Can you keep a dinosaur as a pet?

Transcription

1 St. George s CE Primary School Year: 2 Date: Spring 1 Teacher/s: Mrs N Wass Prime learning challenge: Can you keep a dinosaur as a pet? Learning challenge planner Present What are they interested in? What motivates them? A lot of the children were excited to learn about dinosaurs, particularly the boys. Some of the children have some good knowledge already. They have linked what they know from Year 1 curriculum on carnivores and herbivores to dinosaurs. They know carnivores are meat eaters and herbivores are plant eaters. Lots of the children talked about the T Rex. The children were able to make choices on their homework choice board what they want to learn further about dinoaurs. Pre-learning Give the children a grid with facts that they already know about dinosaurs and questions that they would like to find out about dinosaurs. Lots of children asked how long ago dinosaurs lived (this will help cover the language of time in History century, decade) Why did they die? What is the biggest/smallest? Do dinosaurs breathe fire? etc SMSC Social animal hierarchy learning more about this and what it looked like during the dinosaur period. Moral Jurassic park link is it moral to bring dinosaurs into a modern world? Problems that this could cause? Spiritual thankful for God s diverse creations Cultural after the Dinosaur age how did the first culture begin? How did this evolve over time? BLP: Children will continue to use their distilling muscle to sort through a variety of different sources of information to find out more about dinosaurs. We will continue to collaborate with one another either in a pair or a small group and continue to establish positive working relationships with each other. Wow! What are the experiences? Hunting for a dinosaur egg following clues to find the dinosaur egg based on video footage found around school. Palaeontologists digging fossils, researching dinosaurs, video clips about different species of dinosaurs. Values: Thankfulness, Honesty, Love, Hope, Forgiveness, Compassion, Friendship. Being thankful that we have an experience to research and find things out about a long time ago. Showing compassion towards other people s opinions. Being thankful that Dinosaurs once existed and that we can learn about them. Showing compassion to other people s opinions about dinosaurs and being sensitive towards their views even if they are different to our own. BRITISH VALUES: Democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths & beliefs Mutual respect children will respect other people s opinions and ideas when constructing dinosaurs, creating dinosaur period timelines etc they will listen carefully to what others have to say and respond sensitively. Individual liberty during peer and self-assessments.

2 Learning challenge question Subject learning challenges LC1 Wow! Show the children video footage of a dinosaur loose in our school. Ask questions why is he angry? Do you notice anything unusual in the video? Allow the children to go on a hunt around school to look for the egg that is in each of the video clips. When they get back introduce them to Tyrannosaurus drip, for our class narrative this term. Create a double page spread to show their experience of the dinosaur egg hunt. Introduce Andy s dinosaur adventure as part of our interactive game on the Ipads. This is to be used over the next few weeks to help answer the question Can a dinosaur be a pet? LC2 LC3 What are the different types of dinosaurs? Use terms associated with the past decade, century etc Recognise how a branching diagram works Make a yes/no tree diagram to sort information (NC ICT) What are the different periods of Dinosaurs? I can research the life of someone from the past using different sources of evidence. I can answer questions using books and the internet. I can use words and phrases like: before, after, past, present, then and now. I can describe the key features of a place from a picture using words like beach, coast, forest, hill, mountain, ocean, valley. I can explain how an area has been spoilt or improved and give my reasons. (NC Geography) The children were introduced to the word Omnivore, They knew what carnivore and herbivore meant. Look at pictures of dinosaurs. What do you notice? Some have all 4 feet on the ground and have long necks and some stand upright and have short hands. Why do you think this is? Long necks for reaching trees to eat leaves so they are herbivores. Those that stand upright can run fast to catch their food carnivores. Why the short arms? So they can use them like hands to pull and tear their food, Sort the names of the dinosaur into a Venn diagram. Use Ipads and books to help research those dinosaurs they are not sure about. ICT Friday. Use the information carnivores, herbivores and omnivores to create a branching diagram. Use 2simple software - flow diagram. Look at the different dinosaur periods Jurassic, Triassic, crustaceous and how these are different to each other. This will take place over a few weeks. Children are to distill and capitalise the ways in which they learn best. As part of their Project based learning the children are to select one of the given choices of representing their information. Children research using books, text interrogation given to them by an adult, ipads, questioning adults etc. Look at how a place has changed over time. Look at geographical features and how things have changed. Look at how the world looked during the Triassic period ( one super continent). How it looked during the Jurassic and Cretaceous periods too.

3 LC4 What does a dinosaur need to survive? I can describe how a specific habitat provides for the basic needs of things living there (plants and animals). I can describe how animals find their food. I can name some different sources of food for animals (NC Science) MpDEDJ9Pxu8 Allow children time to recap on everything that they have learnt about dinosaurs so far. Around the room display words such as herbivore, carnivore, omnivore, hunt, prey, predator, food, shelter, protection. Children to write down next to one of the key words something that they already know about the word in relation to dinosaurs. Explain that we will be finding out what a dinosaur needs to survive and how they survive in their environment. In pairs children to be given an envelope with a dinosaurs name and a picture children are to research this particular dinosaur they need to find out what they eat, where they live, and how they survive in their habitat. Each pair to be given an ipad with this link children to find out about their chosen dinosaur. LC5 How can you classify dinosaurs? (NC Science) I can explain a simple food chain. I can identify things that are living, dead and never lived. I can identify and name plants and animals in a range of habitats. I can match living things to their habitat. Show children a video clip of how Dinosaurs hunt for their food. In a circle have several pictures of a range of different dinosaurs. Can we put them into order of when they are eaten. Model doing this and explain that this is a food chain. If we were to make a food chain of something that we eat where would this start? Practice with several examples modelling the scientific vocabulary for each aspect of the food chain and where the arrow within the food chain needs to be. In pairs children to create their own food chain with a selection of different animals within the dinosaur era. Share food chains as a class and children to comment on how they are similar/different. Children to use the branching data base system to classify dinosaurs. Children to create their own classification key for a friend to solve. Practice doing this first with sweets in match boxes and then with dinosaurs and eventually move onto the classification programme on the computer. LC6 How can we create the sound and Talk about the pulse in our body and how it makes a regular pattern. Talk about how it gets faster and

4 movement of dinosaurs? I can perform simple patterns and accompaniments keeping a steady pulse. I can play simple rhythmic patterns on an instrument. I can order sounds to create a beginning, middle and an end. I can choose sounds which create an effect. I can use symbols to represent sounds. (NC Music) slower. Explain that music has a pulse or a beat. Sing some songs with a strong pulse The Grand Old Duke of York, Mary had a Little Lamb and get the children to pat their knees to the beat. Introduce the dinosaur version of we will rock you. I m ankylosaurus I m big and strong; 10 feet tall and 30 feet long. I ve got a club on my tail, Armor on my back; Don t get too close Or I ll give you a whack. Chorus: We will, we will stomp you, stomp you. We will, we will stomp you, stomp you. Choose an instrument and Describe how an instrument has been has been used to represent a sound ( cymbals for thunder etc) Identify the difference between rhythm and pulse. Stegosaurus is my name. A little walnut is the size of my brain. On my back are seventeen plates. Leaves and plants Are what I ate. Repeat stomp you chorus. I m tyrannosaurus rex I m big and mean. The meanest dinosaur That you ve ever seen. I ve got tiny little arms, Great big feet; I ll pick you up With my big sharp teeth. I will, I will, Chomp you, chomp you. I will I will CHOMP YOU!!! Choose percussion instruments to half of the class. Explain that half of the class are going to do the singing whilst the other half plays the instruments to the pulse of the music and then swap over so everyone has a chance to sing and play. Discuss the fact that music with a strong pulse/beat makes you want to move along with it tapping feet, dancing etc. Explain that the speed of music is the tempo show songs with a fast/slow tempo what effect does this have on the listener? Try singing a few songs at an unsuitable tempo, eg sing The grand old Duke of York very slowly, and Rock a bye baby very quickly.

5 LC7 How do you know that Dinosaurs really roamed the Earth? Choose appropriate materials and suggest ways of manipulating them to achieve a desired effect (NC DT) Ask and answer questions about a range of historical sources. Set up the classroom for the children to dig like a palaeontologist. Dig in the dirt with a brush, and model finding a fossil ask the children to think about what I am doing. Why am I using a brush? Why can t I dig away with my fingers? Why is the place sectioned by a grid? Children to explore the different equipment digging up a fossil. Children to watch a video of a palaeontologist. What do they do? What equipment do they need? Then talk about what kind of person they need to be (adjectives) brave, smart, patient etc Children to create a job advert for being a Palaeontologist.! Children to read an example of a job advert and highlight successful features used. As a class children to generate success criteria. What questions would you like to know in order to further your knowledge of what you have found. Use your questioning muscle. Can you really keep a Dinosaur as a pet? Refer back to the original question in order to answer our learning challenge question. Children to form small teams using everything they have learnt over the learning challenge children to explain whether they agree or disagree with our learning challenge question. In teams children are to present their ideas using visual clues and reasons. Children to debate in teams and then swap their opponents throughout the session. Adults to support the children in preparing their reasons ensuring everyone in their team has a special role to play. Refer back to the interactive game Andy s dinosaur adventure the children have played on the Ipads.