Rowan Class Term 5 Science Learning Challenge: Animals- Why are humans not like tigers? Teacher: Miss Duke

Year 1 Statutory Requirements Working Scientifically (Y1 & 2) Plants Animals, including humans Everyday materials Seasonal Changes Ask simple questions and recognise that they can be answered in different ways; Observe carefully, using simple equipment; Identifying and classifying Using their observations and ideas to suggest answers to their questions; Gathering and recording data to help in answering questions. Identify and name a variety of common, wild and green plants, including deciduous and evergreen trees; Identify and describe the basic structure of a variety of common flowering plants, including trees. Identify and name a variety of common animals, including fish, amphibians, reptiles, birds and mammals; Identify and name a variety of common animals that are carnivores, herbivores and omnivores; Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets); Identify, name, draw and label the basic parts of the human body and say which part of the human body is associated with each sense. Distinguish between an object and the materials from which it is made; Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock; Describe the simple physical properties of a variety of everyday materials; Compare and group together a variety of everyday materials on the basis of their simple physical properties. Observe changes across the four seasons; Observe and describe weather associated with the seasons and how day length varies. © Focus Education 2014

Science: Year 1 Overview Key Features YEAR 1 PLANTS ANIMALS (including Humans) EVERYDAY MATERIALS SEASONAL CHANGES Identification and labelling, including trees Structure of plants, including roots, stem, flower, etc. Identification and labelling a variety of common animals (fish, amphibians, reptiles, birds and mammals) Know carnivores, herbivores and omnivores How to care for pets Name parts of the human body Identify and name a range of materials (wood, plastic, glass, metal, water and rock; Classifying and grouping according to a range of physical properties Features of day and night including temperature Weather, associated with seasons Possible Learning Challenges Why are humans not like tigers? Which materials should the Three Little Pigs have used to build their house? or What do Aliens think of life on planet Earth? Why does it get dark earlier in winter? or How do the seasons impact on what we do? Which birds and plants would Little Red Riding Hood find in our park? © Focus Education 2014

Scientific Knowledge, Skills and Understanding within the National Curriculum Year 1 Science © Focus Education 2014

Knowledge, Skills and Understanding breakdown for Working Scientifically Year 1 Observing closely Performing Tests Identifying and Classifying Recording findings Can they talk about what they <see, touch, smell, hear or taste>? Can they use simple equipment to help them make observations? Can they perform a simple test? Can they tell other people about what they have done? Can they identify and classify things they observe? Can they think of some questions to ask? Can they answer some scientific questions? Can they give a simple reason for their answers? Can they explain what they have found out? Can they show their work using pictures, labels and captions? Can they record their findings using standard units? Can they put some information in a chart or table? Year 1 (Challenging) Can they find out by watching, listening, tasting, smelling and touching? Can they talk about similarities and differences? Can they explain what they have found out using scientific vocabulary? Can they use ICT to show their working? Can they make accurate measurements? © Focus Education 2014

Knowledge, Skills and Understanding breakdown for Plants and Animals, including humans Year 1 Plants Animals, including humans Can they name the petals, stem, leaf, bulb, flower, seed, stem and root of a plant? Can they identify and name a range of common plants and trees? Can they recognise deciduous and evergreen trees? Can they name the trunk, branches and root of a tree? Can they describe the parts of a plant (roots, stem, leaves, flowers)? Can they point out some of the differences between different animals? Can they sort photographs of living things and non-living things? Can they identify and name a variety of common animals? (birds, fish, amphibians, reptiles, mammals, invertebrates) Can they describe how an animal is suited to its environment? Can they identify and name a variety of common animals that are carnivores, herbivores and omnivores? Can they name the parts of the human body that they can see? Can they draw & label basic parts of the human body? Can they identify the main parts of the human body and link them to their senses? Can they name the parts of an animal’s body? Can they name a range of domestic animals? Can they classify animals by what they eat? (carnivore, herbivore, omnivore) Can they compare the bodies of different animals? Year 1 (Challenging) Can they name the main parts of a flowering plant? Can they begin to classify animals according to a number of given criteria? Can they point out differences between living things and non-living things? Can they name some parts of the human body that cannot be seen? Can they say why certain animals have certain characteristics? Can they name a range of wild animals? © Focus Education 2014

Year 1: Why are humans not like tigers? Working scientifically: using their observations to compare and contrast animals at first hand or through videos and photographs, describing how they identify and group them; grouping animals according to what they eat; and using their senses to compare different textures, sounds and smells. KS1 Science (Y1 Animals, including Humans) Identify and name a variety of common animals, including fish, amphibians, reptiles, birds and mammals; Identify and name a variety of common animals that are carnivores, herbivores and omnivores; Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets); Identify, name, draw and label the basic parts of the human body and say which part of the human body is associated with each sense. WOW: Read ‘The Tiger who came to tea’ and ‘Zoo’ Visit to a zoo (if possible) LC1 Why do we call some animals ‘wild’? LC2 What would you ask a zoo keeper? LC3 Why would it not be sensible for all animals to live in England? LC4 How are we humans different from most animals? LC5 What do we mean by carnivore, herbivore and omnivore? LC6 What do we need to do to keep our pets happy? LC7 Who are the minibeasts that live in our school grounds? LC8 Reflection: Can you create your own non fiction book on a ‘Visit to the Zoo’? Literacy Link: Read the well known books associated with features of different animals and get children to talk about their favourite animals and the way they live. Literacy Link: Pupils to create their own fact files based on a chosen wild animal. They will also think of a specific question to ask a zoo keeper (ideally to find out when they are on their zoo visit or to work out from their own research). This will be linked to the reflection week when they put this information into a non-fiction book Expressive Art Link: This LC will also provide opportunities to discuss humans’ ability to work together. To show this off they will create a special dance about wild animals and perform it to Years 2 and EYFS. Creative Art Link: This LC will provide opportunities to talk about our ability to draw and write about other things. This will then be linked to the opportunity to make a self portrait. The tiger who Judith came Kerr to tea Bog Jeanne Baby Willis © Focus Education 2014

Year 1: Why are humans not like tigers? Year 1: Science, Art and Dance Knowledge, Skills and Understanding Science Working Scientifically/ Animals, including humans Art & Design Dance Can they talk about what they <see, touch, smell, hear or taste>? Can they use simple equipment to help them make observations? Can they put some information in a chart or table? Can they identify and classify things they observe? Can they think of some questions to ask? Can they answer some scientific questions? Can they give a simple reason for their answers? Can they explain what they have found out? Can they point out some of the differences between different animals? Can they sort photographs of living things and non-living things? Can they classify common animals? (birds, fish, amphibians, reptiles, mammals, invertebrates) Can they describe how an animal is suited to its environment? Can they name the parts of the human body that they can see? Can they identify the main parts of the human body and link them to their senses? Can they name the parts of an animal’s body? Can they name a range of domestic animals? Can they classify animals by what they eat? (carnivore, herbivore, omnivore) Can they compare the bodies of different animals? Can they sort some animals by body covering, eg, scales, fur and skin? Can they communicate something about themselves in their drawing? Can they create moods in their drawings? Can they draw using pencil and crayons? Can they draw lines of different shapes and thickness, using 2 different grades of pencil? Can they explore and perform basic body actions? Do they use different parts of the body singly and in combination? Do they show some sense of dynamic, expressive and rhythmic qualities in their own dance? Do they choose appropriate movements for different dance ideas? Can they remember and repeat short dance phrases and simple dances? Do they move with control? Do they vary the way they use space? Do they describe how their lungs and heart work when dancing? Do they describe basic body actions and simple expressive and dynamic qualities of movement? Year 1 (Challenging) Can they find out by watching, listening, tasting, smelling and touching? Can they talk about similarities and differences? Can they explain what they have found out using scientific vocabulary? Can they use ICT to show their working? Can they make accurate measurements? Can they begin to classify animals according to a number of given criteria? Can they name some parts of the human body that cannot be seen? Can they say why certain animals have certain characteristics? Can they name a range of wild animals? © Focus Education 2014

Geography links Identifying where selected animals come from on a map. Identifying the continents and oceans relating it back to animals.

Maths This term Rowan class will be learning place value, fractions, multiplication and division.

Year 1: Can you write a fact file for the class book about animals? Me My teacher Can you think of some questions about what you would like to find out about an animal? Can you use a book to find the answers to your questions? Can you label a picture of the animal? Can you add an adjective to some of the labels? Can you find a fact and say it in a sentence? Can you look at some fact files and say how you need to organise yours? Can you add some extra information to a fact by using and, but or so? Can you check that your fact sentences make sense? Can you check that you have started each fact sentence with a capital letter and ended it with a full stop? Can you share your fact file with a partner? Can you say a fact that you have learned from your partner’s fact file?

Year 1: Can you write a fact file for the class book about animals? Link to Learning Challenge: Science: Why are humans not like tigers? Text Type: Information Spoken Language Objectives: Speak clearly and loudly enough to communicate meaningfully. Reading Objectives: Use context and vocabulary provided to understand texts. Read phonically decodable texts. Writing Objectives: Compose a sentence orally before writing it. .Discuss what they have written with the teacher or a pupil. Grammar Objectives: Join sentences with and, so, but. Begin to punctuate sentences with a full stop, question mark or exclamation mark.

Year 1: Can you write a report for A Bog Baby Spotters’ Guide? Me My teacher Can you talk about the different bog babies in the book? Can you draw your own bog baby and label it? Can you add an adjective to some of the labels? Can you fill in the information form from the book about your bog baby? Can you read reports about animals and find out about how they have been written? Can you make a list of some sentence starters from the reports – Some, Many, All, Usually etc? Can you write a first sentence which tells the reader what your report is about? Can you use the information form and the list of starters to practise saying your sentences about your bog baby? Can you use phonemes and syllables to help you spell words? Can you write your sentences and check they make sense? Can you write a last sentence with an interesting fact about your bog baby? Can you be a bog baby expert and answer questions about your bog baby? Can you talk about what you have written and how you have written it?

Year 1: Can you write a report for a Bog Baby Spotters’ Guide? Link to Learning Challenge: Science: Why are humans not like tigers? Text Type: Non-chronological report Spoken Language Objectives: Speak in complete sentences after modelling Reading Objectives: Link what they read to their own experiences Writing Objectives: Spell words using the phonemes taught. Compose a sentence orally before writing it Grammar Objectives: Use sentence starters linked to reports

Year 1: Can you retell the Bog Baby story? Me My teacher Can you say what you like or do not like about the story? Can you say why the girls kept the bog baby a secret? Can you put pictures from the story in the right order? Can you say which is the beginning, middle and end of the story? Can you use the pictures and stick puppets to retell the story in sentences? Can you make a story map with the beginning, middle and end of the story? Can you find some adjectives to give more information about the bog baby? Can you choose the best adjectives for your story? Can you start some sentences with time adverbs – later, after, before, as soon as – and add them to your map? Can you use your map to practise retelling your story in sentences? Can you write your sentences and check they make sense? Can you use phonemes and syllables to help you spell words? Can you read your story aloud to a friend/group/the class?

Year 1: Can you retell the Bog baby story? Link to Learning Challenge: Science: Why are humans not like tigers? Text Type: Narrative with beginning, middle and end Spoken Language Objectives: Retell a familiar story in sentences, using key narrative language. Reading Objectives: Say what they like or dislike about a text. Retell a story orally using key narrative language. Writing Objectives: Spell words using the phonemes taught. Compose a sentence orally before writing it. Grammar Objectives: Choose the best adjectives for the context. Use time adverbs to sequence the story.

Year 1: Can you explain how you made a shelter for a Bog Baby? Me My teacher Can you say a sentence to tell the listener what you made and why you made it? Can you write this sentence and check it makes sense? Can you draw pictures (sort photographs) of what you did in the right order? Can you add labels using the right nouns for the materials and tools you used? Can you add time adverbs to your pictures? Can you say what you did in the right order in sentences using time adverbs? Can you join some sentences using and, so, but? Can you write at least one sentence to go with each picture? Can you say a sentence to tell the listener how good your Bog Baby’s house is? Can you re-read all your writing and check it makes sense? Can you talk about what you have written and how you have written it?

Year 1: Can you explain how you made a shelter for a Bog Baby? Link to Learning Challenge: Science: What do aliens think of life on planet earth? Text Type: Recount (explanation) Spoken Language Objectives: Recount the experience in sentences. Reading Objectives: Blend sounds in unfamiliar words based on unknown GPCs. Respond to the features of the text type. Writing Objectives: Compose a sentence orally before writing it. Re-read what they have read to check it makes sense. Grammar Objectives: Use time adverbs to sequence the story. Join sentences with and, so, but.

Design and Technology: Key Stage One Overview Learning Challenges Construction Mouldable Materials Mechanisms Textiles Cooking and Nutrition Materials Year 1 Can we design a set of chairs for The Three Bears? What can our toys eat their dinner on? How can we make a picture move? Can we design a hat for Teddy to wear whatever the weather? What could be in our fruit salad? What else could The Three Little Pigs have made their houses from? Year 2 Will you shake, pluck or hit your musical instrument? Can we design our own bedroom door name signs? Why might our monsters or dinosaurs bite you? How can we put on a finger puppet show? What shall we have in our sandwiches today? How will we float our boats? © Focus Education (UK) Ltd 2014

Year 1: What could be in our fruit salad? Cooking and Nutrition Pupils should be taught to: Use the basic principles of a healthy and varied diet to prepare dishes. Understand where food comes from. WOW: Play ‘Guess the Fruit’ with the children identifying fruit by touch, smell and taste. LC1 How many different fruit can we identify? LC2 Which fruit grows in this country and which fruit grows in other countries? LC3 Why is fruit so good for us? LC4 What are the ingredients in fruit salads from a supermarket? LC5 How do we prepare different fruit so they are ready to eat? LC6 Which fruits taste the best? LC7 What will be in our fruit salad so that it tastes nice and looks good too? Ref What do other people think of our fruit salads? Geography Link: Opportunities for the children to find and name places on maps and compare geographical features including climate. Mathematics Link: Children can compare prices and calculate with money. Oracy Links: Opportunities for children to develop their vocabulary, ask questions and use comparative language. Handa’s Surprise Eileen Browne Oliver’s Fruit Salad French and Bartlett © Focus Education (UK) Ltd 2014

What could be in our fruit salad? Year 1 Developing, planning and communicating ideas Working with tools, equipment, materials and components to make quality products Evaluating processes and products Can they think of some ideas of their own? Can they explain what they want to do? Can they use words to plan? Can they explain what they are making? Can they explain which tools they are using? Can they talk about their own work and things that other people have done? Breadth of study Cooking and nutrition Can they cut food safely? Can they describe the texture of foods? Do they wash their hands and make sure that surfaces are clean? Can they think of interesting ways of decorating food they have made, eg, cakes? © Focus Education (UK) Ltd 2014 (c) Focus Education (UK) Ltd 2014

Religious Education Why are the Saints important? What does it mean to be a Hindu?