My School Lunch
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|Year: Year 2 | |Lesson Coverage: Coconut Shy |
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|Curriculum Covered: KS1 |
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|English |En1 Speaking and listening |
| |2a,c, 3a,b, 8d |
| |En2 Reading |
| |1b, 1f |
| |En3 Writing |
| |2a, 3c, 4a,b,e,g, 5a-e |
| | |
|Science |Sc2 Life processes and living things |
| |1b, 2b,g |
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|ICT |Knowledge, skills and understanding |
| |1a, 5b |
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|Art and Design |Exploring and developing ideas |
| |1a, 4a |
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|About the Game |
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|This game is based around the traditional hangman concept. The player has to guess the food related word before they knock all |
|the coconuts off the shy. When a letter guess is made, correct letters appear in the grid above the coconuts and incorrect |
|letters result in losing a coconut. The player begins with 6 coconuts. ‘Coconut Shy’ should be used when all children have had|
|experience working with upper case letter names and are confident with letter sounds. Most children should have acquired good |
|subject knowledge by Year 2. |
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|In ‘Coconut Shy’ an appropriate difficulty level is selected by choosing the length of the word to guess. The choice ranges |
|from 3-9 letter words. The 5 letter word choice is most appropriate for children in Year 2. The main learning objectives within|
|this game are: |
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| |To sound and name letters of the alphabet |
| |To recognise lower case letters |
| |To match lower case to upper case letters |
| |To attempt to read food words containing 5 letters |
| |To write each letter of the alphabet |
| |To spell other words containing 3,4 and 5 letters |
| |To identify healthy foods |
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|The 5 letter words available in the game are: |
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|Salad |Herbs |Melon |Cream |Mango |
|Fibre |Peach |Sugar |Grape |Liver |
|Lunch |Bread |Lemon |Olive |Syrup |
|Onion |Pasta |Apple |Trout |Beans |
|Bacon |Pizza |Scone |Flour |Cress |
|Swede | | | | |
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|When playing the game, children use their mouse to click on the letter they think appears in the mystery word. The mouse is |
|represented on screen by a white hand. |
|Lesson Plan |
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|Before online activity |Talk to the children about healthy foods. |
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|Additional resources | |
|Paper | |
|Pencil | |
|Pen | |
|Coloured pencils | |
|Picture dictionary | |
|Food pictures | |
| | |
| |Activity Questions: |
| |Do we always eat healthy foods? |
| |What are healthy foods? |
| | |
| |Look at the foods used in the game and talk to the children about them. |
| | |
| |Activity questions: |
| |How many letters has each word? |
| |How many words are there? |
| |When do we eat salad? |
| |Do you like salad? |
| |What is in a salad? |
| |What is fibre? |
| |Where do we find it? |
| |Do we eat cereal for breakfast? |
| |What time do we eat lunch? |
| |What do you eat for lunch? |
| |How many meals do we eat a day? |
| |When do we use onion? |
| |Where does it come from? |
| |Does it always have to be cooked? |
| |Where does bacon come from? |
| |When do we eat it? |
| |What is an olive? |
| |Where does cress come from? |
| |What do we use flour for? |
| | |
| |Activity 1: Drawing Food |
| |Ask the children to write out the 5 letter words used in ‘Coconut shy’ and draw a picture|
| |to accompany each. Some children may need to take this work to the computer area to help|
| |them identify the words when playing the game. |
| |
|During online activity |Introduce children to computer and keyboard. |
| |Help children with the computer start up procedures and entering of the My School Lunch |
| |website. Ask the children to select the ‘For Fun’ section. |
| |Ensure that all children have selected ‘Coconut Shy’ and then number 5 to indicate the |
| |length of the word to guess. |
| |Encourage children to try and read the ‘How to Play’ instructions. |
| |Ensure all children have selected ‘CLICK HERE TO START’. |
| |Talk to children about what they can see, coconut shy, coconuts, stands, blank flags and |
| |alphabet grid. |
| | |
| |Possible online activity questions: |
| |Have you seen a coconut shy before? |
| |Where? |
| |What happens to the coconuts? |
| |How many letters can you see? |
| |How many letters are in the alphabet? |
| |How many letters do we have to choose? |
| |How do we know? |
| |Where will the letter go? |
| |What do you think might happen if your letter isn’t in the word? |
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| |Remind the children of the 5 letter words we have previously looked at. Some children |
| |may need to look at their work from the Drawing Food activity. |
| |Show the children how to use the mouse to select the letters, making sure they can locate|
| |the white hand on screen. |
| |Help the children to identify the word that appears. |
| | |
| |Possible online activity questions: |
| |What is that letter? |
| |What sound does it make? |
| |Has it got another name? |
| |What is that word?’ |
| |Can you find it on your work? |
| |Have you eaten that food before? |
| |When do we eat that food? |
| |Do you eat that for school lunch? |
| | |
| |Talk to the children about re-starting the game by selecting ‘CLICK HERE TO PLAY AGAIN’. |
| |The ‘NEXT LEVEL’ is also accessible at this point, but should only be used as an |
| |extension activity for more able children. |
| |Encourage children to alternate players and help each other with the game. |
| |At the end of the session help the children with closing the website and shutting down |
| |procedures. |
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|Following online activity |Activity 1: Finding Words |
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|Additional resources | |
|Worksheet: Word Searching | |
|Worksheet: Making a Word Search | |
| |Talk to the children about their experience of the game. |
| | |
| |Possible questions: |
| |Did you find all of the words? |
| |Which words did you miss out? |
| | |
| |Introduce the worksheet ‘Word Searching’ by discussing word searches with the children. |
| |Show the children examples and how they would complete a word search. Ask the children |
| |to do the activity. |
| |Once the above worksheet is complete, discuss with the children how they would design a |
| |word search and introduce the children to the worksheet ‘Making a Word Search’. |
|Support/Extension Ideas |
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|Support Ideas |Seat less able child with a more able partner (child/adult). |
| |Encourage children to think of food words containing fewer letters when designing their |
| |own word search. |
| |Teacher to provide adult help with worksheet tasks, checking spelling and providing ideas|
| |for new food words. |
| |Some children may require the ‘Word Searching’ worksheet in the lower case format. |
| |
|Extension Ideas |Encourage more able children to help less able children play ‘Coconut Shy’. |
| |Allow more able children to work independently during worksheet activity. |
| |Allow more able children to use the ‘Word Searching’ worksheet in the upper case format. |
| |Give more able children an opportunity to find their own 5 letter words during the |
| |‘Making a Word Search’ activity. |
| |When confident to proceed, allow children to select six letter words and proceed to the |
| |next level in ‘Coconut Shy’. |
| |If children have selected the next level, use six letter words in the ‘Making a Word |
| |Search’ activity. |
|Worksheet Description |
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|Title |Word Searching/ Making a Word Search |
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|Additional Resources |Pencil |
| |Rubber |
| |Coloured pencils |
| |Word banks/picture dictionary |
| | |
|Worksheet Summary |There are two worksheets for the activity Finding words. These sheets should be used in |
| |association with each other. |
| |Word Searching is a word search using some of the words from the ‘Coconut Shy’ game. The |
| |words used are Beans, Fibre, Scone, Onion, Apple. |
| |Making a Word Search is a blank word search grid for the children to make their own food |
| |word search and share it with others. |
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|How to use |The worksheets for ‘Coconut Shy’ are to be completed during the following online |
| |activity. Some children will require a word bank or picture dictionary to help them |
| |identify new words. |
| | |
| |Word Searching |
| |This sheet is available in two formats, upper case lettering and lower case lettering, to|
| |suit ability. |
| |As a class read through the words hidden in the word search. |
| |Talk to the children about the best techniques for locating the hidden words e.g. by |
| |finding the initial letter first. |
| |Talk to the children about which direction the words could be read, for example |
| |horizontal and vertical. |
| |Encourage children to cross off the words as they find them. |
| | |
| |Making a Word Search |
| |Explain to the children how to create their own word search. Suggest they write in their|
| |food words first, and then fill the spaces with random letters. |
| |Higher ability children could be encouraged to try and use more 5 letter words, lower |
| |ability children could use words with 3 or 4 letters. |
| |Ask the children to write down their chosen food words on a separate piece of paper and |
| |to check all their spellings before proceeding. |
| |Ask the children to write down their food words underneath the word search and the |
| |complete the grid. |
| |The children should be encouraged to use healthy food words. |
| |Encourage the children to swap word searches and identify new words. |
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|Assessment questions |Teachers should assess levels of understanding by outcome and level of support required |
| |during the task. |
| | |
| |Can the children: |
| |Sound and name letters of the alphabet? |
| |Identify letters printed in upper case/capitals? |
| |Play ‘Coconut Shy’ successfully? |
| |Identify foods words in a word search? |
| |Identify healthy foods? |
| |Think of/find words of 3,4 or 5 letters related to food? |
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