Reception Topic: Animals Block F: Baby Animals This block about baby animals will stimulate learning about animal life cycles and growing up. Be inspired by stories and first-hand observations. Think about changes and discuss why they occur. Match baby animals to their adults and create dances about how animals learn by copying. There will be maths too, learning about comparing sizes and the language of measuring.

Block F: Baby Animals Main outcome: Understanding of the World [6 sessions] Other outcomes: Mathematics, Communications and Language, Expressive Arts and Design, Personal, Social and Emotional Development, Physical Development By the end of this block children will UW ELG 14 TW: Know about similarities and differences in relation to places, objects, achieve the following outcomes: materials and living things. Talk about the features of their own immediate environment and how environments might vary from one another. Make observations of animals and plants and explain why some things occur, and talk about changes. UW ELG 15 T: Recognise that a range of technology is used in places such as homes and schools. Select and use technology for particular purposes. M ELG 12 SS&M: Use everyday language to talk about size and weight to compare objects and to solve problems. Recognise, create and describe patterns. Explore characteristics of everyday objects and shapes and use mathematical language to describe them. CL ELG 01 L&A: Listen attentively in a range of situations. Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. CL ELG 02 U: Follow instructions involving several ideas or actions. Answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. CL ELG 03 S: Express themselves effectively, showing awareness of listeners’ needs. Use past, present and future forms accurately when talking about events that have happened or are to happen in the future. Develop their own narratives and explanations by connecting ideas or events. EAD ELG 16 EUM&M: Sing songs, make music and dance, and experiment with ways of changing them. EAD ELG 17 BI: Represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories. PSED ELG 06 SC&SA: Are confident about trying new activities, and say why they like some activities more than others. Are confident speaking in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. PSED ELG 08 MR: Play co-operatively, taking turns with others. Take account of one another’s ideas about how to organise their activity.PD ELG 04 M&H: Show good control and co-ordination in large and small movements. Move confidently in a range of ways, safely negotiating space. PD ELG 04 M&H: Show good control and co-ordination in large and small movements. Move confidently in a range of ways, safely negotiating space. PD ELG 05 H&SC: Know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links. Reception Topic: Animals Block F: Baby Animals

Session 1: CL, UW  Understand that not all baby animals look like the adult Baby Animal Puzzle  Match baby and adult animals and talk about what is the same and what is Read Monkey Puzzle by Julia Donaldson different about the two and think about how animal babies are  Talk about and explain their observations and thoughts based on their own sometimes different from their parents. experiences Make first hand observations of caterpillars growing and turning into butterflies. Re-unite and match baby animals to their grown-ups. Play an animal match memory game, order life cycles, go on a caterpillar hunt and create their own butterflies using ICT and symmetry painting. Session 2: UW, EAD, PD  Understand the life cycle of a butterfly Dance of the Hungry Caterpillar  Create movements to represent a caterpillar and a butterfly Read The Very Hungry Caterpillar  Use different spaces in their dance, e.g. high, medium and low book and talk about the life cycle of  Listen to the music and adjust their movement accordingly a butterfly. Listen to music and begin to create movements that fit with the music. Use different levels of dance to create their own life cycles. Chn potato print their own hungry caterpillars, order the story and make caterpillars from playdough. Session 3: UW, M, CL  Compare different animals and make estimates and predictions based on their Baby Animal: Measure and knowledge Compare!  Begin to use mathematical vocabulary to describe and compare different heights Chn talk about the size of different  Use non-standard and standard units of measurement animals and compare which ones are taller or shorter. They make estimates of how tall they think a baby animal is and compare this to themselves and their friends. They begin to use standard measures as well as non-standard. They order animals according to their size, find hidden animals in the sand tray and measure objects using their foot as a measurement. Session 4: UW, PSED, EAD  Know that baby animals have different names from the adult animal. Animal Names  Remember some of the baby animal names Learn different names for baby animals,  Attempt new activities and explain their reasoning play a quick fire game to help remember some of these names. Collect counters when a correct name is matched to the baby animal. Make a baby animal book and match adult animals to their babies.

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links. Reception Topic: Animals Block F: Baby Animals

Session 5: CL, UW, PD  Learn that animals and human babies change as they get older Changes  Observe and discuss these changes and why they might need to happen Look at changes the chn have gone  Begin to understand the life cycle of some animals through in their lives. Discuss the things that they can do now, that they couldn’t do when they were a baby. Observe changes in themselves and their friends. Look at how baby animals change as they get older and think about why they need to change. Explore the life cycle of a frog, order the stages of an animal’s life by looking at changes and use a writing frame to sound out noises that a baby animal might make. Session 6: PD, PSED, UW, EAD  Learn that animals, including themselves, learn from the adults around them I Wanna Be Like You!  Create movements of different animals and copy these movements to form a Talk about how adults have helped us to dance learn new things. Discuss how we learn  Learn to listen to each other’s suggestions and take it in turns to take the lead new skills and copy a simple rhythm. Use copying technique in dance to explore what baby animals need to learn from adults. Take it in turns to be the leader and then the follower in the dance. Make animals from playdough, copy patterns using the peg boards and use a writing frame to write about what a baby animal needs to learn.

Abbreviations for Objectives Tables

Area of Learning and Development Aspect Abbreviation Prime Areas Personal, Social and Emotional Development Making relationships MR (PSED) Self-confidence and self-awareness SC&SA Managing feelings and behaviour MF&B Physical Development (PD) Moving and handling M&H Health and self-care H&SC Communication and Language (CL) Listening and attention L&A Understanding U Speaking S Specific Areas Literacy (L) Reading R Writing W Mathematics (M) Numbers N Shape, space and measures SS&M Understanding of the World (UW) People and communities P&C The World TW Technology T Expressive Arts and Design (EAD) Exploring and using media and EUM&M materials Being imaginative BI

Early Learning Goals are matched withKS1 objectives from the National Curriculum

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links. Reception Topic: Animals Block F: Baby Animals

Resources Session 1 Provided: Baby and adult animal pictures; Life cycle of a butterfly; Pictures of caterpillars; Butterfly outlines. You will need: Monkey Puzzle by Julia Donaldson (ISBN: 1509812490); Props for role-playing the story; Live caterpillars in a tank/net to observe, if possible; Laptops/computers; Magnifying glasses and clipboards; Tuff spot; Sawdust/sand; Brushes.

Session 2 Provided: Images from the book. You will need: The Very Hungry Caterpillar by Eric Carle; Potato for printing; Paper and paint; Post-it notes™; Playdough; Leaves, either real or green paper; Hole punch; Hall space; Computer with speakers or CD to play the music.

Session 3 Provided: Pictures of baby animals to order. You will need: Roll of backing paper/wallpaper; Metre stick; Cubes; Large pieces of paper; Small world animals; Sand tray.

Session 4 Provided: Pictures of baby animals to display; Pictures of baby animals to cut out; Pictures of baby animals with their adults. You will need: Plastic splatter (coloured fly swat); Scissors; Glue; Paper stapled together; Small world animals; Bubble bath and muddy animals in tuff spot; Toothbrushes.

Session 5 Provided: Pictures of baby animals; Life cycle of a frog; Life cycle of other animals; Baby and adult animal pictures; Baby animal speech bubbles. You will need: Baby photos of the class; Baby photo of the teacher; Strips of paper; Glue; Caterpillars from first session; Small world animals; Paint; Colouring pencils.

Session 6 Provided: Baby bear picture; Writing frames of mother and baby animals. You will need: Hall space; Music; Playdough; Peg-boards or multilink with pattern cards.

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.