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Class:Primary 2/3 PLANNING WITHIN THE CONTEXT:_____Olympics______ Code to Curricular Aspect & link to Learning Intentions DTM Plan

CfE codes

Dates: 23.04.12- 18.05.12 Methods of Assessment/Recording What?How? Evidence, where appropriate:

Learning Experiences showing differentiation (Core knowledge, key skills and understanding)

To learn about what the Olympic Rings symbolise.

I am learning to make notes under given headings and use them to understand information, explore ideas and problems and create new texts. *Responsibility of all LIT 1-15a

To learn about Ancient Greek Olympics.

I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences. SOC 104a

Discussion on symbols and why they may or may not represent things Explain the reasoning behind the Olympic flag Provide children with reading materials and highlighter- ask them to select information they believe is relevant Answer questions using this information Design their own flag explaining why they used the specific symbol and colours Have a discussion about what the children think the differences might be In groups jigsaw read sections of a factfile Explain their section to the rest of the group Individually fill out comparison worksheet

What? (Success Criteria)

How?

Evidence

What? (Success Criteria)

How? Evidence

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To learn about extracting information from a piece of text.

To show my understanding, I can respond to different kinds of questions and other close reading tasks and I am learning to create some questions of my own. ENG 1-17a Having explored the elements writers use in different genres, I can use what I learn to create my own stories, poems and plays with interesting structures, characters and/or settings. ENG 1-31a

To learn about planning an imaginative story.

To learn about writing an imaginative story.


Having explored the elements writers use in different genres, I can use what I learn to create my own stories, poems and plays with interesting structures, characters and/or settings.

writing all the difference they can remember Read Olympics story as a whole class Discuss the main points of this story Children then must go back to their seat and re-read the story themselves. Answer the questions about this story Read the children 2 extracts of a story- ask them which was better and why (write the answers on the board) Ask the children what a good story needs Use the story cards (each table gets 3 story cardscharacter, setting and a turning point) Children must then use these story cards and imaginative story plan to plan a story After using story cards to plan an imaginative storychildren must write their story in correspondence with their plan Children must then use a Success criteria checklist to

What? (Success Criteria) How? Evidence

What? (Success Criteria) How? Evidence

What? (Success Criteria) How? Evidence

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ENG 1-31a

To learn about continuing a story starter.

Having explored the elements writers use in different genres, I can use what I learn to create my own stories, poems and plays with interesting structures, characters and/or settings. ENG 1-31a

To learn about the cultures and customs of countries competing in the Olympic Games.

I understand that evidence varies in the extent to which it can be trusted and can use this in learning about current issues in society. More info on SOC 1-15a

check over their work Children swap stories with their partners and partners must give the children 2 stars and a wish Read out the 2 story starter Discuss possible ways to expand these stories Write Success Criteria as a whole class relating to what a good story should include Give the children a choice of what story starter they would like Use a self-assessment checklist to check work Talk about using resources to find out information- where can you find information? Is the information always accurate? Work in pairs- pick a country to research using the computer and books Write down any facts you find interesting on a fact file sheet Then pairs must create a poster displaying the information they have found out about their specific country

What? (Success Criteria) How? Evidence

What? (Success Criteria)

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Learn about report writing,


By considering the type of text I am creating, I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others. *Responsibility of all More info on LIT 1-26a

Children must then evaluate how effectively they worked in pairs Let the children watch the video on the Olympics website Out of the Rainbow Get the children to discuss where they think Wenlock and Mandeville went next Write a newspaper article about the next stage of Wenlock and Mandevilles journey.

What? (Success Criteria)

How?

Evidence

Learn about writing poetry in correspondence to a video.

Having explored the elements writers use in different genres, I can use what I learn to create my own stories, poems and plays with interesting structures, characters and/or settings. ENG 1-31a

To learn about Greek Gods.

I can create a range of visual information through observing

Discuss rhyming words Get children to do the rhyming word clue worksheet Write a poem about an aspect of the Olympics called What the Olympics Means to Me Share your poem with the class Illustrate this poem In groups decide which is their star poem and why. Show the children different artist interpretations of Greek gods- discuss similarities and
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What? (Success Criteria)

How?

Evidence

What? (Success Criteria)

and recording from my experiences across the curriculum. EXA 1-04a

To learn how exercise changes my body.

I am aware of the role physical activity plays in keeping me healthy and know that I also need to sleep and rest, to look after my body. HWB 1-27a

differences. Explain what Greek gods are and tell a story about the Greek gods Provide children with a key of Greek gods with a small explanation of who they were. Get the children to the draw what they believe on of the Greek gods looked like and write a sentence about why they think this Greek god may look this way Ask the children what keeps a body healthy? Provide children with a worksheet on measuring breathing, heart rate and temperature. Ask children to write at the top what they predict will happen to these scores after exercise Measuring breathing (place one hand on the stomach and one hand on the chest) Measuring heartbeat (put one hand at the bottom of the breast- bone Measuring temperature (change in colour,
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How?

Evidence

What? (Success Criteria)

How?

Evidence

To learn about what athletes do to keep healthy.

By investigating the range of foods available I can discuss how they contribute to a healthy diet. HWB 1-30a

To learn about awards of the Olympic games.

Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. EXA 1-05a

To learn about expressing emotions

I have developed confidence and skills in creating and

perspiration or feel forehead) Explain that the body needs regular exercise Children should analyse their results and discuss their findings in correspondence with their predications Brain storm ideas of what you must do to keep healthy Each group must be given a athlete. They are given a background to this athlete- how much he must eat/ how long he must train/ how much he must rest Children must then cooperatively create a daily plan for what this athlete must do to train for the Olympics- creating a poster Show pictures of awards and award ceremonies from both ancient and modern Olympics Explain the significance of these different awards Make an Olympic crown using leave templates and card Show photographs of different emotions which

What? (Success Criteria)

How?

Evidence

What? (Success Criteria)

How? Evidence What? (Success Criteria)

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through mime.

presenting drama which explores real and imaginary situations, using improvisation and script. EXA 1-14a

Learn about the complex scoring of a Pentatholon.


I can use addition, subtraction, multiplication and division when solving problems, making best use of the mental strategies and written skills I have developed. *Responsibility of all MNU 1-03a

happen in the Olympics Do some warm up expression mimeschildren walk around the room. Teacher shouts out and expression. Children must stop and pose in this way Children are split into groups of 4- each group gets given a scenario on a piece of card. They must not tell the other groups the scenario Children must create a mime to depict this scenario Children must then perform this in front of the rest of the class The class must guess what they are acting out Play a game of around the world using number bonds Discuss the rules of a pentathlon Explain the rules of this board game Played in pairs children must have a score sheet and a timer They must move round the mat trying to get as many points as possible

How?

Evidence

What? (Success Criteria)

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Evidence

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Learn about the sports of the modern Olympic games.

I am learning to make notes under given headings and use them to understand information, explore ideas and problems and create new texts. *Responsibility of all LIT 1-15a

I have experienced the energy and excitement of presenting/performin g for audiences and being part of an audience for other peoples presentations/ performances. EXA 1-01a

Their partner must add and subtract the appropriate points from the score until the end of the game What? (Success Criteria) Children will work in their groups and go around 4 stations (children will be given an event they must find out more How? about) Station 1- Mario Olympic games on the wiiChildren will take turns to play Evidence their designated event and take notes of what this event entails Station 2- Books and paper resources- Children must look through information books and find out 3 facts about their event Station 3- Children must read an information sheet about their event and highlight relevant points Station 4- Children must colour in a picture of their event Once all children have been around each station the children must collate all their information and create a presentation for the rest of the class- it can be a powerpoint,
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poster, information sheets, leaflets etc but whole group must decide together. Then present their finding to the class about their sport Get children into pairs What? (Success Criteria) Ask each pair to cut out and sequence a number of gymnastics moves on a piece of How? paper Once in the gym hall practice the routine one at a time Perform the routine to Evidence the rest of the class Ask children if they know what the work aerodynamic means Show photographs of aerodynamic objects Have a quiz showing objects and children must put their thumbs up if they think it is aerodynamic and thumbs down if it isnt aerodynamic Children in groups must then plan an experiment stating what they need and how they will carry out the task step by step to examine which objects are aerodynamic
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Learn about gymnastic moves and sequences.

I am discovering ways that I can link actions and skills to create movement patterns and sequences. This has motivated me to practise and improve my skills to develop control and flow. HWB 1-21a By investigating forces on toys and other objects, I can predict the effect on the shape or motion of objects. SCN 1-07a

Learn about aerodynamics.

What? (Success Criteria)

How?

Evidence

Learn about the specific clothing different athletes must wear and why.

Through exploring properties and sources of materials, I can choose appropriate materials to solve practical challenges. SCN 1-15a

Learn about making rules.

By considering the type of text I am creating, I can select ideas and relevant information, organise these in a logical

Have a story bag with a few items of clothing in the bag Take each item out one at a time and discuss the item Decide what type of person might have each item of clothing Discuss why the items of clothing may look the way they do Look at pictures of different pieces of clothing for different sports When children go back to their seat there is a picture of an athlete on their table Children must brainstorm as a group what type of clothing this person might need Individually children design an outfit for this athlete Children then swap with a partner and 2 stars and a wish their work Discuss rules of a game Then as a class write out the rules- highlighting how

What? (Success Criteria)

How?

Evidence

What? (Success Criteria)

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sequence and use words which will be interesting and/or useful for others. *Responsibility of all More info on LIT 1-26a

Learn about making a timeline.

I can use evidence to recreate the story of a place or individual of local historical interest. SOC 1-03a

they are laid out, how they are worded. In pairs provide the game sheet Less able children provided with different rules that can be used and they must select ones they feel appropriate and adapt these to suite their game More able children are asked to come up with a game for this worksheet and write out their rules Games must then be swapped with another pair and try to play the game Then these pairs must provide feedback Discuss what a timeline is Show how dates go in chronological order For less able children order the dates on the board as a group For more able children they can order these themselves Children must cut out and stick in a line each venue and date in order of sequence

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Evidence

What? (Success Criteria)

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Evidence

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Learn about reading a map.

Then ask they children to present their timeline in an attractive way with flags or pictures (show example) What? (Success Criteria) Discuss the time line of venues again Explain that all these venues are all over the world Provide children with How? an atlas and a map Ask children to find out what venues are placed where writing the corresponding letter next to the name of the Evidence place Pair and share answers with a partner to make sure that these are right *Extension- find a place where you might want the next Olympics to beplace this on your map Have a look at different designs of torches and what they have looked like over the years Explain why some of the torches look the way they do Design a torch themselves and explain why this may be made the way it is

Learn about the Olympic torch relay.

I can create and present work using the visual elements of line, shape, form, colour, tone, pattern and texture. EXA 1-03a

What? (Success Criteria)

How?

Evidence

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Carousel round tables and best design from each group will be made by the group as a whole

*** need to include lesson on Paralympics Winter Olympics Ancient Greek Games

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