Class 1st Theme The world around usUnit 12 Subtheme The Sun Unit genre ReportVocabulary Tier 1 examples: Earth, moon, Sun, billions, fur, feathers,

desert, freezing, North Pole, South Pole, humans, plantsTier 2 examples: survive, temperature, Solar System, crops

Lesson resources N/A

Element Learning outcome The child should be able to …Communication LO 1 Listen to new information about the Sun and hot and cold places.

LO 2 and 3 Initiate and take turns in conversations on the theme of the Sun.Work in pairs and groups using appropriate gestures, expressions and signs.

Understanding LO 4 Use tenses correctly in more complex sentences.Use less common adjectives, qualifiers and connectives to elaborate on descriptions.

LO 5 and 6 Acquire and understand new vocabulary from an oral text about the Sun.Use lengthier adjectives/adverbs when describing places.

LO 7 Ask and respond to a wide range of questions about the Sun and its importance to life on Earth

Exploring and using

LO 8 and 9 Answer a range of questions about the Sun and hot and cold places.

LO 10 Name and categorise plants and animals associated with the desert and North/South Poles.

LO 13 Explain and inform on a subject.Present an oral report on a day in the desert or North/South Pole

LO 14 Describe and explain actions and events.

Fortnightly planLesson 1 Digital poster (Story mode)

Digital poster (Explore mode): Talk and discussion

Lesson 3 Digital poster (Explore mode): Talk and discussion Digital poster (Activity mode): True or false?Pair talking task: Oral report

Lesson 2 Digital poster (Story mode): RecapDigital poster (Question mode) Whole-class activity: Word web

Lesson 4 Digital poster (Label mode) Digital poster (Poem mode): A Spike of Green

Lesson 1Digital poster (Story mode) LO 1 Play either the Story mode 1 (starters) or Story mode 2 (flyers) for the class, depending on the ability level.

Digital poster (Explore mode): Talk and discussion LO 4, 5, 6, 7, 13 Go to the Explore mode of the poster. Ask children the following questions:

Looking at the pictures of the Sun on the poster, how would you describe it? (Hot, burning, round, giant, sizzling)

Look at the picture with the camel and the picture with the penguins. What looks different about each place? (One looks hot and dry, the other looks cold and snowy)

How many planets are there between the Sun and Earth? (Two, they are Mercury and Venus) What’s the name of the planet with the ring around it? (Saturn) What are the differences between the desert and the North Pole? (One is cold, one is hot, one is full

of sand, one is full of snow and ice). What are the similarities? (Not many people live there, the weather is very extreme)

Look at the picture of the Earth. One half is bright and one half is dark. What time of day is it in the bright half? What time of day is it in the dark half?

Why are farms important? (They grow food or crops for people and animals)

Play a game of picture association with the children. Point to one of the pictures on the poster at a time, and ask them to call out the first word they think of. For example:

Earth: land Stars: sky Sun: hot Solar System: planets Beach: sand Hills: countryside Tractor: farm Desert: dry Penguins: snow Plant: food

Ask children which environment they’d most like to live in and why (for example by the sea, in the countryside, in a hot desert, at the North Pole).

Lesson 2

Digital poster (Story mode): Recap LO 1 Play either the Story mode 1 (starters) or Story mode 2 (flyers) for the children again. Make sure they understand all of the vocabulary.

Digital poster (Question mode) LO 5, 6, 8, 9, 13Go to the Question mode of the poster. Listen to each question and discuss the answers with the children briefly.

Q1. What animals do you see on this poster?Q2. How many planets are in the Solar System?Q3. How old is the Sun?Q4. Why are deserts so hot?Q5. Not many people live in the North and South Poles. Why do you think this

is?Q6. Why is the Sun important for plants?Q7. What makes a desert a difficult place to live in?Q8. Why do you think we can only see stars at night?Q9. Would you prefer to live in a very hot climate or a very cold climate? Why?

Q10. If you could, would you like to visit another planet? Why?

Whole-class activity: Word web LO 5, 6Create a word web with the word(s) ‘Desert’ or ‘North/South Pole’ in the middle. Ask children to think of as many words as they that relate to each place, e.g.:

Desert: hot, boiling, blazing, roasting, dry, parched, yellow, sandy, barren, empty, isolated, hostile, lizard, camel, snake, cactus, oasisNorth and South Pole: cold, freezing, icy, chilly, snowy, frosty, white, arctic, barren, isolated, polar bear, penguin, Arctic fox

Lesson 3Digital poster (Explore mode): Talk and discussion LO 5, 6, 10 Go to the Explore mode with children again. Focus on the two extreme climates of the desert and the North and South Pole. Ask children to name as many animals as they can that live in the desert (e.g. scorpion, lizard, desert fox, snake, antelope), and as many animals as they can that live in the North and South Pole (e.g. polar bear, reindeer, seal, Artic fox, walrus, whale, penguin). Talk together about what’s different between the groups of animals. Encourage the children to think about their skin or fur, what they eat, when they sleep, whether they can swim, how they protect themselves, etc.

Digital poster (Activity mode): True or false? LO 7, 13, 14Go to the Activity mode of the poster. Ask children to listen to the six true or false questions. Encourage them to explain and justify their answers.

There are six planets in our Solar System. FalseThe Sun is a star. TrueEarth is believed to be over four billion years old. TruePlaces that get large amounts of rain are called deserts. FalsePlants need light from the Sun to make their own food. TrueThe North Pole and the South Pole get more direct Sunlight than any other part of the Earth.

False

Pair talking task: Oral report LO 13

Discuss with the children what it might be like to live in either the desert or the North/South Pole. Organise the children into pairs and ask them to create an oral report entitled ‘A Day in the Desert / North Pole’. Each pair must pretend to be a reporter visiting the desert/North Pole for the day and reporting back. The report should include the following:

Title The name of the place (e.g. The Sahara desert) What the place looks/feels like What the reporter saw (e.g. plant/animal life) Conclusion

Lesson 4Digital poster (Label mode) LO 5, 6, 7Go to the Label mode of the poster. Review the vocabulary. Have children take turns dragging the labels onto the correct location in the poster.

Digital poster (Poem mode): A Spike of Green LO 12 Go to the Poem mode of the poster and play the poem, A Spike of Green.

A Spike of GreenBy Barbara Baker

When I went outThe Sun was hot,It shone uponMy flower pot.

And there I sawA spike of greenThat no one elseHad ever seen!

On other daysThe things I seeAre mostly oldExcept for me.

But this green spikeSo new and smallHad never yetBeen seen at all!

Read the poem aloud and with expression. Make sure to emphasise the metre. Then read the poem again, leaving out the last word in each verse – pot, seen, me, all. The children must use their understanding of the rhyme and vocabulary to complete the missing word.