Warrington School/Term Four Planning 2009
Planning - Term Four 2009
- 1 Junior Room Planning Term Four Theme - Antarctica
- 2 Overall Goals
- 3 Middle Class Term Four - Antarctica
- 4 Senior Room Planning Term Four Theme - Polar Explorers
Junior Room Planning Term Four Theme - Antarctica
* The junior class provides lots of structure, places an emphasis on children becoming literate and numerate through creative teaching approaches
- Explore, understand and care for the local and global environment.
- Develop skills and understandings of scientific methods of enquiry, questioning, observation, information gathering, interpretation and reporting.
- Grow seedlings and nurture, ready for planting in maintained gardens
- To communicate with Trisha Korth about her time in Antarctica and relate it to the classroom programme.
Science - Material World
- clarify and communicate their own ideas on appropriate choices of materials for familiar activities based on simple, easily observable properties
- investigate how familiar materials change when heated or cooled
- Discover which freezes faster between salt water and fresh water
- Determine the differences between salt water and fresh water
- Test different materials and how they effect the core temperature
Goal - Explore the differences between fresh water and seawater
- Discuss what effects the salt may have.
- plastic cups, one litre of water
- 100g salt
- Magnifying glass
- Frozen black card, hammer
- To make the 'sea water' completely dissolve 100g of salt with one litre of warm water, then let it cool down to room temperature.
- Fill a plastic cup with the seawater.
- Fill another plastic cup with fresh water, and make sure the cups and amount of water are exactly the same
- The cups also should be well insulated so the water freezes from the top rather than the sides. Don't forget to label each cup.
- Place them inside the freezer and examine the cups after half an hour, then every 10 minutes until there is a thick crust of ice on the top.
- Discuss how long it takes the ice to form in each cup and which froze first.
- Remove the ice carefully from the cup and place onto the frozen black card.
- They can look at the ice through the magnifying glass then look at the different shapes.
- Finally, they can carefully hit them with hammer to test the hardness of the ice. Which ice was harder?
Extension Investigate how anti-freeze works by adding a variety of substances (e.g. Lemon juice, rock salt, sugar etc) to water and placing them in the freezer.
- To find out about people who live and work in Antarctica:
In Year 1: - Shape, size and spacing are priorities
In Year 2: - If children have achieved shape, size and spacing introduce slope
- Write spontaneously to record personal experiences
Specific Learning Outcomes
- Can recount a personal experience
- Writes events in order
- Write regularly and spontaneously to record personal experiences and observations
Specific Learning Outcomes
- Can infer and reason about personal experiences using words such as: so, because, but
Ongoing weekly reading programme
- Shared Reading
- Guided Reading
- Individual Reading
- Reading Activities
Monday - Laurie Tuesday - Laurie Wednesday - Dawn/Polly Thursday - Debbie Friday - Senior Children
- Number and Algebra
- Use a range of counting, grouping, and equal sharing strategies with whole numbers and fractions
- Know the forward and backwards counting sequences of whole numbers to 100.
- Know groupings with five, within ten, and with ten.
Strands - Measurement
- Order and compare objects or events by length, area, volume and capacity, weight, turn, and temperature, and time by direct comparison and/or counting whole units of units.
Health and PE
- Athletics - first 5 weeks of term which leads to Athletics sports at Palmerston Primary School
- Swimming - second 5 weeks of term four
- Spelling List
- Reading Book
- Basic Facts
- Talk via computer link to Trisha while she is at Antartica
- Access Trisha Korth's site on wikieducator
Middle Class Term Four - Antarctica
- Each child to present visually and orally a report on an aspect of Antarctica they find interesting, building on the knowledge presented
- to write, illustrate and design a picture book that tells a narrative about Antarctica
- to communicate (question, converse) with Trisha Korth about her time in Antarctica and relate to learning taking place within classroom
- to take part in EOTC programme that will involve an overnight stay
- to produce food in straw garden to use at an end of year picnic
Ongoing weekly programme
- daily reading programme building on using all strategies on unknown text and increasing comprehension of text using variety of material
- spelling programme
- handwriting-focusing on one letter a week and writing numbers correctly
- grammar and writing conventions
- to extract and organise information into a fish bone diagram, write a short factual report and present this visually and orally
- to write a narrative story showing a beginning, middle and end and present this as a picture book
- to choose a relevant picture book and read it aloud to a junior child or small group of junior children
- explore what makes up a conversation, decide what is needed for a conversation to work properly, and extend own conversation skills (speaking and listening)
- Multiplication and Division
- Number Knowledge - including looking at negative numbers to be able to relate to negative temperatures in Antarctica
- Problem Solving - using knowledge learnt over year using multiplication,division, addition, subtraction, fractions, algebra
- Measurement - temperature
- Graphing - finding, recording, graphing and comparing temperatures of Dunedin and Scott Base
- investigate roles, responsibilities and challenges experienced by people living in Antarctica
- compare needs and wants when related to living in a harsh environment like the Antarctica
- investigate adaptations needed by animals to live successfully in Antarctica
- investigate ice with 'hands on' experiments
Health and PE
- Athletics - first 5 weeks leading to Athletics sports
- Swimming - second 5 weeks
- Wheels - EOTC: identifying risks and using safe practices; regular physical activity
- Gardens - how people's attitudes, values and actions contribute to healthy physical and social environments
- link to conversation - act out role plays where conversations are taking place
Dance and Music
- explore music and how different music can relate to different feelings or environments. Find instruments/music that mean 'Antarctica'
- explore body movements that relate to Antartica and put these to the chosen music
- print making - raised (pva and string); etched (polystyrene tray with picture etched in)
- picture books - front cover illustration, insided illustration, marbled paper on end pages
- talk via computer link to Trisha while she is at Antartica
- access wikieducator-Trisha's site
- write pantoum poem on Antarctica on Open Office, then use cut and paste options to manipulate lines into set line pattern
- Food technology: breadmaking, recipes for veges grown at school
- Information and communication: with Trisha on Antarctica, making picture books
- make straw garden. Investigate appropriate plants to plant that will be able to be used for end of year picnic. Plant and nurture these. Investigate appropropriate recipes, harvest and use
- complete "Gardens to Go"(School Journal, pt2, no2 2009). Poke into Room 2 garden at end of school block. Nurture and look after. Take home at end of the year.
Ideas so far - still to be confirmed
- overnight stay at school (tents or in classroom?)
- aquatics at Moana Pool - exploring kayaking, snorkelling, hydroslide etc
- trip to main library after pool for storytelling, reading etc
- 'tramp' to dam on Evansdale stream (old reservoir for Seacliff hospital)above Waitati then drive to Seacliff reserve for picnic, explore and games
- wheels day (including bike ride somewhere?)
Senior Room Planning Term Four Theme - Polar Explorers
Goal:Compare exploration of the polar regions
Social Studies, Visual Art and English
- SS -Understand how exploration and innovation create opportunities and challenges for people, places, and environments.
- VA - Gain knowledge of techniques and understanding of colour, line, balance, light and shade etc.
- E - Convey ideas and information clearly, coherently and logically in writing
- E - Locate, select and interpret visual information from a wide range e.g. videos, pictures, charts etc
- Discuss note taking skills - Take Better Notes
- Focus questions
- Why do people explore the polar regions - past and present?
- What equipment and reasons did people have for this exploration?
- View and record exploration of the Polar regions - Exploration ICEBLOCK, Lessons from a Melting Icecap and Earnest Shackleton video
- Use notes to write a report on the above explorations Report Checklist
- Observe artist impressions of famous explorers e.g Columbus, Roald Amundsen
- Compare 2 Polar explorers that are distant in either time or place
- Take notes of chosen explorers, their reasons for the exploration and their journey
- Create a poster - using chosen art equipment to record and show collected information
- Develop a class portrait criteria sheet for this project
- Algebra - Pythagorus' Theorem, Divine Proportion, Fibonacci's Numbers
Other Class Projects
- 350.org - Non-Toxic cleaners
- Athletics day - practice and training
- Local map - using local artist to inspire ideas
- Waianakarua Camp
- Rabbit Island - camp and volunteer work (year 7/8)