Lesson Plan 1

Date: 22nd May 2020Year Group: Key Stage 1, Year 2 Lesson Duration: 20 minutesSubject: ScienceTeaching Objectives:

The environmental crisis will be the focus of this lesson. This theme runs throughout “The Lorax” and will stand as a way of raising awareness of this global issue. The teaching objective will be to create an understanding as to the damage caused by plastics in the oceans. Explain the terms recycling and biodegradable.

Learning Objective to be shared with the children: to identify and classify biodegradable everyday materials. By categorisation and discussion, the children will understand how long it takes for different everyday materials to biodegrade in a marine environment.Success Criteria: 1. to know what is biodegradable 2. to categorise materials

Prior Knowledge: Look at Year 1 objectives

(NC) and flightpath/intent (Ofsted)

“The Lorax” has already been read.

Provision for groups of children: (Wellbeing) Peer scaffolding

(higher ability with lower ability)

If TA available, use for SEN

Engagement: Think about seating Classroom management Communication Cooperation

Key Vocabulary: Biodegradable Recycling Micro-plastic

Timings Teaching and Learning activities Key questionsAssessment OpportunitiesResources

Adult SupportDifferentiationChallenge

0-5 Pre-teaching/ Introduction – recap story “The Lorax” Questions to assess understanding of key themes and messages in “The Lorax” (age appropriate language).

If TA available, use with SEN to scaffold understanding of language

If not, use higher achieving children.

PRUH04: Supporting Children and Young People

Matthew Bishton 20061745Learning Resource

6-10 Physical objects to sort into biodegradable and non-biodegradable.

Each child will have an item to put into the bins Explain to the children that they have to decide

which bin to put their item in. Recycling or not?

Two waste disposal bins. Variety of everyday

household items.

The lesson will be designed to utilise varying learning styles.

11-17 Activity Depending on class size and room layout, I would

suggest groups of 4-6 children. Utilise children to hand out activity posters and

cards (1 poster and 6 x cards per child). Explain the activity – the aim is to place the cards in

the appropriate space on the poster. Each space is assigned an amount of years e.g. 1, 10,

500. Each card depicts an everyday household material.

Plastic bottle, plastic bag, paper egg carton, apple core, glass bottle and tin can.

Encourage the children to talk to one another to elicit discussion. (Wellbeing)

Laminated A3 poster and playing card size pictures.

Assessment and differentiation by outcome

Elicitation Assessment for learning

(AFL)

18-20 Plenary

Lesson Plan 2

Date: 22nd May 2020Year Group: Key Stage 1, Year 2 Lesson Duration: 20 MinutesSubject: Art and DesignTeaching Objective:

To provide appropriate materials for children to produce a poster. Talk about environmental issues, draw on themes in “The Lorax”.

Learning Objective to be shared with the children: To produce a poster depicting what we can do to be more environmentally friendly.Success Criteria: 1. all produce a poster 2. higher ability can use other resources to extend learning.

Prior Knowledge: Look at Year 1 objectives

and flightpath/intent (Ofsted)

“The Lorax” has already been read.

Understanding of biodegradable and recycling.

Provision for groups of children: Peer scaffolding (higher

ability with lower ability) If TA available, use for SEN

Engagement: Think about seating Classroom management Communication Cooperation

Key Vocabulary: Biodegradable Recycling Micro-plastic Single-use Throw-away culture

Timings Teaching and Learning activities Key questionsAssessment OpportunitiesResources

Adult SupportDifferentiationChallenge

0-5 Pre-teaching/ Introduction – recap story “The Lorax” Questions to assess understanding of key themes and messages in

If TA available, use with SEN to scaffold understanding of language

“The Lorax” (age appropriate language).

If not, use higher achieving children.

6-17 Poster Individually or in groups Explain the activity: the objective is to create posters

which encourage us to recycle. To look after our planet.

Decide on the materials to be used e.g. paints, pencil etc.

Have imagery on interactive board to help with process.

Discuss with groups throughout activity time.

Assessment and differentiation by outcome

Elicitation Interactive board

Higher ability children could extend learning by using other resources.

18-20 Plenary

Lesson Plan 3

Date: 22nd May 2020Year Group: Key Stage 1, Year 2 Lesson Duration: 20 MinutesSubject: EnglishTeaching Objective:

To encourage children to identify and define made-up words within “The Lorax” Through this discussion children are then asked to make up their own words and add a definition. Continue applying phonic knowledge and skills.

Learning Objective to be shared with the children: To successfully identify and define some made-up vocabulary within the text. Plus, make up your own words and explain their meaning. Success Criteria: 1. Identify made-up words 2. Explain the meaning 3. Make up new words and define

Prior Knowledge: Look at Year 1 objectives

and flightpath/intent (Ofsted)

“The Lorax” has already been read. Previous lessons/activities will have developed an understanding for various aspects of the book and the themes within it.

Provision for groups of children: Peer scaffolding (higher

ability with lower ability) If TA available, use for SEN

Engagement: Think about seating Classroom management Communication Cooperation

Key Vocabulary: Made-up words from “The

Lorax”

Timings Teaching and Learning activities Key questionsAssessment OpportunitiesResources

Adult SupportDifferentiationChallenge

0-5 Pre-teaching/ Introduction – recap story “The Lorax” Pre-teach could flow into first part of the activity.

Questions to assess understanding of key

If TA available, use with SEN to scaffold understanding of

Whole group together. themes and messages in “The Lorax” (age appropriate language

language If not use higher achieving

children11-17 Activity

With the group still together, get some responses by asking the children to identify some of the made-up words that appear in “The Lorax”, e.g. once-ler, gruvvulous, snuvv, rippolous and thneeds, (teacher should have knowledge of the made-up words. There are at least 12 and the teacher should be able to define them).

Children are then asked to create their own made up words and add a definition.

Painting the words could be an option and could morph into an art lesson.

Encourage group discussion. Highlight the made-up words for the whole class to

help with the process.

What does it mean? Assessment and

differentiation by outcome

Elicitation Use of interactive board Higher ability children

could be asked to identify and define other words from other books if this activity doesn’t stretch them.

Higher ability children could be asked to identify and define other words from other books if this activity doesn’t stretch them.

18-20 Plenary

Considerations for Future Lesson PlanningIdeas for future lessons:

Litter pick an categorise findings (wellbeing, having a purpose)

Use findings to make art display for the whole school to spread the message on the environmental crisis (benefits every level of school).

Cross curricular links:

o History

o Geography

o English

o Art

o Maths

o Outdoor Education

Mini Rationale

“What is the point of education? Is it for the attainment of government targets, or is it to provide children with the life skills to become confident adults?” This question posed by Claxton (2008), is very much the question on my lips and I hope the lesson plans reflect I am very much in favour of the latter.

The reason for choosing three different subjects was to highlight the flexibility regarding environmental awareness and the curriculum.

I chose “The Lorax” because it had obvious environmental links, providing a great backdrop and in turn informed each of the planned lessons.

The aim of the lessons is to promote the child’s voice, by using elicitation, discussion, teamwork and different types of activity. The lessons achieve this objective developing a secure and non-punitive environment whereby less confident children will feel able to talk and share ideas with their peers. This should be an important factor when planning lessons.

I decided to enhance the lesson plans with signposts/comments indicating why various ideas were included. Almost providing a running rationale, with links to the National Curriculum. I thought it beneficial to the reader, to help understand why I chose this format, and how it relates to mental health and wellbeing. I also highlight, the need for a whole-school approach to mental health and wellbeing. This approach can be seen on every level of the school structure from leadership and management to support staff.

The lessons need open questions and pupil to pupil discussion. Good collaborative planning of classroom activities as Claxton (2018) points out, can have a considerable effect on motivation and effort to achieve. Children will build higher level conceptual concepts and through collaborating will retain this deeper learning more accurately. Children, when engaged in social and interactive talk, as Grugeon, Hubbard, Smith and Dawes (2001, p. 12) will develop these principles:

A readiness to learn will be created; Pupils can work on ideas together; Opportunities can be created for pupils to make sense of new information; Pupils working together can provide social support for the learning process; Tentatively expressed thoughts can become clearer in well-structured group activities.

The planned lessons can open-up a Pandora’s Box of opportunities which benefits not only the children but the whole-school and perhaps the local community.

References

BBC. (2012). Five Interpretations of The Lorax. Retrieved from https://www.bbc.co.uk/news/magazine-17224775Claxton, G. (2008). What’s the Point of School? Oxford: Oneworld.Claxton, G. (2018). The Learning Power Approach. Thousand Oaks: Corwin.Department for Education. (2013a). Science Programmes of Study: Key Stages 1 and 2 National Curriculum in England. Retrieved from

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/425618/PRIMARY_national_curriculum_-_Science.pdf

Department for Education. (2013b). Art and Design Programmes of Study: Key Stages 1 and 2 National Curriculum in England. Retrieved from file:///C:/Users/mattb/Desktop/PRIMARY_national_curriculum_-_Art_and_design.pdf

Department for Education. (2013c). English Programmes of Study: Key Stages 1 and 2 National Curriculum in England. Retrieved from file:///C:/Users/mattb/Desktop/PRIMARY_national_curriculum_-_English_220714.pdf

Dr Seuss. (2012). The Lorax. London: Harper Collins.Freibrun, M. (2019). Spark Motivation in your Students with Success Criteria. Retrieved from https://www.teachingchannel.com/blog/spark-

motivation-in-your-students-with-success-criteriaGrugeon, E., Hubbard, L., Smith, C., & Dawes, L. (2001). Teaching, Speaking and Listening in the Primary School (2nd ed). London: David Fulton

Publishers.Hue, M., & Li, W. (2008). Classroom Management: Creating a Positive Learning Environment. Hong Kong: Hong Kong University Press.Lynch, M. (2019). Pros and Cons of Cross-Curricular Teaching. Retrieved from https://www.theedadvocate.org/pros-and-cons-of-cross-curricular-

teaching/Ofsted. (2019). The Education Inspection Framework. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/

uploads/attachment_data/file/801429/Education_inspection_framework.pdfPrice, A. (2010). What are the benefits for teaching and learning of cross-curricular work using thinking skills, techniques and language? Retrieved

from http://www.curee.co.uk/files/RMHolyRosary/Resources/What_are_the_benefits_for_teaching_and_learning_of_cross_curricular_work.pdf

Roelher, L.R., & Cantlon, D.J. (1996). Scaffolding: A Powerful Tool in Social Constructivist Classrooms. Retrieved from https://pdfs.semanticscholar.org/e9ad/b7fb53ade43943bc1dbb421be7dde4c1c7eb.pdf

United Nations. (2015). Sustainable Development Goals. Retrieved from https://sustainabledevelopment.un.org/?menu=1300

Place each card where you think it belongs

450 years

80- 200 years

2

months

10- 20

Years

1 million years

2-4 weeks

H04 Learning Resource

The activity is flexible and any item could be used from leather to nylon, cigarette butts to rope.

A little research will provide degradation rates in the ocean and the poster can be changed to reflect the every day items being used.

The items listed as an example:

Plastic Bag: 10-20 years

Drinks Can: 80-200 years

Glass Bottle: 1 million years

Plastic Bottle: 450 years

Egg Carton: 2-4 weeks

Apple core: 2 months