Show the children a variety of materials – Which materials should they use to keep her safe?Using Science planning House, Model designing an investigation to find out which materials Cinderella should use for her dress.Activity: children design and carry out a ‘fair test’ investigation to design a dress for Cinderella which will keep her safe in the dark. (Teacher to support AA – encouraging fair testing, and trailing different methods o testing to get results)Plenary: Discuss findings – materials used, that shiny materials only sow up in the dark when a light source makes them shine. Discuss road safety at this time of year and give children the ‘Stay Safe’ stickers so they can be seen in the dark. CinderellaScience planning house / investigation sheets (Differentiated).Cinderella sheetMaterialsDark denTorches‘Stay Safe’ Stickers
4 · To identify changes when the sun goes down.· To explain the sun is a light source even when it is behind a cloud.· To know the differences between daytime and night time. TI: Look at www.bnsc.gov.uk/leanrningzone.aspx?nid=3300 (picture of when it is light) Ask the children what makes it light? Children predict what will happen when it gets dark? Click on the picture to find out. What did the children notice? Talk about things such as animals, stars, moon, electric lights… what happens when the sun goes behind a cloud? Predict – then look at the cloud pictures on the website (as above). Discuss the fact that the sun is still a light source even when behind a cloud. Encourage the children to use the correct vocabulary to describe how light changes – bright, duller… and the fact that darkness is the absence of light.Activity: Children to complete ‘My Daytime’ and ‘My Nighttime’ sheets, drawing pictures and describing what they do at each time of day. (Teacher to support BA)Plenary: How does light effect our lives? www.bnsc.gov.uk/leanrningzone.aspx?nid=3300BA My Daytime and Nightime sheetA / AA Other people’s daytime and Nighttime
5 Extension lesson – · To begin to understand how shadows are formed and the factors that influence their shape and size. TI: Ask the children what they know about shadows? Ask them to discuss with partner, then brainstorm together.(shadow facts – sunlight / light sources form shadows; shadows form because light travels in straight lines; light cannot pass through some materials and this leads to shadow formation; shadows can change position and shape and size depending on position of object in relation to position of light source).Where do they come from? How are they formed? Model main activity.Activity- In groups, children to make a shadow puppets of characters from a well known story to perform using Overhead Projector. Plenary: show shadow puppets in show. How are the shadows formed? Overhead ProjectorLolly pop sticks and card for shadow puppetCharacters from well know stories

Melbourne Infant School - History- Homes - YEar1

Day Objectives Activities Resources
1 · To learn that people live in different sorts of homes.· To talk about homes sing the appropriate vocabulary. TI: Begin with the topic assessment sheet. What do the children know now?Show the children pictures of different types of homes on Textease. What sort of home is this?Using a word bank, children drop labels to pictures.What sort of home do you live in? Tell a partner. How many rooms? Has it got stairs inside? Is t joined to another house? Choose the name from the board which describes our own type of house.Model Activities.Activities: 1. Computer group – drag and drop the words to each type o house. 2. Draw your own home. 3. Cut and stick homes to correct names. 4. Build your home from lego.Plenary- look at children’s homes. What sort of homes are these? Which type is the most popular? Textease / pictures (p/katiec/planning/topicactivites/pics of homes).Paper / drawing materials.Worksheet of different homes.lego
2 · To recognise the key external features of homes.· To record the features through drawing. TI: look at the pictures of different types of homes. Explain that today we will be looking at the external features on houses. Children play detectives with a partner and hunt out all the features they can see. Who can find the most? What are their names?Model Activities.Activties: 1.Children take a photograph of their own home and label the external features on their house. (pre prepared picture for children who don’t have photograph) 2. Name that feature (differentiated worksheet). 3. Computer – label external features using word bank. 4. Research – Using a range of books about homes, look at the different features.Plenary: Share labelled photographs. How might the external features help us identify new and old homes? Textease / pictures (p/katiec/planning/topicactivites/pics of homes).Photographs.Name that feature worksheet.Books about homes.
3 · To recognise different home in the locality.· To use historical language. TI: recap the different types of home learnt on day 1. Recap the external features of homes from lesson 2. How can we tell if a home is old or new? What types of homes do you think there are in Melbourne?Activity – children to undertake a fieldtrip looking at the kind of homes there are surrounding the school. Children to draw some of the homes and interesting external features. Are the homes old? New? (digital camera may also be used to take photographs of homes).Plenary: discuss findings. Share pictures of interesting homes and features. ClipboardsPencilsPaperParent helpersDigital camera
4 · To recognise the differences between the outside of old and new homes.· To use historical language. TI: looking at www.digitalbrain.com/digitalbrain/web/subjects/1.%20primary/ks1his1/sul/0homes/?verb=view (Stoneage homes / Anglo Saxon) and http://tlfe.org.uk/clicker/flashhistory/ks1/homes.swf (Victorian/Edwardian homes) Identify and discuss homes over the ages. Look at the earlier homes and identify the materials they are made from and why? Identify their external features (e.g. wood homes with no windows). How are they different from the Victorian homes? How are they like homes today?Model activities.Activity – Children order pictures of homes on a time line. (differentiated)Ext Children draw a home from a chosen period of time and label it’s features / write a sentence about the home.Plenary: look at time line of homes. How have they changed over the years? IWBInternetwww.digitalbrain.com/digitalbrain/web/subjects/1.%20primary/ks1his1/sul/0homes/?verb=view (Stoneage homes / Anglo Saxon) and http://tlfe.org.uk/clicker/flashhistory/ks1/homes.swf (Victorian/Edwardian homes)timelines and home pictures (differentiated)
5 · To now about the inside of homes long ago.· To use appropriate vocabulary when talking about homes. TI: look inside a Victorian home: www.bbc.co.uk/education/dynamo/history/stepbackhtm. (Children lead their way through a Victorian home, discussing features / objects in the house)How is it different from your home? Using History KS1 Flipbook and ‘homes’ big book look at the different rooms. Encourage appropriate use of vocabulary.Activity: In groups, children to paint the inside of a room from a Victorian house (pictures on tables to support) . When completed, children discuss what Victorian people might be doing in their room? Children to act out a scene from their room.Plenary: Look at pictures, identifying features. Children act out scenes of Victorians in their homes. IWBwww.bbc.co.uk/education/dynamo/history/stepbackhtm.Paper/ drawing materials.Pictures of victorian rooms
6 · To understand about objects that people had in their homes long ago.· To describe the characterisics of a household from long ago.· To talk about objects using the appropraite vocabulary. TI: Look at some pictures of objects found in a Victorian home. What are they? Which room are they from?Drag and drop labels on textease to correct picture.Model activity.Activity: In groups, children to make the objects that you would find in their Victorian room (prepared yesterday) from clay.Plenary: look at some of the objects the children have made. What are they? Which room do they come from? IWBTextease (p/katiec/planning/topicactivities/artefacts from victorian house)ClayClay boards
7 · To understand about objects that people had in their homes long ago.· To describe the characterisics of a household from long ago.· To talk about objects using the appropraite vocabulary. TI: Recap the rooms of the Victorian homes. Look at some of the clay artefacts the children have created. What are they? Do we still use these type of objects today?Activity: Children paint their clay artefacts and when dry display them in their Victorian rooms.Plenary: Topic Assessment sheet. Victorian roomsArtefacts (clay)PaintAssessment sheet

Melbourne Infant School - DT - Homes - Year1

Lesson Number Learning Objectives Activities Resources
1 To understand that we live in many different types of homes.To be able to recognise and name basic mathematical shapes in the context of houses and homes. Input: Introduce the topic and complete first page of assessment sheet. Using IWB, show the children pictures of different types of homes from around the world e.g. nomadic tents, igloos, wooden huts, concrete flats etc. Introduce today’s investigation: Do we live in different types of homes? Main Activity: Take the children on a walk into Melbourne. Children to observe and sketch the different types of homes they see. Look for shapes within the buildings. Take digital camera and photograph different buildings.Plenary: Look at the children’s sketches and photographs. Discuss the similarities and differences between the homes. Ask the children to identify the different shapes they could see in the buildings e.g. rectangles, squares etc. Assessment sheetPictures of homesParent helpersFirst aid kitBibsMini white boardsPlain paper and pencilsDigital camera
2 To be able to name different buildings and their main features.To observe carefully and draw simple shapes. Input: Using IWB, show the children pictures of different types of homes, e.g. detached, semi-detached, bungalow, flats, terrace houses, cottages etc. What are the similarities and differences between them? What are their features? What are they made from? Why are they made like this? Main Activity: Display a photograph of a house on IWB. Identify the type of house and its features e.g. doors, windows, chimney, roof, walls etc. Model drawing it, looking carefully at the different shapes. How many windows? Where is the door? Is the roof flat or pointed? Label the features of the building. Children to bring in a photograph of their own house to draw.Plenary: Children to exchange their drawing and photograph with a partner. Evaluate each other’s work. Does the drawing look like the photograph? Have they put the features in the right places? Are the features the right shapes? Could they change anything to improve their drawing? Pictures of different types of homesPhotographs of housesChildren’s photographsDrawing paperPencils
3 To be able to make simple hinges.To know basic joining techniques for 3D modelling, using masking tape and different glues. Input: Ask the children to look at the door. How does it open and close? It has a ‘hinge’. Explain that the children will be investigating different ways of making hinges. Discuss and model different methods of making hinges. Main Activity - Part 1:Children cut out wall and door sections from the card template. Practise a variety of joining techniques i.e. cut and fold door (hinge created by scoring and bending card); tapped door (join made with masking tape or cello-tape); glued door (door made by cutting a piece of card larger than the doorway and attaching it to one side of the doorway with glue.Main Activity - Part 2:Bring children back together to explain second investigation. Discuss making a chimney. Children to cut slits into the top of a toilet roll. Bend them back and stick the ‘chimney’ on to a piece of card. What works best – glue or tape? Plenary: Discuss the techniques used to make hinges. Look at the hinges produced by the children. Which technique worked best? Why? Was it easy or difficult to make? Repeat with toilet roll ‘chimney’s’. What happened if you used too much glue? Card wall/door templatesExtra cardScissorsGlueCello-tapeMasking tapeToilet roll sectionsSquares of card (for chimney base)
4 To be able to make structures more stable.To use construction kits to aid modelling. Input: Show the children a square and a cube. Children to identify the shapes. What are the differences between the shapes? Does the square/cube stand up on its own? Why/why not?...flat square….solid cube…the cube has four walls like a house which help to hold each other up.Main Activity 1: Children to use construction kits to develop their ideas about building a house. How can you make the building strong? What features will it have?Main Activity 2: (Teacher led activity) Show children how to use straws and tape to construct a square frame. Will it stand up? How can we make it stand up? Children to investigate ways of making the shape stable by adding other materials such as additional straws, paper or card. (Groups swap activities half way through the afternoon)Plenary: Look at the straw/card structures. Discuss ways in which the children were able to make their structures stand up on their own. A plastic square and cubeStrawsCardPaperCello-tapeMasking tapeConstruction kits e.g. Lego
5 To be able to use their own experiences when developing ideas.To clarify their ideas through discussion.To make suggestions as to how to proceed. Input: Show the children a letter from Santa explaining that he wants the children to design a new home for him in Lapland. Discuss the different features that Santa might need e.g. a big house as he needs a workshop and room for the elves to stay, a stable for his reindeer, a garage to keep the sled in, a big fire place (i.e. a chimney) to keep him warm, big doors so he can easily carry the toy sacks outside etc. List the possible features on the board. Explain that they will be building a model of their design.Main Activity: Children to design Santa’s house and describe the criteria e.g. It will have 1 big door. My house will have 4 windows etc. Children to label features.Plenary: Children to show the class their designs. Encourage children to discuss the reasons why particular features have been included e.g. I designed a house with two chimneys so Santa can have two big fires to keep him warm. Letter from SantaDesign sheetsColoured pencils
6 To use basic tools safely.To be able to assemble, join and combine 2D and 3D materials into a model. Input: Show the children a selection of the reclaimed materials available e.g. cardboard boxes, toilet rolls, yogurt pots etc. Discuss how we can use these to build our models. Children to recall skills used to join materials and make hinges. Main Activity: Children build their models using reclaimed materials and apply the skills learnt in the focused practical tasks. Plenary: Discussion - Have you had any problems with building your model? How did you solve them? Have you made any changes to your design? Why? A large selection of reclaimed materialsGlueMasking tapeCello-tapeScissorsCardStraws
7 To be able to evaluate products they have made, commenting on the main features. Input: Discuss how the children can improve their models by adding details.Main activity: Children complete the construction of their models and add finishing details using paint or collage materials. Plenary: Encourage the children to discuss their finished homes. What features do they have? Why did you choose those materials? Discuss what worked well and what you could improve. Complete assessment sheets. Assessment sheetsA large selection of reclaimed materialsGlueMasking tapeCello-tape, Scissors, Card, StrawsTissue paperPaints