MTP – ​Summer Term 1
How many legs?!
How many legs? (Mini-Beasts) Topic: Week 1 17.04.16 – 21.04.16 Meet the Minibeasts! Communication & Language Physical Development Week 2 24.04.16 – 28.04.16 The Hungry Caterpillar Week 3 01.05.16 – 05.05.16 Butterfly Butterfly Week 4 08.04.16 – 12.04.16 Superworm Week 5 15.04.16 – 19.05.16 Snail Trail Week 6 22.04.16 – 26.05.16 Meet the Minibeasts Mini Assessment week Tuesday - INSET Monday - Bank Holiday Circle time: Introduce Spikey’s diary. Talk about what happens when Spikey goes home to their friends homes and how to treat him. Circle time: Discuss all the different minibeasts that we know – make a mind map and discuss the things that we want to find out. Talk about their journey sticks from their walk. Circle time: Talk about and share experiences about minibeasts. Which ones are their favourite/dislikes. Circle time: Think about and discuss about the importance of caring for the environment and wildlife. Playing ladybird dominoes together – turn taking. Circle time: Discuss the tail of the tortoise and the hair (change to centipede and snail) – centipedes have so many legs that they are unable to run very quickly and the steady pace of the snail wins the day – Talk about times when we need to hurry. Sometimes when we hurry we forget things or make mistakes. ●
Handwriting ●
Phonics ●
Rounders ●
Fencing ●
Scooters ●
Outside environment Circle time: Discuss minibeast fact cards and link to their own experiences. Talk about the habitats that different children choose. In pairs can they make minibeast homes? Encourage the children to discuss the ideas for their homes and how they plan to organise what goes in them. ●
Handwriting ●
Phonics ●
Rounders ●
Fencing ●
Scooters ●
Outside environment Circle games: Use the following action rhyme to encourage imaginative movement: If I was a minibeast. Guess what I would be. I’d like to be a beetle. (Insert different minibeast names) And this is what you’d see….. ME! Going…. Scuttle and stop, scuttle and stop, scuttle and stop. Alternative verses might include: butterfly – flutter and fly; worm – wriggle and slide; dragonfly – hover and swoop; snail – creep and crawl. Invite chn to make additional Circle games: In the outdoor area make an obstacle course in which chn move as minibeasts through an imaginary world. Include tunnels (wormholes) to travel through, benches (logs/branches) to balance along, cones/ stepping stones to move between and mats (leaves) to rest on. Clap to give a danger signal of an approaching hungry bird at which all the minibeasts must freeze and curl up small to avoid being spotted and eaten. ●
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Handwriting Phonics Rounders Fencing Scooters Outside environment Minibeast hunt Circle games: Bug in a rug. Personal, Social & Emotional Development Reception – 2016/2017 – Miss Haxton
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Handwriting Phonics Rounders Fencing Scooters Outside environment Play dough – creating different minibeasts. Circle games: Work in groups to make a cocoon around different children using toilet paper and discuss the transformation from a caterpillar to a butterfly. ●
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Handwriting Phonics Rounders Fencing Scooters Outside environment Circle games: In the outdoor area use coloured hoops to represent flowers on the floor. See if chn can toss bean bag bees onto the flowers. Vary the size of the hoops being used and gradually encourage chn to throw from greater distances ●
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Handwriting Phonics Rounders Fencing Scooters Outside environment Circle games: Encourage children to work together to make minibeast houses/hotels in the summer house. Use playground chalk to draw long wiggly worm shapes on the ground for the chn to balance along, or to move along in different ways; hopping, skipping carefully, walking backwards. Alternatively place long skipping ropes on the floor indoors to use in the same way. Fiction: The Very Hungry Caterpillar Order the story of the hungry caterpillar and label each day. Writing a shopping list for the very hungry caterpillar. Writing days of the week in different mediums (sand/shaving foam/jelly) Tell me about​: the caterpillars in our butterfly garden. Fiction: Butterfly Butterfly Share the images of insects and videos of butterflies and other insects moving. As a group, encourage the children to discuss how different insects move. Do they walk, fly, scuttle? Think of adjectives to add to their descriptions, such as ‘an ant scuttles quickly’ or ‘a butterfly flies gracefully’. Next, ask the children to try moving about the room like a particular insect. Call out the children’s descriptions in turn (graceful butterfly) and invite the children to become that insect.​ ​Write a sentence for 2-4 different insects using these adjectives/ adverbs. Tell me about​: Butterflies. Fiction: Superwork Alliteration - ‘wiggly worm’. Can the chn identify the phoneme? Model other alliterative minibeast pairs e.g. slithering slugs, snoozing snails and colourful caterpillars. In each case ask chn to identify the initial phonemes being used. Invite chn to suggest their own alliterative examples for other minibeasts. Rhyme: there’s a worm at the bottom of my garden​. Tell me about​: what you know about worms. Counting: Recite numbers to 100. Count in 1s and 10s to 100. Estimate from a given choice or range, for example 10, 20 or 100. Compare sets of objects, using the language more and fewer. Create a minibeast investigation area in the summer house. Using handprints make different lengths of caterpillars. Counting and Addition: Mental addition of 1, 2 or 3 to any number to 20 by counting on. Select the correct numeral to represent 1-10 objects. Compare using the words more and fewer. Addition and Subtraction: Pairs with a total of 6 or 7. Doubles to double 5. Mental addition using counting up, mental subtraction using counting back. Addition and Subtraction: Find one more and one less by counting on and back. Subtract two by counting back. Mental addition and subtraction. Counting, Addition and Subtraction: Count and record number of objects to 20. Count on or back 2 or 3. Mental addition and subtraction. Create symmetrical patterns using a variety of tools onto the butterfly’s wings. Make own caterpillar paper chains to hang from the ceiling. Have a minibeast/caterpillar & butterfly small world area. Make jointed caterpillars to pull along. Fingerprint minibeasts. Symmetry using butterfly outlines. Stain glass window butterflies. Make balloon bees. Make a weaving frame using lengths of string and a hoop. Have a range of materials, such as ribbon, fabric, wool, string and coloured strips of paper. Make our own Matisse inspired snails. Talk about moving quickly and slowly to music. Use a percussion instrument to play notes in alternating quick and slow succession. Invite chn to move around the environment being a snail or centipede accordingly Literacy Mathematics Expressive Arts and Design suggestions. Fiction: Snail Trail Describing our snails that we have made and designed. Tell me about​: what would be hiding under a snail's shell. Read through different stories linked to minibeasts. With the children use different nonfiction books and the internet to find out information about a minibeast of their choice. Support the children to write some of these facts up. Non-fiction: Meet the Minibeasts Make a class minibeast fact book. Discuss familiar minibeasts and their names. Can children make names up for some unusual minibeasts and explain their thinking. Make a simple bee shaped finger puppet by fixing a cut out bee to a paper band. Introduce your finger puppet as a bee who likes to collect objects beginning with the sound b. Encourage the chn to identify familiar objects from around the environment/ animals/ objects at home that the bee might want to collect. Invite chn to record their ideas with drawings, each of which can be cut out and stuck to a small bee shaped silhouette for display. Repeat with c for caterpillar, s for slug and use as an opportunity to model correct letter formation for these graphemes. Tell me about​: Your favourite Minibeast and why you like it. Counting and Place Value: Recite, read and begin to record numbers to 20, then 100. Fill in missing numbers in a track to 20. Understanding the World Go on a minibeast hunt. What can children find – use the investigation sheet​ to tick what they find. Make journey stick maps for when they go on their hunt. Have a tea party where the children try the different foods from the story of the hungry caterpillar – discuss healthy and unhealthy foods. Set up the butterfly garden and observe how the caterpillars change. Using the iPad – take photographs of the caterpillars and use them in their tell me books. Watch the life cycle of a butterfly – create their own life cycle of a butterfly using pictures and adding labels/sentences. Use a variety of stories and photographs to introduce the children to lifecycles focusing on discussing the changes of a butterfly, frog, and ladybird. Model and support the chn to create paper plate life cycle wheels for a variety of minibeasts to enable them to discuss growth and change. Set up the worm enclosure and observe how they move around. Make a display of made worms. Choose one or more adjectives to describe the texture of a worm. Provide the chn with large cut-out worm shapes and a selection of appropriate materials. Look at the artist Matisse. Make our own snail trails using glitter, glue and marbles. Make a snail house: Find a shady spot in a grassy open area and water with a watering can. Explain that slugs and snails like damp places. Place the flowerpots on the damp earth, lying on their sides. Put a few lettuce leaves or a couple of teaspoons of dried dog food in each flowerpot. Check throughout the day for slugs and snails and anything else that may have crept in. Discuss homes and habitats of different minibeasts. Using iPads/Laptops, children draw a picture of their favourite minibeast and describe why they like them. Make their own Minibeast.