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literacy based ideas on growing topic!

Discussion in 'Early Years' started by erialc, Apr 19, 2007.

  1. please help!!!!
     
  2. anyone????
    am really at mind blank at the minute! anyhing fun you have tried?please please please!
     
  3. seed packets - look at them write/ draw your own
    garden center - signage
    jack and the beanstalk... - what would you find at the top of a beanstalk - what would the giant say to you?
    Re enact the story
    read other beanstalk stories (there are lots of different versions... jim and the beanstalk jill and the beanstalk spring to mind)
    titch - growing a seed

    erm... hope that helps a little

     
  4. Jaspers beanstalk is a brilliant story for this . what he does to his bean on different days of the week.

    Writing instructions on how to plant a seed or sequencing picutres on what happens to a seed.

    could you tie it in with animals? Eg lambs, chicks etc
    Or minibeasts? And life cycles?
     
  5. NellyFUF

    NellyFUF Lead commenter

    We play with seeds and beans in the tactile area which makes a lovely mess, and also you could put plant pots in graded sized in the sand tray or water tray. Children can then act out planting which they will do if it takes their interest, and you could make each child's capital letter out of cotton wool and sprinkle cress seeds on. Write instuctions for making a cress letter .....

    make a story map for jack and beanstalk, zig zag books, make a magic castle on glue table, make signs for the castle ( no children), rhyme an ending to fee fi fo fum, there are sequencing cards on the TES resource bank, write a sentence about what you find at the top of your beanstalk, have a display wall of story starts
     
  6. cinderella1

    cinderella1 New commenter

    bean diaries....recording information

    hungry caterpillar make story books sequencing the growth of cater/butterfly

    You can sequence the story of whatever book

    make your own simple non-fiction books

    alphabet plant books............think of names of different flowers/plants to go with alphabet

    labeling different parts of plants, life cycles etc...
     
  7. thanks guys! some lovey ideas!
    what is a story map?
     
  8. hi, don't know if these are any use .... I got them off another website (can't remember where at the moment)

    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
    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
     
  9. Mindmap; What do we know about plants? What is a seed? Can you name a kind of seed? How can we help the seed grow? Can you name the parts of a plant? (show children a flowering plant e.g. polyanthus out of the pot)

    Give lots of opportunity for children to draw what they see, moving on to making labels and captions for their individual and/or group work.
    Grow seeds in class (using seed propagator).

    Make regular written record of each new area of growth, and match to observational drawing. (The seed has a root. The shoot has a leaf.)

    Planting seeds/beans Use a magnifier to look carefully at a variety of seeds. Child to choose what they would like to plant. Then water ready to take home.

    Working in the compost
    Handwashing
    Key Vocabulary
    On, In, Under, Full, Empty.
    Remind children to wash hands and why this contributes to good health.
    Resources Grouping
    of children
    Plant pots and plant. Drawing and writing materials.
    Plant parts Jigsaw
    Mini Garden (Seed propagator)
    Selection of seeds/beans (Sunflower, Mung bean, Mimosa, Snapdragon, Cress) (Pictures of what each looks like when fully grown)
    Whole class discussion then small group work (long term activity)


    Assessment Opportunities
    PSE 1, 2, 7, 8, 13 , KU 1, 2, 3, 9, CLL 1, 3, 5, 6, 8, 9, 11, C 1, 3b, 5, M 9
    ? To use a few words to express observation
    ? Can use a specific plant-related vocabulary
    ? Can the child point to the correct parts of a plant when prompted?
    ? Can the child correctly name the main features of a plant?
    ? Is the child willing to select their own resources?
    ? Can the children speak out and respond appropriately within the group?
    ? Take turns in conversations?
    ? Can the child write their own name?
    ? Handwash Independently
     
  10. hey, ive been doing jack and the beanstalk,
    i planned an activity planting dried beans, i used see through plastic cups and cotton wool and put it to the side, the children really enjoyed seeing and watching then transform, though some didnt work most did, in a few weeks to take their learning forward im going to plan an activity planting sunflower seeds and in the same process watch them grow and transform. others you can do are:
    crest,
    tomatoes,
    potatoes,
    and any other sort of flower,
    gppd luck hope it goes well for you x
     

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