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IntroductionNo Pens Day Wednesday lesson plans and activity templates have been created by specialist teachers and speech and language therapists and quality assured by practising mainstream teachers.

Lesson plans These were developed by taking example plans for September from one school’s planning as a starting point. As all schools will be covering different topics and have different ways of planning, the lesson plans provide an example for schools to adapt, though they can be used as they are if this fits in with your planning.

Lesson plans aim to follow good practice principles; e.g.

They identify explicit learning objectives Support use of questioning, using Blooms taxonomy, to support learning Include plenary sessions that encourage pupils to reflect on their learning through assessment for learning strategies

Some lessons include reflection on how the “no pens” theme of the day has affected learning. This could be a discussion you could have in any lesson in order to gather pupils’ views on how an emphasis on talk in the classroom has impacted on their learning and enjoyment of lessons.

Each lesson plan also has key vocabulary identified, signposting to the vocabulary section of the activity templates. Vocabulary is key to all pupils, particularly those whose language is not at an age appropriate level or pupils learning English as an additional language. Teaching vocabulary explicitly as part of the lesson, using tried and tested strategies can make a significant difference to these pupils in particular.

A speaking and listening objective has also been identified for each lesson. Some have been taken from QCA guidelines, whilst others have been taken from our Universally Speaking guides (available to download and order for free from www.hello.org.uk/resources), which track language development throughout the primary years.

Plans are available for every lesson in primary school across the year groups.

Activity templates In addition to lesson plans, we’ve provided activity templates (separate download on www.hello.org.uk/no-pens-day-wednesday), which are more generic and can be adapted to any lesson. These give some information about the activity and how it can be implemented, highlighting any resources / links that might be useful to support that activity. These activities can be used within any element of a lesson - as a starter activity, main activity, plenary or as methods of recording learning. See also separate guidance on ways of recording without using pens (available on www.hello.org.uk/no-pens-day-wednesday).

Year 1 Lesson Plans

Class: Teacher: Date: Lesson: English - Tiger Who Came To TeaLesson objectives: To identify key characters, events and settings in the story ‘Tiger who came to tea’

Prior learning: Character, event, setting

Speaking and listening objective: Children are able to listen attentively to stories being told or read

Activity Differentiation ResourceStarter:Active listening activity – word level Listen for the ‘odd word out’ in a set of 3 Use alliterative or rhyming sequences Use lolly sticks to choose children to answer

Children may choose to ‘pass’ or ‘ask a friend’

Sequences of 3 words with same initial sound or same rhyme

Lolly sticks

Vocabulary: Character, event, setting, main, visitorTeach vocabulary using strategies and materials from the activity templates available to download at www.hello.org.uk/no-pens-day-wednesdayMain: Introduce the story – do children have visitors to their house, who come to tea

or dinner? Tell the story of ‘Tiger who came to tea’ by Judith Kerr Ask the children to name some of the characters – are they all important

characters? Think/pair/share Ask children to name some of the events - are they all main events?

Think/pair/share Ask the children to say where the story takes place – settings – what is the

main setting? Think/pair/share

In groups:1) Pictures of all characters to sort into main characters and ‘other’ characters. How did you decide? 2) Set of 8 pictures (from PowerPoint) of the main events and number cards 1 - 8 to sequence 3) Set of settings picture cards (from PowerPoint). Match character names to pictures and sort into main and other characters.

Use visual support for character/events/setting (‘Who’, ‘What happened’, ‘Where’ resource below)

PowerPoint version available at http://www.tes.co.uk/teaching-resource/Tiger-Who-Came-To-Tea-3012839/

Picture sets for activities – can be taken from PowerPoint or from text :

Characters – Mum, milkman, grocer boy, Dad, Tiger, Sophie

Settings – kitchen, front door, cupboard, cooker, fridge, sink, bathroom, front room, street

Plenary:What did we find out? – each group brings their pictures of main characters, main events and main settings to ‘show and tell’ what they found outAssessment for learning:Ask children to hold up red/green/yellow traffic light cards to show whether they understand the concepts of character, setting, eventHomework:Make a collage of a Tiger tea or picnic using pictures cut from magazines, newspapers or junk mail

Year 1 Lesson Plans

Class: Teacher: Date: Lesson: Art - PortraitsLesson objectives:

Identify aspects of a portrait, express what they think and feel about it Suggest ways they would like to portray themselves

Speaking and listening objectives:Confidently start and take part in a group conversation

Activity Differentiation ResourceStarter: Introduce key words – what do children think they mean? Give definitions. Match to

picture cues on IWB, look at initial sounds, clap syllables. Introduce lesson and lesson objectives.

Picture cues – portrait, background

Vocabulary: Portrait, backgroundTeach vocabulary using strategies and materials suggested in the activity template packMain: Learning about portraits so begin by looking at photo portraits of the class. PowerPoint slide show of all children in the class (taken from school photo record). Talk partners – ask the children to discuss things the same, things different about the

pictures you saw. Model effective partner discussion (e.g. turn taking, being a good/active listener etc). Choose children to feedback orally – summarise feedback (appearance, expression,

details such as hair decoration. What about backgrounds - all the backgrounds are similar and portraits are not individualised (no personal details/items).

In groups of 5 or 6: Provide each group with an A4 portrait printed from slides and cue cards for things to

think about – e.g. style (full length/head & shoulders), expression, clothes, background, painting or photo, dark/light, special items, lifelike?

As a group, discuss what they see and what they feel about the portraits?

Would they like a portrait of themselves in that style? Why/why not?

Picture cues for leading talk – clothes, hair, expression, eyes/glasses, background

Extra thinking time after question. Targeted questioning for named pupils

Have the Class teacher organise a focus group to work with pupils with speech, language and communication needs, modelling appropriate language

PowerPoint - slide show of all children in the class (taken from school photo record) Cue cards

http://www.tes.co.uk/teaching-resource/Portraits-6018109/for PowerPoint of portrait slides or http://www.bbc.co.uk/arts/yourpaintings/

Use pictures or symbols on IWB to help children understand the words, expression, context, style, special items

Plenary: Elect an envoy for reporting back – what we found out, what we liked/did not like in

our picture. Voting by show of hands – who would like their portrait in this style?

PowerPoint slides of individual portraits to display while feedback is given

Assessment for learning: Reflect on speaking and listening objectives – who felt they achieved them? In what way did they achieve them? What were some good examples of giving an opinion (e.g. ‘I think....because...’)?

Year 1 Lesson Plans

Class: Teacher: Date: Lesson: Citizenship – Making choicesLesson objectives: Children will understand that we can make

choices Different choices have different outcomes

Previous learning: Knowledge of traditional tales – Red Riding Hood

Speaking and listening objectives:Use language to give opinions and discuss ideas and feelings

Activity Differentiation ResourceStarter: Introduce the idea of making choices – choosing. Active listening – ‘Up Down activity’ - as a class group, give the whole class a series

of ‘either/or’ choices – stand up for 1st choice, staying sitting for 2nd. E.g. ‘grapes or banana?’ – Stand up for grapes, stay sitting for banana. All those standing change places. Then move onto the next either/or option.

Was it easy to decide quickly? – decisions (choices) are not always easy to make.

Picture cues to choices as well as spoken language

Either/or options + picture prompts (below)

Vocabulary: Choosing, decisionsTeach vocabulary using strategies and materials suggested in activity template packMain: Class group – introduce Red Riding Hood (RRH) as a character who had to make

decisions (choices) in the story. Some of the decisions (choices) she made got her into trouble.

Listen to the story of RRH; include the ‘Don’t play in the wood’ chant from Teaching English website.

Rainbow activity - Assign a colour to each child in a group (give a coloured sticker if required) - What did RRH’s mother ask her to do/not do? – What choices did she make? Give each group a point in the story where RRH made a choice (choices = going off the path, going into wood, talking to stranger, taking a long time to get to Grandma’s because she stopped to pick flowers) - what could she have done instead? Why do you think she did that – what was she thinking?

Re-assign children to single colour groups to share what they found out about the choices RRH made.

Picture prompts for point in the storyColour stickers for colour groups

Adults circulate to prompt questions/ideasSome children to use a pictorial ‘frame’ to support their sharing – speech bubble icons for ‘what she was thinking’, signpost graphic for ‘what choices she made’ etc

www.teachingenglish.org.uk/sites/teacheng/files/wood.pdf for ‘Don’t play in the wood!’ chant and picture resources to support listening tasks.

Picture prompts – path, wood, wolf, flowers/clock

Plenary: What did we find out about choosing? – if necessary prompt with target questions. Would RRH story be the same if RRH made different choices?

Assessment for learning: Class teacher to give their own view of one of RRH’s choices (e.g. going off the path) using incorrect tense (e.g. I ‘thinked’ (instead of ‘thought’ etc) Can the children identify the error and help to correct/improve the language the Class Teacher has used? Repeat for other examples.

Resource: Either/or options

Crisps Biscuit Blue Red

Rain Sunshine Playtime PE

Swimming Riding a bike Pasta Chips

Red grapes Green grapes Football Dancing

Dick and Dom Cartoons MacDonald’s Pizza Hut

Christmas presents

Easter eggs Dogs Cats

Year 1 Lesson Plans

Class: Teacher: Date: Lesson: Design Technology - VehiclesLesson objective: To know there are different types of vehicles with different purpose; to know that purpose influences design; to know key parts of vehicles

Speaking and listening objective:Ask questions and give answers, make suggestions and take turns in a small group

Activity Differentiation ResourceStarter: Stimulus – guess what the topic is today – play sound clip e.g. traffic noise Riddles – vehicle types

Give a range of pictures including some of vehicles

www.pacdv.com/sounds/ambience_sounds/city-traffic-1.mp3Vehicles riddle pictures (below)

Vocabulary: Purpose, influence, design, vehicle, surveyTeach vocabulary using strategies and materials suggested in the activity template packMain: Jigsaw group work1. Vehicle survey on road/from video – do all vehicles have same design; number of wheels, same shape, same size? Why are they different?

2.Cut and sort – use magazines, catalogues etc to find vehicle pictures – cut and sort according to given purpose (people carrier, goods carrier, emergency, heavy work vehicles etc) Can some vehicles go in more than one group?

3. Lego – build your own vehicles. What parts do you need?

Model effective group work strategies, e.g. turn taking, sharing ideas and resources, working together, being a good listener etc (see additional guidance on teacher support for talk in the classroom)

Some children to identify different types of vehicle -cars, buses, lorries etc- and name 3 things that are the same, 3 things that are different

www.bbc.co.uk/learningzone/clips/traffic-jams-in-toome-northern-ireland/7847.html

Catalogues and magazines, scissors, category labels, set circles

Lego or other construction materials

Plenary:What did we learn? – key questions for each groupGroup 1: Survey experts - what did you learn about vehicle design? How are they different?Group 2: Sorting experts - what did you learn about vehicle purpose? Which can go in more than one group and why?Group 3: Building experts - what parts must you have to build a vehicle?Class teacher to summarise key points on mind map for next lesson – design and build.

Use pictures to support thinking and remembering Support responses with sentence starters

Assessment for learning: Children to use traffic lights to self assess whether or not they have achieved the speaking and listening objective: ‘Traffic Lights ‘(red = did not achieve , green = achieved etc) How did they achieve this? What did it look like? How could they improve this in the future? etc

Resource: Vehicle riddles

I have 2 wheels, a saddle and 2 pedals. What am I?

I have 2 wheels, a bright headlight and an engine. What am I?

I am quite small. I don’t have an engine. A baby rides in me. What am I?

I am big and red and have a siren. I help put out fires. What am I?

I can carry lots of people at the same time. I drive on the roads. What am I?

I have a siren and flashing lights. You might need to go in me if you are sick. What am I?

I can go fast. I have flashing lights and a siren. Watch out for me if you are driving too fast! What am I?

You can see me on the roads everywhere. I might live in a garage. Lots of families own vehicles like me. What am I?

I don’t have an engine. You can tow me behind a car and go on holiday in me. What am I?

I am bigger than a car but smaller than a lorry. I can carry lots of things. I am often white. What am I?

I am big and strong. I carry lots of different things all over the place. What am I?

I can carry lots of people – but I don’t go on the roads. I go on rails. What am I?

I am big and strong. Farmers need me to help on their farms. What am I?

I can lift things very high. I am big and strong. What am I?

I help to dig holes and move earth. What am I?

I am huge! I have a tail and wings. You can fly in the sky in me. What am I?

I can fly in the sky but I don’t have wings. I have a rotor blade. What am I?

I can carry people and cars. I help you if your car breaks down. What am I?

Year 1 Lesson PlansClass: Teacher: Date: Lesson: Geography - Houses and homesLesson objective: Identify and describe features of houses

(and other buildings) Identify and describe different types of

houses

Previous learning: To have collected photos of their own neighbourhood/homes

Speaking and listening objectives:Ask lots of questions to find out specific information

Activity Differentiation ResourceStarter: Active listening activity – Read story ‘A House is a House for Me’ by Mary Ann

Hoberman What sort of houses can the children recall from the story?

Targeted questions – ‘where does the mouse live?’Forced alternatives – ‘does the ant live in a hill or a web?’

‘A House is a House for Me’ by Mary Ann Hoberman

Vocabulary: flat, house, bungalow, question, statementTeach vocabulary with strategies and materials suggested in activity template packMain: Question – do people live in different sorts of homes too? Show slideshow of different

sort of homes and ask children if they can name them. Remind children of the difference between a ‘question’ and a ‘statement.’ Why do

people ask questions? Choose a home from the slide show – what would children want to know about this

home? What questions could we ask? Introduce question cards to prompt ideas – where, what, who, how (big, far)?

Question Time Teacher model being owner of one of the homes – children ‘interview’ the teacher

about their home. Use giant microphone for the child asking the question.In groups Children take their own home photos and take it in turn to be ‘interviewed’ by the rest of

the group about their home. Remember to ask where it is, what sort of house, how big, who lives there.

Question prompt cards to support words where/ what/ who etc e.g. ‘Thinking Hand’ from Communication4all www.communication4all.co.uk

Teacher / other adults model

Allow less confident children to listen first and be interviewed last

Slide show of homes - house, flat, bungalow, tent, farmhouse, caravan, palace

Question prompt cards – e.g. narrative cards (Black Sheep) www.blacksheeppress.co.uk/ or Widgit icons www.widgit.com/

Giant microphone, make one yourselves or try this link:www.artifaqs.co.uk/product/29/his0012/giant-microphone.html ; www.amazon.co.uk/1-x-Toy-Echo-Microphone/dp/B002FB4OLI/ref=sr_1_1?ie=UTF8&qid=1312453772&sr=8-1

Individual home photos; microphonesPlenary/Assessment for learning: What things are the same about where children live? What things are different?

Tell me something you have learned today? Explain how you would find out more about different houses – what questions would you ask.

Focus on type of question words being used. Which question word would help you to find out the location of the house? Give options (e.g. who, where, why) – children to clap when class teacher points to correct answer. Repeat for other examples.

Year 1 Lesson Plans

Class: Teacher: Date: Lesson: History - Playtime, toys old and newLesson objectives: To understand that toys have changed with time; children enjoy play but their toys have changed

Previous learning: An understanding that modern day toys are different to older toys

Speaking and listening objective:Listen to and identify interesting points in an explanation

Activity Differentiation ResourceStarter:Circle activity - Pupils talk about ...their favourite toy of the moment, passing a small toy on as it is their turn to speak. Why do you like playing with it?

Small toy

Vocabulary: Time, modern, old , differentTeach vocabulary using strategies and materials suggested in the activity template packMain: Adult in role or visiting expert (grandparent or other older adult) – talking about play

and toys when they were a child. What questions do I want to ask? – Think/pair/share with partner. Display all possible question words – what kind of answers might you get from

particular words (e.g. where = location, why = reason for doing something etc). Each pair given the opportunity to ask a question.

Group work:1. Using pictures from TES source – print up to 8 pictures and place face down. Children take it in turns to take a picture then describe the toy. 2. Using pictures from TES source – print a selection of up to 10 old and new toys. Sort old from new. How do you know they are old or newer toys?3. Using pictures from TES source - print up to 8 pictures and place face up on the table. Children take it in turns to think of a picture then mime using that toy. Other children try to guess which toy the child is thinking about.

‘Thinking Hand’ from Communication4all http://www.communication4all.co.uk to support question words

Provide a Talk Frame e.g. This toy is a...It is made of...Children would use it for...

Any artefacts or pictures that the visiting adult is able to supply

Pictures from www.tes.co.uk/teaching-resource/Toys-Old-and-New-Photo-cards-for-sorting-or-display-3004435/

Plenary/Assessment for learning:What did I learn today? – discussion cube Use the discussion cube to prompt thinking about what we learned today. Who has been an active listener? Children to Think/Pair/Share in groups of 4 about

something they heard/learnt from visiting speaker. Why is it important to be an active listener? Discuss reasons for being a good listener.

Discussion cube - http://www.communication4all.co.uk

Homework:Ask Mum and Dad what toys they liked playing with. Have they still got any of them?

Year 1 Lesson PlansClass: Teacher: Date: Lesson: Maths – 2D shapesLesson objectives: To visualise and name common 2D

shapes and describe their features Use 2D shapes to make patterns,

pictures

Previous learning: Knowledge and experience of handling 2D shapes

Speaking and listening objective:Take turns when speaking and working on a task with a friend or other group members.

Activity Differentiation ResourceStarter: Introduce lesson – recap on show and name shapes Shape shift (played like fruit salad) – assign shape names to all children. Call 2

shapes and all those children change places. If ‘shape shift” is called ALL children change places

Have examples of shapes and environmental shapes on view

Logiblock shapes or similarIWB – environmental 2D shapes (wheels, doors, windows, gables etc

Vocabulary: Circle, square, triangle, rectangle, side, corner, big/ger, small/er, long/er, short/er, straight, roundTeach vocabulary with strategies and materials suggested in activity template packMain:Look at the shapes with your Talk Partner. Give each pair a shape to hold. Talk about your shapes together – big, small, thick, thin, number of sides and corners, round, straight.

In my pocket....Teacher hides a shape in pocket and then describes it by its attributes – it is the same as some of your shapes. If you think it is your shape, put your shape in the middle. Does your Talk Partner agree?

Choose a child to have a secret shape in their pocket to describe. Use cue cards (below) to prompt description of the attributes.

Group work:Missing Pieces - give each group a picture made by tracing 2D shapes. Select enough shapes of correct size and colour to complete all pictures, but allocate them randomly around the tables. Children complete the pictures as far as they are able, but then must visit other groups to ask – in detail – for the missing shapes.

Cue cards for questions

Cue cards for questions

LogiblocksCue cards for questions

Cue cards for questions

Picture outlines per table

Plenary:Round Robin – sitting in a circle each child says where they can see a 2D shape in the classroom and name the shapes, without naming the object – can the other children work out what they are talking about.

Assessment for learning: Children to reflect on the way they worked in groups – Did the children include detail in their questions? How could they have added more detail to make the questioning even more effective?

Homework: Choose a shape and make a scrapbook of pictures of that shape in the environment.

Attributes / Shapes

long short

corner side

round straight

squaretriangle

circle rectangle

Year 1 Lesson Plans

Class: Teacher: Date: Lesson: Music – Sound sensationLesson objective: To explore different sound sources Investigate sounds children can

make with own bodies and voices and use them expressively

Previous learning: Investigating sounds, experimenting with instruments

Speaking and listening objective:Be an effective listener and can identify and make different sounds using their mouth

Activity Differentiation ResourceStarter: Active listening / response activity - Sound riddles – guess what the sound is? Play a

series of sound clips - children discuss with their talk partner and name sounds. Talk about how some of the sound clips were long, short, quiet, loud, quick, slow. Visual cues for

vocabulary

www.pacdv.com/sounds - freely down loadable wav files; readily searched under key headings (domestic, people, voices, etc)Visual cues for vocabulary

Vocabulary: fast/er, slow/er, quick/er, long/er, short/er, high/er, low/er, loud/er, quiet/erTeach vocabulary using strategies and materials suggested in the activity template packMain:Class group Active listening - Circle activity to ‘pass a sound’. Teacher begins with a simple clap, tap,

stamp or brushing sound (e.g. rub hands together) – child closest listens, turns to next child and copies the sound.

Repeat with simple voice sounds – ‘ssssss’, oooh’, ‘aaaah’, ‘bububub’ – or words – ‘banana’, ‘buzz’, ‘seesaw’.

Ask children to volunteer their own to pass round the circle. Did everyone say it the same/do it the same?

In groups – give each group a sound (from previous activity). Ask each group to find out different ways of doing that sound - louder, quieter, longer, shorter, quicker, slower. Select an envoy from each group to report back in the plenary.

Visual cues for vocabulary

Visual cues for vocabulary

Plenary: Envoys report back – they can ask others in the group to demonstrate. Finish with Human Orchestra – assign a sound to 5 groups. Teacher ‘conducts’ the group

who start and stop their sounds at the teacher’s signal.

Visual cues for vocabulary

Visual cues for vocabulary

Assessment for learning: Use thumbs up thumbs down for children to evaluate their own listening during this session. Are there any ways they could try and improve? Think/pair/share/discuss.

Homework: Find out if anyone in your family can play a musical instrument or can read music.

Year 1 Lesson Plans

Class: Teacher: Date: Lesson: PE - Multi-skills: bases and balanceLesson objectives: Explore static balance Understand the idea of ‘bases’

Previous learning: Have experienced Beans activity

Speaking and listening objective:Understand complex 2 and 3 part instructions

Activity Differentiation ResourceStarter:Beans - choose a child as the caller Call out different types of beans: jumping beans - children jump; runner beans - run; green beans - tall thin bodies; broad beans - still and wide; jelly beans - shake; baked beans - lay flat on the floor; French beans - children call out "Oh la la.Change caller

Visual prompt cards (pictures of beans, broad beans etc)

Vocabulary: base, balanceTeach vocabulary using strategies and materials suggested in the activity template packMain:Before starting the lesson, give children examples of 1, 2 and 3 part instructions and discuss ways of following them effectively e.g. remembering them in order, grouping the instructions into parts. Remind the children to listen out for the more complicated 2 and 3 part instructions in this lesson.

Exploring BasesChildren to lie on the floor face up, hands by their sides. Question - Are you likely to fall over? In 3s- one child sits up, another pushes them gently. Change places and repeat x2.Question - Did you feel wobbly more or less wobbly than lying down? Why is that? CLUE - Look at how much of your body is on the ground.In 3s - one child stands up another pushes them gently. Change places and repeat x2.Question – Did you feel more or less wobbly than sitting down? Why is that?Report back – in 3s get into sequence to show most wobbly to least wobbly position (standing, sitting, lying). Explain that even though we walk on 2 legs we only have a small base and can’t balance as well as animals on 4 legs. Body points In 6s – Give the children numbers between 1- 4. Children discuss and experiment with other balances using that number of body parts.

Reporting back – 5 children demonstrate, 1 child gives commentary – e.g. Sophie is balancing on 2 points , her bottom and her hand.

Warm down – Beans: give in 1, 2 and 3 part instructions – e.g. jelly beans....runner beans and French beans...green beans, jelly beans and jumping beans. Wind down with 1 part instructions from jelly beans, green beans, broad beans, to baked beans.

Break down instructions for lower achieving children

Give information in “chunks”

Enable higher achieving pupils to support lower achieving

Some children may need visual prompts for 3 part instructions

Plenary:Ask the children to summarise what they have learned about balance and bases.

Assessment for learning: ‘Tell your neighbour’ – ask the children to give their neighbour a 2 or 3 part instruction for their partner to follow. The children can only give the instruction once and their partner can only begin to follow the instruction on ‘Go!’ – Then use traffic lights for children to self assess.

Homework: Look at the balance bases of things around your house. Practice your balancing – how long can you stand on one leg? Count out loud. Can you beat your friend/brother/sister?

Year 1 Lesson Plans

Class: Teacher: Date: Lesson: RE - HarvestLesson objectives:

Children will know that food is harvested from many different sources We all depend on earth's food resources and the people who provide our

food. Create their own expressions of thanks

Speaking and listeningSpeak clearly and use longer words with multiple syllables in their speech.

Activity Differentiation ResourceStarter: I wish – children pass round the wishing hat saying what favourite meal they wish for Wishing hat Vocabulary: Farmer, fisherman, gardener, homemade, allotment, syllableTeach vocabulary using strategies and materials suggested in the activity template packMain: Introduce lesson objective of thinking about where our food comes from and who grows/provides

the food for us. Highlight speaking and listening objective and ensure children are secure with term ‘syllable’ –

show examples by clapping syllables – remind children that we are focusing on pronouncing these words correctly.

Question – My shopping bag - teacher shows the children the contents of his/her shopping bag. Children name the items and think about what sort of foodstuffs they are made of.

Think/pair/share - Where do you think the food comes from before it gets to a shop?Ask some children to label the food with cocktail flags - sea, farm in England, farm overseas, garden/allotment, food factory, homemade.

What if ........ use visual cues to prompts ideas/discussion about threats to world harvests (rough seas, fire, drought, too many people)

Think/pair/share -Who made/grew/harvested the food? What do we call people who catch fish, who grow food and animals to eat, who grow food in their gardens or allotments?Who else makes food? – food producers, homemade.

Saying thank you - Group work - children use Talking Tins, Easy Speak microphones, voice recorder app or similar to compose and record a Harvest prayer.

Targeted pairings for lower achieving children

Give alternatives for lower achieving children

A shopping bag with a selection of food items

Cocktail labels

Picture prompts attached www.taglearning.com/taglearning/easi-speak-digital-voice-recorder.html

www.talkingproducts.co.uk/talking_tins_education.htm

http://itunes.apple.com/gb/app/kids-voice-recorder-hd-lite/id414122770?mt=8

Plenary/Assessment for learning: What have we learned? – Round RobinSend children away from the carpet by calling their names individually and children to then clap the correct number of syllables in their name. Can they hear the syllables? Can you think of a food you like with 2 syllables? Repeat for 3.

Homework: Ask Mum or Dad where the food for tonight’s tea comes from. Make a recording of it to bring and share at school.

Year 1 Lesson Plans

Class: Teacher: Date: Lesson: Science – What is that!Lesson objectives:

Use senses to explore a variety of objects

Use spoken language to make a simple hypothesis based on observation

Previous learning: To have had varied experience of seeing and handling objects

Speaking and listening objective:Use interesting words in my descriptions

Activity Differentiation ResourceStarter: Sleeping Stones All the children make a ‘boulder’ shape by curling their arms round their knees and keeping as still and quiet as possible. Ask them to Think very carefully – what can they hear, feel, smell, see, taste going on around them?‘Wake’ the boulders and ask children to sit in a circle; go round the circle with children saying ‘I saw......, I heard...., I felt...., I smelt......, I tasted’Question - How do we know and find out about the world around us – through our senses?

Allow a ‘pass’ or ‘ask for a clue’or change it to present tense – look around, what can you see/hear I can see...

Vocabulary: Senses, see, hear, smell, taste, feel, touchTeach vocabulary using strategies and materials suggested in the activity template pack

Main:Science detectives 5 groups – nose detectives, tongue detectives, touch detectives, ears detectives, and eyes detectives.Smell pots – covered pots with different familiar essences on cotton wool.*Taste pots – covered pots with different flavours.Feely bag – a bag for each object, numbered.Listening corner – recorded wav files of familiar sounds. Picture puzzles – a selection of pictures cropped to focus on one aspect only.

Children take turns to feel, smell, taste, look or listen. They discuss what they think the stimulus is. Why do they think that? What clues are there?

Encourage children to try and think of different describing words – not to just copy other words they have heard their other group members use. Can you think of more interesting words to describe the taste etc?

Children use the self checking prompts and cards to check their hypothesis. Were they right?

Health and safety - Check for allergies

*Adult support to put a small sample of each ‘taste’ on each child’s tongue

TA to pre-teach lower-achieving children a small number of describing words they can use

Smell pots – covered pots with different familiar essences on cotton wool. Make a small hole in each pot and insert a straw to sniff. (E.g. perfume/deodorant, coffee, lemon, wood shavings, vinegar). Stick a picture of the ‘smell’ to the bottom of each pot (don’t tell the children!) – so that they can self check at the end of the activity*Taste pots – covered pots with different flavours. Stick a picture of the flavour to the bottom of each pot (don’t tell the children!) – so that they can self check at the end of the activityFeely bag – a bag for each object; children can check their answer at the end of the activity by opening the bagListening corner – recorded wav files of familiar sounds; number the files and create a list of numbers with pictures to represent the sounds so that children can self check at the end of the activity. Listening corner, headphones. www.pacdv.com/sounds/index.html Picture puzzles – a selection of pictures cropped to focus on one aspect only. Print the whole picture as well as the cropped version and keep to one side so that children can self check their answer at the end of the activity

Plenary:What we found outEach group chooses one of their pictures, object, etc to tell

- What it is- What it smells, tastes, feels, looks, sounds like- What we thought about it and why

Children to try and remember as many of the describing words as they can and class teacher to scribe on board. Then children in pairs to discuss whether the words describe the taste, smell, sound, feel or look of the objects. ‘Heads together’ - Class to help sort the words into groups accordingly.

Giant microphone for ‘reporter’ to use www.artifaqs.co.uk/product/29/his0012/giant-microphone.html

http://www.amazon.co.uk/1-x-Toy-Echo-Microphone/dp/B002FB4OLI/ref=sr_1_1?ie=UTF8&qid=1312453772&sr=8-1

Homework: Make a jigsaw puzzle using a picture from a magazine or a printed photo. Paste on card and cut into shapes. Ask Mum or Dad to help you.