Warrington School/Term Four Planning 2009

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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


  • Discuss what effects the salt may have.


  • 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?

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:



  • Handwriting

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

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


Expressive Writing

Level 1

  • Write spontaneously to record personal experiences

Specific Learning Outcomes

  • Can recount a personal experience
  • Writes events in order

Level 2

  • 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
  • Reading

Ongoing weekly reading programme

  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


  • Number and Algebra

Number Strategies

  • Use a range of counting, grouping, and equal sharing strategies with whole numbers and fractions

Number Knowledge

  • 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


  1. Spelling List
  2. Reading Book
  3. 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

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


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

Term programme

  • 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
  • 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


  • 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


  • 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

Visual Arts

  • 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?)
  • 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

  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 Report ChecklistPDF down.png
  • 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


  • 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)