2 full lessons with worksheets, visual flipbook and lesson plans
1st Lesson: Air in Soil
Learning objective-
Children should learn: • that soils have air within them • to recognise whether measurements need to be repeated • to use results to compare the amount of air trapped in different soils
Learning outcomes
Children will be able to: • state that soils have air within them • state why measurements need to be repeated • make comparisons between samples from a set of data
Task: Ask the children to investigate which soil they think will contain the most air and why?
2nd Lesson- Gases in our Environment
Learning objectives
Children should learn: • that there are a number of common gases that are useful to us in our everyday lives
Learning outcomes
Children will be able to: • name a number of common gases • state how a number of common gases are used
Task:The sheet provides a framework for children to research and collect information about carbon dioxide from secondary sources. Once the information has been recorded in note form, it could be displayed in a leaflet or poster.
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1 lesson with resources, flipbook and worksheet
Lesson: Shadow-Land
Learning objectives
Children should learn: • that light travels in straight lines • that shadows are cast by objects which obstruct light • that the Sun casts shadows which change as each day progresses
Learning outcomes
Children will be able to: • explain what causes shadows • explain why shadows cast by sunlight move and change shape and size during a day
Task:The activity sheet has the cut-out parts for making a sundial. The children can mark on the dial the position of the shadow cast by the raised part at different times on the next sunny day. It will work better if you stick the sundial onto a card base
Taken from our resource Building Blocks. BUILDING BLOCKS is a modular series of resources offering Early Years Foundation Stage (EYFS) practitioners a source of fresh, fun activities linked to inspirational, childcentred themes, and providing comprehensive coverage of the different aspects of the Early Learning Goals
The topic covers; ■ Estimating numbers of objects and checking by counting up to 10; ■ Who can count higher? ■ Find a total by counting on and counting back; ■ Simple addition and subtraction
The unit: How High Can you Count includes:
Activity Ideas (both indoor and outdoor)
Worksheets
Hints for Home
Assessment -Pupil Profile
Progression for KS1
Suggestions for additional resources
Key vocabularly
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In this unit, children explore an event that has been commemorated annually for over a 100 years. Children investigate the origins of Remembrance Day and how its significance has grown to incorporate conflicts up to the present day. Children who belong to service or refugee families may have direct, personal experiences of recent hostilities, and their schools will need to exercise sensitivity and discretion in teaching this topic. It is helpful if the children have considered other types of anniversaries and/or commemorations and used historical sources such as artefacts and photographs to ask and answer questions about the past.
Although this focuses on Remembrance day the unit can be easily adapted to fit for VE day
1: Memories
• To find out why people wear poppies at this time of year.
• Explain why we wear poppies for Remembrance.
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The titles of the 5 texts include
Party plans
I can…
Time to pray
Our writing table
PE picture dictionary
The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills.
There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme.
The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable.
The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy
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Includes 5 Non-fiction texts with 5 question/activity sheets. Text titles:
Our classroom
New shoes
Please and thank you
Bread
One acorn
The text is very short and includes a picture on the front of each reading card. Most children at Foundation Stage may not be able to read the text by themselves, though they may be able to guess at some of the words because of the context. The idea is that an adult or more-able reader will read the words to and with the child, before discussing the picture and the theme of the card.
The Talk time questions on the other side of the card are simply suggested prompts for the adult. It is important to encourage the child to ask questions about the theme of the card.
The Fun time activities are designed to trigger off cross-curricular investigations, research enquiries and creativity. The activities may be done at school or at home and a summary of the resources needed for each card is given on card G. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy.
The Puzzle time section contains cartoons or puzzles that are related to the main theme of each card. They give children the opportunity of playing with words and reinforcing their language skills.
Each card has an All join in section with either a short poem, a song or a rhyme. Very few children at this stage will be able to read the words by themselves, but the intention is for the adult and child to learn the rhyme by heart and enjoy saying it together.
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The titles of the 5 texts include
1 Venus flytrap
2 Fabulous photos
3 Is there life on Mars?
4 Scouts
5 Skateboarding
The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills.
There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme.
The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable.
The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy
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The titles of the 5 texts include
1.The Möbius strip
2. Squash
3. Chinese
4. New Year
5. Cricket
6. Message
The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills.
There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme.
The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable.
The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy
Leave a review
Includes 1 Non-fiction text with 1 question/activity sheet. Text title:
Our classroom
The text is very short and includes a picture on the front of each reading card. Most children at Foundation Stage may not be able to read the text by themselves, though they may be able to guess at some of the words because of the context. The idea is that an adult or more-able reader will read the words to and with the child, before discussing the picture and the theme of the card.
The Talk time questions on the other side of the card are simply suggested prompts for the adult. It is important to encourage the child to ask questions about the theme of the card.
The Fun time activities are designed to trigger off cross-curricular investigations, research enquiries and creativity. The activities may be done at school or at home and a summary of the resources needed for each card is given on card G. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy.
The Puzzle time section contains cartoons or puzzles that are related to the main theme of each card. They give children the opportunity of playing with words and reinforcing their language skills.
Each card has an All join in section with either a short poem, a song or a rhyme. Very few children at this stage will be able to read the words by themselves, but the intention is for the adult and child to learn the rhyme by heart and enjoy saying it together.
Leave a review
This resource includes 1 text with activities and questions. Text title:
Boats through History
The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills.
There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme.
The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable.
The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy
Leave a review
This resource includes 1 text with activities and questions. Text title:
PE picture dictionary
The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills.
There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme.
The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable.
The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy
Leave a review
This resource includes 1 text with activities and questions. Text title:
Mozart
The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills.
There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme.
The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable.
The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy
Leave a review
This resource includes 1 text with activities and questions. Text title:
Drumming all over the world
The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills.
There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme.
The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable.
The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy
Leave a review
This resource includes 1 text with activities and questions. Text title:
Niagara Falls
The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills.
There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme.
The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable.
The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy
Leave a review
This resource includes 1 text with activities and questions. Text title:
Snakes
The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills.
There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme.
The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable.
The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy
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Taken from Learning Outside the Classroom, Keystage Two
5 detailed Lesson plans varying in length:
This project covered several areas of history and also had a strong focus on design and technology. In the project, an archaeologist gave the children different questions to investigate and answer, by travelling back in time using their own ‘time machines’. The historical times and places that they travelled to were: Iron Age Britain, Roman Britain, Viking Britain, ancient Egypt and ancient Greece. The sessions varied in length – some were single sessions, some were whole mornings or afternoons, and the fi nal session took place over a whole day.
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Taken from Learning Outside the Classroom: Early Years Foundation and Key Stage 1.
Includes 5 detailed Lesson Plans
Lesson 1: In this session, the children talked about why homes are important and thought about what it would be like to be homeless. I then introduced the children to a homeless woodlouse who needed us to help him fi nd a new home
Lesson 2: This session involved a walk around the local area, where the children looked at the different types of homes in which people live. This would then lead into the next session about the different homes in which animals live, which would help the children to fi nd a new home for Harry the woodlouse.
Lesson 3; In this session, we looked, in our school grounds, at the types of homes that different animals live in. The idea of the session was to gather some more ideas about the kind of home that Harry the woodlouse might like to live in
Lesson 4: In this session, we looked at ‘habitats’, as a wider term for animals’ homes, i.e. the area where an animal lives, fi nds food and moves around. We studied different habitats in the school grounds and looked at the animals which lived there. We focused particularly on minibeasts, to help us decide about the habitat we could create for Harry the woodlouse
Lesson 5: In this session, the class collected materials from outside to create their own habitat for Harry, which would be put outside afterwards for Harry and other wildlife to live in. The children used their prior learning about animal homes and habitats to decide on the important features of Harry’s new habitat.
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Taken from our UKS2 WW1 Resources File.
This is Unit 5.
There are six units available for Upper Key Stage 2, each focusing on different curriculum subjects but also designed to complement one another to support cross-curricular planning. An overview, in the form of a Planning Chart, is also included.
Each unit contains Activity ideas packed with facts, suggestions for different abilities and for working both in and out of the classroom, one Activity sheet, two Visual resources and a photocopiable Factsheet. Supporting the units are two Timelines, a World War I Glossary and two Maps of Europe showing how the geographical landscape and country boundaries changed as a result of the war.
Lesson 1:A guide to Leper
Lesson 2:The impact of the landscape
Lesson 3: Belgium then and now
Lesson 4: The creation of new countries
Lesson 5:Here and there
Lesson 6: Can you find your way around Leper?
Lesson 7:National pride
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Each unit contains Activity ideas packed with facts, suggestions for different abilities and for working both in and out of the classroom, one Activity sheet, two Visual resources and a photocopiable Factsheet. Supporting the units are two Timelines, a World War I Glossary and two Maps of Europe showing how the geographical landscape and country boundaries changed as a result of the war.
It provides an example of creative and effective cross-curricular planning, taking a key historical event as a starting point for meaningful, subject-focused activities. All the activities and resources included are matched to the requirements of the NEW Primary Curriculum (implemented September 2014) and are designed to be flexible, and used to follow ideas for English and Foreign Languages Years 5 & 6 so that teachers can choose to use them in their entirety, as a complete project framework, or as a dip-in resource bank of ideas.
There are 6 units. This is unit 1- Other units are available.
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This resource includes 1 text with activities and questions. Text title:
Seaside
The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills.
There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme.
The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable.
The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy
Leave a review