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UNIT/TOPIC DESCRIPTION: On The Move – Students develop an understanding
of how things move. They explore the push and pull forces they can use to move
objects in ways such as sliding, bouncing, and spinning. Through investigations,
students observe and gather evidence about rolling objects and explore the idea of
fair testing.
Drama Arts Practice Children spontaneously express and 1.1 Confidently uses play and
communicate their feelings and ideas imagination to create/recreate arts
about the past, present and future works within each arts form. [Id]
through the images and forms they create. [T] [KC6]
[F] [Id] [T] [KC2] [KC6]
English Texts and Children recognise the range of 1.3 Reads and views a range of
Contexts experiences and views shared by people texts containing familiar topics and
as they read, view and critically interpret language and predictable text
different visual and written texts structures and illustrations and
containing familiar and new content, recognises the ways that texts are
language and text structures. [T] [KC1] constructed to represent real and
imaginary experiences. [Id] [T]
[KC1]
Topic/Issue Brainstorm
ART
∗
HEALTH
SCIENCE
∗
On the
Move
PE
DRAMA ENGLISH
∗ ∗
CRITERIA WHO
KEY LEARNING ASSESSMENT SACSA RECORD OF
CORE TEACHING EVENTS RESOURCES FOR WILL
IDEAS OUTCOMES STRATEGY OUTCOME ASSMNT
ASSESSMENT ASSESS?
Lesson #1
SCIENCE
Students will be Introduce and play musical statues. CD Students Observation Self 1.4 Poses Observatio
Children questions
able to represent observe their Assessme n notes
pose and explores
questions,
their current Introduce the idea of being still; CD player partner nt kept in
the ways in
investigate understanding as ∗ What do we mean by ‘being still’ trying to students
which
and share they; ∗ Have you ever had to be still? Science move and be science
different
ideas about ∗ Identify and ∗ Where and when have you had to be still? book. still. They objects books
the describe various record this in move. [T]
different voluntary and Explain that we are going to play musical statues their science [KC2]
ways in involuntary with a partner. Whilst one partner moveds to the books
which human music the other observes both moving and being
simple
movements still.
devices
operate. ∗ Identify and
[T] [C] describe some Swap over several times
[KC1] body parts that
[KC2] enable humans Help students to become aware of involuntary
[KC6] to move movements by discussing their observations and
asking questions;
∗ When the music stopped did your partner
move at all?
∗ Did you see any part of their body move?
∗ What sorts of movements did you see?
Introduce and play Simon says to allow students to
demonstrate their understanding of body parts that
can move.
Play in pairs (time permitting)
Lesson #2
Skeleton Students are Product Teacher Skeletons
HEALTH Students will be Students are asked how they think their body was cut out able to cut Analysis: 1.4 will be
able to understand able to move whilst playing musical statues and out their Students are Recognises displayed
how the skeletal Simon says? Split pins skeleton able to diversity in around the
Children
growth
conceptual system moves to correctly and complete the classroom
patterns, can
ise identity make our bodies Discuss the concept of the skeletal system to identify task
name body
through move the joints successfully parts, and
understan Give each student a copy of the skeleton cut out (split pins) raises
ding the
that help us questions
changes
Ask students to cut out and attach with split pins. move about new
that occur
responsibiliti
in
Students can experiment by moving the body parts es and
themselves
of their skeleton. achievement
and others
s that occur
through
as they
growth. [F] Each student can put their skeleton into their
change and
[Id] [KC1] favourite position. They can then be displayed grow. [F]
around the classroom [Id] [KC1]
Lesson #3
SCIENCE
“Things Students are Observation Teacher
Children Students will be Explain that students are going to observe things That actively 1.4 Poses
pose able to; that move in three different places; Move” involved questions
questions, ∗ Identify and ∗ In the classroom table on A3 within the and explores
investigate describe some sheet task. the ways in
∗ In the school grounds
and share which
things that move ∗ Outside the school grounds They are able
ideas about different
and the ways to contribute
the objects
different they move Introduce the “Things That Move” table. to the
move. [T]
ways in ∗ Predict and classroom [KC2]
which observe things Ask students to predict things that they might see discussion
simple that move inside move in the classroom by closing their eyes and
devices and outside the visualising.
operate. classroom
[T] [C]
Record their predictions using a red texta in the
[KC1]
appropriate section of the table.
[KC2]
[KC6]
Give students two minutes to observe things that
move inside the classroom.
Example:
Classroom:
pets, clock hands, students, displayed work
Outside:
Flag, trees, birds, leaves, play equipment
Outside school grounds:
Cars, buses, trains, animals, people
Lesson #4
ART
Students will be Students are reminded of their learning about Magazines Students are Observation Teacher 1.2 Display
able to; movement and stillness. able to work and product Explores collage
Children
∗ Select a Travel co analysis skills, around the
identify a
techniques
range of range of pictures Describe that in this lesson we will be working as a brochures operatively room
and
concepts based on the team to find pictures of movement and pictures of within
technologies
for each movement or stillness. Butchers groups to from each
arts form, lack of paper produce a arts form
explore
movement Students are then divided up into two teams. One to collage and engages
new arts
∗ Arrange search for and cut out movement pictures and the representing in activities
skills, and
experiment these pictures by other to do the same for stillness. movement specific to
each arts
with a grouping them and still form to
range of These will then be collated into a collage with one produce arts
traditional side of the collage displaying things that move and works. [T]
and [KC6] [KC7]
movement and the other side showing things that
emerging
are still.
techniques
and
technologi
es. They
begin to
understan
d how
these can
be used to
explore
ideas and
generate
solutions
to
problems
within
each arts
form. [T]
[KC6]
[KC7]
Lesson #5
1.4 Poses
SCIENCE Students will be
questions
able to; Explain that students are going to work with a nil Students are Observation Teacher and explores
Children ∗ Observe partner to investigate how people move. Explain able to work and product the ways in
pose and describe that one partner from each pair will move on effectively analysis which
questions, movements playground equipment whilst the other student both with a different
investigate
made by observes them. They will then swap roles. partner and objects
and share move. [T]
humans individually
ideas about [KC2]
the ∗ Identify and Discuss the appropriate noise level – remember to observe
different describe some other classes will be learning in their classrooms. and record
ways in ways in which When the whistle blows they are to hop off the movements
which humans move equipment and sit along the edge of the bench ready
simple ∗ Identify to swap over.
devices some body parts
operate. involved in Form pair and go to playground
[T] [C]
human
[KC1]
movement Provide students time to observe each other moving
[KC2]
[KC6]
on the play equipment.
Return to classroom. Ask students to draw a picture
of their partner playing on one piece of equipment.
(this next part can be done later in the week if time
runs out)
Share our observations and drawings as a class
Use students drawings to discuss how people move,
∗ How did you partner move?
∗ What body parts did they use?
Record these in a table that has headings movement
and body parts used.
1.3 Reads
Students will be and views a
Lesson #6
able to; range of
texts
ENGLISH ∗ Use Read some poems about people moving. Poems on Students are Presentation Self
containing
movement movement? able to assessme
familiar
Children words to create Refer students to the word wall with movement ? incorporate nt topics and
recognise poetry and words. Read through them a s a class. movements language
the range rhymes about words into and
of
how people Ask students to each write a poem with movement their poems predictable
experience
move. words in it and to text
s and
express structures
views
These will then be read to the class movement in and
shared by
illustrations
people as words
and
they read,
recognises
view and
the ways
critically
that texts are
interpret
constructed
different
to represent
visual and
real and
written
imaginary
texts
experiences.
containing [Id] [T]
familiar [KC1]
and new
content,
language
and text
structures.
[T] [KC1] 1.1
Demonstrate
Lesson #7 Students are able to; s self
∗ Use their Students are given a chance to put their studies of awareness
PE bodies to move movement into practice. whistle Students are observation teacher and
confidence
in different ways able to listen
Children in
During this lesson they will each be given a chance to
explore coordination
to lead the rest of the class in an obstacle / follow instructions, and control
movement
the leader game. and work co of
patterns
and refine operatively movement
coordinate The students are encouraged to think about using in a team skills for
d actions, all the different forms of muscle and movements widening
developing that they have learnt about so far. involvement
self in physical
awareness Before you go outside read through the word wall activities in
and skills different
to help students think about the different kinds of
that settings. [Id]
movements they could do. [C]
facilitate
ongoing
participati Also refresh the rule for going outside. If the
on in whistle blows once it means that the leader must go
physical to the end of the line and the next person in the new
activity. leader. If it blows twice – freeze.
[Id] [KC5]
[KC6] 1.4 Poses
questions
and explores
Students will be the ways in
Lesson #8
able to; Place the range of toys on the floor. Ask students to which
SCIENCE ∗ Observe look at the toys and suggests ways they can move Range of Students are Observation Teacher different
moving toys (e.g. the car can roll) moving able to work objects
Children ∗ Predict, toys, such within their move. [T]
pose identify and Select an example toy and ask the students to as: pair and the [KC2]
questions, describe the describe the parts they observe that allow the toy to class to
investigate ways in which move. E.g. the car uses wheels to roll, and springs Bouncing: identify and
and share toys move Balls describe
ideas about Group students in pairs. ways of
∗ Identify
the
specific features Rolling: moving toys
different
of toys that Each pair will select a toy to observe. Ask the Cars,
ways in
which move students to describe the way they toy moves (eg marbles
simple ∗ Group toys rolls) and to try to identify what parts help it to
devices in categories move (eg. Wheels). Spinning:
operate.
Yoyo,
[T] [C]
Regroup on the floor an go around asking each pair spinning
[KC1]
[KC2] to report back to the group. Add any new top
[KC6] movement words to the word wall.
Jumping:
Explain that we will be looking at the similarities Jackinthe
between the toys by arranging them in groups. box
Go around the circle and have each pair test their
toy and then put it in the appropriate place.
If time permits to the same activity but group the
toys according to the parts that allow them to move
or the action that makes them move.
1.4 Poses
questions
and explores
the ways in
Lesson #9 Students will be Review the students’ observations by asking which
able to; questions; Chance Students will Student Teacher different
SCIENCE ∗ Identify and ∗ What are some ways humans can move? dice cube be able to use feedback in objects
printouts their bodies informal move. [T]
describe ∗ What are some ways toys move?
Children [KC2]
pushing, ∗ What are the parts that help them to show discussio
pose
pulling, (humans / toys) move? different n
questions,
investigate bouncing, forms of
and share sliding, rolling, Introduce the cube with the words ‘push’, ‘pull’, movement.
ideas about and spinning ‘bounce’, ‘slide’, ‘roll’, and ‘spin’. Roll the cube and Along with
the ask for a volunteer to demonstrate the word the different
different displayed. speeds and
ways in heights of
which Ask the class to comment in the volunteers’ movement
simple
demonstration of the word. Invite students with
devices
operate.
different ideas to demonstrate how they think the
[T] [C] word is better represented.
[KC1]
[KC2] Discuss the need for students to have a safe amount
[KC6] of space around them while demonstrating the
movements.
Introduce the cube with the adverbs. Repeat the itro
as above.
After the words and adverbs have been explained,
introduce the ‘chance dance’ activity. This activity
requires students to move to music in the way
specified by the roll of the cubes.
Play two or three rounds of the ‘chance dance’ using
the first cube before introducing the adverbs into
the game.
Bring the class together to discuss their experiences
in this lesson.
1.4 Poses
questions
and explores
the ways in
which
Students will be Explain that students are going to work in teams to
different
Lesson #10 able to; investigate objects that are easy to roll or hard to objects
∗ With roll. Model rolling and easytoroll object and a Objects Students are Class Peer move. [T]
SCIENCE support, hardtoroll object. that roll able to work discussion [KC2]
investigate how ∗ Bal cooperatively
Children the shape of an Give students time to test all the objects. l in teams to
pose object affects its ∗ To test how
questions, ability to roll After the investigation invite each team to share y car easily objects
investigate what they learnt about the objects that were easy to ∗ can roll.
Car
and share
roll and hard to roll. dboard They will be
ideas about
the roll able to
different Discuss students’ ideas about why some objects ∗ Ro identify why
ways in were easy to roll while others were hard to roll und some objects
which ∗ “Why do you think the car rolled easily?” plastic roll and other
simple
∗ “Why do you think the block did not roll bottle do not
devices
operate.
easily?”
[T] [C] Objects
[KC1] that do not
[KC2] roll easily
[KC6] ∗ Car
dboard
box
∗ Lu
nch box
∗ bo
ok 1.2
Explores
skills,
How did it
techniques
roll
and
Students will be shown how to use a spoon to scoop worksheet technologies
Students will be a marble out of the paint tray. pg 31 from each
Lesson able to; arts form
#11 ∗ Investigate They will carefully put the marble onto the paper Students are Product Teacher and engages
the effects of within a cardboard box. The students will then be able to work Analysis in activities
ART rolling shown how to gently move the box around to create independentl specific to
movements on paint trails. y to create each arts
Children movement form to
paper
identify a produce arts
Students will also be shown a second technique to A3 paper paintings.
range of works. [T]
create marble paintings.
concepts [KC6] [KC7]
for each Paint
arts form, For this technique students put a few drops of paint
explore around the page. They then add a couple of clean Marbles
new arts marbles. They then move the box around to create a
skills, and rolling effect. A3 paper
experiment box lids
with a
range of
Plastic
traditional
spoons
and
emerging
techniques
and
technologi
es. They
begin to
understan
d how
these can
be used to
explore
ideas and
generate
solutions
to
problems
within
each arts 1.4 Poses
form. [T] questions
[KC6] and explores
[KC7] the ways in
which
different
Explain that students’ are going to investigate how objects
Lesson Students will be far a toy or marble rolls over two different surfaces. move. [T]
#12 able to; Introduce the two surfaces that will be used for the [KC2]
∗ With investigation (e.g. cardboard, bubble wrap, carpet Students are Class Peers
SCIENCE support, etc). Ask students to feel the two surfaces. Discuss able to work discussion and
investigate how the differences between the two surfaces (e.g. one is within a Teacher
Children
far things roll on smooth and the other is bumpy). group to test Recoding
pose
different the effects of findings in
questions,
investigate surfaces. Ask students to predict how the toy will be affected Surfaces surface on book
and share by the different surfaces and discuss the reasons for e.g. movement.
ideas about their ideas. Record predictions and reasons on the ∗ car They are able
the board. dboard to utilise the
different ∗ car ideas of a
ways in Arrange two volunteers to stand at the front of the pet ‘fair’ test
which class, one in front of each surface. Provide one ∗ during their
pa
simple
student with a ball and one with a square block. per experiment
devices
Ask the class if this test looks fair?? ∗ tab and to record
operate.
[T] [C] le their findings
[KC1] Discuss what is meant by a ‘fair test’. Ask for ∗ gra in their book
[KC2] suggestions how the situation with the two ss and discuss
[KC6] volunteers could be made more fair. E.g. both with the class
students stand in the same place, both have the Rolling
same ball/ object tto roll, both use the same force ∗ toy
when rolling the object. s
∗ car
Discuss how we change only on thing at a time to s
make the experiment fair. ∗ ma
rbles
Discuss why it is important for the experiment to be
fair. E.g. so we know what causes any change or Streamers
difference in the distance rolled.
Show students how to roll an object and then mark
where it stops using a length of streamer
Review what was learnt today about fair testing and
different surfaces.
1.2
Demonstrate
s an initial
variety of
design
Students design and then make their own shadow
practices
puppets and
Lesson recognises
#13 / 14 / Students will be design as a
16 able to; tool for
∗ Use what change. [F]
D&T they have learnt [T] [C] [KC6]
about movement
Children to design and
recognise make their own
1.4 Acts
and use moveable toy confidently
different
through
ways of
using
thinking,
materials
planning
and
and
equipment
preparing
to make
that are
products,
helpful in
processes
achieving
and systems.
and
[T] [KC7]
presenting
their
designs.
They learn
that by
designing
it is
possible to
effect
change. [F]
[T] [C]
[KC1]
[KC2]
[KC3]
Children
develop
confidence
in their
capacity to
use
materials
and
equipment
to make
products,
processes
and
systems
and, in so
doing,
reflect on
how they
work. [T]
[KC1]
[KC6]
[KC7]