CONTEXT TITLE: MONKEY PUZZLE!!
Year:
Term: Spring Term 2015
bn
LEARNING
CONTEXT
KEY QUESTIONS
(LEARNING INTENTIONS)
LEARNING SKILLS
(NC/EYFS)
LEARNING
OUTCOMES/CHALLENGE/
ASSESSMENT
Stunning start: A lonely monkey is hiding in the classroom-there are clues that he has been living in the room over the
holiday…monkey nuts/banana skins/leafy nests/long thin sticks/stones by shells
GETTING THE MONKEY
DOWN
W/B :April 20th
Role Play;
Rescue Centre
ENG: Who do you think is living in our
classroom? Why? How can we coax the shy
monkey down?
What will you say in your note to him? How
can you persuade him to come down? What
reasons can you give?
D&T: How will you help monkey get down?
What will you use to build your ladder?
How will you join the pieces for your ladder?
SMSC: Why is it important to work as a team
to get monkey down? SOCIAL
Maths: How many straws will you need?
What about making it longer/ shorter?
How can you make the rungs equal distance
between?
ICT/computing: Can you use the camera to
take a photo of your ladder and download it
on to the computer? Can you insert your
photo in to word and write a caption?
SMSC: Have you ever felt shy like monkey?
What helps? SOCIAL
Geog: Where do monkeys naturally come
from? Can you find the countries on the
map? Where does our monkey come from? (
label round neck) . Can you use maps and
globes to help you?
ENGLISH: Joining phrases; using connectives
D&T: design purposeful, functional, appealing
products for themselves and other users based on
design criteria
ICT: to know how to use a digital camera
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SMSC: to reflect on our feelings and those of others
Geog:
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Note to comfort the
monkey ( persuasive) using
connectives
ladder
Photo of your ladder, label
materials used
Annotated drawing of who
you predict is living in our
classroom
Map of Africa …
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LOOKING AFTER A
MONKEY
W/B:April 27th
Monkey puzzle
Contact Monkey World
for visitor to visit
Watch Me Grow-Apes
Apes and Monkeys
Monkeys by Usborne
Clips from Africa
D Attenborough
Role play:
Rescue Centre:
SCI: How do you care for a monkey? What do they
eat? What do they need to survive? How does this
compare with what we need to thrive?
What is the same and different form the penguin?
ENG: Which wow monkey words can you collect?
Which powerful verbs describe how a monkey
moves e.g.: Clinging, swinging, hanging?
Can you write a verse? My monkey is swinging…. /
my monkey can swing…. (Record on leaves)
What top tips would you tell someone wanting to
own a monkey?
Can you use adventurous vocabulary for
description?
PE: How do monkeys move? Show the movements
we collected in gym (large posters to show
monkeys movements- swinging etc.)
Art: What colours will you mix to paint your
monkey? What materials are you going to use to
paint with?
ICT/computing: How do we write an email? Can
you email the zoo keepers to get their advice?
SCIENCE: find out and describe the basic
needs of animals, including humans, for
survival
ENGLISH: consider what they are going to
write by writing down ideas, including new
vocabulary; use extended noun phrases
PE: master basic movements including
running, jumping, throwing and catching, as
well as developing balance, agility and
coordination, and begin to apply these in a
range of activities.
Art:
ICT: To use technology safely and respectfully,
keeping personal information private. Send an
email using subject heading to known person.
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Record monkey facts
on talking points
Food chain Y2
Monkey life cycle y2
Monkey wow words…
My monkey is…Y1
Description of monkey
Top tips card Y1
Y2 leaflets
Monkey PE sequences
Monkey art
Emails to zoo keeper
Assessment:
Persuade monkey to
come to Kenya with
us Y2
Task Home task:
Research African animal
and present in chosen way
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UP UP AND AWAY!
May 11
th
EXPERIENCE DAY!
Classrooms set up for different
scenes, activities as Kenyan
street life
Film clip of Kenyan street life
playing as children come
Activities: drumming;
jewellery. Necklaces;
cooking. Fruit salad market
stall tasting;
Artwork..tie dye
GEOG: What are your first impressions of
Kenya from the film clips and hall? CULTURAL
ICT: Can you compose an email to let your
friends know about your African experience
MUSIC: Can you listen and then follow a
rhythm with drumming?
Can you use your voices expressively to sing
chants? (Ongoing)
D&T: What ingredients do we need to cook
African recipes? What did you think of the
flavours?
Eng: Can you use imperative verbs to write
clear instructions?
Can you use specific vocabulary to write an
African recipe?
MATHS: How can we weigh our ingredients
and measure time to cook our recipe?
ART: What skills do we need to create our
weaving? What colours will we use?
SCI: What vegetables do Grace’s family grow?
What vegetables can we grow?
What conditions do they need?
RE: What do we know about how Christian
people worship in Kenya?
SMSC: What must we know to remain safe?
What about a Kenyan child living in the
countryside?
GEOG: Ito use basic geographical vocabulary to identify
location of hot and cold countries in the world in relation to
the Equator and North and south Poles; to ask geographical
questions
ICT: .use technology purposefully to create, organise, store,
manipulate and retrieve digital content
Music:
ENGLISH: writing for different purposes .Use a clear
structure to organise their writing.
Participate in group discussion; take turns in speaking, build
on ideas and give reasons for opinions.
D&T: use the basic principles of a healthy and varied diet to
prepare dishes.
To adhere to safe procedures for food and safety.
MATHS: . Measure and begin to record mass/weight choose
and use standard units to estimate and weigh
Art:
SCi:
RE
SMSC:
Email to friend
Africa rhythm and chanting
African recipe
Instruction for tie dying or
jewellery
Recipe for African food
Weaving
Assessment: How do you look
after your pet?
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WHAT IS IT LIKE TO LIVE
IN KENYA?
June 2nd
One child One Seed
A is for Africa
For I am a Kenyan Child
The Hunter…Paul Geraghty
Hot Hippos..
Off to Market. Elizabeth Dale
Visitor: Story teller from Africa
Visit: Longleat Safari Park
Role Play :
Africa home
GEOG: What is it like at school for Ronnie and
Grace? How is it similar and different to your
school?
How are Ronnie’s and Graces life to yours?
What are the houses like? What is the weather
like? What do you eat? What might you wear?
What is the same and different about life in a
Kenyan town/village and your town/village?
What can we learn from the photographs?
SMSC: What is the same and different about our
culture? What do you value…link to British values
What does a Kenyan Child value?
MFL: Can you learn some Swahili words?
SCI: How are our vegetables growing outside?
How will you record how they are doing?
Let’s think about the best conditions for growing
our beans? Can we investigate the best materials
or conditions for growing plants e.g.:..soil;
compost; gravel’ sand’ cotton wool etc.? light Y1
?
ENG: What stories have we learnt from our story
teller ?
What story are you going to tell of the Kenyan
Child? Can you story map, sequence and write
your story? Y1 What will you include in your diary
entry as Jamina when you find the baby
elephant? How does Jamina’s dream change
during the story? What makes her change? What
words will you choose to write “The night lost in
the bush”?
The Hunter: Can you write the end of the
story?Y2
What questions will you ask on our visit to Safari
Park ?
MUSIC: Can you listen and then follow a rhythm
with drumming?
Can you use your voices expressively to sing
chants? (Ongoing)
A&D: What African artefact will you put your
view finder on? Copy the patterns and colours?
How can we explore these colours through
painting?
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GEOG: understand geographical similarities and
differences through studying the human and physical
geography of a small area of UK and of a small area in a
contrasting non –European country
Over seas that has physical and/or human features
that contrast with those in the locality of the school.
SMSC:
SCIENCE: to identify different light sources, including
the Sun
b. that darkness is the absence of light
MFL: to be able to use simple words and phrases to
communicate in another language
SCI:
ENGLISH: Listening to adults giving detailed
explanations and presentations
Telling/Writing narratives about personal experiences
and those of others ( real and imagined)
MUSIC: use their voices expressively and creatively by
singing songs and speaking chants and rhymes
play tuned and untuned instruments musically
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Words in Swahili
Talk. Dialogue
with the child
( Photo with
teacher’s
annotation of
conversation)
Annotated
pictures showing
similarities nd
differences Kenya
Story telling
Story ..episode of
Kenyan ChildY1
Next sequence in
story Y2
African inspired
painting/ printing
African drumming
performance
Ass: June 18th The
Hunter
ART: to develop a wide range of art and design
techniques in using colour , pattern , texture, line
shape, form and space
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On SAFARI
June 22nd
ELEPHANT FORTNIGHT
Map arrives showing where
the monkeys live…Animal
hide role play
Grandma’s Elephant in
Charge..M. Jenkins
Elephants..Steve Bloom
Role Play ;
African home
Take home Task:
Collect information about
chosen Safari animal
A&D: Which animal will you choose for your animal
mask? What materials will you use? How will you
paint it?
Eng: What will you include in your recount of your
trip? Y1 / Y2
SCI: What will you put in your elephant habitat?
Why are some elephants endangered?
How do elephants look after each other? What do
elephant aunties do?
SMSC: How can we make a difference to other
people like elephant aunties do? SOCIAL Do you
think poaching is right or wrong? MORAL
ENG: What words will you use in your kennings
poem? Y1
Slow mover
Trunk swinger
Ear Flapper
What voice do you need to read your poem aloud?
ICT: Can you make a set of instructions for the
Beebot to find different animals in Longleat?
ART: to use a range of materials creatively to design and make
products
ENG: develop positive attitudes and stamina for writing by
writing for different purposes
fact file; poetry and diary
to discuss the sequence of events in books
to choose and be able to use effectively descriptive vocabulary
to read aloud what they have written with appropriate intonation
to make the meaning clear
select and use appropriate registers for effective communication
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SCIENCE: identify that most living things live in habitats to which they
are suited and describe how different habitats provide for the basic
needs of different kinds of animals and plants and how they depend on
each other
SMSC: Be able to participate in moral discussions and learn to give
reasons for opinions
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ICT: understand what algorithms are; how they are implemented as
programmes on digital devices and that programmes execute by
following precise and unambiguous instructions
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Animal
mask
Recount of
trip- zig zag
book
Elephant
enclosure/
habitat
Kennings
poem
Route for
Jamina
Ass:June
26th
Recount Y2
SCI: How does your animal compare to the elephant and
monkey? Do lions live like elephants? What would lions do to
a monkey? What food chain are lions part of? How can you
BECOMING THE find
EXPERT
information for your comparison grid?
What other African animal will you investigate?
July 6th
ENG: What text type will you use to share you work/ (HA)
What are the key features of your information text? How can
work
together to produce your information board about
We’re going on ayou
lion
hunt!
your
chosen
animal? Who is your audience, what would they
Lion’s grow up
be interested in learning about?
How will you improve your presentation skills? What text
type will you use?
What information are you going to include in your invitation
to your parents to invite them to our ‘bush barbeque’?
Drumming workshop
Music: How well can we perform our drumming rhythms at
our bush party?
ICT: How are we going to use word to create headings for your
board?
SCIENCE: describe how animals obtain
their food from plants and other
animals, using the idea of a food chain,
and identify and name different sources
of food
Identify that most living things live in
habitats in which they are suited.
Describe how different habitats provide
for the basic needs of different animals
ENGLISH:. To know that non -fiction
books are structured in a different way
to be able to find relevant information
use a clear structure to organise their
writing;
vary their writing to suit the purpose
and reader ;
use the texts they read as models for
their own writing
Music: Play tuned and unturned
instruments musically
ICT: use technology purposefully to
create , organise, store, manipulate and
retrieve digital content
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Comparison grid
Presentation on
another African
animal
Drumming
presentation
Invitation
FABULOUS FINISH- A BUSH PARTY! CHILDREN PLAN AND GIVE THEIR PARENTS AN AFRICAN EXPERIENCE LIKE THEY
HAVE ENJOYED…. BARBEQUE ;DRUMMING; SINGING; CHANTING; DRESSED UP IN THEIR TEE SHIRTS AND JEWELLERY.
CHILDREN SHARE WORK WITH PARENTS
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