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Who goes to the ugly bug ball? Summer 21

In this topic we will be learning to:

Communication and language

  • To expand vocabulary of mini-beasts
  • To name the features of mini-beasts (head, legs, antenna, eyes, mouth, thorax) 
  • To feel a mini-beast and describe it’s features
  • To answer questions about the very hungry caterpillar

30-50 Welcomes and values praise for what they have done. Begins to accept the needs of others and can take turns and share resources, sometimes with support from others. Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.

 

Physical development

  • To crawl, jump and scuttle like mini-beasts.
  • To weave fabric through large holes
  • To draw spots and stripes on mini-beasts
  • To use tools to dig for insects
  • To pour water with good control

30-50 Holds pencil between thumb and two fingers, no longer using whole-hand grasp. Holds pencil near point between first two fingers and thumb and uses it with good control. Can copy some letters, e.g. letters from their name. Dresses with help, e.g. puts arms into open-fronted coat or shirt when held up, pulls up own trousers, and pulls up zipper once it is fastened at the bottom.

 

Personal, social and emotional development

  • To develop confidence looking at and handling mini-beasts.
  • To share likes and dislikes about mini-beasts
  • To contribute to class polls

30-50 Welcomes and values praise for what they have done. Begins to accept the needs of others and can take turns and share resources, sometimes with support from others. Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.

 

Literacy

  • To retell the story of the very hungry caterpillar through small world and role play
  • To mark make key events from the very hungry caterpillar 
  • To use the language from the text to orally tell the story (story scribe)

30-50 Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. Holds books the correct way up and turns pages.  Ascribes meanings to marks that they see in different places.

 

Mathematics

  • To draw a number of legs on a mini-beast
  • To compare sizes of mini-beasts
  • To sort mini-beasts according to their size and features
  • To mark make quantities when hunting for mini-beasts
  • To identify when something is the same (symmetry, pattern) 
  • To use counting words in order

30-50 Uses positional language.

Shows interest in shapes in the environment.

Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’.

Shows an interest in representing numbers.

Realises not only objects, but anything can be counted, including steps, claps or jumps.

 

Understanding of the World

  • To look for signs and clues of mini-beast activity
  • To know where to find mini-beasts
  • To observe the changes in caterpillars 
  • To program a bee bot to move
  • To handle mini-beasts with care 
  • To understand that mini-beasts have some similarities and differences

30-50 Can talk about some of the things they have observed such as plants, animals, natural and found objects. Developing an understanding of growth, decay and changes over time.

Shows care and concern for living things and the environment

Knows that information can be retrieved from computers

 

Expressive arts and designs

  • To build homes for mini-beasts using natural resources
  • To sing a range of insect songs
  • To make music to songs, playing with some rhythm 
  • To design mini-beasts, using relevant features
  • To act out the story of the very hungry caterpillar through role play and small world. 22-36 Creates sounds by banging, shaking, tapping or blowing.
  • Building a giant bug hotel!
  • Shows an interest in the way musical instruments sound.

30-50 Imitates movement in response to music. Taps out simple repeated rhythms. Creates movement in response to music. Sings to self and makes up simple songs. Makes up rhythms. Explores and learns how sounds can be changed.

 

 

 

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