Under the Sea! What makes Sea creatures different to land animals?
Summer Term Non Fiction on Jellyfish, Crabs, Dolphins, Whales, Sea Horses etc‌ A cross curricular project relating Literacy (reading/ writing), Science, Art, Geography.
Igniting and inspiring Project Question: What makes sea creatures different to land animals? Project Product: Create an art gallery and ask parents for a donation to come and visit. All proceeds will be going to a sea life charity chosen by the children.
Blooms questions to guide of stage your project Creating
Evaluating
Analysing
Art
Geography
Sketches of shells and sea animals. Watercolour pictures of sea creatures and beaches using shade, tone and colour mixing. Evaluating art work what have you done well, what would you change next time.
Evaluating impact of charity donations on the sea life animals and their habitats. (helping children to decide on which charity to donate our money to)
Looking at pictures/painting/ sketches of different sea scapes and beach pictures. What has the artist used?
Applying
How do I stay safe?
Understanding
Why do people need different equipment in the sea?
Remembering
Science
Can I group by characteristics: fins, tails, blow holes, etc?
What are the differences between sea creatures and land creatures? Why do people need different equipment to be in the sea? ( breathing) What keeps me safe? What do you know about sea creatures? How do they breathe? What do you know about whales/Dolphins? What do they eat? How do sea creatures survive?
Learning Gaps Reading ● Better Reads ● Continue Guided Reading Phonics ● Teach phonics twice a day ● Phonics interventions for children in danger of failing the test ● Children who are LA to continue to have phonics teaching as part of their writing group work. Writing ●
Innovate in guided groups
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
Geography Statutory requirements
% of children achieved the statement
Pupils should be taught to: ● use basic geographical vocabulary when referring to: ∙ key physical features, including: beach, cliff, coast,sea, ocean, river, weather ● name and locate the world’s five oceans ● name, locate the United Kingdom and its surrounding seas
Art Statutory requirements
% of children achieved the statement
Pupils should be taught to: ● To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination. ● To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. ● describe differences and similarities between different practices and making links to their own work.
Science Statutory requirements Pupils should be taught to: ● identifying and classifying ● identify and name a variety of common animals including fish, amphibians, reptiles, ● birds and mammals ● describe and compare the structure of a variety of common animals (fish, ● amphibians, reptiles, birds and mammals, including pets) ● observe changes across the four seasons ●
(focus on Summer) observe and describe weather assosiated with the seasons and how day length varies (focus on sun, clouds, thunder storms)
% of children achieved the statement
Literacy Statutory requirements Writing: ● ● ● ● ● ● ● ● ● ●
Write sentences by: saying out loud what they are going to write about . Composing a sentence orally before writing it Sequencing sentences orally to form short narratives Re-reading what they have written to check that it makes sense. Discuss what they have written with the teacher or other pupils. Joining words and joining clauses using and. Beginning to punctuate sentences using a capital letter and a full stop, question Mark or exclamation mark. Learning the grammar for year 1 in English Appendix 2. Give well-structured descriptions, explanations and narratives for different purposes, Including for expressing feelings.
● Reading: ● Phase 5 continued ● Better reads continued ● guided reading continued ● 1:1 reading with an additional adult continued ● phonics interventions continued ● phonics taught twice a day.
% of children achieved the statement
Numeracy cross curricular ●
compare, describe and solve practical problems for: ● capacity and volume [for example, full/empty, more than, less than, half, ● half full, quarter] ● time [for example, quicker, slower, earlier, later] ● measure and begin to record the following: capacity and volume
Brooklands entitlement
Under the sea reflection. What went well?
What could be improved?
What will I do differently next time?