Growing! How do plants grow?
Autumn term 2 Titch, Instructions for growing Cress and The Enormous Turnip A cross curricular project relating Literacy (reading/ writing), DT (cooking and nutrition), Science and PSHE
Igniting and inspiring Project Question: How do plants grow? Project Product: Make soup our of vegatables grown.
Blooms questions to guide of stage your project
DT cooking and nutrition
PSHE
Creating
Using what I have learnt about food, can I create a healthy dinner? Can I design a healthy dinner?
Using what I have learnt about food, can I create a healthy dinner? Can I design a healthy dinner?
Evaluating
What could I do to improve my soup?
What would you improve to make our food more healthy?
Science
Can I say what I could do differently/the same next time?
Analysing
What went well? What could have been done better?
Can I talk about my soup in terms of nutrition?
Applying
How am I going to turn the vegatables that we grow into soup??
Can I talk about the 5 food groups? Can I say what foods fall into each category?
Can I observe closely (using a magnifying glass) and compare what is the same and what is different?
What is good food and what is bad?
Can I label the different parts of a flower/plant/tree? Can I observe changes that happen to plants? Can I plant and keep alive a flower/vegetable?
What can I eat to be healthy?
How does my body use food? How do plants grow? What do plants need to grow?
Understanding
Remembering
Do I understand how food gets from farms/fields to my plate? Do I understand how to cook food?
Where does food come from?
Can I say why plants die/stay alive? Can I say what happend to my plant and why?
Learning Gaps Reading ● Phonics ● Writing ●
P scale
1c
1b
1a
2c
2b
Personalisation Who is making slow key skill progress and will need to be involved in small group teaching activities during the project Name
Focus Reading
Writing
Phonics
Assessment
National Curriculum Coverage
Science
% of children achieved the statement
(Statutory) ● identify and describe the basic structure of a variety of common flowering plants, including trees. ● observe changes across the four seasons ●
(focus on Winter) observe and describe weather assosiated with the seasons and how day length varies (focus on snow, frost, cold weather, fog)
● (Non Statutory) Pupils should be taught to: ● Pupils should use the local environment throughout the year to explore and answer questions about plants growing in their habitat. ● Where possible, they should observe the growth of flowers and vegetables that they have planted. ● Pupils might work scientifically by: observing closely, perhaps using magnifying glasses, and comparing and contrasting familiar plants. ● Draw diagrams showing the parts of different plants. ● Pupils might keep records of how plants have changed over time and contrast what they have found out.
D&T Food and Nutrition.
% of children achieved the statement
● Use the basic principles of a healthy and varied diet to prepare dishes. ● Understand where food comes from.
Literacy Statutory requirements Writing: ● Listen and respond appropriately to adults and their peers ● Ask relevant questions to extend their understanding and knowledge Write sentences by: saying out loud what they are going to write about . ● Composing a sentence orally before writing it ● Sequencing sentences orally before writing it to form short narratives ( labels and captions) ● Re-reading what they have written to check that it makes sense.
% of children achieved the statement
● Discuss what they have written with the teacher or other pupils. ● Beginning to punctuate sentences using a capital letter and a full stop. ● Learning the grammar for year 1 in English Appendix 2. ● write dance ● fine motor skills Reading: ● Start teaching phase 5 ● Phonics play ● better reads
Numeracy Cross Curricular compare, describe and solve practical problems for: ● lengths and heights [for example, long/short, longer/shorter, tall/short, double/half] ● measure and begin to record the following: ● lengths and heights ● ●
PSHE Healthy and Safer Lifestyles 7- Healthy Lifestyles ● To be able to give examples of how to be healthy and to reflect on their own lifestyles and choices. ● To be able to explain why healthy eating and physical activity are both important. ● To understand the difference between being active and inactive and know how to maintain health. ● To be able to say what changes physically and emotionally when they are active. ● To be able to talk about food’s likes and dislikes and give reasons. ● To understand that food can be divided into different groups and know that for good health we need a balanced diet.
% of children achieved the statement
Brooklands entitlement
Growing reflection: What went well?
What could be improved?
What will I do differently next time?