Opals work 27.4.20.

Week 2 summer 1 2020

Topic-What is a reflection?

Play ideas for home-

Set up a fancy dress shop with dressing up clothes and a mirror.

Shiny things table- Display a range of shiny objects and materials for chn to handle and explore. Include cds, foils, polished objects, mirrors, reflectors.

There are some Ugly Duckling colouring sheets on Twinkl which children could cut out and label.

Funky fingers- Make play dough ducks to float in water.

Water play- Float your duck in the water. How long does it float for? Is it a floater or a sinker? Discuss why things float and sink. Find some good sinkers and floaters in your house and garden.

Literacy- The Ugly Duckling-Use your own copy or www.Twinkl.co.uk has its own version as an e-book or power point. The U-Tube versions can be a bit ‘American’. They would need checking by you for suitability before using them.

Day 1-Introduce the story. Look at title and discuss what chn know about this story. Who has it at home? What do you like about it? Who are the good and bad characters? Read together, discussing key points as we read. How do chn feel about the UD? Why can’t he find a home? How has he changed at the end? Talk about the reflection he saw and where he saw his reflection. Have you seen your reflection in water before? Is it a good ending? Why? How would you feel if you were the UD?

Write words to describe the UD around a picture of the UD.

Day 2-Talk about the UD and how it changed. Talk about how people treated it because it was different.

Being different. Talk about how everyone at school is different and how unique and special each and every child is. Think about your friends at school. Choose a friend and say something positive about your friend e.g. they play with me or they share the toys. Celebrate how we are the same and different.

Write a sentence about a friend at school celebrating something positive about them.

Day 3, 4, 5.

Handwriting- Mm formation. Practise writing in upper case, M and lower case m.

Extra challenge for the handwriting- can they sit at a desk and use a pencil with correct tripod grip? Can they hold the paper with one hand to stop it moving and write with the other hand? Can they write on lined paper and try to keep their letters an equal size and shape?

  • Practise letters and sounds on your sound mat.
  • Read to a grown-up.
  • Share a story book together and talk about the story.
  • 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.

Phonics plans are on a different download- phonics needs to be done daily for 20-30 minutes.

Maths- daily plan

Measure- length, height and distance.

This unit focuses on developing children’s understanding of the different elements that can be measured. Children will learn the difference between measuring weight and measuring size through investigation. They will apply their skills of counting to measure objects using non-standard units. It is important that children are exposed to a variety of opportunities to physically measure by lining up objects with a starting point then comparing by observation and by using non-standard units. This forms the basis for formal measuring they will meet in later years.

Children should be given lots of opportunities to measure and describe objects around the house, using the terminology of longer or shorter, taller or shorter, heavier or lighter, more or less, full or empty. Use stories such as The Three Bears as a starting point for discussing measures: the size and weight of the bowls of porridge, the height of the chairs, the length of the beds, for example. Ask: Is Daddy Bear’s chair taller or shorter than Baby Bear’s chair?

KEY LANGUAGE : longer, longest, shorter, shortest, taller, tallest, length, opposite, measure, bigger. Other language to be used by the teacher: compare, further, furthest, height, accurately.

COMMON MISCONCEPTIONS Children may compare items without lining them up, causing them to compare inaccurately. Support children by drawing a line or using tape or a book to give children a starting point to compare from. Ask: • How can you line up the items? Why is it important to line up the items? Children may use non-identical items or leave gaps between items when using non-standard units to measure items. Ask: • What items will you use to measure? Are they all the same? Why must the items you use to measure all be the same size?

Day 1- Introduction to length – longer and shorter.

Use the photograph provided of the different sized caterpillars as a starting stimulus.

Discussing and comparing the two caterpillars will bring out language such as bigger, smaller, longer and shorter. Encourage a focus on the mathematical vocabulary of longer and shorter. Explain that when comparing two objects you should use the terms longer or shorter (comparatives) and when ordering and comparing three or more objects you use longest or shortest (superlatives).

ASK • What is the same about the caterpillars? What is different? • What words can you use to describe the top caterpillar? • Which caterpillar is shorter? Which caterpillar is longer? How do you know?

Encourage children to make their own caterpillars from playdough. Ask them to see who can make the longest and the shortest. Have a competition with your adult. Children could experiment with putting their caterpillars in length order. Ask: Can you make a caterpillar that is longer than the green caterpillar? Can you make one that is shorter than the black and yellow caterpillar? Plasticine can also be used or dough for bread. Or you could draw longer and shorter caterpillars if you have no other resources.

Day 2- Comparing lengths using longer and shorter.

Put two pencils on a table. A longer and a shorter one.

What can you see on the table? • Which pencil is longer? Which pencil is shorter? • How could you check?

Put a pot of three pens on the table.

Look at the pot of crayons. Can you see which crayon is the longest? Can you see which crayon is the shortest?

Once children have compared two items, ask them to find another item in the room that is longer or shorter than the items and line them up in order, shortest to longest or longest to shortest. Reinforce the correct language: longer or shorter when comparing two items, and longest or shortest when comparing three or more items.

Use masking tape to make a line that children can use as a starting point or baseline. Model how to place the items so that they are all lined up to the same line, making it easy to see which items are longer or shorter. Suggest items that could be used as a baseline: a book, a ruler, a piece of tape, the edge of the table, for example.

Deepen understanding for children who are confident comparing two items by encouraging them to order three or more items from shortest to longest using a baseline to compare accurately. Either provide them with items to order, or encourage them to choose items from around the classroom. Ask children to suggest what items would be suitable to use as a baseline and what items would not.

GET ACTIVE- Show an object from the room or outdoor area. Ask children to find an object that they think is shorter, taller or longer than your object. Get them to measure by lining up the items to prove it is longer or shorter. Model stem sentences that children can use when talking about the objects they have found: The pencil is longer than the _____. The _____ is shorter than the spade.

Day 3 Understanding the relationship between length and height.

Display a longer and shorter pencil and a taller and shorter cup.

ASK • For the pencils : Which item is shorter? How can you find out? • How can you check if the items are lined up? • Why do you need to line up the items? •How else could you compare the items? [Using cubes.] • Which is shorter? Which is longer? • For the cups : How can you tell the cups are lined up? [The table is the baseline.] • What is different about the cups? What does taller mean? • If shorter is the opposite of longer, what is the opposite of taller?

DEEPEN- Challenge children to choose objects that they can compare by length or height and use non-standard units (cubes/bricks/lego/pegs, for example) to measure them. Show them how to line up the cubes with the end of the object they are measuring. Count how many cubes long each object is and order the objects by size.

 GET ACTIVE- Encourage children to explore the outdoor area and look at the heights of different objects. Ask: Which is taller: the slide or the bike? Which tree is the tallest? Which is the longest skipping rope?

Day 4- Understanding that objects need to be straight in order to compare them accurately; selecting an appropriate unit of measure.

Show children a completely straight piece of ribbon or string and a wiggly one.

The focus of Challenge is for children to think about the importance of objects being straight in order to compare them accurately and to introduce the idea of selecting an appropriate unit of measure.

ASK • Which ribbon do you think is longer? Why? • Are they lined up at a starting point? Why is this important? • Are the ribbons are the same length? • Are both of the ribbons straight? If you straighten the spotty ribbon, will it be longer or shorter than the plain one? • Suggest you could use something to measure them? • How many cubes/bricks/pasta shapes do you think you would need to measure the straight ribbon? • What could you use instead of cubes? [Items that are larger than cubes.]

STRENGTHEN- Provide children with two different lengths of ribbon or rope. Make a line with masking tape or chalk to give them a baseline to compare the lengths from. Remind children to stretch out the ribbons to compare them fairly. Ask: Which ribbon is longer? Which ribbon is shorter? What makes it hard to measure the ribbons? What makes it easier? You may need to suggest that they use larger blocks or sets of other larger identical items. Maybe you could use a footprint to measure with?

DEEPEN- Provide children with sets of three different lengths of ribbon or rope. Ask them to make their own baseline to compare and order them by length, shortest to longest. Provide a range of non-standard measures for children to choose from. Ask them to describe the ribbons using the correct terminology: shorter or longer for two ribbons, shortest or longest for three ribbons. Can they describe the length of one of the ribbons in terms of it being shorter than one and longer than another ribbon? Ask: Which items are easy to measure with? Which items are hard to measure with? Why can you not use items of different sizes to measure?

Day 5- Using non-standard units to measure distance.

The Practical activities allow children to see that measuring distance, length and height is done every day in our world to compare and order lengths, heights and distances for a variety of purposes.

GET ACTIVE- Racing cars. Ask children to set up two identical ramps and choose two cars. They should release them down the ramps at the same time and without pushing them. Ask: Which car went further? How can you measure how far the cars went? Encourage children to consider what they will use to measure this. Create a line to show the starting point from the top or the bottom of both ramps.

Measuring learning spaces. Ask children to use identical strips of paper (about 10cm long) to measure either the height or the length of various items of furniture in the room. Use the language of longest, shortest and tallest to compare items.

Tall, taller, tallest. Support children to order a set of three chairs of varying heights into height order, tallest to shortest. Discuss who each chair could be for. Ask: Why do chairs need to be different heights?

What is the distance? Outside, using your family, ask people to stand apart from each other and ask other family members to measure the distance between them using either footsteps or strips of paper. Ask: Who is the furthest apart? Who are closest together? Very apt!


Echo, Echo! Read Little Beaver and the Echo by Amy MacDonald. This story is on CBeebiesRadio-storytime. It has a lovely video alongside the story. What did the beaver really hear? What made his voice echo? Discuss what an echo is and how sound reflects off solid objects, so that we hear the noise again. Do the children have any experience of echoes, such as in tunnels or large empty rooms? Clap a simple rhythm and ask the children to ‘clap it back’. Children could also play rhythms on different instruments or sing words or phrases for their partner to repeat as an ‘echo’.

What can you see? I would usually use a video presentation for this, but I can’t because it is copyright to the scheme we use. So, I have used these pictures instead for discussions points.

Distorted reflections in glass building Stock Photos and Images ...
Photoshop Tutorial: How to Make REFLECTIONS in SUNGLASSES - YouTube
Reflections in a tank of water | Reflection in water tank. G… | Flickr

What is a reflection? What do you see in a mirror? Can you make your reflection move? Does everything have a reflection? Encourage children to talk about what they can see, with particular attention to the surfaces in which the reflections form, for example, in glass, water and metals. Challenge the children to explain what is happening in each picture, for example ‘The bridge is reflected in the water’ or ‘The people are reflected in the window’. What reflections will you spot today?

Puddle play! A rainy day needed or you can create puddles in Tuff Tubs, on hard outdoor surfaces, or use real puddles if they are available! Encourage the children to find out and describe what happens when they look into the puddles. (Look at images on internet). These are just examples.

Malinda Words: Puddles look back at you, did you know?

Can they disturb or change the reflection? Encourage the children to describe what they can see using the following words: reflection, reflect, shiny and mirror. Explore the potential of capturing their reflections in the puddles using a digital camera/I pads/tablets. This works really well on a rainy day- we did this activity last year and took some great photos.
Practitioner note
The trick for taking amazing reflection photos in puddles is to get down low and as close to the surface of the puddle as possible. Children will become more confident taking photographs as they get used to handling the equipment.

Physical Development- gross motor skills-

Make a hop skotch in your garden or on the pavement. Play with a family member.

Play ‘What time is it Mr Wolf?’

Can you play some music outside and make up a dance to it? Can you dress-up in your favourite costume and dance?

For developing fine motor control or ‘Funky Fingers’ as we call it at school (developing finger muscles and hand-eye co-ordination) you could play ‘Operation’, Ker Plunk, pop bubble wrap, use chop sticks to pick up dried peas, pasta shapes, thread different sized beads on a string. (Continued from previous week).


*If you found a pond, how has the frog spawn changed? At school, in the pond, the frog spawn has changed into tadpoles! And we saw some frogs!

*Help to weed your garden.

*Can you grow some seeds?

*Can you make a butterfly or fairy garden?

*Can you find a caterpillar? How long/short is it?