Main: Feely bag achieving Children are seated in a circle. An object is placed in a feely bag. pupils given Children take it in turns to place their hands in the bag and describe the object that they can feel, without alternatives is it – rough or smooth, is looking or taking it out. Children are encouraged to use the target vocabulary e.g. hard, soft, rough, smooth, flexible, rigid. it flexible or rigid? Simplify, explain or The children must guess what material the child’s object is made from. Child must get the item out and show the class, and identify the material pre key vocabulary, e.g. Find a partner rigid Each child is given an object made from a range of different materials. Children must then circulate around the room, talking to other children about their object. TA to support Children are encouraged to discuss object in terms of its material properties and compare objects pairing up with the other children. TA to support some After some time comparing materials, children must find a partner to pair up with. Their partner must have an pairs to record a object that has common features with theirs. Children are encouraged not to find a partner with an object sentence about why made from the same material but one that has common features e.g. wood and glass are both hard. they partnered together, to play Each pair must then feedback to the group about why they partnered together. Children and their objects can back to class be grouped into the material properties that they have identified. A photograph of the objects can be taken as a record of the learning. Plenary: Discuss what has been learned. Talk common features. Ask children to give 2 examples of objects for each of the materials focused on Class teacher to display one of the topic related words on board and children in pairs to think of a sentence, which includes that word, which demonstrates what they have learnt. Then try and move the topic word to a different place in the sentence. E.g. wood is a very hard material and would ‘Hard’ – ‘’The be difficult to break.’’ Or materials include wood, plastic, metal etc’’ ‘’Hard Assessment for learning: Choose 2 objects, ask the children how confident Homework: Children to categorise 6 at home according to their – are you in knowing how to compare the two objects; use traffic lights to feed back materials. Children are asked to explain to an adult why the items have been put together
Main: Feely bag Children are seated in a circle. An object is placed in a feely bag. Children take it in turns to place their hands in the bag and describe the object that they can feel, without looking or taking it out. Children are encouraged to use the target vocabulary e.g. hard, soft, rough, smooth, flexible, rigid. The children must guess what material the child’s object is made from. Child must get the item out and show the class, and identify the material Find a partner Each child is given an object made from a range of different materials. Children must then circulate around the room, talking to other children about their object. Children are encouraged to discuss object in terms of its material properties and compare objects with the other children. After some time comparing materials, children must find a partner to pair up with. Their partner must have an object that has common features with theirs. Children are encouraged not to find a partner with an object made from the same material but one that has common features e.g. wood and glass are both hard. Each pair must then feedback to the group about why they partnered together. Children and their objects can be grouped into the material properties that they have identified. A photograph of the objects can be taken as a record of the learning. achieving pupils given alternatives – is it rough or smooth, is it flexible or rigid? Simplify, explain or pre key vocabulary, e.g. rigid TA to support pairing up TA to support some pairs to record a sentence about why they partnered together, to play back to class Plenary: Discuss what has been learned. Talk common features. Ask children to give 2 examples of objects for each of the materials focused on Class teacher to display one of the topic related words on board and children in pairs to think of a sentence, which includes that word, which demonstrates what they have learnt. Then try and move the topic word to a different place in the sentence. E.g. ‘Hard’ – ‘’The wood is a very hard material and would be difficult to break.’’ Or ‘’Hard materials include wood, plastic, metal etc’’ Assessment for learning: Choose 2 objects, ask the children – how confident are you in knowing how to compare the two objects; use traffic lights to feed back Homework: Children to categorise 6 at home according to their materials. Children are asked to explain to an adult why the items have been put together
year_3_lesson_plans_2014_uploaded.docx