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.
Showing posts with label History. Show all posts
Showing posts with label History. Show all posts
Thursday, November 25, 2010
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
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 - 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
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 - 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
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
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