Grange Primary IPC and Foundation Subject Weekly Planning

Grange Primary Foundation Subject Weekly Planning-Science YEAR GROUP/TERM: Spring 2 WEEK BEGINNING: 23.2.2015 Healthy Me ICT LINKS: LITERACY LINKS: NUMERACY LINKS: PE LINKS: OTHER CROSS CURRICULAR 2 graph program Recording observations and Data from tally charts and Exercise task LINKS/TRIPS/VISITORS: making comparisons graphs PE/Maths/English Speaking and listening HOME LEARNING: Exercise Activity send home on the week before exercise investigation Send Healthy Me Award at the end of term-Pg 4 Rising stars

SUBJECT: LI: to know that humans need food and water to stay alive Resources: Vocabulary: lesson 1 and that we need a variety of food to enable us to grow. templates Food grow meals water drink Food Groups DOC hungry thirsty vegetable fruit SC: state that they need to eat and drink to stay alive IWB bread diary cereal meat name a variety of basic food groups Sort some foods into existing groups

Activity: Show ch the food diary, explain how to record and allow time for children to fill in what have had to eat and drink. Discuss the foods and drink ch have had from looking at their diaries. How would you feel if you were not able to eat/drink regularly? Discuss definitions of: hungry/thirsty. TP task: Why do we need to eat and drink regularly? Shared talk: if we did not eat we would feel weak, food/drink is essential for growth, if we did not eat enough we would not be able to grow at a normal speed. Get ch into 2 groups. Give each group a set of pictures of different basic food types. Ask them to sort into groups. Each group describes the basis of their sort. (criteria may include: colour, like and dislikes, things they don’t recognise? Food Groups -share presentation Model sorting pictures into basic food groups, ask ch if they can recognise criteria by which you are sorting. Invite ch to suggest further foods that can be put into these groups.(refer resources) Use of Technology refer power point to recap sorting criteria Food Groups DOC Afl Opportunities/ What does healthy mean? Key Questions: Can you sort these foods? How did you sort them? Why is food and drink important? What might happen if you do not eat regularly? Plenary: Have your sorted foods into various groups correctly- self assess TTYP: tell them main food groups and give examples of foods. Differentiation EAL: Apinaya and Gharam to buddy Sadia and Rakish SEN: Teacher to ensure Josephine and Huda are clear with the task, buddy with Kabissa and Ilyas Challenge: use an overlapping Venn diagram to sort sweet foods and dairy foods

SUBJECT: LI: to collect and display data on our class favourite foods Resources: Vocabulary: Tally and graph templates IWB Tally block graph favorite total Lesson 2 Template for Healthy Meals food groups most least the contribute to creating a class block graph SC: difference between Provide a simple description of the data displayed on the graph

Activity: Prompt ch to recall and draw what they ate for dinner last night. Discuss the wide variety of foods and ask them to pick out one that is their favourite. Choose six suggestions and say that we are going to find out which of these six foods is the favourite in class. As a class ch to vote for their favourite foods and teacher models creating tallies. Do we have food from all food groups? Is it balanced? TP task: Who can help count them up and record the totals? Discuss results. How else can we display the data? Model how to create a block graph and transfer the data from the tally chart on to it. Ch work in pairs to create graphs Use of Technology Display vocabulary and examples of graphs and tally charts on IWB Afl Opportunities/ What is your favourite food? Key Questions: How can we display this data? What have you found out from looking at the graph? Plenary: Ask ch to suggest occasions when special foods are eaten. Make a list and record associated foods. As a class decide on a soon to happen event and plan their chosen menu by listing the food items. Give ch a paper plate and they create a pretend meal using card, crayon, glue, tissue paper etc. Ch share their models, remind ch it is acceptable to have sweet treats on occasions but overt time we must eat foods from all the food groups in order to stay healthy. Differentiation EAL: Apinaya and Gharam to be paired with language buddies SEN: teacher to support Huda and Josephine with constructing graph Challenge: Healthy meal template-add the foods on the plate to create a balanced meal.

SUBJECT: LI: to know that we need exercise and a wide variety of foods to Resources: Vocabulary: Templates Test, fair, time, record, exercise Lesson 3 stay healthy To make and record observations PE kit healthy drink meat bread sweet IWB, hall food block graph bar chart Challenge may need a To make comparisons between observations Timers lesson on its own (PE) SC: (if hall space is not available use PE Say that they need to eat foods from each food group to stay lesson ) healthy Say that regular exercise contributes to good health Describe changes that occur during exercise

Activity: Hook: Ask ch what exercise they like doing, tally the results and ask ch to recall block graph from previous lesson. Model how the data from the tally can be transferred to be displayed as a block graph- use IWB. What is healthy? Share video clip below. Explain the activity and expectations. TP task: How can we ensure this test is fair? Listen to responses and correct misconceptions. Ch get changed into PE kits to do the steps on template eg skip, hop, sit up etc, during the practical activities draw out changes that occur. Once in the hall, adults time activities and children work in small groups to participate and record their observations on the template (Step on it). Use of Technology http://www.bbc.co.uk/schools/scienceclips/ages/6_7/health_growth.shtml Afl Opportunities/ What changes did you notice during exercising? Key Questions: Which step did you take the most/least of? Was your prediction correct? Plenary: How was this test fair? Why is exercise important? Can we stay healthy by just exercising alone? Why? Differentiation EAL: language buddies for Apinaya and Gharam SEN: Teacher to support Huda and Josephine with graph task to begin with then buddies to support. Challenge: Ch work in pairs to create graphs to show their class favorite types of exercise.

SUBJECT: LI: to know that animals produce young and these grow into Resources: Vocabulary: Image of frog life cycle Animal young adult baby toddler Lesson 4 adults To know that young children need to be looked after Scissors glue paper child adolescent growth eggs frogspawn tadpole frog Carried over to summer SC: to explain that animals produce young which grow older To describe differences between babies and toddlers and how they need to be looked after Activity: Use website below for introduction, discuss with ch whether they have siblings who are toddlers, babies etc. show a series of questions: Can the baby walk? Feed itself? Dress up? Talk? etc Explain that ch are going to look at pictures of a baby and they have to collect as much information as they can about it so they can compare it to a toddler. Next show pictures of a toddler, take the same series of questions asked for the baby and use these for the toddler. Emphasise similarities and differences. Summarise the differences together with ch, eg babies have food and drink fed to them while toddlers can sometimes feed themselves. In groups they work together to record information below 2 headings: Baby/toddler Use of Technology http://www.bbc.co.uk/bitesize/ks2/science/living_things/human_life_cycles/read/1/ Afl Opportunities/ Can you name the stages in a human life cycle? Key Questions: What is the young of a … called? What are the differences between a baby and toddler? Plenary: Baby animals: do all animals have babies? Listen to responses. Complete end of unit assessment and stick in science books. Differentiation EAL: Apinaya and Gharam paired with language buddies-complete Growing Up (Sequencing) DOC Tops: illustrate the human life cycle and label the different stages independently Middles: illustrate the human life cycle and refer to word bank from shared writing to record labels SEN: Huda and Josephine buddied with Kabissa and Rakish Challenge: groups to create a tally chart to show how many brothers or sisters there are in the ffg categories: baby/toddler/child/adolescent