Warrington School/Term Four Planning 2009

Planning - Term Four 2009

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

Overall Goals

 * 1) Explore, understand and care for the local and global environment.
 * 2) Develop skills and understandings of scientific methods of enquiry, questioning, observation, information gathering, interpretation and reporting.
 * 3) Grow seedlings and nurture, ready for planting in maintained gardens
 * 4) To communicate with Trisha Korth about her time in Antarctica and relate it to the classroom programme.

Science - Material World

Students can...
 * 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

Learning Outcomes
 * 1) Discover which freezes faster between salt water and fresh water
 * 2) Determine the differences between salt water and fresh water
 * 3) Test different materials and how they effect the core temperature

Activity 1

Goal - Explore the differences between fresh water and seawater

Igniter
 * Discuss what effects the salt may have.

Equipment: Procedure 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.
 * plastic cups, one litre of water
 * 100g salt
 * Timer
 * Magnifying glass
 * Frozen black card, hammer
 * 1) To make the 'sea water' completely dissolve 100g of salt with one litre of warm water, then let it cool down to room temperature.
 * 2) Fill a plastic cup with the seawater.
 * 3) Fill another plastic cup with fresh water, and make sure the cups and amount of water are exactly the same
 * 4) 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.
 * 5) 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.
 * 6) Discuss how long it takes the ice to form in each cup and which froze first.
 * 7) Remove the ice carefully from the cup and place onto the frozen black card.
 * 8) They can look at the ice through the magnifying glass then look at the different shapes.
 * 9) Finally, they can carefully hit them with hammer to test the hardness of the ice.  Which ice was harder?


 * To find out about people who live and work in Antarctica:

English In Year 1: - Shape, size and spacing are priorities
 * Handwriting

In Year 2: - If children have achieved shape, size and spacing introduce slope

Writing

 Expressive Writing

Level 1 Specific Learning Outcomes
 * Write spontaneously to record personal experiences
 * Can recount a personal experience
 * Writes events in order

Level 2 Specific Learning Outcomes
 * Write regularly and spontaneously to record personal experiences and observations
 * Can infer and reason about personal experiences using words such as: so, because, but

Ongoing weekly reading programme
 * Reading
 * 1) Shared Reading
 * 2) Guided Reading
 * 3) Individual Reading
 * 4) Reading Activities

Reading Helpers:

Monday - Laurie Tuesday - Laurie Wednesday - Dawn/Polly Thursday - Debbie Friday - Senior Children

Maths Number Strategies Number Knowledge
 * 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

Homework


 * 1) Spelling List
 * 2) Reading Book
 * 3) Basic Facts

ICT


 * Talk via computer link to Trisha while she is at Antartica
 * Access Trisha Korth's site on wikieducator

Overall Goals

 * 1) Each child to present visually and orally a report on an aspect of Antarctica they find interesting, building on the knowledge presented
 * 2) to write, illustrate and design a picture book that tells a narrative about Antarctica
 * 3) to communicate (question, converse) with Trisha Korth about her time in Antarctica and relate to learning taking place within classroom
 * 4) to take part in EOTC programme that will involve an overnight stay
 * 5) to produce food in straw garden to use at an end of year picnic

English
Ongoing weekly programme Term 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)

Maths
Numeracy Strands
 * Multiplication and Division
 * Number Knowledge - including looking at negative numbers to be able to relate to negative temperatures in Antarctica
 * Algebra
 * 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

Social Science

 * 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

Science

 * 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

The Arts
Drama Dance and Music Visual Arts
 * link to conversation - act out role plays where conversations are taking place
 * 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

ICT

 * 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

Technology

 * Food technology: breadmaking, recipes for veges grown at school
 * Information and communication: with Trisha on Antarctica, making picture books

Environmental

 * 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.

EOTC
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?)
 * breadmaking

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

Whole Class

 * Discuss note taking skills - Take Better Notes
 * Focus questions
 * 1) Why do people explore the polar regions - past and present?
 * 2) 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
 * Observe artist impressions of famous explorers e.g Columbus, Roald Amundsen

Individual Learning

 * 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

Maths

 * Algebra - Pythagorus' Theorem, Divine Proportion, Fibonacci's Numbers

Other Class Projects

 * Drumming
 * Juggling
 * 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)