Lesson Objectives Activities Resources
1 · To develop observation and recording skills.· To identify and understand structure of the human face and head.· To begin to work collaboratively. TI: Begin assessment sheets – What do we know? Look at some faces on Textease. How are they the same/ different? Look at the shapes and main features. With a partner, feel the structure of each others head (asking permission). Sketching on clip boards some details of their partners face and discuss. Model making a clay head sculpture (show examples on whiteboard). Independent: With partner, make a clay head sculpture, using their sketches enhance details.Plenary: evaluate sculptures. What features do you like? What improvements could be made. Assessment sheetsTexteaseIWBClip boards / Pencils / PaperClaySculpting toolsClay boardsExamples of clay heads
2 · To use brushes and paint with confidence and purpose.· To understand colour mixing.· To experiments with different techniques.· 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. TI: Look at examples of portraits by Van Gogh. What do you like about them? What do you notice? Discuss technique and colour.How might you paint a portrait of your partner in the style of Van Gogh? Model and discuss techniques and colour mixing.Independent: Paint a picture of your partner in Van Gogh style. Mixing colours and using different pieces of equipment.Plenary: Evaluate each others work. Two stars and a wish. Van Gogh picturesBrushes / lollypop sticksPaints / mixing palettesPaper
3. · To develop skills of observation and drawing through drawing in a variety of media.· 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. TI: Look at examples of portraits by Picasso. Compare Picasso to Van Gogh.How might we draw a Picasso style picture, focusing on colour and technique. Model using the different drawing media to make a Picasso style portrait of the same partner as previous day’s lesson.Independent: children to draw Picasso style picture in their chosen media.Plenary: Evaluate each others work. Two stars and a wish. PaperIWB / Pictures by PicassoPaperPastels / Pencils / Crayons / Felt tip pens etcTwo stars and a wish sheets
4. · To develop skills of observation and drawing through drawing in a variety of media.· 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. TI: Look at the two artists (Van Gogh and Picasso). Discuss preferences with a partner. Decide which technique you prefer to use. Looking at previous work and evaluations, how can you improve your picture? Independent: children to draw a portrait in their preferred style and media.Plenary: Guess the artist – who is it? How do they know? (Identify subject and techniques) The children’s previous picturesCompleted two stars and a wish sheetsPaperPaint / palettes / brushesPastels / crayons / pencils / felt tip pens /
5. · To look at and talk about their own other’s work.· To express opinions and feelings and to discuss possible changes. TI: Display the children’s work from both classes in a ‘gallery’. Children to view their work and identify the things that they like and the things they think could be improved. Record views on sheets. Children to discuss their feelings about the work in groups and report back. In the classroom use IWB to look at work produced in other schools. Compare it with our work. Plenary: Fill in assessment sheets – What do you know now? Assessment sheetsPrevious workRecording sheetsIWBInternet (Other children’s portraits)
Thursday, November 25, 2010
Melbourne Infant School - Science - Ourselves YEAR1
Lesson Number Objectives Activities Resources
1 · To name a variety of external body parts. TI: Begin with Assessment sheet. Then -Sing ‘Head, Shoulders, Knees and Toes’. Look at Virtual experiments – Body Parts. Model Activities.Independent Activities: carousel – 1. Newspaper People, 2. Paint a picture of yourself, 3. Label body parts on a worksheet, 4. ICT group – Virtual Experiments CDROM.Plenary: Name your friends body parts. IWBCDROMNewspaperPaint, Plain paper, brushesWorksheet of body partsAssessment Sheet
2. · To explore their senses.· To record some of their observations in a chart. TI: What are your senses? Tell a partner. How do you use them?Look at Virtual Experiments CDROM – Senses.Model activities and how to record on chart.Independent Activities: carousel – which sense are you using?:1. Guided group: Guess the food, 2. Reading books, 3. Listening to music and story tapes, 4. Instruments, 5. Smelling pots, 6. Feely bag. Record which sense you used on a recording sheet.Plenary – Compare results / discuss. IWBCDROMFood / Blindfold/ Tea towelBooks/ picturesMusic/ Story tapes/ instrumentsSmelling PotsFeely BagRecording Sheet
3. · To explore their senses.· To record some of their observations in a chart.· To be able to ask questions and make predictions.· To be able to collect, organise and analyse data. TI: Using Planning House on IWB, plan an investigation to find out: Which sense do we use the most?Independent Activity: carousel of activities – Children record which sense they are using:1. Tasting food, 2. Reading books, 3. Writing, 4. Listening to music and instruments, 5. Smelling pots, 6. Feely bag, 7. Looks interesting box as you walk around the school grounds (with parent helper). Plenary: Plot a graph on RM graph. IWB/Planning HouseFood / Blindfold/ Tea towelBooks/ Pencils and paperMusic/ Story tapes/ instrumentsSmelling PotsFeely BagLooks interesting boxRM Graph programme
4. · To measure their height.· To compare their height.· To collect, organise and analyse data.· To know the life cycle of humans.· To create a simple flow diagram as a way of recording work (link to life cycle of humans). TI: Discuss how the children started their lives. Play the true/false game e.g. Have you grown an extra leg? Children hold up true/false cards. Look at textease. Show children pictures of baby, toddler, teenager, adult, etc. Children to move pictures to create the life cycle of a human. Independent Activity: In groups children to sort themselves from tallest to shortest. Use wallpaper and mark on your heights. Complete the questionnaire e.g. Who is the tallest? Who is the shortest? Is the oldest person the tallest? Extension Activity: Compare size of feet and hands. Plenary: Discuss what you have found out. True/False cardsIWB / TexteaseQuestionaireWallpaper
5. · To know that humans are animals.· To name the body parts of a variety of animals.· To know the differences between young animals and adult animals. TI: Ask true/false questions about animals e.g. Do animals eat? Do animals have legs? Are humans animals? Discuss. Using textease, match words from word bank to parts of the body on animal pictures. Independent Activities: Children to make animal jigsaws. Match up the cut up pictures to create whole animals. Plenary: As a whole class, use textease to identify young animals and their parents – match up. True/False CardsTextease x2Animal jigsaws – laminated pictures
6. · To know that animals including humans are living.· To know that food and drink are necessary for life. TI: Show pictures of living things on textease and ask the children to identify what they have in common. How do you know they are living? There are two things that animals need to live, what are they? Food and drink. Look at worksheet – Who eats what? Explain how to complete this.Independent Activity: Children complete worksheet. Bring children back together and look at second sheet. Draw living and non-living things in the appropriate circles. TexteaseWorksheet – Who eats what?Worksheet – Sorting living and non-living things.
7. · That different parts of the body enable them to move and travel.· That different parts of their bodies move. TI: look at Virtual Experiments. Discuss the different body parts and how they move. Go out side and investigate how your body moves and how it allows you to travel. Back in the classroom model building a split-pin person. Identify the body parts put them in the correct places.Independent Activity: Children to make split-pin person.Plenary: All children to move like split-pin people and choreograph a dance Complete Assessment sheet. IWBVirtual Experiments CDROMSplit Pins / TemplatesCrayonsMusicAssessment Sheet.
1 · To name a variety of external body parts. TI: Begin with Assessment sheet. Then -Sing ‘Head, Shoulders, Knees and Toes’. Look at Virtual experiments – Body Parts. Model Activities.Independent Activities: carousel – 1. Newspaper People, 2. Paint a picture of yourself, 3. Label body parts on a worksheet, 4. ICT group – Virtual Experiments CDROM.Plenary: Name your friends body parts. IWBCDROMNewspaperPaint, Plain paper, brushesWorksheet of body partsAssessment Sheet
2. · To explore their senses.· To record some of their observations in a chart. TI: What are your senses? Tell a partner. How do you use them?Look at Virtual Experiments CDROM – Senses.Model activities and how to record on chart.Independent Activities: carousel – which sense are you using?:1. Guided group: Guess the food, 2. Reading books, 3. Listening to music and story tapes, 4. Instruments, 5. Smelling pots, 6. Feely bag. Record which sense you used on a recording sheet.Plenary – Compare results / discuss. IWBCDROMFood / Blindfold/ Tea towelBooks/ picturesMusic/ Story tapes/ instrumentsSmelling PotsFeely BagRecording Sheet
3. · To explore their senses.· To record some of their observations in a chart.· To be able to ask questions and make predictions.· To be able to collect, organise and analyse data. TI: Using Planning House on IWB, plan an investigation to find out: Which sense do we use the most?Independent Activity: carousel of activities – Children record which sense they are using:1. Tasting food, 2. Reading books, 3. Writing, 4. Listening to music and instruments, 5. Smelling pots, 6. Feely bag, 7. Looks interesting box as you walk around the school grounds (with parent helper). Plenary: Plot a graph on RM graph. IWB/Planning HouseFood / Blindfold/ Tea towelBooks/ Pencils and paperMusic/ Story tapes/ instrumentsSmelling PotsFeely BagLooks interesting boxRM Graph programme
4. · To measure their height.· To compare their height.· To collect, organise and analyse data.· To know the life cycle of humans.· To create a simple flow diagram as a way of recording work (link to life cycle of humans). TI: Discuss how the children started their lives. Play the true/false game e.g. Have you grown an extra leg? Children hold up true/false cards. Look at textease. Show children pictures of baby, toddler, teenager, adult, etc. Children to move pictures to create the life cycle of a human. Independent Activity: In groups children to sort themselves from tallest to shortest. Use wallpaper and mark on your heights. Complete the questionnaire e.g. Who is the tallest? Who is the shortest? Is the oldest person the tallest? Extension Activity: Compare size of feet and hands. Plenary: Discuss what you have found out. True/False cardsIWB / TexteaseQuestionaireWallpaper
5. · To know that humans are animals.· To name the body parts of a variety of animals.· To know the differences between young animals and adult animals. TI: Ask true/false questions about animals e.g. Do animals eat? Do animals have legs? Are humans animals? Discuss. Using textease, match words from word bank to parts of the body on animal pictures. Independent Activities: Children to make animal jigsaws. Match up the cut up pictures to create whole animals. Plenary: As a whole class, use textease to identify young animals and their parents – match up. True/False CardsTextease x2Animal jigsaws – laminated pictures
6. · To know that animals including humans are living.· To know that food and drink are necessary for life. TI: Show pictures of living things on textease and ask the children to identify what they have in common. How do you know they are living? There are two things that animals need to live, what are they? Food and drink. Look at worksheet – Who eats what? Explain how to complete this.Independent Activity: Children complete worksheet. Bring children back together and look at second sheet. Draw living and non-living things in the appropriate circles. TexteaseWorksheet – Who eats what?Worksheet – Sorting living and non-living things.
7. · That different parts of the body enable them to move and travel.· That different parts of their bodies move. TI: look at Virtual Experiments. Discuss the different body parts and how they move. Go out side and investigate how your body moves and how it allows you to travel. Back in the classroom model building a split-pin person. Identify the body parts put them in the correct places.Independent Activity: Children to make split-pin person.Plenary: All children to move like split-pin people and choreograph a dance Complete Assessment sheet. IWBVirtual Experiments CDROMSplit Pins / TemplatesCrayonsMusicAssessment Sheet.
Melbourne Infant School - Teacher Plan Geo Year1
Lesson Number Objectives Activities Resources
1 · To know that children live different distances from school.· To be able to measure and compare.· To understand that everyone has a personal address.· To know the significance of address. TI: Assessment sheet.Look at a map of the local area on Multimap on IWB. Children locate the streets they live on, marking using Lynx task bar. Who lives the furthest away from school? How do they get to school? How long does it take? Who lives the nearest to school?…..Ask the children how a letter gets to their house? How does the postman know how to get the letter to the right house. Look at address on IWB – what does each line mean? How long will it take for a letter to get to your house?Independent Activity: Children write their address on envelopes, draw picture of house to send – Walk to post box (may post on day 2 – dependent on time).Plenary: Remind children of what each line of address means. Can you remember yours? IWBInternet / Lynx / TexteaseEnvelopes / StampsParent Helper(s)Paper / Crayons
2 · To consider the route from home to school.· To be able to draw a picture map.· To be able to describe their route to school, using the correct vocabulary. TI: Looking at map of local area on Multimap, using Lynx tool bar to draw on map, talk through the journey from a house on Queensway to school, using directional vocabulary.Ask the children to describe to a partner how they get to school, using vocab. Allow some children to Talk through and demonstrate their journey on IWB.Now model drawing a map from the house on Queensway to school, using a bird’s eye view.Independent Activity: Children draw a map of their journey from home to school.Plenary: show maps and talk through journeys. IWBInternet / Lynx / TexteasePaper / Crayons
3 · To understand that children travel to school in different ways.· To design and carry out a survey.· To analyse their findings. TI: How do you get to school? Children talk about how they travel to school and why they use that method.Using RM Graph, model collecting data and making a pictogram of how the class get to school.Independent Activity: Children collect data in mixed ability groups of how they get to school and make a pictogram of their data.Plenary: Children present their pictograms to the rest of the group and answer analysis questions – e.g. which is the most popular method of transport?...** Send out work survey ** IWBRM GraphTravel surveyPaper and pictures for pictogram
4 · To recognise some physical and human features in their own locality.· To identify the main features and any changes taking place.· To sketch, annotate and photograph features. · To express views on local features. TI: Talk about what human and physical features are. List some features in Melbourne, are they human or physical?Put the children into groups – physical or human, artists or photographers.Independent activity: In groups go for a designed walk around Melbourne. Either sketching or photographing physical or human features.(After printing photos) In mixed groups of physical and human features, collage the features of Melbourne. Discussing the features they like and the features they don’t.Plenary: Present collages and discuss features. IWBClip boardsPaperDigital cameraParent HelpersCollage Material
5 · To identify land uses and types of buildings found in their locality.· To understand that they are linked to the type of work available.· To know that local buildings suggest the type of work available. TI: Collect data in a table of where the children’s mums and dads work. How many work in Melbourne? Why do a lot of parents travel out of Melbourne? Show the children the work survey. Model how to complete.Independent activity: In groups, children go for a walk around Melbourne, identifying places of work. Plenary: Analyse findings. What types of buildings are there in Melbourne? How does this effect work? IWBTexteaseWork SurveyParent helpers
6 · To recognise what leisure facilities are available.· To know that places change for better or worse over time.· To know that places were different in the past and will also be different in the future. TI: Discuss what leisure facilities are in Melbourne. Talk about how facilities may change over time. E.g. there was a swimming pool, now there is not. How might Melbourne be different in the future? E.g. More houses, new swimming pool.Model designing an ideal town. What facilities would you have? Buildings….Independent activity: Children design ideal towns using a variety of equipment: lego, drawing, dazzle, boxes……Plenary: show and talk about ideal towns, their facilities, buildings….. DazzleLegoDrawing equipmentboxes
1 · To know that children live different distances from school.· To be able to measure and compare.· To understand that everyone has a personal address.· To know the significance of address. TI: Assessment sheet.Look at a map of the local area on Multimap on IWB. Children locate the streets they live on, marking using Lynx task bar. Who lives the furthest away from school? How do they get to school? How long does it take? Who lives the nearest to school?…..Ask the children how a letter gets to their house? How does the postman know how to get the letter to the right house. Look at address on IWB – what does each line mean? How long will it take for a letter to get to your house?Independent Activity: Children write their address on envelopes, draw picture of house to send – Walk to post box (may post on day 2 – dependent on time).Plenary: Remind children of what each line of address means. Can you remember yours? IWBInternet / Lynx / TexteaseEnvelopes / StampsParent Helper(s)Paper / Crayons
2 · To consider the route from home to school.· To be able to draw a picture map.· To be able to describe their route to school, using the correct vocabulary. TI: Looking at map of local area on Multimap, using Lynx tool bar to draw on map, talk through the journey from a house on Queensway to school, using directional vocabulary.Ask the children to describe to a partner how they get to school, using vocab. Allow some children to Talk through and demonstrate their journey on IWB.Now model drawing a map from the house on Queensway to school, using a bird’s eye view.Independent Activity: Children draw a map of their journey from home to school.Plenary: show maps and talk through journeys. IWBInternet / Lynx / TexteasePaper / Crayons
3 · To understand that children travel to school in different ways.· To design and carry out a survey.· To analyse their findings. TI: How do you get to school? Children talk about how they travel to school and why they use that method.Using RM Graph, model collecting data and making a pictogram of how the class get to school.Independent Activity: Children collect data in mixed ability groups of how they get to school and make a pictogram of their data.Plenary: Children present their pictograms to the rest of the group and answer analysis questions – e.g. which is the most popular method of transport?...** Send out work survey ** IWBRM GraphTravel surveyPaper and pictures for pictogram
4 · To recognise some physical and human features in their own locality.· To identify the main features and any changes taking place.· To sketch, annotate and photograph features. · To express views on local features. TI: Talk about what human and physical features are. List some features in Melbourne, are they human or physical?Put the children into groups – physical or human, artists or photographers.Independent activity: In groups go for a designed walk around Melbourne. Either sketching or photographing physical or human features.(After printing photos) In mixed groups of physical and human features, collage the features of Melbourne. Discussing the features they like and the features they don’t.Plenary: Present collages and discuss features. IWBClip boardsPaperDigital cameraParent HelpersCollage Material
5 · To identify land uses and types of buildings found in their locality.· To understand that they are linked to the type of work available.· To know that local buildings suggest the type of work available. TI: Collect data in a table of where the children’s mums and dads work. How many work in Melbourne? Why do a lot of parents travel out of Melbourne? Show the children the work survey. Model how to complete.Independent activity: In groups, children go for a walk around Melbourne, identifying places of work. Plenary: Analyse findings. What types of buildings are there in Melbourne? How does this effect work? IWBTexteaseWork SurveyParent helpers
6 · To recognise what leisure facilities are available.· To know that places change for better or worse over time.· To know that places were different in the past and will also be different in the future. TI: Discuss what leisure facilities are in Melbourne. Talk about how facilities may change over time. E.g. there was a swimming pool, now there is not. How might Melbourne be different in the future? E.g. More houses, new swimming pool.Model designing an ideal town. What facilities would you have? Buildings….Independent activity: Children design ideal towns using a variety of equipment: lego, drawing, dazzle, boxes……Plenary: show and talk about ideal towns, their facilities, buildings….. DazzleLegoDrawing equipmentboxes
Melbourne Infant School - Year 1 Resources - Geo
Date Afternoon Session Learning Objectives
Introductory week (Wednesday, Thursday or Friday) – Look at the layout of the school.
September 14th Lesson 1 · To know that children live different distances from school.· To be able to measure and compare.· To understand that everyone has a personal address.· To know the significance of addresses.
September 15th Lesson 2 · To consider the route from home to school.· To be able to draw a picture map.· To be able to describe their route to school using correct vocabulary.
September 16th Lesson 3 · To understand that children travel to school in different ways.· To design and carry out a survey.· To analyse their findings.* Send out work survey for parents/guardians.
September 21st Lesson 4 · To recognise some of the physical and human features in their own locality.· To identify the main features and any changes taking place.· To sketch, annotate and photograph features.· To express views on local features.
September 22nd Lesson 5 · To identify land uses and types of buildings found in their locality.· That these uses are linked to the type of work available in the area.· To know that local buildings suggest the type of work available.
September 23rd Lesson 6 How do people spend their leisure time?· To recognise what leisure facilities are available.· To know that places change for better or worse over time.· To know that places were different in the past and will also be different in the future.
Introductory week (Wednesday, Thursday or Friday) – Look at the layout of the school.
September 14th Lesson 1 · To know that children live different distances from school.· To be able to measure and compare.· To understand that everyone has a personal address.· To know the significance of addresses.
September 15th Lesson 2 · To consider the route from home to school.· To be able to draw a picture map.· To be able to describe their route to school using correct vocabulary.
September 16th Lesson 3 · To understand that children travel to school in different ways.· To design and carry out a survey.· To analyse their findings.* Send out work survey for parents/guardians.
September 21st Lesson 4 · To recognise some of the physical and human features in their own locality.· To identify the main features and any changes taking place.· To sketch, annotate and photograph features.· To express views on local features.
September 22nd Lesson 5 · To identify land uses and types of buildings found in their locality.· That these uses are linked to the type of work available in the area.· To know that local buildings suggest the type of work available.
September 23rd Lesson 6 How do people spend their leisure time?· To recognise what leisure facilities are available.· To know that places change for better or worse over time.· To know that places were different in the past and will also be different in the future.
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