Year Group: F1/F2 Term: Summer 2: Week 6 Topic: Animal Habitats: Mini beasts (snails) NB: All classes will need some snails for their science work this week. It would be worth gathering some from your gardens at home in case you don’t find any at school (they are nocturnal). Some nice websites for this week: https://ypte.org.uk/factsheets/minibeasts/where-do-minibeasts-live (photographs of mini beasts). Snail Trail by Ruth Brown read on: https://www.dailymotion.com/video/x6ultzd English Touring Opera: some nice online interactive signing lessons for children (all about 15 minutes) https://www.youtube.com/watch?v=-FZ1omOejhU&list=PLwomsyI_2Y7OHUvuGyeZ42twudpazQdpL Learning Objective Prepare Share React Process and Explore PSED WALT: I will be able to identify ways in which we are different and the same. I will understand that the people I know are all different, and that these differences should be celebrated. This week, our PSHE work is on celebrating differences and what makes us unique. Look through the ppt: INPUT_EMBRACE OUR DIFFERENCES. Discuss our similarities and differences. How are you the same as your friends? How are you different? Could discuss eye colour, hair colour, height, skin colour, skills and talents, family, children who are from another country, favourite food, hobbies, favourite colour…etc What can you do that no one Ask your child to make a page about themselves… I am unique because… They draw a picture of themselves and label their uniqueness/ talents. This is a nice sing and sign to go with the theme: This Is Me: https://www.youtube I wonder…. What would the world be like if everyone was the same? Why? 22-36 months: MR: May form a special friendship with another child. 30-50 months: MR: Demonstrates friendly
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Year Group: F1/F2 Term: Summer 2: Week 6 Topic: Animal Habitats: Mini beasts (snails)
NB: All classes will need some snails for their science work this week. It would be worth gathering some from your gardens at home in case you don’t find any at school (they are nocturnal).
Some nice websites for this week: https://ypte.org.uk/factsheets/minibeasts/where-do-minibeasts-live (photographs of mini beasts).
Snail Trail by Ruth Brown read on: https://www.dailymotion.com/video/x6ultzd
English Touring Opera: some nice online interactive signing lessons for children (all about 15 minutes) https://www.youtube.com/watch?v=-FZ1omOejhU&list=PLwomsyI_2Y7OHUvuGyeZ42twudpazQdpL
Learning Objective Prepare Share React Process and Explore
PSEDWALT: I will be able to identify ways in which we are different and the same. I will understand that the people I know are all different, and that these differences should be celebrated.
This week, our PSHE work is on celebrating differences and what makes us unique.
Look through the ppt: INPUT_EMBRACE OUR DIFFERENCES.
Discuss our similarities and differences. How are you the same as your friends? How are you different? Could discuss eye colour, hair colour, height, skin colour, skills and talents, family, children who are from another country, favourite food, hobbies, favourite colour…etc
What can you do that no one else can do?
What do you have that no one else has?
What makes you special?
What food do you like?
What talents have you got?
Ask your child to make a page about themselves… I am unique because…
They draw a picture of themselves and label their uniqueness/ talents.
This is a nice sing and sign to go with the theme: This Is Me: https://www.youtube.com/watch?v=IpA7q2SIh2o
Lots of the children in school already know it.
I wonder….
What would the world be like if everyone was the same? Why?
22-36 months: MR: May form a special friendship with another child. 30-50 months: MR: Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. 40-60 months: SCSA: Can describe self in positive terms and talk about own abilities. ELG: SCSA: They talk about the things they enjoy and the things they are good at.
Please check the website on Wednesday 8th July 2020:https://www.manorparkcalverton.co.uk/virtual-sports-day-2020/
We will be putting 13 sports challenges on the website through the day.Take part, earn house points and have fun!
Science: SnailsWALT: I will be able to make observations.
Recap learning from last week.
What is a minibeast?How many mini beasts can you name in 30 seconds?Name 3 mini beasts without legs.Name 4 mini beats with wings….
Warm upPlay ‘Body Sculptures’.
Ask the your child to pretend to be different mini beasts showing how they move. For example scuttle like a spider, flap your arms like a butterfly, or wriggle like a worm.
Do they have the right number of legs/body parts?
Play explorify zoom in zoom out (the picture is of a giant African land snail) https://explorify.wellcome.ac.uk/en/activities/zoom-in-zoom-out/brown-and-bumpy
Information: The snail in the picture is a giant African land snail, originally native to east Africa, they are now found in several locations in southern Asia where they are regarded as an invasive species because they can do serious damage to crops. They can be kept as pets, and in some countries, they're eaten as food. You won’t find any snails as large as this in the UK, but there are a number of species you’re likely to find in the garden. Snails move extremely slowly but, aided by their sticky slime, can travel up slopes of any angle even upside down!
Explain we are going to be super scientists. We are going to find out about snails.
Have snails and/or ask the children to collect snails from your local area. You may need to collect at night as they are nocturnal.
Look carefully at the snails with your child. This is about making observations.
What can you tell me? What do you notice? What can you see?
Children look closely then choose how they will share what they have observed
Discuss what the children have noticed and lead into possible lines of scientific enquiry.
Possible questions: Which snail is the fastest?
or
What do snails prefer to eat?
Your child may have their own ideas for things to investigate/ find out.
22-36 months: UTW: TW: Enjoys playing with small world models. 30-50 months: UTW: TW: Comments and asks questions about their world. 40-60 months: UTW: TW: Looks closely at similarities, differences, patterns and change. ELG: UTW: TW: The talk about features of their environment and how environments may vary from one another.
(photographs, video, pictures, written, keep a snail diary).
Or children could complete the snail observation sheet, where they record what they notice each day this week.
Scientific InvestigationWALT: I will be able to use practical resources to answer a question.
NB: Text in blue is for my example question: Which snail is the fastest?
I’ve left all the slides on the ppt fairly blank with generic headings so you can adapt for your child.
Following on from you discussion, plan how you will carry out your scientific investigations.
What equipment will you need?
e.g. Tuff spot, chalk, 5 snails, paint.
What will your method be?e.g. Collect 5 snails.Paint each shell a different colour.Use chalk to mark out a race track in a tuff spot.Put each snail at the start line.Watch the snails. Which will get to the finish line first?
Carry out your investigation. This may be ongoing through the week.
Encourage the children to find ways of recording what they observe.
(see right).
Show me what you have found out. What is the answer to your question? Which snail was the fastest? How fast did they finish?
Children could communicate what they have found out by:
Photographs Videos- ipad Verbally explain
what they saw Draw diagrams and
label. Rank- pictures- 1st
place…. Or fastest to slowest.
What further questions have we now got?
Do we need to carry out a further investigation based on what we have found out?
22-36 months: UTW: TW: Notices detailed features of objects in their environment. 30-50 months: UTW: TW: Comments and asks questions about their world (natural world). 40-60 months: UTW: TW: Looks closely at similarities, differences, patterns and change.
ELG: UTW: TW: They make observations of plants and animals.
Allow children to suggest ways to record your equipment and method. Gather your recordings.
Art: Henri MatisseWALT: I will be able to design and make a snail in the style of Henri Matisse.
We are finding out about a French artist called Henri Matisse.
See: https://www.henrimatisse.org
for more information.
Go through the smart notebook with your child.
What do they notice about his art work? What do they like/not like? Why?
Focus on The Snail. One of Matisse's most famous works is called The Snail. Does the spiral pattern of shapes remind you of anything?
It was made in 1953 and shows Matisse's interest in bright colours. He arranged complementary colours alongside each other to create a vibrant effect. For example, you'll see that by putting green next to red, and blue next to orange the colours seem to buzz and really attract your attention.
Children given opp to make a snail in the style of Henri Matisse.
See also additional attached art ideas.
Evaluation of own work- constructive feedback re use of colour, shape and design.
22-36 months: UTW: TW: Notices detailed features of objects in their environment. 30-50 months: EAD: EUMM: Understands they can use shapes to represent objects. 40-60 months: EAD: EUMM: Manipulates materials to achieve a planned effect. ELG: EAD: EUMM: Children experiment with colour and design.
English: EYFS: Reading: Non Fiction: SnailsWALT: I will be able to join in with familiar rhymes. I will be able to read some words or sentences.
Through the week, sing rhymes/ songs linked to mini beasts. This is a link to a ‘creepy crawly calypso’: https://www.youtube.com/watch?v=f-EsQHr2TQ8
Linked to our learning about snails, this week we are going to read some information about snails.
See ppt and go through as a group. Share key facts about snails and compare to slugs.
FS1: Ongoing snail art, spirals (see attached art ideas).
FS2: I have typed up some simple sentences on your ppt about snails for the children to read 1:1.
22-36 months: R: Has some favourite rhymes. 30-50 months: R: Knows that print carries meaning and, in English, is read from top to bottom and left to right.
FS2: Adult to model writing factual sentences about snails. You could make purposeful errors and ask your child to correct.
Focus on skill your child is struggling with e.g. do they forget to use finger spaces between words. Do they remember to use capital letters or full stops?
FS1: mark making. Draw snails, label and pre-schoolers possible simple sentence or key sounds they can hear. FS2: Children write some factual sentences based on what they have found out about snails.
22-36 months: W: Distinguishes between the different marks they make. 30-50 months: W: Sometimes gibes meaning to their marks as they draw and paint. 40-60 months: Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. ELG: They write simple sentences, which can be read by themselves and others.
Making spirals outside Andy Goldsworthy style – start small objects and get bigger. Make spirals in some sort of media eg glitter spirals with string, ribbon, skipping ropes. Use string/wool to make a spiral shell for a snail on paper.
I have done these with EYFS- simple but effective. Thumb prints then add details in pen when dry. Good for mark making- adding legs, wings etc.
