Main: Problem solving Introduce the idea of a class survey of 5 pets - but remind children that it is ‘no pens’ day’ so we cannot write numbers or use a tally chart! How else could we record what children like with some of the maths resources we have in the classroom? Show an assortment of concrete counting materials – elicit ideas as to how they could be used e.g. a Sumthing string for each animal, a Unifix tower for each animal, same colour beads/counters for a particular animal. Class survey Assign children to 3 groups with a set of concrete apparatus per Each group creates their own tally chart based on their own preferences. What do we know? Children discuss what they know from their data and create their own questions to ask and record them on Talking Tins Remind children of possible question words - what type of answers would you expect to get from this type of question word (include open and closed questions)? Answer my question Leaving the tallies (whatever form) and the Talking Tins, rotate the groups Each group visits the other tally charts, listens to questions on the Talking Tins and answers them from the data. Give sentence starter to support questioning “Who has a .....” “How many...” Give specific roles in groups to lower achieving pupils Give examples of how tallies can be represented Pets pictures - dog, cat, rabbit, guinea pig, fish Sumthing beads Counters and pots Beads and laces Unifix Numicon Each - a set of pet picture cards and one set of concrete apparatus Cue cards - altogether, most, least, how many Talking Tins or voice recorders Plenary: What did we - was it easy to understand what the data meant? We can record data in different ways. Assessment for learning: Children to use number cards (1-5) and rate how well they felt they did. Comment on how they managed to generate questions. Discuss and evaluate Homework: Think of a way of doing a traffic survey past your house or on your journey home - without writing anything down! Year 2 Lesson Plans Class: Teacher: Date: Lesson: PSHE – Good to be me Lesson objective: Children will know what they are good at (strengths) and be able to talk about things they want to get better at Previous learning: Children will have had experience of talking themselves Speaking and listening objective: Join phrases with words such as if, so, because, etc. Activity Differentiation Resource
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’