page one lesson plan term - your.morrisons.com morrisons lets grow... · lesson plan term:...

Page one

What to do

Main activity

• Look at the seeds – describe them.

• What do they think they are going to grow into?

• What do we need to make them grow?

• Talk about differences and similarities to planting in soil.

• Cut out shapes (e.g. teddy, car, train), draw faces on paper plates or decorate shells/pots as necessary.

• Sow the seeds onto the shapes, as hair for the faces on the plates or into the shells/pots for hair.

Lesson Plan Term:

Foundation StageCress Heads

Key:

DA personal, social and emotional development - disposition and attitudes

SD personal, social and emotional development - social development

ED personal, social and emotional development - emotional development

LCT communication, language and literacy - language for communication and thinking

LSL communication, language and literacy - linking sounds and letters

R communication, language and literacy - reading

W communication, language and literacy - writing

NLC problem solving, reasoning and numeracy - numbers as labels for counting

C problem solving, reasoning and numeracy - calculating

SSM problem solving, reasoning and numeracy - shape, space and measure

KU knowledge and understanding of the world

PD physical development

CD creative development

By the end of the lesson pupils should:• Know what seeds need

to grow

Objective

• Speaking and listening

• Comparison

• Fine motor

• Caring for living things

• Measuring

• Size

Key skills

• Cress seeds

• Absorbent material e.g. paper towels, cotton wool

• Paper plates or pots/clean egg shells

• Markers to draw faces

• Water

• Digital camera

Resources

Links to EYFS

DA 30-50, 40-60+ LCT 30-50, 40-60+ W 30 -50 C 30-50 SSM 30- 50, 40-60+ KU 30-50, 40-60+ PD 30-50, 40- 60+ CD 30-50

Links to FSP

DA 1, 2, 3, 5 LCT 1, 2, 3 LSL 3, 4, 5, 6 R 2. W 1, 2, 3, 4, 5 NLC 1, 2, 3, 4 C 1 SSM 1, 5, 6 KU 1, 2, 3, 4, 5, 7 PD 3, 5, 6

Any term

Page two

Follow on

• Check daily and water as necessary.

• Measure as they grow and record as standard or non standard measure.

• Taste the finished product.

• Take photos at every stage.

Page one

What to do

Introductory activity

• Tell or act out the story of Jack and the Beanstalk.

• Explain Jack has left some special beans behind, can they find them (find pre-hidden big card or paper mache beans)?

• Look at the beans – describe them, how many have they got, who has the most, sort them by size, colour, etc.

Lesson Plan Term:

Foundation StageJack and the Beanstalk

Key:














• Speaking and listening• Following instructions• Developing story language• Comparison• Fine motor• Caring for living things• Measuring• Size• Extending vocabulary• Imagination • Observation

Key skills

• Large laminated or paper mache special beans (metallic, coloured or sparkly)

• Jack and the Beanstalk story

• Compost, pots or clear jars, paper towels and sand

• Broad bean seeds• Assorted dried beans,

seeds and pulses• Digital camera• Paint, brushes, paper,

glue, scissors, glitter and material

Resources

Links to EYFS

DA 30-50,40-60+ SD 40-60 + LCT 30-50, 40-60+ LSL 30-50 R 30-50, 40-60+ NLC 30-50, 40-60+ C 30-50, 40-60+ SSM 30-50, 40-60+ KU 30-50, 40-60+ PD 30-50, 40-60+ CD 30-50, 40-60+

Links to FSP

DA 1, 2, 3, 5 SD 1 ED 3 LCT 1, 2, 3, 4, 5 R 1, 5 NLC 1, 2, 3, 4, 6 C 1, 2, 3, 4 SSM 1, 2, 4, 5 KU 1, 2, 3, 4, 5, 7 PD 3, 5, 6, 7. CD 1, 3, 5

1st half Autumn (Sep/Oct)

By the end of the lesson pupils should:• Know what seeds need

to grow

Objective

Page two

• What do they think they will grow into? What will their beanstalk look like (will it take on characteristics of the bean)?

Main activity

• Look at some real beans. What do they think they are going to grow into?

• What do we need to make them grow? (Compost, pot, water, sunshine).

• Explain we can also grow them in a special way to see them start to germinate (roots and shoots) by putting the seed in a clear jar wedged between a roll of damp absorbent paper and the jar. To do this roll the paper into a cylinder, stand it in the jar and let it unwind a bit to fit. Next put some sand in the middle of the cylinder so it doesn’t collapse when wet. Then wedge a bean between the paper and the side of the jar.

Secondary activities

• Sort, match, order, count and calculate with assorted dried beans, seeds and pulses and then use the beans to make collages.

• Make beanstalks to match the special beans.

Follow on

• Check the beans daily and water as necessary.

• Measure as they grow and record as standard/non standard measure.

Page one

What to do

Introductory activity• What creepy crawlies do they know?• What do they look like?

Lesson Plan Term:

Foundation StageMini beast world

Key:














• Speaking and listening• Following instructions• Comparison• Fine motor• Gross motor• Caring for living things• Extending vocabulary• Imagination • Observation

Key skills

• Real mini beasts (eg; creepy crawlies, ladybirds, spiders, snails, caterpillars, beetles, worms etc.)

• Photos/books about mini beasts or internet access for research

• Pretend small world mini beasts

• Tuff tray with soil, stones, chunks of wood, leaves and twigs

• Binoculars and magnifying glasses

• Words for relevant rhymes

• Digital camera

Resources

Links to EYFS

DA 30-50, 40-60+ SD 40-60+ LCT 30-50, 40-60+ NLC 30-50, 40-60+ KU 30-50, 40-60+ PD 30-50, 40-60+ CD 30-50

Links to FSP

DA 1, 2, 3 SD 1 ED 3 LCT 1, 2, 3, 4 LSL 1 NLC 1, 2, 3, 4 KU 1, 2, 3, 4, 5, 7 PD 1, 3


By the end of the lesson pupils should:

• Name and describe mini beasts

Objective

Page two

Main activity• Look at some mini beasts. • What are they called – make sure you don’t call a spider an insect.• Compare real ones to small world ones to photos – use magnifiers.• Do they look the same (look at colours and markings)? Are they the same size?• Where do they live?• What do they eat?• Investigate further using a tuff tray made into a suitable habitat for real or pretend mini beasts• Remind about handling gently if you are looking at real creatures.

Secondary activities• Learn songs and rhymes about mini beasts – Incy wincy, There’s a worm at the bottom of the

garden, etc.• Can they move like a mini beast? Set up an obstacle course – can they move around it like

a spider or a worm or a …?

Follow on• Is there a pet shop/zoo nearby that would bring some special creepy crawlies in for the children

to look at?

Page one

What to do


• Make some scent pots using herbs.

• Smell them, what are they, do they like them?

• Explain they are called herbs.

Lesson Plan Term:

Foundation StageHerbs

Key:















• Following instructions

• Comparison

• Fine motor

• Gross motor

• Extending vocabulary

• Senses

Key skills

• Fresh and dried herbs

• Cuttings or seeds, compost, pots, labels

• Pots and lids that you can’t see through but with holes in to let the smell out

• Toiletries and household products that have herb bases e.g. soaps, bubble bath

• Digital camera

Resources

Links to EYFS

DA 30-50, 40-60+ ED 30-50 LCT 30-50, 40-60+ LSL 40-60+ W 30-50, 40-60+ NLC 30-50, 40-60+ C 30-50 SSM 30-50, 40-60+ KU 30-50, 40-60+ PD 30-50, 40-60+

Links to FSP

DA 1, 2, 3, 5 ED 3 LCT 1, 2, 3 LSL 3, 4, 5, 6 R 2 W 1, 2, 3, 4, 5 NLC 1, 2, 3, 4 C 2 SSM 1, 2 KU 1, 2, 3, 4, 5, 7 PD 3, 5, 6, 7 CD 1



• Know what a herb is and how it can be used

Objective

Page two

Main activity

• Look at some different fresh herbs.

• Compare their shape, size, leaves, texture, smell.

• Compare the fresh herbs to dried ones.

• What are they used for (cooking, toiletries, medicine, homeopathy)?

• Taste some of them – remind about not tasting things they haven’t been told are safe.


• Plant cuttings or seeds to grow own herb garden

Follow on

• Look at floral based products. Can they smell the difference? Have they smelt them before? Where?

• Do the same with citrus products.

Page one

What to do


• Go on a leaf hunt – collect as many different types and colours as you can.

• Sing ‘Five little leaves’.

Lesson Plan Term:

Foundation StageLeaf printing

Key:
















• Comparison

• Fine motor

• Gross motor


• Observation

Key skills

• Assorted leaves

• Paper

• Crayons

• Paint

• Clear sticky back plastic

• Glitter or sequins

• Hole punch

• Wool or string

• Cane

• Words to songs about ‘Five little leaves’

• Digital camera

Resources

Links to EYFS

DA 30-50, 40-60+ LCT 30-50, 40-60+ NLC 30-50, 40-60+ C 30-50, 40-60+ SSM 30-50, 40-60+ KU 30-50, 40-60+ PD 30-50, 40-60+ CD 30-50, 40-60+

Links to FSP

DA 1, 3, 5 LCT 1, 2, 3, 4 LSL 1 NLC 1, 2, 3, 4 C 2 SSM 1, 2, 3, 6 KU 1, 2, 3, 4, 5, 7 PD 3, 5, 6 CD 1, 3, 5

2nd half autumn (Nov/Dec)

By the end of the lesson pupils should be able to:

• Name the parts of a leaf

Objective

Page two

Main activity

Look at the leaves collected.

• What shape are they? What colour? Discuss the changes in autumn and that some leaves don’t change colour. What size are the leaves? What texture? Look at the veins.

• Use the leaves to do rubbings or prints using autumn colours.


• Make a mobile by sticking the leaves in between two circles of clear sticky back plastic (add a bit of glitter or a few sequins if liked). Punch holes in the circles and attach together to make a hanging; put a couple together on crossed pieces of cane to make a mobile.

Follow on

• Piles of leaves are great for throwing, jumping in and crunching!

Page one

What to do


• Go on a hunt to collect items that will make a sound when they collide (conkers, acorns) or that will move in the breeze. If this is not possible have a selection ready.

Lesson Plan Term:

Foundation StageWind chimes and mobiles

Key:
















• Comparison

• Fine motor

• Gross motor


• Observation

Key skills

• Assorted leaves, flowers, fir cones and acorns

• Conkers (with adult made hole through)

• Card

• Shiny paper

• Glue

• Clear sticky back plastic

• Glitter or sequins

• Hole punch

• Wool or string

• Canes

• Digital camera

Resources

Links to EYFS

DA 30-50, 40-60+ LCT 30-50, 40-60+ NLC 30-50, 40-60+ C 30-50 SSM 30-50, 40-60+ KU 30-50, 40-60+ PD 30-50, 40-60+ CD 30-50, 40-60+

Links to FSP

DA 1, 3, 5 LCT 1, 2, 3 NLC 1, 2, 3, 4 C 2 SSM 1, 2, 4 KU 1, 2, 3, 4, 5, 7 PD 3, 5, 6, 7. CD 1, 5, 6



• Create sound with natural materials

Objective

Page two

Main activity

• Look at the items collected.

• What are they? What shape are they? What colour? Discuss the changes in autumn and that some leaves don’t change colour. What size are the items? What texture? What sound do they make?

• Explain they can make a mobile or a wind chime – show examples of both so they see chimes make a noise.

• Make a mobile by sticking the leaves or flowers in-between two circles of clear sticky back plastic (add a bit of glitter or a few sequins if liked). Punch holes in the circles and attach together to make a hanging; put some together on crossed pieces of cane to make a mobile. Add to this with fir cones, twigs, etc.

• If there are not enough suitable leaves make some using card or shiny paper.

• Make a random design or try to make a pattern.

• For the wind chime thread the conkers, acorns, cones, sticks, etc onto wool or string at different lengths. Hang from two crossed canes so they make a sound as they move and collide.

Page one

What to do


• Look at an assortment of vegetables.

• What are they called? What do they look like?

Lesson Plan Term:

Foundation StageVegetable soup

Key:
















• Comparison

• Fine motor


• Observation

• Change over time

Key skills

• Assorted fresh vegetables

• Pictures/photos of vegetables (picked and growing)

• Soup recipe and ingredients

• Bowls and spoons

• Cooking utensils

• Scales

• Cooker

• Digital camera

Resources

Links to EYFS

DA 30-50, 40-60+ SD 30-50, 40-60+ ED 30-50 LCT 30-50, 40-60+ NLC 30-50, 40-60+ C 30-50. SSM 30-50 KU 30-50, 40-60+ PD 30-50, 40-60+ CD 30 – 50

Links to FSPDA 1, 2, 3 ED 3 LCT 1, 2, 3 NLC 1, 2, 3, 4, 5, 6 C 2 SSM 1, 2 7KU 1, 2, 3, 4, 5, 7. PD 3, 5, 6, 7 CD 1



• Know where vegetables come from

Objective

Page two

• Compare size, weight, colour, shape and texture.

• Match to photos.

• Look at where they are grown – in the soil, on top of the soil or on a stalk.

• Can we grow them where we live?

Main activity

• How do we eat the vegetables? Do we eat all of it? What does it look like inside? How do we cook them? Which have they tried before?

• Carefully prepare the vegetables. Let the children try any that can be eaten raw.

• Make the rest into a vegetable soup – leave it chunky or blend to make it smooth.

• Try and enjoy.


• Where can we buy these vegetables?

• Visit a greengrocers or supermarket to look at the variety of fresh vegetables available.

• How else can we buy vegetables – tinned, dried or frozen? Look at some examples.

• Use vegetables to make natural dyes – onion skins, red cabbage, etc.

Follow on

• If you’re brave try juicing vegetables for the children to try.

Page one

What to do

Introductory activity• Look at the pictures.• What flower is it? What are the parts of the flower called?

Lesson Plan Term:

Foundation StageSunflowers

Key:














• Speaking and listening• Following instructions• Developing story language• Comparison• Fine motor• Caring for living things• Measuring• Size• Extending vocabulary• Imagination • Observation

Key skills

• Sunflower seeds• Compost• Plant pots• Dibber • Trowel • Watering can• Labels • Pictures of grown

sunflowers• Picture of Van Gogh’s

“Sunflowers”• Digital camera• Paper, paint, brushes,

scissors and glue

Resources

Links to EYFS

DA 30-50, 40-60+ LCT 30-50, 40-60+ LSL 40-60+ W 30-50, 40-60+ NLC 30-50, 40-60+ C 30-50 SSM 30-50, 40-60+ KU 30-50, 40-60+ PD 30-50, 40-60+ CD 30 - 50

Links to FSP

DA 1, 2, 3 LCT 1, 2, 3 LSL 3, 4, 5, 6 R 2 W 1, 2, 3, 4, 5 NLC 1, 2, 3, 4 C 2, 3 SSM 1, 2 KU 1, 2, 3, 4, 5, 7 PD 3, 5, 6, 7 CD 1, 3, 5

1st half spring (Jan/Feb)


• Know what a plant needs to grow

Objective

Page two

Main activity• How can we grow a sunflower? • What do we need? Look at the seeds, compost, pots, dibber, trowel, watering can – what is each

called and what does it do? Let each child plant 2 or 3 seeds.• Discuss how we need to care for the plants as they start to grow.

Secondary activity• Paint pictures of sunflowers or make sunflowers.

Follow on• Check daily and water as necessary.• Measure as they grow and record as standard or non standard measure.• Once they are well established, send home with a note of how to care for them. Ask the children to

bring in photos as they grow.• Take photos at every stage.

Page one

What to do


• Wait for a wet day and go and play in the rain. How does it feel?

• What happens to the water on different surfaces – drains, sinks in or makes a puddle. Demonstrate using a sponge in a pot. When the sponge can’t soak up any more water it lies on top i.e. makes a puddle.

Lesson Plan Term:

Foundation StagePuddles

Key:
















• Comparison

• Fine motor

• Gross motor


• Observation

• Change over time

Key skills

• Chalk

• Items that will float

• Items that will sink

• Stones

• Mirror

• Waterproof clothing

• Wellington boots

• Words to rain songs and rhymes

• Digital camera

Resources

Links to EYFS

DA 30-50, 40-60 LCT 30-50, 40-60+ NLC 30-50, 40-60+ C 30-50, 40-60+ SSM 30-50, 40-60+ KU 30-50, 40-60+ PD 30-50, 40-60+ CD 30-50

Links to FSP

DA 1, 3 LCT 1, 2, 3, 4. LSL 1 NLC 1, 2, 3, 4, 5, 6. C 2 SSM 1, 3, 6 KU 1, 2, 3, 4, 5, 7 PD 3 CD 4

1st half spring (Jan/Feb)


• Understand why we have puddles

Objective

Page two

Main activity

• Why has it made puddles – dip in the ground/slope or can’t drain/soak away.

• Have a look in the puddles, what can you see? Reflection (compare to mirror). Might see a rainbow effect if there is oil on the ground.

• Who can jump over the puddle? Mark starting line and end point to see who can jump the furthest.

• If don’t jump far enough what happens? You land with a splash. What else could we use to make splashes?

• If we are gentle with what we put in will it still make a splash? What happens then? Talk about ripple – the circles getting bigger until they disappear. Get them to work with a friend to follow instructions to make ripples or splashes.


• Use the puddle for a floating and sinking activity. Predict first if things will float or sink. Were they right?

• Sing rain rhymes and songs.

Follow on

Draw round the puddle with chalk. What will happen if it rains some more? What will happen if it stops and the sun comes out? Introduce the term evaporation. Check later to see if they are right.

Page one

What to do


• Look at a snail. It is part of the mollusc family like oysters and clams and is a gastropod. They usually live 5 to 10 years.

• What do we call the different parts of it?

• Why does it hide in its shell? Protection from predators and to stop body drying up in hot weather.

Lesson Plan Term:

Foundation StageSnail trail

Key:














• Speaking and listening• Following instructions• Fine motor• Gross motor• Extending vocabulary• Observation

Key skills

• Photos of snails• Photos of spirals in

nature – flower petals, pine cones

• Clear solid plastic/Perspex

• Flour• Milk • Scissors• Paper• Pencils • Glue• Glitter • Tuff tray• Shaving foam• Finger paints• Digital camera

Resources

Links to EYFS

DA 30-50, 40-60+ LCT 30-50, 40-60+ SSM 30-50 KU 30-50, 40-60+ PD 30-50, 40-60+ CD 30-50, 40-60+

Links to FSP

DA 1, 2, 3, 5 LCT 1, 2, 3 NLC 1, 2, 3, 4 SSM 1, 3, 5, 7 KU 1, 2, 3, 4, 5, 7 PD 1, 3, 5, 6, 7 CD 1, 3, 5

2nd half spring (Mar/Apr)


• Name the parts of a snail

Objective

Page two

Main activity

• How does the snail move? They are most active on cloudy days. The muscles in the foot contracts and stretch. The trail of slime (mucus) from the front of the foot helps them move over different surfaces if it rough or uneven and is also used as suction to help them stick.

• Put the snail on the Perspex and watch from underneath.

• Can they copy the movement?

• How do snails eat? What do they eat? (Mainly plants, fruit and vegetables).

• Put a drop of milk on the Perspex, the snail will be attracted by it. If you put a small trail of flour on the Perspex the snail will eat it (if you watch from underneath you will see its mouth open and close but won’t able to see its thousands of very tiny teeth on its rough tongue which it uses to grind up food).


• What pattern can we see on the shell? Draw and cut out spirals to hang as mobiles.

Follow on

• Make random snail trails with glue and glitter on paper. Works best on a dark colour.

• Also make trails in shaving foam in trays or using finger paints and make a copy by pressing a sheet of paper on top.

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