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changes/growth topic!!!

Discussion in 'Early Years' started by sarah55, Feb 19, 2008.

  1. hi, im really sorry to ask but don't suppose anybody has any good ideas for this topic or is anyone willing to share their plans with me, i know im asking a lot but please, pretty please!!!

    sleearah@yahoo.co.uk
     
  2. hi, im really sorry to ask but don't suppose anybody has any good ideas for this topic or is anyone willing to share their plans with me, i know im asking a lot but please, pretty please!!!

    sleearah@yahoo.co.uk
     
  3. cinderella1

    cinderella1 New commenter

    hi sarah check out the resource bank as some lovely ideas and plans in there............carlabooth put loads on last year and there full of ideas
     
  4. i have just set up a fruit shop and garden centre outside role play areas
    see scholastic website for some ideas and print outs
     
  5. thanks, have you got a link for the scholastic website!
     
  6. Hello. Are you doing plant growth, human growth or animal growth. I have just planned human and animal growth. I am willing to send my planning if you leave an email address.
     
  7. I am covering a bit of everything! I would really appreciate a copy of your plans, thank you

    sleearah@yahoo.co.uk
     
  8. hi, we're also going to be doing growth and change, looking at animals and humans next term. I would really appreciate a look at your plans pleeeease!

    al_vaughany@hotmail.com
     
  9. Would be grateful for a copy too - tearing my hair out over this one!!

    dessie_82@lycos.co.uk

    Many thanks

     
  10. IMF1980, IF IT'S NOT TOO LATE PLEASE MAY i HAVE A COPY TOO. THANKS
    dhawksl1@aol.com
     
  11. Can't remember where I got these (off the internet) but hope they help :)

    Growth

    Mathematical Development
    Title: Problem Solving
    Objectives:
    ? Step 2 - Look closely at similarities, differences, patterns and change. To sort a group of objects by one criterion, to be able notice and copy a pattern.
    ? ELG - To be able to recognise, re-create and repeat a pattern.
    Activity:
    ? Opportunites to explore characteristics of tree sorts through sorting by colour, type and texture.
    ? Adult to create a pattern, children continue eg. rough/smooth or shades of colour.
    ? Children to attempt to create own pattern.
    ? Simplify: Sort by own or one criterion
    ? Extend: Apply understanding of pattern sequence using a range of apparatus
    Resources:
    ? Tree sorts, compare bears, beads, pegs.
    ? Class organisation: Group of 6 with adult.
    Assessment opportunities:
    ? Step 2 - I can recognise a pattern
    ? ELG - Ability to re-create and repeat a pattern

    Mathematical Development

    Title: Using and Applying Number Knowledge
    Objectives:
    ? Step 2 - Show an interest in number problems
    ? ELG - Use developing mathematical ideas & methods to solve practical problems
    Activity
    ? Role play number challenge- make a bunch of flowers following specific criteria e.g. grouping flowers in sets up to 5.
    ? Make a price label to match bouquet using number symbols & money notation e.g. 10p
    ? Sort coins in to sorting trays by colour/size/shape
    ? Simplify: Model role play- demonstrate making bunches of flowers, Opportunities to group flowers together & share ideas
    ? Extend: Introduce challenges- Making bouquets, flowers in sets of colours/ specific number of flowers, emergent writing challenge-children write own challenge card
    Resources
    ? posters, ribbon, flowers made by children, telephone, writing materials, order book, till, scissors, glue, bags, purses, wrapping paper, sellotape, greeting cards, word bank, price list, money
    ? Class organisation: Whole class discussion, adult led modelling of play, group work
    Assessment opportunities
    ? Step 2 - Children able to discuss their work
    ? ELG - Children able to describe why & how they have put particular flowers together
    Other ideas:
    ? Classify & compare animals & plants
    ? Songs & rhymes

    Personal, Social & Emotional Development
    Title: Caring for the natural world
    Objectives:
    ? Step 2-Children to show care & concern for living things & the environment
    ? ELG- Children to understand the consequences of their actions by showing respect for the natural world
    Activity:
    ? Following walk in centre grounds have class discussion about features that children find particularly pleasing. Questions asked regarding how the environment would be different without those features & what we can do to retain them & care for them.
    ? Simplify: Differentiated questions
    ? Extend: Problem solving scenario involving issues & how to solve them
    Resources
    ? School grounds
    ? Class organisation: Teacher led whole class discussion.
    Assessment opportunities
    ? Step 2- Children able to describe how to care for e.g. plants
    ? ELG- To be able to recognise the consequences of their actions in regard to care of natural world


    Personal, Social & Emotional Development
    Title: Giving & receiving flowers as presents
    Objectives:
    ? Step 3 Express needs and feelings in appropriate ways
    ? ELG Have a developing of their own feelings, and be sensitive to the needs of others
    Activity:
    ? Encourage children to discuss times when you give & receive flowers.
    ? Discuss feelings evoked including differences & similarities of giving & receiving
    ? Discuss occasions for giving & receiving e.g. Father?s day, birthdays, new baby, get well etc.
    ? Extend: Write own messages to give with flowers
    Resources:
    ? Pictures & posters of bouquets & arrangements & fresh flowers
    ? Class organisation: Whole class
    Assessment opportunities
    ? Step 3 Can the child talk about how he/she feels when they receive a gift?
    ? ELG Can the child discuss how someone else feels when they receive a gift?

    Other ideas:
    ? Discuss & express feelings


    Communication, Language & Literacy

    Role play -Flower shop (I've put detailed 'florist' and 'Garden Centre' Role play plans on the resource bank.
    Objectives
    Step 2 - To speak clearly & audibly with increasing confidence & control, showing awareness of the listener

    ELG - Interact with others negotiating plans & activities & taking turns in conversation

    Activity
    ? Class discussion about how to set up area. Brainstorm ideas.
    ? Adult to scribe shared ideas e.g. real money, till, 3D flowers, activities involved in flower shop, price list, flower shop challenges, name the shop, captions & labels needed (price labels etc), shopping bags/ purses, home made wrapping paper ,writing tools, order book, telephone

    Simplify Model role play
    Extend Introduce challenges- Making bouquets, flowers in sets of colours/ specific number of flowers,

    Opportunities to explore area
    Emergent writing challenge-making card to accompany bouquet, writing orders

    Resources
    posters, ribbon, flowers made by children, telephone, writing materials, order book, till, scissors, glue, bags, purses, wrapping paper, sellotape, greeting cards, word bank, price list
    Class organisation Whole class discussion
    Adult led modelling of play, Group work

    Assessment opportunities
    Step 2 - Focused observation to interactions & use of expressive vocabulary.
    ELG - Children's ability to interact with others, negotiate plans & activities & take turns in conversation






    Communication, Language & Literacy
    Title: Making zig-zag books
    Objectives
    ? Step 2- To make marks & understand the difference between drawing & writing . To know that both convey meaning.
    ? ELG -T o begin to write for different purposes - simple diary format using pictures, words & letters to communicate
    Activity
    ? Follow the sequence of growth of e.g. hyacinth, sunflower seeds
    ? Children will make observational drawings over period of time to depict stages of growth. Attempt to write description (or have writing scribed by adult) to describe picture. Make drawings & writing into simple card book (card folded into concertina style with drawings & writing displayed in sequence).
    ? Simplify: Diary record of growth using sequence of child's own pictures
    ? Extend: Independent writing with evidence of phonic knowledge
    Resources
    ? Bulbs or seeds, writing tools, paper, card,
    ? Class organisation: Group of 6 with adult
    Assessment opportunities
    ? Step 2- Ability to make pictorial representation of stages of growth
    ? ELG- Ability to begin to write independently



    Communication, Language & Literacy
    Title: Independent writing
    Objectives:
    ? Step 2-Children able to predict alternative ending to familiar story
    ? ELG- Children able to use writing frame to retell story
    Activity
    ? Using 'Goldilocks & the Three Bears' as a stimulus teacher shares story & initiates class discussion on sequence of events including beginning, middle & end.
    ? Children attempt to write own version using simple writing frame. Emergent writing encouraged & supported by word bank
    ? Simplify: Mark making & emergent writing
    ? Extend: Attempts at plausible spellings using phonic knowledge
    Resources
    ? Goldilocks & Three Bears book, simple writing frame, word bank, paper & pencils
    ? Class organisation: Differentiated groups
    Assessment opportunities
    ? Step 2- Children able to ascribe meaning to marks
    ? ELG- To be able to attempt writing for different purposes i.e. story writing



    Communication, Language & Literacy
    Title: Use non-fiction to research information on e.g. The Seasons
    Objectives:
    ? Step 2- To share non-fiction text
    ? ELG -To understand the difference between fiction & non-fiction & to understand some of the features of each.
    Activity:
    ? Adult to share big book non-fiction text. Introduce the language & format of a non-fiction book e.g. front cover, contents page, captions, technical vocabulary etc.
    ? Discuss research skills in guided reading session using group readers of same title as big book.
    ? Simplify: Non-fiction texts available for children to share
    ? Extend: Develop independent research skills. Make shared non-fiction text leading to children making own non-fiction text
    Resources
    ? Big book text, group readers, paper, writing tools, joining materials
    Assessment opportunities
    ? Step 2- Ability to look at non-fiction text & enjoy with sustained interest
    ? ELG- Ability to recognise difference between fiction & non-fiction. Able to gain information from non- fiction book.
    Other ideas:
    ? Rainforests
    ? Diary of plant growth


    Creative Development
    Title: Using clay to create flower pots
    Objectives:
    ? Step 2- Appreciates that soft materials will change by manipulative activity
    ? ELG- Appreciates that soft materials will change by manipulative activity. To use tools & apply them to materials to make changes to the surface
    Activity:
    ? Free play exploring properties of clay
    ? Look at a variety of flower pots & discuss characteristics
    ? Demonstrate softening & making thumb pot as intial stage
    ? Children model own flower pots from clay
    ? Air dry or fire finished pot
    ? Simplify: Explore use of clay & produce own individual work
    ? Extend: Decorate pot with individual design using small, simple tools, paint & varnish
    Resources
    ? Clay, clay tools, example pots, kiln, water, paint, varnish
    ? Class organisation: Group of 6 with adult
    Assessment opportunities
    ? Step 2- Ability to change shape of ball of clay to produce their own individual work
    ? ELG- Abilty to use tools & apply changes to flower pot


    Creative development
    Title: Model flower on clay tile
    Objectives:
    ? Step 2- Appreciates that soft materials will change by manipulative activity
    ? ELG- Appreciates that soft materials will change by manipulative activity. To use tools & apply them to materials to make changes to the surface
    Activity
    ? Free play exploring properties of clay
    ? Look at a variety of flowers & discuss characteristics
    ? Demonstrate softening & make tile
    ? Children make own tile from clay
    ? Demonstrate flower design & give children opportunity to make own design using stretching, rolling, pinching, squashing, cutting etc.
    ? Place flower design on top of tile using water to bond
    ? Air dry or fire finished work
    ? Simplify: Explore use of clay & produce own individual work
    ? Extend: Paint & PVA finished design
    Resources
    ? Clay, clay tools, flowers, kiln, water, paint, PVA
    ? Class organisation: Group of 6 with adult
    Assessment opportunities
    ? Step 2- Ability to change shape of ball of clay to produce their own individual work
    ? ELG- Children's ability to experiment with different ways of modelling material into 3D shapes & forms

    Other ideas:
    ? Collages/printing/rubbings/chalk drawings (seeds, leaves, seasons...)
    ? Plant puppets

    Physical Development (Gross motor)
    Title: Dance
    Objectives:
    ? Step 2- move freely with pleasure & confidence using movement to express feelings
    ? ELG- move with confidence, imagination & in safety building a sequence of movements alone or as part of group
    Activity
    ? Listen to Vivaldi's Four Seasons e.g. Spring movement or Autumn
    ? Discuss feelings evoked followed by free expression developing into sequence
    ? Simplify: Provide opportunities for free expression to musical stimulus
    ? Extend: Prepare performance for others, to work in pairs or groups
    Resources
    Class organisation: Whole class
    Assessment opportunities
    ? Step 2-Observation
    ? ELG- Observation based on ability to produce sequence of movements working as part of a group

    Other ideas:
    ? Planting, watering
    ? Joining & fastening
    ? Using gardening tools
     
  12. hi am doing a bit of everything growth wise for spring would appreciate a copy of your plans please thanks
     
  13. Hi,
    Just coming to the end of our 'Changes' Topic, we have made jelly, melted chocolate, experimented with ice balloons and looked closely at the life cycles of frogs/butterflys and ladybirds. We have invested in ladybird/butterfly eggs from a website (Insect Lore) and are in the process of hatching these. We are also planning to hatch chicks, if you have the bonus of an incubator.
    We have planted various plants (tomatoes, strawberries, cress, sweet peas and sunflowers) which the children have loved.
    Our role play area is currently Mr Benn's changing room which provides vast amounts of writing opportunites, filling in order forms, hire forms, booking costumes in the diary, it contains a catalogue with photographs of each costume in stock, and of course, a wide range of costumes for the children to enjoy and dress up in. We managed to buy the Mr Benn DVD off ebay and the children absolutely love it.
    We have also looked at past/present, how we have changed since being babies, what we can do now that we previously couldn't do. Looked at how school has changed from previous times to nowadays.
    We have looked at weather and how the seasons change, what weather is stereotypical for each season, how we would dress for each season. We will eventually compose our own musical pieces to each season, as did Vivaldi, like us, you could listen to his music for inspiration if you were to do this lesson.
    We did a short spell on feelings linked to SEALS and how our feelings can change depending on what has happened to us during the day etc, and how we can deal with these feelings sensitively.
    Hope this helps!! I have found this topic VERY rewarding and feel the children have learned an awful lot! My favourite this year so far!
     

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