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Unit 1: Animal changesSUMMER Lifecycles: Unit 1, Creating & Thinking CriticallyActivity 1: Favourite food listsReading, Writing: This follows AL Activity 1Aims: 9.2 They use phonic knowledge to decode regular words and read them aloud accurately (R).10.1 Children use phonic knowledge to write words in ways which match their spoken sounds (W).You will need: The Very Hungry Caterpillar by Eric Carle, whiteboards and pens.Pedagogy: Small group of ~4Preparation: have the board or large piece of paper ready to scribe ideas.What to do:Re-read and enjoy The Very Hungry Caterpillar. Discuss and identify the different food the caterpillar eats. List the children’s ideas on the board. Children then write a list of their favourite foods. Support Pick one food the caterpillar eats, e.g. plum. Sound this out together p-l-u-m and then attempt to write the word on whiteboards. Pick another and repeat. Challenge Children consider alternative scenarios, e.g. Can you write a list of A giant’s/ princess’/ troll’s favourite food?Outcome(s):I can remember and read the words to find out the different food that the caterpillar ate.I can write some of these foods in a list and I can make up my own favourite food lists.Unit 1: Animal changesSUMMER Lifecycles: Unit 1, Creating & Thinking CriticallyActivity 2: Food match-upUnderstanding This follows AL Activity 2Aims: To follow instructions involving several ideas (U).To answer questions in response to stories (U).You will need: When did the hungry caterpillar eat it? (see resources)Pedagogy: Small group of ~4Preparation: Print and make copies of When did the hungry caterpillar eat it? (see resources)What to do:Show children the pictures of the different foods the caterpillar ate.Can they remember which day he ate the strawberries?Together they discuss each food and match the food to the correct day.Re-read the story to check they made the correct matches.Support Read the story first. Working together, then discuss and begin to match the foods and days.Challenge Can you use sequencing words to talk me through the Match-the-food cards?Outcome(s):I can match the pictures of food to the correct days of the week as told in the story. Unit 1: Animal changesSUMMER Lifecycles: Unit 1, Creating & Thinking CriticallyActivity 3: Lifecycle sentencesWriting This follows AL Activity 3Aims: 10.1 Children use phonic knowledge to write words in ways which match their spoken sounds (W).10.3 They write simple sentences which can be read by themselves and others. Some words are spelt correctly, and others are phonetically plausible (W).You will need: Differentiated writing frames (see resources).Pedagogy: Small group of ~4Preparation: Print and make copies of the appropriate writing-frames (see resources)What to do:Children write correctly punctuated statements to describe/ explain how a caterpillar changes into a butterfly. Children discuss the picture they want to write about, then focus on writing one correctly punctuated sentence that accurately relates to each picture.Support Children discuss the lifecycle of a caterpillar in a small group. Children select one stage each to write a sentence about.Challenge Children write a short descriptive paragraph outlining how a caterpillar changes into a butterfly.Outcome(s):I can think of a sentence to describe how a caterpillar changes.I can correctly punctuate my sentence.Unit 1: Animal changesSUMMER Lifecycles: Unit 1, Creating & Thinking CriticallyActivity 4: From caterpillar to butterflyUnderstanding: This follows AL Activity 4Aims: To follow instructions involving several ideas (U).To answer questions about their experiences and in response to stories (U).You will need: Your choice of a suitable online video/ animation showing the butterfly lifecycle, ‘Caterpillar lifecycle’ (resources)Pedagogy: Small group of ~4Preparation: Have an online resource available for the children to watch. Print and make copies of Caterpillar lifecycle (see resources).What to do:If you have a caterpillar/butterfly growing net, then explore this and discuss any changes the children can see happening.Watch your choice of short video on caterpillars turning into butterflies.Discuss what the caterpillar looked like before and after.Now look at the ‘Caterpillar lifecycle’ pictures (resources). Children discuss and sequence the pictures, positioning them in a circle and drawing arrows between each stage.Support Allow children plenty of time to look at the sequencing pictures and discuss what is happening in each. Ask them to find the picture that would go first in the sequence. Then lead them through the sequencing, reminding them about the video. Challenge How did the caterpillar change into a butterfly?Outcome(s):I can talk about the changes I see and answer questions about my own experiences and about what I have watched and read.I can follow instructions to sequence a set of lifecycle pictures. ................
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