Badgers Summer Timetable Week 1

Welcome

Story

Key Learning Intentions for this week • To be able to create a loom and a weave using strips of paper, fabric or card. • To be able to sort 5 objects in weight order using appropriate vocabulary such as heavy, light. • To be able to correctly form the letter ‘c’.

Monday

Tuesday Wednesday Thursday Friday

Morning Mathematics Heavy and light

Prepare a weighing scale and a range of objects of different weight. Let your child explore the resources for a few minutes to see if they will come up with some observations.

Morning Literacy The Bravest Fish

Listen to the story above to find out about The Bravest Fish.

Morning Expressive Arts and Design Weaving

All you need for this activity are strips of

Morning Personal, social and emotional development Glove Puppet We will start our Wellbeing lesson going through the five Circle Times skills with the children. The five skills of circle time: Looking, listening, speaking, thinking and concentrating. Remember to use stickers and praise to reinforce desired behaviour: “Well done ………… for

Morning Understanding the World Sinking and Floating Today we are going to learn about the displacement of the liquid. Your child will have the opportunity to explore the water and consider weight and volume. We are going to need some bowls with water for this activity and some objects that could fit inside those bowls. Place some of the items in the water so your child could see what happens with the water.

Key vocabulary to practise: Heavy, light, more, less, add, take away, equal, same, weighing scale, scale Key questions: - Which scale has

more/less objects? - Which objects are

heavy/light? - Which scale is

heavier/lighter? Why? - What will happen when

we add more objects into one of the scales?

Don’t worry if you don’t have a weighing scale at home. You can easily make it with a clothes hanger, strings and containers/ plastic bags. Extension: The children could go around the house to find different objects independently. After they

Stanley is a brave little fish who lives with his school and fish family deep under the sea. As the weather begins to turn warmer, Stanley’s school and family swim away in search of warmer waters. The only problem is Stanley sleeps in and is left behind. He rushes to their meeting point, but there is no one to be seen.

Stanley sets out on a journey to find his fish family. Along the way, he meets some interesting creatures including a lobster and the Big Shark.

After a long journey, Stanley seeks refuge in a dark cave. He takes a brave step by leaving the cave and is finally reunited with his family.

Key questions: - What happened to

paper, card, string or fabric and a plate. Pre-cut holes around the place and through the centre. Start the activity by letting your child decide which colours they would like to use. If you can, see if they can create a pattern. Use the rhyme ‘over the hill, under the bridge’ to help them learn the technique. Model to them how to weave the string through each of the pre-cut holes. When this is completed and they have created a web, get them to begin to weave the strips of fabric into it.

Key Questions:

• Did you make a pattern?

• Can you explain it? • What did you enjoy

doing most? • Which materials

did you use? • What technique

using good looking skills.” Today we are going to introduce a puppet or any other toy that they are not so familiar with. Introduce the puppet: “Hello children, I’d like you to meet ……… (Puppets name). S/he would like to know what your names are.” Ask each child or person in turns around the circle to say: “Hello ………… (puppet’s name), my name is …………” Then, they could talk about anything that is relevant for them such as, favourite hobby, likes or dislikes. Once the children have had plenty of opportunities to share their thoughts with the puppet we could ask the children to sit with legs apart.

Introduce the bowls of water and ask what we can see? What objects are in the water? Encourage children to have a look at what objects are in the water and talk about which are the biggest or heaviest objects. Which objects are heavier? Let the children grab a cup or object one by one and begin to fill each bowl of water with the different things. We will then look at which has more and which has less and explore taking things in and out of the bowls. Questions you may ask: -Why they are floating/sinking? -Which one has more water? -How many objects are in this bowl? -If they have the same amount of water, why is this one higher?

have gathered some objects, ask your child to describe the weight of the objects. - Which one is heavier,

why? - Which one is lighter,

why? Personal, social and emotional development Balanced diet Today we are going to talk about our diet. Firstly, we will need to talk about the different food groups: Carbohydrates: Carbohydrates give you energy. You find them in sugary and starchy foods like potatoes, rice, cereals, pasta, bread and some fruit and vegetables.

Stanley? - Why didn’t he swim

to warmer waters? - Who did he meet

along the way? - What happened at

the end of the story?

You could even draw a picture of Stanley now from your favourite part of the story. Physical development: Alligator in the swamp

We are going to play a game called Alligator in the swamp. How many people will need to play it? We will need at least two participants. How do we play this game? We will start warming up. We will

were we using today?

Vocabulary: Weave, paper, thin, thick, narrow, up, down, pattern, colour.

If you don’t have any paper plates at home, you could even use some sticks from the house or garden…

The children roll the ball to one another after saying: “Hello ….. (Name of receiver).” The child who receives the ball responds by saying: “Thank you …….” Then we will also pass a smile around the circle. We could begin by smiling at the child or person on your right. This child/person passes the smile to the child on his right and so on. Make sure to encourage the children to make eye contact when they are passing the smile on. Physical Development Lego Challenge

-Can you tell me how we made the water rise.….? Resources Bowls, trays, water, cups, specific shapes and vessels. Physical Development Games The floor is lava

Let’s work on our gross motor skill by playing a fun game. Are we ready Badgers? What you need: - Different coloured

paper - Tape

This activity can be done outside with chalk as well. What you need to do:

Proteins: Proteins help your body grow and repair itself. You find them in meats, poultry, fish, dairy products, eggs and beans. Facts: Proteins help your body grow and repair itself. You find them in meats, poultry, fish, dairy products, eggs and beans. Fibre: It helps you digest your food. You find fibre in lots of food like cereals, fruit, bread and vegetables. Minerals: Iron is good for the blood. Calcium is good for your bones. Minerals are in lots of foods, but are especially in fresh fruit and vegetables. Vitamins: Vitamins are good for keeping your body healthy. They are good for the skin, bones and teeth. They are found in dairy products (milk, eggs and butter), fresh fruit and vegetables. Now the children will have

have at least one person as the alligator but you could have more waiting in hoops. Then at least another person to run across the space to the other side. Alligators try to catch you. If your caught by an Alligator, they become one. Oh no! Introduce the children to the ‘On your marks, get set, go’ command. Practice some different running races. Place a cone at an interval and explain that children must run to the cone and back before tagging their teammate. Emphasise that it is a race. Second race – Beanbag. The children can place a beanbag on their head and go as quickly as they can to the cone and back, giving the bean bag to the next person in

Mathematics Directional Language Create a maze in the garden, house or draw a track onto a large sheet of paper. Get your child to direct you through the maze using positional language. Can they correctly direct you from the start to the end? Key words: Right Left Forwards Backwards Quickly Slow Long/short movements Hop Skip

Let’s take a look at symmetry. Have pre-cut large simple shapes out on the table. Fold a circle or square in half and show your child the line of symmetry highlighting that both side are the same. Get them to explore this practically with other shapes. Now show the children how to create a line of symmetry using a shape and a mirror. Then draw around the shape onto a piece of paper and get them to add the line of symmetry. Use the mirror to check it is in the correct place. Now complete this worksheet and test their knowledge!

Help your child to place each of the coloured paper sheets onto the floor. (Make sure to scatter the paper around the floor). As you are taping each piece of paper on to the floor or using chalk to draw with your child, ask them to identify the colour they are using. After you have helped your child tape each piece of paper, turn on some of their favourite music. Ask them to walk around the coloured paper or chalk. To make it exciting you can tell them a colour to go to. Start with walking and then you can hop, skip and dance to the next coloured piece of paper or chalk.

the opportunity to look at this image and choose their balanced breakfast. They can verbally discuss it with you or they can connect the image with the plate by drawing a line using a pencil. Create opportunities to discuss his/her breakfast options. Children need to understand that once they have made and eaten their brilliant and balanced breakfast, they will be full of energy to tackle the day! Vocabulary you may use: Carbohddrate, protein, fat, vitamins, minerals, fibre, proportion, energy.

they are playing with more than one person. Now, it is time to cool down, so ensure you encourage your child to mime getting ready for bed and they could finish by lying down for bed. Key words: On your marks, get set, go, run, snap, catch, reach, safe, turning.

Afternoon session Understanding the World Clouds Today we are going to do an experiment with steam and we will learn about the formation of clouds. The children will have the opportunity to experiment with steam as a state of water. For this activity we will need some water bottles with lids. Firstly, we will fill a big plastic bottle with hot water, cover and put on the pierced lid. Cover the hole and with your finger blow through the hole and cover the hole again. Ask your child to look at what happens when you uncover the hole and ask them what they see. Explain to the children that

Afternoon session Personal, Social and Emotional Development This afternoon, the children will be setting up their very own tea party.

Encourage your child to help you set up the tea party. Use the book to help them think about what they should include, for example, sandwiches. Once they have finished with setting up their tea party, children can begin to enjoy role playing! Key vocabulary to practice: Tea, party, cups, fork, spoon, sandwich, plate, table, table cloth, cakes.

Afternoon session Expressive Arts and Design Design and make your own bookmark The children should choose which materials they would like to use to decorate their bookmark. Encourage them to cut their own shapes and combine the resources together. Use this bookmark template for your design. • How many colours are

you using? • Which shapes can you

cut? What resources are you using?

• Can you combine resources?

• What is your favourite book?

Resources White card, tissue paper, coloured paper, glue

Afternoon session Literacy Letter Formation

Watch this video with your child first where Fatma shows you how to form the letter. Place some salt or sugar into a tray or dish. Then model to your child how to form the ‘curly caterpillar’ letters and use the rhyme ‘Curl around

Afternoon Session Mathematics One more or one less

The children will continue to work on one more and one less today. Get a variety of objects ready to support them. Before the children begin with their activities, ask them to count from 1-10. When counting up they may want to use a well-known rhyme to support them. If they can, also ask them to count backwards from 10-1. Parents please introduce the following key vocabulary to help your child to understand what to do.

when the water gets very hot it evaporates. Steam tends to go up and when this hot air bumps into cold air, a cloud begins to form. Now take a look at our worksheet for today’s activity. After the activity ensure you consolidate their knowledge with some questions:

• What did you do well?

• What could you improve?

• Did you learn anything new today?

• What would you change?

• Did you learn any new words?

• What do you like most about your work?

• Did you find any difficult?

Extension: Children can design their own meal for the tiger who would visit again. Use the link below to access the template. Before children begin with their drawing, discuss with them first what meal they would like to draw for the tiger. Click here to access the template. Expressive Art and Design Music Are you ready for another lesson with Janie? Head on over to our music page to watch one of her lessons.

sticks, scissors, blue magnetic boards, colourful shape magnets, felt tip pens, laminating pouches.

Vocabulary Book, bookmark, pictures, shapes, scissors, cut, overlap, placement, materials, glue stick, fold, layer.

the caterpillar.’ Ensure that they move slowly using their index finger to trace out the letter. Encourage your child to also recognise the sound the letter makes. Can they find anything around the house that starts with the letter ‘c’? I wonder what they could find?

You could even play an eye spy game at the end where they go on an object hunt related to the letter ‘c’.

Key vocabulary: - One more (add one) - One less (take one) - Total (add altogether)

Activity: Parents please tell your child a number between 1-10. By using different concrete items, the children can use these to count the correct quantity. Once your child has counted the correct amount of the objects, please ask them to either find one more or one less of a given number and then count how many items they have in total. To make this even more exciting, get raisins or cereal pieces, and whenever you say one more, they add one more and if you say one less they can eat one and then count how many they have in total. Key questions: - If I add ‘one more’, how

• What inspired you?

many do you have now? - If I add ‘one less’, how

many do you have now? - How many do you have

altogether?