Week Commencing: Monday 8th June

Year 1 Summer 2 Week 2 Term Plan

Note to parents: Hope everyone is well and enjoying the home learning tasks! There is a timetable for this weeks home learning attached at the end of this document. Please do not hesitate to contact us via email at year1@marlborough.harrow.sch.uk if you need any additional resources or support. Hope you have a lovely week!

English-The Great Kapok Tree

QFL: What is a Kapok tree and why is it important?

Success Criteria

-I can understand the story and the meaning of it.

-I can describe a setting.

-I can explain the importance of an animal’s habitat.

-I can research important information about rainforests.

-I can understand why the animals did not want the tree to be cut down.

-I can use persuasive language in my writing.

Activity

Monday- Read the story “The Great Kapok Tree” and understand the story. These questions could help you:What is the story about? Who are the characters? Where is the story set? Would you find a Kapok tree in the UK? Where can you find them?List all the animals you saw living in the rainforest.Tuesday-Re-cap the story of “The Great Kapok Tree”. All the animals gave a reason about why they did not want the Kapok Tree to be cut down. Pick an animal out of the ones shown in the story, draw the animal on the template below (English Appendix) and write down why it was important for the tree to stay. Wednesday- Kapok Trees grow in rainforests, research what a rainforest is and describe the setting. Is the weather like the UK? How is it the same? How is it different? Once you have written about the rainforest, draw a picture of what a rainforest looks like.Thursday-Below on the English Appendix you have a sketch pad, you are going pretend you are exploring in the rainforest, draw and write down what you can see! You have read “The Great Kapok Tree” and have researched rainforests, what will you find during your exploring?Friday- You are going to write a letter to the man who was going to cut the tree down to persuade him to not cut the tree down. You have to explain to him why it is so important that the man should not cut down the tree. There is a word mat with persuasive language, only use the words and sentence starters you understand.

1

Maths

QFL: How can I compare numbers?

Success criteria:

I can order numbers by size

I can find one more and one less than a number

I can identify if a number is more or less

1. Monday- comparing numbers

This activity is recapping learning from last week looking at comparing numbers using these symbols; < > and =

We are focussing on distinguishing the difference between tens and units that numbers have. For example 23 has 2 tens and 3 units. Children need to understand the numerical difference between a ten and a unit.

Questions to discuss:

Which number is the biggest/smallest? How do you know?

When ordering, which digit should you consider first?

Is there more than one number that could complete the statement?

What is the largest/smallest number that could complete the statement?

Challenge:

2

2. Tuesday – ordering numbers

Practise a practical activity with groups of objects and order the groups from smallest to largest. Using ‘most’, ‘bigger’, ‘biggest’, ‘larger’, ‘largest’, ‘smaller’, ‘smallest’ and ‘least’ language to compare the groups.

Questions to discuss;

How are we ordering these objects/numbers? Which should we start with?

Which is the biggest/has the most? Which is the smallest/has the least? Which number/group comes next? How do you know?

How many more/less objects are in group A than group B?

Challenge:

Please see a larger version of this activity in the Maths Appendix.

3

3. Wednesday- finding one more and one less

Questions to discuss:

Do we need to add more or take some away? How can we represent this? How many tens were there? How many tens are there now? How many ones were there? How many ones are there now? Which place value column changes when finding 1 more and 1 less? What happens when I find 1 more than a number with 9 ones? What happens when I find 1 less than a number with 1 one?

Challenge:

Activity:

Collect a group of objects and practice use these objects to find one more and one less.

For example:

If this is my group of objects I would first ask the child to count the objects. If there are 9 sweets and I take 1 away how many will be left? If the child cannot answer, physically take 1 sweet away and ask the child to count again. Repeat this activity using one more one less until the child is

answering confidently without having to count the sweets each time.

4. Thursday- finding one more and one less

Challenge: complete the missing numbersHint: Look at the pattern of tens as well as the pattern with the units

Use physical objects to help you find the missing numbers if you are stuck.

4

5

5. Friday

Maths game of finding one more and one less. Instructions are at the top of the page. If you do not have a dice at home there is a net of a dice also attached in the Appendix to create and use instead.

Extension: Alternate game. This is a card game, all the cards and a larger version of the instructions are in the Maths Appendix.

Please see the Maths Appendix for a larger version of this game.

Maths Note to Parents

If any of the maths resources are too challenging, or not challenging enough for your child, please do not hesitate to contact Miss Croft at year1@marlborough.harrow.sch.uk for additional resources or support.

Science- Seasonal changes (Spring to summer)

QFL: What changes do we observe from spring to summer?

Success criteria:

I can describe how day length varies from spring to summerI can describe what we wear in summerI can identify changes in the trees in summer

Activity

Complete the changes around us activity sheet. Choose one from the 3 sheets available. Write about the changes from Spring to Summer.

Science Note to Parents

We will be completing three or four lessons for our new topic - Changes from spring to summer seasons. Watch the video below, ask your child to give a thumbs up when they think it is summer. Discuss why they think it is summer and the changes they noticed as spring turns to summer. Look at the ‘Day length table’, ask what your child what they notice about the average number of hours of daylight during the summer. Are they able to tell you how many hours of daylight there are in summer? How do these compare with the number of hours of daylight in the spring? Your child can use the information from the slides in the appendix to help them.

https://www.bbc.co.uk/teach/class-clips-video/the-changing-seasons/zh4rkmn

6

Art-Making a 3D Model of a Tiger

QFL: How can I make a model of 3D tiger?

Success Criteria

-I can use basic tools to create a 3D model.

-I can make a model using plastic materials and other materials.

Activity

Using the labelled drawing you created last week, you are going to make a model of a 3D tiger. You can cut and stick different materials together and use any materials you would like to use.

-For those who have limited access to materials, we have attached a template of a tiger which you can print and put together to create a basic 3D model.

Art Note to Parents

Please use the template if you do not have the materials to create the 3D model of a tiger.

Geography-

QFL: How can I tell the difference between a hot and a cold climate?

Success criteria:

I can think about what it might be like in a hot place

I can think about what it might be like in a cold place

I can begin to think about where these places could be

Please see the Geography Appendix for larger copies of these resources.

Activity

We are going to pretend that we are going on holiday! You can either go on a holiday to a hot place or a cold place. There are two suitcases, you need to sort the items of clothes to the correct suitcase.

Once you have done this you need to pick whether you want to take the suitcase to the cold place or the hot place, and answer these questions;

Where is your cold/hot place?

What do you think the weather will be like there?

What animals do you think live here?

In what ways is this place similar/ different to London?

Geography Note to Parents Please contact Miss Croft via email at year1@marlborough.harrow.sch.uk if you have any questions or need any support.

RE-

QFL: What is a place of worship? Activity

7

Success criteria:

I know what worship isI can name and talk about places of worshipI can discuss how a place of worship is a special place to religious believers

Cut and stick the places of worship to match the religion (in RE appendix).

Challenge 1: write the definition for a place of worship using the writing frame and key words provided in the appendix.Challenge 2: write your own definition of worship using the key words provided to help. ‘A place of worship is______________________.’ Then write questions which you would like to ask about some religious places of worship.

RE Note to Parents

Talk about what is happening in the pictures (see R.E. appendix). Worship can be defined as acting in a way that shows great respect or love to someone or something. Explain that within religions, people often worship a God or Gods. Show your child examples of worship using the cards provided in the appendix. Talk to them about the following examples- saying a special prayer to their God and looking at a special picture every day and offering it gifts. Your child can then choose either challenge 1 or 2 after the matching activity.

PSHCE-Changes

QFL: What changes have I gone through?

Success Criteria

-I can tell you what has changed about me

-I can tell you what is different about me

Activity

Have a look at a picture of yourself when you were a baby and look in the mirror. What has changed in the last 5 years? Are you still the same size? What is the same? What is different? Do you think you are as strong as you were when you were a baby? What could you do now that you could not do before?

VIPERS

QFL: How can I explain what I have read?

VIPERS Focus: Explain

Success Criteria

I can take meaning from a piece of text I can reflect on what I have read I can answer questions about what I have read

Activity

In the VIPERS Appendix there is a reading comprehension to complete about the NHS. Read through the information and then answer the relevant questions about the text.

There are three different levels of this reading comprehension, please complete the one that your child feels most confident with.

Please read through the text with your child and discuss the text before looking at the questions.

VIPERS Note to Parents- Please contact Miss Croft via email at year1@marlborough.harrow.sch.uk if you have any questions or need any support.

Computing- Purple Mash

8

QFL: What do I know about seasons?

Activity

Have a go at the seasons activities to see what you remember about the seasons topic

1) Log on to Purple Mash then go to the Science area on the home page.

2) Go to ‘Topics’ then click ‘Seasons’.

3) Complete the ‘Seasons Quiz’ and the ‘Order the seasons’ activities.

Computing Note to Parents

Children have already learned about seasons in the Autumn term, this term they will focus on the Spring and Summer seasons. Please allow your child to complete the Purple mash activities independently as they will give you the opportunity to see what your child remembers from the previous Seasons topic and what they still need to know. Let us know how you got on at the year one email address.

Weekly Phonics- Split digraph games

This week we are going to be looking at the split digraph a_e which makes an ‘ay’ sound. Have a go at filling in this column of words that have a split digraph a_e, use the pictures to help you!

Challenge: can you think of any other words with the split digraph a_e?

9

10

Have a go at playing the a_e split digraph game below! Once you have finished have a go at making your own split digraph game!

11

RE Appendix

12

Challenge 1

A place of worship is a _______________ place that is ____________________ to religious believers for ___________________ reasons. It is a place which is _______________ to all people.

13

important special welcoming spiritual Science appendix

14

15

16

17

English Appendix

18

19

20

Maths Appendix

21

22

23

24

Art Appendix

25

Geography Appendix

26

27

VIPERS Appendix

28

29

30

31

32

33

34