Key Question: What Animals Would We See on Safari?

Created by Kerry Moody Week Beginning: 23.4.2012 PLC: We are one and we are many! What would it be like to live in Africa? Week: PLC 2

Key Question: What animals would we see on Safari? Time Monday Tuesday Wednesday Thursday Friday 8:50 Carpet session 1: Register and Carpet session 1: Register and Carpet session 1: Register and Carpet session 1: Register and Carpet session 1: Register then news from the weekend Introduce Wake & Shake – Take 10 Wake & Shake – Take 10 Wake & Shake – Take 10 Whole School Celebration 9:15 children to key question of the Adult Led Activity Adult Led Activity Adult Led Activity Assembly week. Obj: Readers / observations Obj: Readers / observations Obj: Readers / observations Adult Led Activity CT: Ind Readers/G Reading CT: Outside Activities EY CT: Ind Readers/G. Reading Obj: Readers / observations HLTA: Outside Activities EY Playground HLTA: Outside Activities EY CT: Outside Activities EY Playground HLTA: Ind Readers/G.Reading Playground Playground HLTA: Ind Readers/ G Reading Carpet session 2: PSRN CT/HLTA Children: MA Raindrop Children: MA Rainbow Children: LA Snowflake Children: HA Sunshine 9.45 Obj: Begin to relate addition to Carpet session 2: PSRN CT/HLTA Carpet session 2: PSRN CT/HLTA Carpet session 2: PSRN CT/HLTA Carpet session 2: PSRN CT/HLTA combining 2 grps of objects. In Obj: Begin to relate addition to Obj: Begin to relate addition to Obj: Begin to relate addition to Obj: Begin to relate addition to practical activities and discussion combining 2 grps of objects. In combining 2 grps of objects. In combining 2 grps of objects. In combining 2 grps of objects. In begin to use the vocabulary practical activities and discussion practical activities and discussion practical activities and discussion practical activities and discussion involved in adding. begin to use the vocabulary begin to use the vocabulary begin to use the vocabulary begin to use the vocabulary Warm Up: On IWB - roll a 1-6 involved in adding. involved in adding. involved in adding. involved in adding. numerical dice. Show me this no. on Warm Up: Display a 1-20 track. Warm Up: Shuffle a set of 1-20 Warm Up: Sit chn in a circle. Give a Warm Up: Count on together as chn your fingers. What is the next no.? Point to a number. Ask chn to say cards. Show one. Chn say the next teddy to a child saying ‘7’. They pass the teddy round the circle, but What comes before/ after/ what’s next number and carry on counting number, then carry on counting until pass the teddy to the next child who once past 10, shout ‘Change!’ Chn 1 more/ 2more..? Show me. Then until the end of the track. Repeat you say stop. Rpt with other cards. says ‘8’ and so on round the circle. pass the teddy back round, all just roll the dice, chn say next no. questions as Monday. Rpt, counting on from different nos. counting backwards. Change again at each time. Repeat 1-10 dice. Main Teaching Session: Main Teaching Session: <10, then between 10 and 20 as chn 5, and then at 20. Main Teaching Session: Show chn a collection of African Repeat as yesterday but model pass the bear round the circle. Give out numeral cards up to 20 and animals. What could we do to find adding 2, 3 more to numbers of Main Teaching Session: out how many there are animals up to 20. Show chn a tin/money box, and Main Teaching Session: ask chn to build a tower of cubes to altogether? Target ind to model count in 6 pennies. How much is in Give one 11 to 20 card to each child. show their number. Ask 2 chn to accurately counting up to 10 objects. http://www.iboard.co.uk/iwb/641 the tin? Drop in 2 more pennies. And Display a 1-20 number track. Choose stand up and compare the number Show chn 2 hoops and place 4 now? Show me 6 fingers, now show a number less than 18 on the track of cubes in their tower. How many animals into the first hoop. Add 2 http://www.ictgames.com/primary me 2 more. So 6 and 2 makes 8. and ask a child to make a tower using altogether? Who has the most/ more to the second hoop. How Strategy4.html Ask chn to check. Rpt with diff nos. that number of cubes. If we add two least? Show timer on IWB – Model many are there now altogether? of pennies up to 7 in the tin, adding cubes to the tower, how many cubes activity first: Tell the chn they have Show me 4 fingers, now 2 more. 2, then 3 more, matching to fingers. will be in the tower then? Any chn How many altogether? Model Ask diff chn to check the amount with the answer hold up their card. 1 minute to try and find a person saying and writing 4 + 2 = 6 - read it each time. After the 1st few Count on two using the track. Rpt with a tower which has one more together. Count all to check. Rpt examples, write the matching adding 2, then 3 to nos. from 8 to 17. cube than their own. Repeat for 2 with different nos. of animals up to addition, e.g. 4 + 3 = 7 and read it more. 10, always adding 2. Ask chn to together: 4 add 3 equals 7, 4 and 3 write the matching addition. makes 7. 10:00 Adult Led Activity CT/HLTA Adult Led Activity Adult Led Activity CT/HLTA Adult Led Activity CT/HLTA Obj: See Main session Obj: See Main session Obj: Obj: WALT: I can add 1, 2 or 3 to any number to 20 by counting on. Shuffle a pack of 1-10 cards and WALT: I can add 1, 2 or 3 to any Explain that we are going to use the Small World – Safari Park to make up turn face down in a pile. Turn over a number to 20 by counting on our own addition stories like we have just played. Play alongside chn/ repeat card. The first person to shout out Shuffle a set of 6 to 17 no. cards. activity as in main session. the next number wins the card! CT Observations/ Identified Focus Chn take it in turns to take a card Groups from AFL and make a tower with that no. of Observation and assessment Continue playing until all cards are cubes. They then roll dice with 1, 2 Look, listen and note gone. Who won most cards? or 3 spots to find how many cubes to Can children count out a small number of objects accurately from a larger add. They count on the cubes as group? Are they able to read a numeral card and match that to a quantity of Repeat with chn saying the they add them to the tower. Tog. toys? Invite children to add two groups of animals together . How many number 1 less than a numeral 1- write matching addition and read. when we add 1, 2, 3 more? Do chn count all/ count on? Can chn record own 10. number sentences to represent mathematical thinking?

Children: HA Giraffes Children: MA Crocodiles Children: MA Penguins Children: LA Pandas Children: CT Observations/ CT/HLTA CT/HLTA Identified Focus Groups from AFL 10:20 PLAYTIME

10:35 Carpet session 2: L&S Carpet session 3: L&S Carpet session 3: L&S Carpet session 3: L&S Carpet session 3: L&S Recall all previously learned Revise ‘oa’ Revise ‘or’ Write each letter correctly when Blending for reading: CT – Ph3 GPCs p83. Read through high Segmenting for spelling: Segmenting for spelling: following a model. Sorting p88 between things in the frequency words learned so far Phoneme frame p88: loaf, toad, Phoneme frame p88: for, fork, Segmentation for spelling: kitchen and bedroom, fork, spoon, p92. oak, foal. cord, cork. Quickwrite words p89: cart, fork, sink, bed, lamp. DW – Ph2 Practice reading was, will, with Blending for reading: Matching Blending for reading: high, goat. Be able to blend and segment in my, for, too words and pictures p87 coat, Countdown p86 lord, born, torn, order to read and spell (using Revisit ‘oa, ar, or’ Sort pictures/ boat, soap, goat. sort. magnetic letters) VC word ox, CVC words into correct phonemes. Reading captions activity Drawing Reading captions activity Drawing words cart, lord, and silly words p95: The coat is too big. p95: The farm has a big tree. boak, parp.

11:00 Carpet Session 3: CLL CT/HLTA Carpet Session 3: CLL CT/HLTA Carpet Session 3: CLL CT/HLTA Carpet Session 3: CLL CT/HLTA Carpet Session 3: CLL CT/HLTA Obj: Shows an understanding of Obj: Shows an understanding of Obj: Shows an understanding of Obj: Shows an understanding of Obj: Shows an understanding of the elements of story, e.g. the elements of story, e.g. the elements of story, e.g. the elements of story, e.g. the elements of story, e.g. characters & sequence of events. characters & sequence of events. characters, settings & sequence characters, settings & sequence characters, settings & sequence of WALT: Talk about a story from WALT: Sequence the story of of events. of events. events another culture and sequence the “We’re going on a lion hunt” in WALT: Plan a sequence of events WALT: Write a beginning/middle WALT: Write an ending for a story events. order of events. for a story based on we’re going for a story based on “We’re going based on “We’re going on a lion Introduce the story “We’re going on Remind the children of the story. on a lion hunt on a lion hunt”. hunt”. a Lion Hunt”. Talk about the front Show them the youtube clip. Tell Review the story with the children. Review the story with the children cover. What might this book be the children that today we are going What animal are the children and the planning work that they did Review the story ending. What did the about? Read the blurb. Based on to recall the events in the story. looking for? What other animals yesterday. Which African animal children do when they saw the lion? the stories that they have been could the children be looking for? should we hunt for? What Were they scared? What happens in looking at, how can they tell that Ask them to take note of this as they Tell the children that they will be obstacles will we come across? the story? How does the story repeat this story might be based on go through the video clip using choosing their own animal for Allow children to discuss their itself? Where do they children end up Africa? What animals might they w/b’s with a LP. their story. choices in LPs. Share ideas as a in the end of the story? find in this story? Read the story to Recap on some of the things the class. Briefly discuss choice of the children. What do they like http://www.youtube.com/watch? children go through in both the book exciting words for the obstacles we Allow the children to review their own about the story? Which is their v=0iuAHAfO1vI and video clip. will have to go over, under and setting choices. Show them how to favourite bit? Is this book like any What other things could the through on our chosen animal hunt. work backwards in their order so that other story that they might know? children go through? Show the they end up back home in the end. (“We’re going on a bear hunt”). Show the children the images of the children some images of places in Modelled writing: Explain that at the long grass, lake, swamp and Africa to help them gather ideas the beginning of the story we will Model how to write the sentences Discuss the events that occur. Have cave (you need 2 of each). using Tag galaxy. Ask them to list need to explain what animal we are using their ideas. some images of landscapes that the ideas on the flipchart. What exciting hunting for. Can anyone recall the children go across/through and words can they think of to go with language pattern of the story? All animals that the children see. Can the places that they have thought recite with actions previously taught. the children recall any parts of the of? e.g. grass – long grass, dry Which part will we need to story in their own words? grass, spikey grass. remember to change? Model writing this either on notebook or Brainstorm these and add to images using the saved presentation. on notebook. Repeat for middle. 11:20 Adult Led Activity CT/HLTA Adult Led Activity CT/HLTA Adult Led Activity CT/HLTA Adult Led Activity CT/HLTA Adult Led Activity CT/HLTA Obj: Retells narratives in the Obj: I can order 6 events from the Obj: I can order 6 events from the Obj: I can write about events Obj: correct sequence, drawing on story in the correct order. I can story in the correct order. I can from the story in the correct language patterns of the story. begin to use familiar sounds and begin to use familiar sounds and order. words to write down my story words to write down my story CT Observations/ Identified Focus Children to use the picture clues. ideas. ideas. Groups from AFL Children to act out the story using Children work as a grp to order Children work as a grp to order CT to support the chn writing their actions, words and sounds. In each images from the story in the correct images from the story in the correct own version of the story using the group there should be a narrator to order to create a zig zag book and order to create a zig zag book and saved presentation. tell the story supported by the CT use to orally re-tell events drawing use to orally re-tell events drawing HLTA: Spellings and Children may choose to adapt the on familiar language patterns. on familiar language patterns. Handwriting Focus story a little e.g. selecting their own obstacles. CT model orally rehearsing and HLTA model orally rehearsing and writing down story sentence for one writing down story sentence for one image. Support pairs of chn orally image. Support pairs of chn orally rehearsing and writing own rehearsing and writing own sentences to match images. sentences to match images. Children: LA Snowflake Children: MA Rainbow Children: MA Raindrop Children: HA Sunshine Children: CT Observations/ Identified Focus Groups from AFL 11:50-12:00 Handwashing & Lunchtime

1:00 Carpet Session 4: Register and Carpet Session 5: Register and Carpet Session 5: Register and Carpet Session 5: Register and Carpet Session 5: Register and Wake & Shake – Take 10 Wake & Shake – Take 10 Wake & Shake – Take 10 Wake & Shake – Take 10 Wake & Shake – Take 10 1:15 Carpet Session 5: Adult Led Activity Physical Development – Dance Carpet Session 6: Obj: (PS2, 5, 12, 13, 14) Obj: (K4, 5, 6) See Separate planning See MTP Summer 5 RE/ SEAL TA: AIA Display the ‘On Safari Plans: SEAL topic for this half term CT AIA: poster’ on the IWB. Identify the two  EYFS: Ball Skills and/ Multi is ‘Good to be me’ Display the ‘On Safari poster’ on the IWB. Focus on the image of the hot-air ways of safari travelling on the Skills Resources: Small teddy balloon and discuss what the occupants might see from the basket. Ask poster and discuss the merits and Guess How Much I Love You children what they think it feels like to float in the air. Create a role-play disadvantages of each. For balloon basket from a large cut-down cardboard box and provide binoculars, example: a balloon would be quiet TA: CT AIA: Remind the children circle cameras and telescopes for an imaginary safari journey. Make comparisons so that animals would not be AL IEP TARGETS then Ind time skills between the appearance of the Maasai woman in the poster and disturbed, but the view might be Readers Eyes to see, Ears to hear, Mouth to photographs of familiar people in the children’s lives, for example, skin and obscured by trees, whereas a noisy speak, Head to think, Hands in lap to hair colour, hairstyles, beards and moustaches, decoration such as hair jeep might frighten animals but could concentrate ornaments, necklaces and earrings, spectacles, facial expressions. Discuss get closer. Have the same Circle Game – Pass the smile similarities and differences sensitively. discussion about a walking or What does “proud” mean? What have boating safari. Examine the jeep you done to make you feel proud? image and a model jeep and talk Show me a proud face. TA: AL IEP TARGETS about why these vehicles are used Introduce Teddy and explain that he for safaris, for example, they have is feeling excited. Start the round by open tops which offer clear views, saying “I think Teddy is excited four-wheel drive to negotiate rough because...... ” What do children terrain and camouflage colour. Make think? own models of jeeps including large Read Guess How Much I Love You scale example for role play area. Pass a smile around the circle CT: Observing/ Ind Readers TA: AL IEP TARGETS/ IND Readers 1:45 Adult Led Activity Adult Led Activity Carpet Session 6: Adult Led Activity: Library Session Obj: PS8, 12 Obj: L7 Obj: CD4 Obj: Support / develop children’s CT AIA: CT AIA: Take to the road: Show Develop sounds to represent individual reading. Use the On Safari circle time card: children pictures of people on safari. different types of safari transport and What will you pack? Tip the objects Talk about their clothes and the type animals. Look at pictures of different CT: Observing/ Ind Readers into a large box. Invite children to sit of vehicles they travel in. Explain types of safari transport and animals around the hoops and ask for their that a safari is a journey to spot and together. Sit in a circle with a box of TA: Outside Activities EY help with packing a bag for an photograph wild animals, such as instruments and share the rhyme Playground African safari. Explain that one hoop lions and elephants. Traditionally, ‘We’re going on safari’. Enjoy using is for objects you will be packing and they take place in Africa but explain voices to make the different sounds. the other is for objects you will not that people also go on wildlife Let children take it in turns to select need. Take turns to choose safaris in India or the Amazon. an instrument and make a sound something from the box and put it Explain that they can work in groups with it. Can they make it sound like into the correct hoop. When the box outside to play ‘Going on safari’. one of the safari vehicles? Together, is empty, remove it along with the They will need to make themselves pick out instruments that can be unsuitable items and hoop. Pass the a safari vehicle to travel in and wear used to accompany the sounds in rucksack around, asking each child special clothes as camouflage so the rhyme. Choose one or two to put something from the remaining that they don’t scare the animals. children for each sound and repeat hoop into it. Talk about how each Make boxes, blocks and chairs the rhyme, with them joining in at the object will be used. available for this. Remind them to appropriate time. Challenge children take their cameras and binoculars! to make their own instruments, such TA: Outside Activities/ Observing/ Model playing different roles (driver, as shakers, from found materials. Ind Readers guide and passengers), place toy See also On Safari Circle time cards animals around the area and hand for AIA. out animal books for spotting! TA: AL IEP TARGETS

TA: Outside Activities/ Observing/ Ind Readers 2:05 Whole School Assembly 2:20 PLAYTIME 2:30 Adult Led Activity ICT Skills: Adult Led Activity Carpet Session 6: French Golden Time TA: Show and Tell Session See Separate planning: Continue from before play See separate planning CT: Outside Activities/ Observing/ Indoor Games – Bench Ball Ind Readers E-Safety/ Finding Things Out – Data Handling and Internet 3:00 – 3:20 Story and Hometime Story and Hometime Story and Hometime Story and Hometime Story and Hometime A is for Africa Continuous/ Enhanced Provision – Classroom/ Central Learning Environment Malleable Make playdough and use it to form letters we have learned. Give the phoneme/grapheme when shown any Act: Phase 2 letter, and the Phase 3 letters learned so far using Phase 3 phoneme playdough mats. Sand Act: Create own small-world safari park. Share books about wild animals. You will need: the sand pit, plastic toy farm animals and a piece of ribbon. Where do the animals live? Are there trees, rivers, grass, bushes? If Use your finger to draw a line down the centre of the sand pit and place the blue ribbon to form a river. any children have been to a safari park, ask them to describe what they Explain to the children that you are going to make a field for each sort of animal on either side of the river. saw when they were there. Tell children that they can make their own Use your finger to draw a field on either side for the sheep. safari park in the sand pit. Provide animals, vehicles and a range of Count how many sheep there are and put these in the two fields on either side of the river. reclaimed materials and objects and let children design their own park. How many sheep are there on this side? They can add to it over time, making boats and Jeeps out of reclaimed How many on the other side? How many altogether? materials and adding twigs, leaves and so on. Encourage them to think What if we move some from this side to the other field? How many will there be altogether then? about the environment they are creating. Is there enough for animals to Repeat this process with other farm animals. eat/hide in/explore? Challenge children to make four kinds of habitats, such as desert, grassland, forest and lake. (K9) Water Act: Give the phoneme/grapheme when shown any Phase 2 letter, and the Phase 3 letters learned so far. See AIAP for Find the sound activity. Number Laminate copies of ‘My first World Map, put it on the carpet and take a Number Safari Hunt: Hide a large collection of plastic wild animals in a bowl in the middle of a table. Hide World Act small world character for a journey around the world. Provide a several toy animals around the outdoor area/ sand tray, such as three lions, five hippos, seven zebras and six commentary focusing on positional language, for example ‘…. has giraffes. Work with a small group of children and invite them to explore the animals. Ask each child in turn to travelled across the Atlantic Ocean to South America. She is going up make a set of three or four animals that are the same in some way. Ask them to explain their reason (perhaps through the mountains to North America’ and so on. Provide time for they can all swim, or they all have spots). Repeat this several times, changing the quantity each time. Now tell chn to make up their own stories, supporting them with appropriate each child that they are going on a number safari. Give them a numeral card and an animal. Read the number mathematical language if necessary. Pose questions to encourage and ask them to find that number of animals hidden in the outdoor area. Challenge chn to make a group counting, for example, ‘How many fish can you see?’, ‘Are there more safari counting book, with a page for each number from one to ten and illustrations or photographs of animals in Africa or in Australia?’(N1, 2, 12) different animals. Alternatively make up your own group animal number rhyme. (N2) Music Teach the rhyme: Make own African drums Listening I went on a Safari and what did I see? http://www.activityvillage.co.uk/african_drum.htm Act I saw a zebra chasing me. Challenge chn to make their own verse – choosing from images of different African animals. Writing Act: ‘Need copies of interactive My First World Map’ Invite the children to Make own maps for use in Safari role play area. Africa Information posters for take turns to look at the poster in pairs and make a list of a specific interactive display category of items, such as buildings, animals or environmental features. Encourage them to share their lists with the rest of the group. Construction Make African animal masks for a safari parade. Tell the children that you would like to have an African Explore the Maasai woman’s necklace and earrings together. Provide Act: animal parade and that they can make masks to wear. Let them choose which mask they would like to make children with a selection of natural and recycled materials, such as from the templates provided and help them to cut out and colour or paint the masks. Fit the masks by twine, pasta tubes, foil and sweet wrappers to create their own punching holes at the sides and threading through elastic or string. Hold an animal parade, moving like the necklaces. (PD7, 8) animals to some African or safari music. (PS12, 13) Creative Act: Continue to create African Savannah pictures from week 1 inc Create a frieze depicting the plains and jungles of Africa, featuring the wildlife on the image cards. Use opportunity for chn to select resources independently and create these collage materials, such as bubble wrap over blue tissue paper to create a pool and black faux fur fabric to on easels in outdoor area/ and a large scale collaborative picture for make a monkey. Discuss the different colours on the animals and try to recreate them, for example, make display. pink flamingo feathers from shreds of light and dark pink tissue paper or print the stripy pattern of a zebra’s coat. ICT Act: http://www.bbc.co.uk/schools/numbertime/games/test.shtml We’re going on a Lion Hunt: Make own picture/ presentation. KLP – Africa Page http://www.kenttrustweb.org.uk/kentict/content/games/ ladyBirdSpots/index.html Sml World/ See Sand provision Tuff spot Act: Home See also Cr Dev MTP: Set up a role-play travel agents/ explore how to adapt current jungle role play area into an African Safari role play area – What will we need? Corner/ Role WEEK 1: Create an ‘Our World’ information display area. What can you find out about Africa? Enlarge and display a map of Africa showing the names of the different countries. As chn Play locate and find information – add to map and display. Enhance using physical resources/ photographs and books which the chn can explore and use.

Outdoor Act: See Outdoor play plans Use/ draw 1-20 number track on the playground. Shuffle a set of 3 to 10 In the outdoor area create a role-play ship from a variety of construction cards. 4 chn take it in turns to take a card and stand on that number on resources and provide home-area resources for a voyage. Hang maps the track. Roll a large 1, 2, 3 dice. The child predicts where they will be inside to help the children to plan ocean-going journeys around the if they make 1, 2 or 3 jumps, then makes 1, 2 or 3 jumps. Were they world. Discuss the information that the map conveys and suggest correct? If so they keep the card. When there are no cards left, find out creating a pictorial map. Spread a large roll of paper along the floor, tape who won most cards. it securely and provide children with mark-making equipment, glue, collage materials and magazine pictures of animals and buildings.