Whole School Planning

Year Group: Year 1/Year 2 Term: Summer 2: Week 5 Topic: Animal Habitats: Mini beasts (spiders)

Some nice websites for this week: https://ypte.org.uk/factsheets/minibeasts/where-do-minibeasts-live (photographs of mini beasts).

https://www.woodlandtrust.org.uk/blog/2019/05/minibeast-facts/

https://www.rspb.org.uk/birds-and-wildlife/advice/gardening-for-wildlife/insects-and-minibeasts/

https://www.wildoxfordshire.org.uk/wp-content/uploads/2014/11/Minibeasts.pdf

Mini beast adventures with Jess: Bugs in the garden: https://www.youtube.com/watch?v=a8xgh2H5dGw

Learning Objective Prepare Share React Process and ExplorePSEDWALT: I will be able to tell you how I can show kindness to others.

This week we are thinking about being kind to others.

Watch video: Colour the world with your kindness: https://www.assemblies.org.uk/pri/3214/colour-the-school-with-kindness

Explain that, by being kind, we make our world a nicer place to live. It makes people feel happier and it encourages more people to be kind.

Show grey words on the screen- un kind, unhelpful, selfish, miserable, unfriendly, unforgiving.

Explain each word in turn, asking the children to make suggestions as to what each word means. After the grey word has been discussed, ask what the opposite would be. Reveal the colourful word on the other side.

Grey word vs colour word.Unkind/KindUnhelpful/HelpfulSelfish/SharingMiserable/JoyfulUnfriendly/ FriendlyUnforgiving/Forgive.Which would make our school a better place to be? Why?

Why is it important to be kind?

Ask your child to think about what acts of kindness they can do at school and at home over the next week.

Help your child plan some random acts of kindness and add some on as they do them through the week- for school and for home.

Throughout the week, spot children showing acts of kindness and celebrate. Give out kindness wristbands.

How has being kind to others made you feel?

KS1: I will be able to show acts of kindness to others.

PE: KS1WALT: I will be able to start and stop.I will be able to balance and hold a posture for 5 seconds.

Warm up: Musical statues. Children travel around an open space, in different directions and a variety of pathways. When the music stops, children must freeze and stand as still as a statue. When the music starts again the children continue to travel around the hall. Discuss stillness and how no body part should be moving.

Explain this week we are going to learn how to perform a range of gymnastic shapes.

Introduce the following gymnastic shapes.

Stretch shape: Standing up tall and straight, feet together, legs and arms nice and straight

• Star shape: Standing in a straddle, arms horizontal or to form an ‘X’ shape

• Tucked shape: Knees to the chest, head tucked in and arms around the legs.

Explain that these shapes don’t have to be performed standing up but can also be performed on our back, our front and even on our side.

As a class, practice each one of these new shapes reinforcing the teaching points throughout.

If children are confident, they can move onto:

• Dish: Laying on the back with hands placed on the thighs and chin tucked into the chest, lift the shoulders and feet 10cm off the floor and hold for 5 seconds.

• Arch: Laying on the front, arms extended forwards, lift the arms, chest, legs and heels as high as possible.

• Pike: legs together, body folded at hips, arms forward or to the side.

KS1: I will be able to demonstrate and hold a gymnastic balance.

Science: What is a mini beast?WALT: I will be able to tell you what a mini beast is.I will be able to explain what an invertebrate is.

We are going to be learning about mini beasts for the next few weeks. I thought it may be nice to make a big book with your class to record your learning.

Ask the children to explain to you what they already know about mini beasts (adult to scribe in class big book).

Move onto what they would like to find

Introduce the word invertebrate. Explain we can classify animals as vertebrates or invertebrates.

Ask your child to feel their back

I wonder what would happen if we didn’t have a spine? Could we live without a spine? Why do you

Explain our learning this week is all about mini beasts.

Warm upIntroduce the ‘Body Sculptures’ warm-up game. Set clear boundaries for the children to stay within. Ask the children to pretend to be different mini beasts showing how they move. For example scuttle like a spider, flap your arms like a butterfly, or wriggle like a worm.

Do they have the right number of legs/body parts?

How many mini beasts can you name in 30 seconds?

out. What questions do they have?

Ask the children to write questions on post its and stick into your class big book.

KS1: Watch video that explains what a mini beast is: https://www.bbc.co.uk/bitesize/topics/z6882hv/articles/z9fkwmn

bone. This is your spinal column. It is our central support structure. It keep us upright and it connects the different parts of our body. Although the spine is made up of a chain of bones, it is flexible due to elastic ligaments and spinal disks.

Explain one way we can group animals is by if they have a spine or not. An animal with a spine is called a vertebrate. An animal without a spine is an invertebrate.

Invertebrates tend to be smaller and less agile.

See facts attached and share as many as are relevant for your child.

think that?

Can you think of any animals that don’t have a spine?

KS1: I will be able to tell the difference between a vertebrate and invertebrate.

Science: Mini beast huntWALT: I will be able to identify and name mini beasts.

We are going to find out more about mini beast habitats. Recap what a habitat is- it is a place where a plant or animal lives. This can be a big habitat like an ocean, mountain or desert.

Explain there are also smaller habitats and we call these micro habitats.

Mini beasts live in a small habitat called a micro habitat.

Explain to your child that they are going to go on a mini beast safari to find out which mini beasts we have here and what they are doing. You could look in a garden, park or woods.

Agree upon a set of rules to follow about how to look for/handle mini beasts. For example: Be calm and quiet – otherwise they will all run/slither/fly away! Be gentle – they are delicate so do

See if they can find 4 different kinds of mini beast. Once they have found a mini beast encourage them to examine it using the magnifying glass. They can look at size, shape, colour, number of legs, eyes and how it moves. They will use a mini beast picture guide to work out what each mini beast is.(see MINI BEAST IDENTIFICATION SHEET).

Children have a recording sheet

KS1: Year 1: I will be able to identify and name some common mini beasts and their habitats. KS1: Year 2: I will be able to identify and name many mini beasts and micro habitats.

This is where they can find all the food, shelter and water they need.

Use ppt: INPUT_Minibeast habitats.

not squash them. Do not touch their wings. If you move rocks or logs make sure they go back exactly as you found them. If they do pick any of the mini beasts up they must be returned to the same place.

to fill in on their hunt where they draw a picture of the mini beast, record number of wings, legs.

Science: SpidersWALT: I will be able to make careful observations.

Zoom in zoom out from explorify of a jumping spider. See information below.

This is a nice video that explains what a jumping spiders ‘super powers’ are: https://www.youtube.com/watch?v=UDtlvZGmHYk&vl=en-GB

Many common house spiders have eight eyes - two rows, with four small eyes in each row. With so many eyes, it is surprising that they usually do not have good eyesight!

One exception to the rule is the group of jumping spiders, like the one in the image you've just seen. They also have two sets of eyes; however, they have very big eyes at the front and they use these to investigate what they can see moving. They then use their

Explain that spiders belong to a group of creatures called arachnids.

Look at photographs of some of the other creatures in this group. Can the children identify what the creatures have in common?

Explain how to identify an arachnid.

Arachnids are creatures with two body segments, eight legs, no wings or antennae and are not able to chew.

Look at photographs of creatures. Group- Is it an arachnid or not?

Also see spiders reading comprehension.

Year 1 and Year 2: I will be able to make careful observations. I will be able to tell you what an arachnid is.

smaller eyes to zoom in and gauge how far away something is before pouncing on their prey.

English: KS1 Writing: NarrativeWALT: I will be able to plan a story. Our writing this week is based on

a short animation called:

Miniscule: Zepplin and spider.

It is a wordless animation so the children need to watch carefully and ensure they have fully understood what the film is about.

See: https://www.youtube.com/watch?v=qnliqmmhmjA

It is about a spider that goes for an adventure on a balloon.

Watch several times to ensure children have taken in main parts of the story.

Talk for writing: Ask your child to tell you what happened at the beginning, middle and end of the story. Which was your favourite part of they story? Why?

Explain we are going to make a story map to map out the main events, in preparation for story writing.

Look at my story map example on your ppt.

This could be a straight retell

or you could change so the spider flies over somewhere your child has chosen (e.g. flies over Calverton, Nottingham…)

Help your child to draw their story pictures.

Children should structure with a clear beginning, middle and end.

I will be able to consider what I am going to write before beginning by: planning or saying out loud what I am

going to write about and writing down ideas and/or key words,

including new vocabulary

English: KS1 Writing: NarrativeWALT: I will be able to plan a story. I will be able to consider what I am going to write before beginning by: planning or saying out loud what I am

going to write about and writing down ideas and/or key words,

including new vocabulary

Warm up: tell me 5 things the spider sees on his balloon adventure.

Re-watch the video.

Look at your story map your made yesterday. Use it to tell your own story.

Introduce story actions so the children internalise the story structure.

Children to plan key words and phrases to their story map that they would like to use in their story

- adjectives, verbs and adverbs.See my examples to get you started.

Try using a thesaurus to find alternatives to some of your adjectives and verbs.

Begin to add key words and phrases to your story map- adjectives (describe), verbs (actions), possibly move onto adverbs.

Start with the spider but move onto other elements of the story.

English: KS1 WritingWALT: I will be able to write a narrative. Year 1: Writing: Composition: I will be able to sequence sentences to form short narratives.

Re-watch the video.

Look back at story map.

Use to tell the story with your story actions.

Look at my example of a story begining. I have colour coded all the adjectives, verbs and adverbs.

Switch my adjectives for yours: Drop in the adjectives, verbs or adverbs you thought of yesterday.

Model drafting and reading back to edit and improve- can we add an adverb alongside a verb etc?

Children to begin their story- write using their map and key words.

The children may write the story over a few sessions, especially if they are

Continue to write the story in chunks as necessary- middle then end- using my examples as a starting point. Swap my adjectives, verbs and adverbs for your own.

Year 2: Writing: Composition: I will build stamina for writing by: writing narratives.

English: KS1 WritingWALT: I will be able to read my story to check for sense, spelling, grammar and punctuation.

Once the children have finished writing their narrative, give them opp to re-read to check for sense, spelling, grammar and punctuation and edit as required.

They may need support with this.

Children could then have the opportunity to read out their story to their class, then get constructive peer feedback.

Year 1: I will be able to re-read what I have written to check that it makes sense. Year 2: I will be able to proofread to check for errors in spelling, grammar and punctuation.

Information about Invertebrates

Are there a lot of invertebrate species?

Mammals, amphibians, reptiles, fish, and birds all have vertebrae. This might seem like a lot of the animals you know, but all these animals make up less than 4% of the total animals species. This means that over 96% of all the animal species on Earth are invertebrates.

What are some invertebrate animals?

Marine Invertebrates - There are a wide variety of ocean animals that are invertebrates. These include sponges, corals, jellyfish, anemones, and starfish.

Molluscs - Molluscs have a soft body that is covered by an outer layer called a mantle. Many molluscs live inside a shell, but not all of them. Some examples of molluscs include squid, snails, slugs, octopuses, and oysters.

Crustaceans - Crustaceans are a type of arthropod, meaning that they have jointed legs. They also have an exoskeleton (their bones are on the outside like a shell). Some examples of crustaceans are crabs, lobster, shrimp, and barnacles.

Worms - The term "worm" is not a scientific word, but is often used to refer to invertebrate animals that don't have legs. Insects - Insects are part of the Earth's largest animal phylum, the arthropods. There are over 1 million species of insects including such animals as

the grasshopper, dragonfly, yellow jacket, butterfly, and praying mantis. Spiders, Centipedes and Scorpions - These animals are all part of the arthropod phylum. Spiders and scorpions are arachnids because they have

eight legs. Centipedes and millipedes are myriapods and have lots of legs. Some myriapods have as many as 750 legs. Some example species include the tarantula and black widow, which are both spiders.

Big and Small

The largest of the invertebrates is the colossal squid. It can grow to over 40 feet long and weigh over 1,000 pounds. The longest invertebrate is the ribbon worm which can grow to 180 feet long. The smallest invertebrate is the rotifer, or wheel animal. Way too small to see with just your eyes.

Fun Facts about Invertebrates

Around 23% of all marine organisms are molluscs. The only hard body part of an octopus is a hooked beak at the end of its tentacles. There are likely millions of invertebrates living in your house right now. They are called dust mites and you can't see them. When a crustacean outgrows its shell, it sheds the shell and grows a new one. Lobsters, crabs, and shrimp all have 10 legs. The front two legs have pincers they can use to catch food and fight off predators.

Some scorpion mothers protect their young by carrying them on their backs. Centipedes are carnivores which eat insects and worms. They have a poisonous bite to help them kill their prey.

Some possible art activities for this week: