PLANNING EXAMPLE
USING OUR SENSES ALONG THE YELLOW BRICK ROAD (Curriculum Focus – Science, Health and Wellbeing) • Listen to the story of ‘The Wizard of Oz’ (differentiated for Early and First Level -­‐ Usborne picture book (shown here) and Usborne Young Reading version with chapters) • Watch clips from the movie, and engage in learning conversations and activities relating to this CURRICULUM FOR EXCELLENCE EXPERIENCES AND OUTCOMES ü I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 0-­‐01a ü I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them. HWB 0-­‐02a ü I understand there are things I should not touch or eat and how to keep myself safe. HWB 0-­‐38a ü I am aware of my growing body and I am learning the correct names for different parts and how they work. HWB 0-­‐47b ü I can identify my senses and use them to explore the world around me. SCN 0-­‐12a ü By researching, I can describe the position and function of the skeleton and major organs of the human body. SCN 1-­‐12a ü I have explored my senses and can discuss their reliability and limitations in responding to the environment. SCN 1-­‐12b SCIENCE Learning Intentions (Differentiate for groups) • Identify things the characters experience on the yellow brick road and in Oz (ie. what do they see, hear, touch, taste, smell)? • Name the body parts that experienced or ‘sensed’ these things (eyes, ears, tongue, nose, hand, skin) • Think about the organs/body parts that some characters did/didn’t have (brain, skin, heart, stomach, skeleton, joints) • Name internal body parts/Find out what the main organs targeted do (brain, skin, heart) EMOTION WORKS Learning Intentions • First Level Group -­‐ Increase familiarity with the first 5 emotion cog concepts and how they link together. Talk about some of the feelings the characters experience (EMOTION WORDS) as a result of the external stimulus (TRIGGERS). Talk about how these things affect them internally (BODY SENSATIONS in the brain, stomach, skin, heart) and how they show their feelings on the outside (BEHAVIOURS). Identify things that help the characters feel better from unpleasant experiences (REGULATION STRATEGIES). Relate these discussions to pupil’s personal experiences. • Early Level Group – Vocabulary development relating to the cog topics above. Particularly name/label characters feelings and behaviours. Name/label own feelings and behaviours? Support pupils to develop awareness of their likes and dislikes and ways to communicate these. ASSESSMENT • Observation of engagement in conversations and tasks, task outputs, ongoing language use. • First level group only -­‐ ‘KWL’ grid of what pupils would like to learn about their senses, emotions, internal organs etc. • Also, optimise on opportunities to gather information/consult about pupils’ sensory likes and dislikes for ‘Connect’ Profiles WEEK BY WEEK PLAN to follow… www.emotionworks.org.uk HEARING Character focus: Dorothy ‘One day the wind began to howl’ share text and associated image • Consider what sense was used in this sentence • Identify all the words known related to the verb to ‘hear’ (heard, listen, noise, loud, quiet etc.) – write them inside a big ear shape, add pictures/symbols/drawings • How did Dorothy feel when she heard the wind? – Draw the wind on the dry wipe TRIGGER card. Look at Emotion Works symbol sheets to help identify an emotion/feeling word – write, draw, use symbols for the word/s chosen on the EMOTION WORDS card • Go on a listening walk around school and record what is heard • Play a listening lotto game. Consider what sounds warn us of danger/make us frightened (eg siren); what sounds are pleasant? Create 2-­‐part links: TRIGGER-­‐EMOTION WORD using Emotion Works cog cards • Is our sense of hearing always reliable? (reflect on errors made in the listening lotto game) • Feelings: what sounds do we like/don’t we like? (NB. add to Connect Profiles) • How do unpleasant sounds make us feel? (Name the feelings using EMOTION WORDS), How do we show that we don’t like them on the outside of our body? (facial expression, actions, words – EMOTION BEHAVIOURS), How do they feel on the inside of our body? (eg in our brain, stomach, heart? – BODY SENSATIONS). Prompt using emotion cogs and/or symbols. ‘Dorothy’s new shoes tinkled on the yellow bricks’ share text and associated image • Make a word bank of sounds like ‘tinkled’ • Use sound words or pictures to write a sound journey along a yellow brick road ‘It spun the house into the air’ (share text and associated image) • Experiment with spinning (like the cyclone) and words to describe how spinning makes us feel in our BODY (eg words like ‘dizzy’) – use symbols on BODY SENSATIONS symbol sheets • Science conversation about how our ears help us balance • Extension: Find out information about ears, how they work and how they help with balance SIGHT Character focus: Scarecrow • Build a brain for the scarecrow using resources provided (plasticine, pipe cleaners, sticky labels) and following the success criteria given (label a ‘wire’ for each of the 5 senses taking messages to the plasticine brain) ‘Dorothy poked her head outside and saw some friendly faces’ (share text and associated image) • Investigate what sense is used in this sentence • Identify all the words known related to the verb to ‘see’ (look, saw, see, search, peer etc.) – write them inside a big eye shape, add pictures/symbols/drawings • How did Dorothy feel when she saw the friendly faces? Look at Emotion Works symbol sheets to help identify an emotion/feeling word (as above – create a 2-­‐part TRIGGER-­‐EMOTION WORDS link using the dry wipe cards) • Feelings: what sights do we like/don’t like? (NB. add to Connect Profiles) • How do pleasant/unpleasant sights make us feel? Prompt as above using emotion cog visuals, and/or symbols. • Is our sense of sight always reliable? Look at perception puzzles. Think about colourful berries etc., they may look nice but are they safe to eat or touch? • We need to engage our brain to THINK to make sense of our senses. Talk about ‘thinking about thinking’ (using thought bubble visual) • Extension -­‐Find out information about eyes, how they work and how they sometimes trick us www.emotionworks.org.uk ‘A gatekeeper gave them each a pair of green glasses’ (share text and associated image) • Experiment and record observations using different coloured lenses and other perception instruments (magnifying glasses, binoculars, kaleidoscopes) • Make own ‘gorgeous’ green glasses Emotion Works suggestion – to develop this idea at a later date, make different coloured ‘spy glasses’ or ‘coggles’ to help look around the environment/in books/in pictures etc. for things relating to each of the emotion works cogs. To differentiate this activity for this class, group 2 might use the same lenses to find blue things, yellow things etc. TOUCH Character focus: Tin Man • Split pin character to show joints moving • Build a heart for the tinman using resources provided and following success criteria • Explore whether the Tin Man still seemed to have emotions even though he didn’t have a heart. Which emotions do we see in the Tin Man? How do we recognise them? Record discussions using the EMOTION WORD & BEHAVIOUR cog cards. Add TRIGGERS too to make 3-­‐part links. ‘The four of them followed the yellow brick road as it wound on and on, past forests and rivers and fields’ (share text and associated image) • Consider what tactile things the characters would feel on their way along the yellow brick road • Talk about the verb to ‘touch’ and associated words (hold, stroke, feel, squeeze, rub etc.) – write them inside a big hand shape, add pictures/symbols/drawings • Feely bag of objects to touch and identify • Create a word/symbol/picture bank of how things feel (ie. adjectives -­‐ rough, smooth, hard, soft, prickly etc.) • Use word bank to write about the characters passing forests, rivers and fields (visual structure for Group 2) Character focus: Witch ‘She threw the water all over the witch’ (share text and associated image) • Investigate how water looks and feels in it’s different states • Can you think of an emotion word to say how the Witch felt about having water thrown on her? Can you describe how her body would be feeling? Show a 4-­‐part link about this part of the story ie. TRIGGER (water) – EMOTION WORD (eg. anger, hate) – BODY (eg. melting) – screaming, arms in the air) • Feelings: what things do we /don’t we like to touch? (NB. add to Connect Profiles) • How do pleasant/unpleasant sensations make us feel? Prompt as above using emotion cog visuals, and/or symbols. • Is our sense of touch always reliable? • Extension -­‐Find out about the sensors in our skin and number of sensors that detect sensations • Investigate why it is important our skin feels pain TASTE Character focus: Lion ‘For the lion there was a bottle marked courage’ (share text and associated image) • Talk about and define the EMOTION WORD ‘courage’ (link to confident, brave, not scared etc., and opposite words, scared, worried, cowardly etc.) • Is the lion brave? https://www.youtube.com/watch?v=z2itQkiQUOE Make a 3-­‐part emotion story (tell, draw or write) about the lion getting upset and crying when Dorothy tells him off and hits him on the nose. www.emotionworks.org.uk • When have you been brave or courageous? Extension -­‐ Did you feel something on the inside but show something different on the outside? Help unpack this question using the TRIGGER, BODY SENSATION, EMOTION WORD & BEHAVIOUR cards. • Talk about the verb to ‘taste’ and associated words (eat, drink, lick, suck etc.), write them inside a big mouth shape, add pictures/symbols/drawings • Investigate the different tastes our tongue can detect (sour, bitter, sweet, salty) – add these words to the big mouth display • Feelings: What things do we /don’t we like to taste? (NB. add to Connect Profiles) • How do pleasant/unpleasant tastes make us feel? Prompt as above using emotion cog visuals, and/or symbols. • Is our sense of taste always reliable? Investigate why it is not a good idea to drink from a bottle marked eg ‘courage’ • Extension -­‐Find out about the sensors in our skin and number of sensors that detect sensations SMELL Character focus: The Wizard of Oz ‘A spicy scent filled the air and Dorothy felt drowsy’ (share text and associated image) • Talk about the verb to ‘smell’ and associated words (sniff, breathe in, aroma, whiff etc.), write them inside a big nose shape, add pictures/symbols/drawings • Think of different descriptive words for things the characters might smell on their journey through Oz and in the Wizard’s house and room. • What things do we /don’t we like to smell? (NB. add to Connect Profiles) • How do pleasant/unpleasant smells make us feel? Prompt as above using emotion cog visuals, and/or symbols. • Is our sense of smell always reliable? Investigate warning us of danger eg fire • Talk about feeling hopeful or optimistic and then feeling disappointed or let down. Prompt discussion about this sequence of events in the story using the cog visuals. • What did the Wizard do to make each character feel better? Include the REGULATION STRATEGIES cog/card. • Who or what helps you to feel better when you’re sad or disappointed. What helps you cheer up? Look over some of the ideas on the Emotion Works symbol sheets (extras too) PLENARY & SHARING LEARNING • Reflect on what we have learnt • First Level Group -­‐ what can we do to engage our brain when our senses relate things we like/don’t like (elicit strategies/reminders/slogans – eg. stop and think to keep safe, think of the emotion cogs, relaxation, distraction techniques) • Rehearse and perform a play ‘Using our senses along the yellow brick road’ as the Wizard of Oz characters to share what we have learnt about our senses, internal organs and feelings along the way. • Pupils try to think of a relevant line for their character to rehearse and perform • After the performance -­‐ pupils demonstrate their learning about senses and emotions to their family at ‘senses stations’ around the classroom after the performance. Emotion Works suggestion Make a personalised ‘Cheer-­‐up Chart’– include ideas from the ‘things I like’ discussions relating to each of the senses…write, draw, use symbols, photos, pictures etc. Display in the classroom/send home to use when required. Update from time to time. www.emotionworks.org.uk