Starter: for examples of riddles with picture Riddles - clues are given to the children about an animal/bird/fish; children guess the answers that could be displayed through creature. IWB Vocabulary: Category, same, different, fur, hair, feathers, scales, beak, claws Words printed on cards Teach vocabulary using strategies and materials suggested in the activity template pack Main: Picture selection / Picture selection Display and discuss vocab. (Other words to be added throughout the lesson if children use objects rather Templates for teaching new vocabulary in think of more). Encourage the children to use these words where appropriate to help than pictures the templates” pack attached “activity them achieve the lesson objective. Describe it - circle activity. Children take a turn at describing a creature they can of (or pick from a selection). Model or encourage children to use animal categories, descriptive vocabulary etc. Other children must guess the creature being described. Encourage children to ask questions if they cannot guess straight away. What do you need to know? What does it look like/sound like, what does it eat, where – does it live? Remind children of the vocabulary for describing properties of creatures Communication activity Cards’ (see year 2 science lesson ‘Animal plan above) Images taken from Animal Give each child a picture card from a range of different creatures. Children move around Habitats PowerPoint the room, talking to each other about their creature. Encourage children to discuss creatures’ characteristics and compare with the other children. Find a partner who has an animal that shares characteristics - e.g. lion and dog both eat meat, worm and mole both live underground. Plenary / Assessment for learning: Voice recorder, camera What did we learn? Re-group as a class - each pair tells the group why they paired up. Make a recording (‘we go together because.....’) or take a photo to record what children have learned. Rest of class to identify the newly learnt words when used in explanations. In pairs children pull out one of the new vocabulary words and put it into a sentence; all judge whether it makes sense. Homework: Make a PowerPoint collage of that live in the sea’ or that eat meat’ ‘creatures ‘animals
Starter: Riddles - clues are given to the children about an animal/bird/fish; children guess the creature. for examples of riddles with picture answers that could be displayed through IWB Vocabulary: Category, same, different, fur, hair, feathers, scales, beak, claws Teach vocabulary using strategies and materials suggested in the activity template pack Words printed on cards Main: Display and discuss vocab. (Other words to be added throughout the lesson if children think of more). Encourage the children to use these words where appropriate to help them achieve the lesson objective. Describe it - circle activity. Children take a turn at describing a creature they can of (or pick from a selection). Model or encourage children to use animal categories, descriptive vocabulary etc. Other children must guess the creature being described. Encourage children to ask questions if they cannot guess straight away. What do you need to know? – What does it look like/sound like, what does it eat, where does it live? Remind children of the vocabulary for describing properties of creatures Communication activity Give each child a picture card from a range of different creatures. Children move around the room, talking to each other about their creature. Encourage children to discuss creatures’ characteristics and compare with the other children. Find a partner who has an animal that shares characteristics - e.g. lion and dog both eat meat, worm and mole both live underground. Picture selection / use objects rather than pictures Picture selection Templates for teaching new vocabulary in the “activity templates” pack attached ‘Animal Cards’ (see year 2 science lesson plan above) Images taken from Animal Habitats PowerPoint Plenary / Assessment for learning: What did we learn? Re-group as a class - each pair tells the group why they paired up. Make a recording (‘we go together because.....’) or take a photo to record what children have learned. Rest of class to identify the newly learnt words when used in explanations. In pairs children pull out one of the new vocabulary words and put it into a sentence; all judge whether it makes sense. Voice recorder, camera Homework: Make a PowerPoint collage of ‘creatures that live in the sea’ or ‘animals that eat meat’
year_2_collated_2017.docx