PHASE 2 Talk about how in their roles, Put children into pairs and Choose a pair to I can work with Video Clip, OF children explained the volcanic M ask them to plan a present their plans others to plan a Still images. Day 8 process. PA sequence of stills from to the others. Do film sequence still. Whiteboards, SA the film to show the others agree that Big paper, Re watch the film you saw volcanic process. the planned stills HA A LA Scissors, yesterday about Volcanoes. Children to cut and stick identify distinct Glue. (Clip 3) film stills on big paper. parts of the Talk about the way the film is Allow 20 minutes for this process? sequenced to explain the process. activity. Explain that a shot in a film can be frozen to make a ‘still’. Demonstrate how; select a still to show part of the Volcanic Process. PHASE 3 Talk about the work we have Display the illustration of an Select children to read I can examine and Illustration, OF their labels aloud to active Volcano. Spend time M done in phase 2 about the discuss information Volcano label Day 9 the others. How will examining how it works and PA explanations of how volcanoes from a visual sheet, the labels help them ask children to explain how it SA work. Ask the children to source and use this Whiteboards. when they are writing works. recall, for example, how as a base for an their explanations Remind children to take turns volcanoes explode. Encourage about the Volcanoes at explanation. and to listen carefully. a later date? all children to participate. Independent work: Having examined the (Talk Partners). HA A LA Provide the children with illustration, does it help Teacher to refer to booklet copies of the Volcano label explain how volcanoes sheet. Ask them to write if required. work? labels for the Volcano - as Why? Why not? many parts as they can. Allow Opportunity to 10 minutes for this activity. introduce the concept of a flow diagram.
PHASE 2 Day 8 Talk about how in their roles, children explained the volcanic process. Re watch the film you saw yesterday about Volcanoes. (Clip 3) Talk about the way the film is sequenced to explain the process. Explain that a shot in a film can be frozen to make a ‘still’. Demonstrate how; select a still to show part of the Volcanic Process. Put children into pairs and ask them to plan a sequence of stills from the film to show the volcanic process. Children to cut and stick film stills on big paper. Allow 20 minutes for this activity. Choose a pair to present their plans to the others. Do others agree that the planned stills identify distinct parts of the process? I can work with others to plan a film sequence still. HA A LA Video Clip, Still images. Whiteboards, Big paper, Scissors, Glue. OF M PA SA PHASE 3 Day 9 Talk about the work we have done in phase 2 about the explanations of how volcanoes work. Ask the children to recall, for example, how volcanoes explode. Encourage all children to participate. (Talk Partners). Teacher to refer to booklet if required. Display the illustration of an active Volcano. Spend time examining how it works and ask children to explain how it works. Remind children to take turns and to listen carefully. Independent work: Provide the children with copies of the Volcano label sheet. Ask them to write labels for the Volcano - as many parts as they can. Allow 10 minutes for this activity. Select children to read their labels aloud to the others. How will the labels help them when they are writing their explanations about the Volcanoes at a later date? Having examined the illustration, does it help explain how volcanoes work? Why? Why not? Opportunity to introduce the concept of a flow diagram. I can examine and discuss information from a visual source and use this as a base for an explanation. HA A LA Illustration, Volcano label sheet, Whiteboards. OF M PA SA
volcanoes_explanation_texts_unit.docx