Learning Outcomes: the Children Will

Class: P1 Subject: Literacy Activity: Book- ‘The Very Hungry Caterpillar’ Time: 1hr Date: 4th May 2006 Learning Outcomes: The children will:  Enjoy reading the story ‘The Very Hungry Caterpillar’  Be able to identify if the caterpillar eats healthy or unhealthy food.  Identify and remember the days of the week.  Be able to sequence days and food from the story in the correct order. Organisation: Class teaching- carpet work. Resources:  The Very Hungry Caterpillar  Pictures from the story for sequencing activity.  Key Vocabulary: Hungry, food, healthy, unhealthy, days of the week. Introduction:  Show the children the book ‘The Very Hungry Caterpillar’. Look at the title, author, illustrator, direction of print etc with the class.  As a class take a picture walk through the book, discussing each picture and what the children think is happening.  Development:  Read the story to the class; get children to predict what day is going to come next and what the caterpillar might eat.  Look at the different days of the week, discuss with the children if they eat different dinners depending on what day it is.  Look at all the different food; ensure children can identify what the food is and whether it is healthy or unhealthy.  Show the class pictures of different food from the story and week day cards.  Get children to firstly put the days of the week in order.  As a class sequence the foods matching them to the correct days of the week.

Conclusion:  Recap on healthy and unhealthy- look at what days the caterpillar ate healthy food on and what day he ate some unhealthy food on.  Assessment: Children’s participation in lesson, ability to identify and sequence the days of the week and recall what healthy and unhealthy is. Sequencing activity- matching the correct food t the correct day. Follow Up Activities: Science lesson- fruit. Class: P1 Subject: Science Activity: Fruit Time: 1hr Date: 4th May 2006 Learning Outcomes: The children will:  Be able to identify different fruit and vegetables.  Be able to sort food depending on whether it is a fruit or a vegetable.  Understand that we need to prepare food, by washing, peeling etc.  Understand that we cannot always eat all parts of a fruit.  Investigate which fruits have seeds and which do not. Organisation: Introduction- Children at individual desks. Development and conclusion- carpet work. Resources:  Sorting worksheet.  Kiwi, orange, apple, banana, grape, melon, pear.  Knife, peeler. Key Vocabulary: Fruit, vegetables, seeds, plant. Introduction:  Together as a class nae as many different fruits as possible.  Children are then asked to complete sorting activity in which they are required to sort different fruits from vegetables. Show children different fruits and vegetables individually, they must identify it then find it on their worksheet cut it out and stick it into the correct column depending whether it is a fruit or vegetable.  Repeat for all. Development: (Bring children to the carpet.)  Sort the actual food into groups of fruit or vegetables.  Focus on the fruit.  Give children a range of fruits, already prepared, together go on a senses walk to explore the fruit, where you look at the colour, feel the texture of the fruit, smell the fruit and finally taste the fruit.  Look at all the different fruits. Explain that we can’t always eat all of the fruit. One by one go through each fruit, discussing what parts cannot be eaten.  Look at how we eat fruit, a banana and kiwi need peeled, a melon needs cut etc.  Talk about why some fruits have seeds. Children predict which fruits have seeds and which don’t. Cut open the fruits to see if class prediction was correct.

Conclusion:  Plant some of the different seeds from different fruits. Label each cup depending on what seed is in it. (Teacher will need to continue this observation with the children until the end of the year) Highlight importance of washing fruit before we eat it. Assessment: Children participation in lesson and ability to be able to sort the food and make predictions about it.

Fruit- The Very Hungry Caterpillar

Literacy aspect

This literacy lesson was perhaps the children’s favourite of all the literacy. They loved hearing the story of the very hungry caterpillar ( Eric Carle, 1970 London : Hamilton) and were able to relate it to the life cycle of a caterpillar which they had learnt in different lessons. This lesson focused on sequencing, and after the shared reading session, children were asked if they could recall what the caterpillar ate each day. This reinforced the days of the week as well as number order. Days of the week and all the different foods were then placed on the board and different children came up identified a day and the corresponding food that the caterpillar ate. The days and foods were then placed in the correct order and one child requested that she use the pictures to tell the story to the rest o the class and did so excellently. The sequencing activity was then created into a wall display, as seen in the picture below.

How it supported the science lesson

This book was ideal as it went through different fruits everyday and provided a wide range such as plums, watermelon and pears rather than the favourite, orange, apple and banana. Once the sequencing activity was complete we talked about the different fruits and whether fruit was healthy or unhealthy. Together as a class we tried to name as many different fruits as we could, this was interesting as one child from Russia, named fruits no-one had ever heard of! As part of the schools healthy eating, all children are encouraged to bring fruit for their break, and so we looked at the different fruits each child had with them, and the as evident from the range that the class loved fruit. This was later observed again when we investigated different fruits. Below are pictures of the children with their piece of fruit.

Science part/ investigative part

The investigation of different fruits was done as a class. Before we focused on different fruits children were given a sorting activity in which they were asked to sort fruit from vegetables. This activity was completed well by most children and samples of the work have been included. Together we used all our senses, to look at, felt, smell and taste a range of fruits. We then talked about how we prepare fruit, if we need to cook it, wash it etc. and if there are any fruits we need to peel. The preparation of some fruit was then demonstrated, and we looked at the parts of a fruit which we cannot eat, for example the skin of a kiwi, the core of an apple and the seeds in an orange or melon. Once we had extracted seeds from different fruits we discussed why some fruits had seeds and what the seeds were for, together we then planted some seeds from the different fruits to illustrate the fact that seeds were to produce a new plant of that particular fruit. This lesson would be better described as an exploration of different fruits rather than an investigation. The children enjoyed looking at and tasting all the different fruits and the knowledge gained in previous lessons on taste and smell was used effectively.

Resources For the science part the range of fruit and their colours was visual aid enough for the children and nothing else was used. The sequencing activity for the literacy aspect was effective and when placed n the wall it looked well. When we returned the class we were told that throughout the week the children had used this display to tell each other the story of the very hungry caterpillar and discuss different fruits.

Overall Evaluation of lesson This lesson went very well, all learning outcomes were met and it was evident that the children both enjoyed and learnt from the lesson. As with the healthy eating lesson, it was not as investigative as the taste and smell lesson and so did not develop children’s investigating sills. It did however provide plenty of opportunity for collaborative learning and exploration.