Weekly planner EYFS wb; 30.3.20. Easter theme.
Please choose things from each area to do each day. Ideally you should include some Maths, Literacy, Physical Development and themed work- this week it is R.E.
I have recommended www.Twinkl.co.uk a lot this week. It is currently free to parents so I hear, and it really is a great resource. If you can, I would recommend using it during our time a way from school. Especially as I will be putting daily phonics lessons on the website after the holidays which children really do need to keep up with. There are lots of phonics resources and tricky word resources on there to help you.
Any work you would like to show, please e-mail me and I would love to see it. If you would like me to put it on the website, e.g. Easter eggs, send me a picture. I would need your written permission on the e-mail. Thanks.
| Mathematics- Weight. |
You will need some kind of balance scales for some of these activities which you can make outside with a plank of wood and a pivot or inside with some similar smaller equipment.
Understanding that on a balance scale (like a seesaw), the heavier person or object tips down and the lighter one goes up. Do children understand what is meant by heavy and light? • Can children give an example of something that is heavy and something that is light? Look at pictures of seesaws and talk about how they work. What happens when one person sits on a seesaw? Why do you think that is? • What happens when someone else gets on the other side? • How do they make the seesaw move? • What happens if an adult gets on one side of a seesaw and a child on the other? GET ACTIVE Provide a selection of balance scales and objects of different weights to place on them. Encourage children to explore what happens when they put different items on one side of the balance scales. Ask children to add more than one item or an obviously heavier item so that they can see the pan getting lower and lower, the heavier it becomes, with the empty pan getting higher and higher. Ask: How do the balance scales move when you put something on one side? What happens when you put something even heavier on that side? What happens when you add more things to the pan? Once children have established that heavier makes the pan go lower, they could explore comparing some items. If you have access to a seesaw, explore what happens with a family member.
Comparing the weights of two objects where the heavier object is bigger. Look at a range of toys in children’s bedrooms and ask them to compare how heavy or light they think they are. Ask chn to stand with their arms out to the side, like a balance, and compare the weights of objects. Children use their hands to compare two toys. Provide a third toy and ask children to ‘weigh’ the items using their hands to compare the toy to each of the other toys. Encourage them to try to put the toys in order from lightest to heaviest. Model stem sentences to compare the toys and to say which is heaviest and lightest overall: The ___ is heavier than the ___. The ___ is lighter than the ___. The ___ is the heaviest. The ___ is the lightest. Hold up two objects, one in each hand. Ask children to stand with their arms out like balance scales. Prompt children to show which object they think will be heavier by moving their arms up or down. Repeat with different objects, using real balance scales to check- where possible.
Day 3- Comparing the weights of two objects that are a similar size. Use fruit from your fruit bowl- if you can get it! E.g. orange, banana, pineapple. Allow children time to explore and compare the weights of the different fruits. Encourage them to use the stem sentences (as above) throughout to reinforce their understanding of the vocabulary. Remind them that the heavier object will pull the scales down and so the lighter object will go up. DEEPEN Ask children to find three objects that they think will be lighter than the banana and three that they think will be heavier. Encourage them to use the balance scales to check. GET ACTIVE Allow children to compare the weight of different-sized fruit. Is the larger fruit always heavier? Can they find two pieces of fruit of a similar size where one is clearly heavier?
Day 4- Comparing the weights of two objects where the heavier object is smaller. Look at a balloon that is blown up and an apple. The Challenge explores the common misconception that bigger objects are always heavier. Children’s previous experience may have led them to believe that this is always the case and this misconception can be challenged here. ASK • Why do think the balloon will be heavier?• Do you think the apple is heavier? Why? • How could you check? • Can you think of any other small objects that are heavy? • Can you think of any other large objects that are light? Encourage children to compare the weights of a balloon and an apple by holding one in each hand. Ask: Which is bigger? Which is smaller? Which feels heavier? Which feels lighter? Remind them of the human balance scales activity. Can they make the heavy object push their hand down and make the other hand go up? Prompt them to compare the weights of the objects using stem sentences. DEEPEN Challenge children to find other large objects that are light and small items that are heavy, as well as to find objects of a similar size that are very different weights. Ask: Is it possible to tell how heavy an object is just by looking at it? What do you need to do? What do you sometimes think when you see a large object? Is this always right? GET ACTIVE- if this possible- In advance, use sand to create parcels of different weights, ensuring that some of the smaller parcels are heavy and some of the larger parcels are light. Use different coloured or patterned paper to wrap the parcels for easy comparison. Provide balance scales and a set of parcels for each small group of children. Encourage children to estimate first by just looking at the parcels, then by holding them, ordering them lightest to heaviest. Ask them to compare two of the parcels: The striped parcel is heavier than the spotty one, for example. They then use balance scales to check. Ask: Which parcel do you think will be the heaviest? Now that you have held them, do you still think that one is the heaviest? How could you check? Are big parcels always heavier than small parcels?
Day 5- Using non-standard units to measure the weight of objects. When it says non-standard units it means an object you can weigh with- at school we would use cubes. Please substitute cubes with wooden bricks, pegs, duplo, lego bricks- something concrete the children can use. There are balance scales for sale on Amazon.co.uk or make your own or ask chn to predict as a last resort. The Practical activities introduce the concept of using non-standard units to measure the weight of objects. GET ACTIVE How many cubes? (1) Provide balance scales, multilink cubes and a selection of objects for children to weigh, using multilink cubes as a non-standard measure. Children find how many cubes it takes to balance each object. Encourage them to say the stem sentence: A ___ weighs about the same as ___ cubes. Children then make a tower of the cubes and put it alongside the item weighed. When they have weighed another item, they compare the two items, using the towers of cubes to show which item is heavier. After weighing a third item, children could put the items in order, lightest to heaviest, using the towers of cubes to help them. Ask: How many cubes will be needed to balance a banana? How many cubes weigh about the same as the toy car? How does this help you to see which item is heavier? Help children to discover that heavier items will need more cubes to balance the scales. How many cubes? (2) Give groups of children some items that will weigh less than 20 cubes. Provide plenty of multilink cubes and balance scales. Ask children to predict how many cubes will be needed to make an object balance. They use balance scales to check their predictions and then put their items in order, heaviest to lightest. Allow children time to investigate further objects. Ask: Can you find an item that weighs about the same as 10 cubes? About the same as 20 cubes? Heavier or lighter Give each child an object and ask them to find something heavier and something lighter. Encourage them to think about how they could check. If they have not used cubes as a non-standard measure, as in the above activities, give them the opportunity to use this method here.
Practise letters and sounds on your sound mat.
Read to a grown-up.
Share a story book and talk about the story together.
Practise your tricky words- reading and writing them. (3 a day).
Read an e-book on book club.
Have a go at ‘Phonics Play’ – some games are free.
Handwriting- Kk formation. Please practise capital K and lower case k formation using the correct formation as shown on handwriting sheet given out in previous term. If not look in www.Twinkl.co.uk for correct formation. Use a sharp pencil, sit at a desk/table and try to write on the lines (used lined paper whenever possible or draw lines with a ruler). Hold the paper with the other free hand to stop the paper moving around.
Read a story about Easter. E.g. The Easter Journal www.Twinkl.co.uk Introduce text and talk about the story.
Who is familiar with stories about Easter?
What do we think will happen?
Where does the story happen?
What are the main characters called?
Read from the beginning of the story to the end, talking about the story as we read.
Discuss the story of Easter and the links to this story.
Why was Easter happy and sad for Christians?
How do you feel about Easter?
Draw and write about something you like about Easter.
|Understanding the World- R.E. week- Easter |
During this work, I am referring to Tom and Tessa who are our class puppets who are Christians and twins! The children know who they are and will remember them in your discussions. You could name two of your cuddly toys Tom and Tessa or give them different names so the children have something concrete to relate to.
Lesson 1-Find a suitable copy of the Palm Sunday story e.g. www.Twinkl.co.uk Read the Palm Sunday story to the children. Why is a palm cross a special symbol, or reminder, for Tom and Tessa? The palm cross reminds Christians that although the crowds welcomed Jesus, some people were jealous of him and a week later he was killed on a cross. Jesus’ dying was sad and terrible. T and T believe it is not the end of the story, but the palm crosses remind them of Palm Sunday and Jesus dying. Sing a Hosanna song. For example, ‘Hosanna’ from Songs for Every Easter or ‘Shout Hosanna/ Jumping Up and Down’ – www.youtube.com/ watch?v=Kht2SR8P0ko
Lesson 2-T and T have bought hot cross buns for everyone to try. Do you recognise the shape on top of the buns? Hot cross buns are traditionally eaten on Good Friday, the day Jesus died. This is a Jesus cross. What can you remember about Jesus and the cross? The Bible says that after Jesus died on a cross, he was buried in a cave with a big round stone in front of it. Easter is always an exciting time for T and T. They are on holiday from school. On Good Friday they make hot cross buns with Mummy. Whilst they eat their buns, they look at the crosses. They remember that Jesus died on a cross and then he was buried in a cave (tomb) in a garden. Tom says it is like the cave that Jesus was buried in. Tessa thinks the bun is like the stone door of the cave. What do you think? Look at a picture to see: Bibleistrue.com/qna/tomb1.jpg
Lesson 3-T and T are not sure if we know the sad story of Jesus dying and the big surprise of him coming back to life afterwards. It is the story they hear on Easter Sunday at their church. Christians say Easter is a happy celebration because Jesus did not stay dead. Share the Easter story together. On Easter Saturday T and T go to Granny and Grandads. They go into the garden with Grandad. They are making something for Easter Sunday. It is a little garden on a tray. It has a cave, path, moss and flowers. Grandad asked Tom to make a little cross of twigs and Tessa to make a stone to cover the front of the cave. They want their garden to tell the Easter story. Why did Tom make a cross? What did Grandad want them to remember? They decided to put people in the garden too. Who do they need? Watch these programmes from CBeebies: Lets celebrate. Easter 1 and 2. Make a giant flower cross (CBeebies Programme 2).
Lesson 4-T and T have brought you a present: What is it? A bag of little Easter eggs! They are hidden outside! Easter day is an exciting day for Christians. They want to tell everyone that Jesus is not dead: he is alive forever. At church they sing loud, joyful songs. Then everyone goes to help put flowers on a big cross to show that Jesus is not dead anymore: flowers are a symbol of new life. After church, the vicar looks at all the Easter gardens the chn have made, and then there is an Easter egg hunt in the churchyard. Mummy says eggs are a symbol of Jesus’ new life. The vicar says it is exciting, like the first Christians finding Jesus alive. The twins say it is fun!. Hunt outside for eggs.
| Expressive Arts and Design- Possible ideas- |
*Make an Easter card-Twinkl, Pinterest can have some good ideas. *Easter egg display for Opals page on website.
* Make an Easter tree.
* Make a rainbow for your window- see class page (website) for explanation.
*Decorate your candle if you’ve not already done it yet and think about our collective worship together.
|Physical Development- |
Walk your pet with a grown-up.
Practise using scissors to cut out Easter pictures from Twinkl for example. Don’t forget to hold your pencil correctly!
Practise writing some tricky words/high frequency words with your pen/pencil. (A few a day).
Play Grandmother’s footsteps in your garden with someone in your family.
Look in your garden or on a walk for signs of spring/new life. What can you see? Can you name any flowers, plants, trees? Are there any baby animals in the fields yet? Do you know the names of any baby animals and their mothers e.g. lambs and ewes. Can you make a list of what you see?
|Communication and Language/ Personal Social Emotional Development- |
Plant some seeds or new spring plants with someone in your family. Talk about what will happen to the seeds/plants and how you need to look after them.
Play a game like snap, snakes and ladders, or an Orchard toy game- they have some good number, shape games.
Bake something for Easter to share with your family e.g. chocolate crispy nests, hot cross buns, Easter biscuits- link to the weighing you have been doing in maths.