Carnwath
Planned Activities for Interdisciplinary Topic: Harvest
Literacy and English
Talking and Listening
Talking around the "Talking and Thinking mat" in the wood – using our woodland puppets to stimulate talk about the animals in the wood and what the children already know about them. Listening to and questioning the SNH officer as he helps us find out more about these animals.
Reading
Looking together at a number of information books about animal life, plant life and caring for the environment. These will be available for the children to look at independently.
Writing
P2's: Writing about their visit to Cleghorn Glen –what did they enjoy, find out? Writing a "story" about one of the animals we found out about. Beginning to think about differences between report writing and story writing.
P1's: Scribing for the P1's as they also record their thoughts, and together making a "Talking and Thinking book" about our Harvest topic.
LIT 0-01b / LIT 0-11b LIT 0-01c LIT 0-02a / ENG 0-03a LIT 0-04a LIT 0-07a LIT 0-09aLIT 0-09b / LIT 0-31a LIT 0-10aLIT 0-11a / LIT 0-20a LIT 0-19a ENG 0-12a / LIT 0-13a LIT 0-14a LIT 0-16a / ENG 0-17a LIT 0-21a LIT 0-21b LIT 0-26a LIT 1.01a, LIT 1.0a,LIT 1.09a, LIT 1.11a, LIT 1.13a, LIT 1.14a, LIT 1.16a, LIT 1.18a, LIT 1.20a, LIT 1.21a, LIT 1.22a, LIT 1.23a, LIT 1.24a, LIT 1.25a
Social Studies
Finding out more about Cleghorn Glen – who looks after the woodland? Why do people want to do that? Why is it important to the wildlife which lives there? What does that particular environment offer people and wildlife?
As we walk down to Cleghorn Glen thinking about some of the other uses people have for land – for housing, farming etc. Finding out what crops grow in Scotland. What foods do we now regularly eat which would not have been part of Scottish peoples diet in the past? What kind of climate do fruits such as "bananas" need to be able to grow? Why can we readily obtain these foods now?
SOC 0-07a SOC 0-08a SOC 0-09a SOC 0-12a SOC 0-16a SOC 0-17a SOC 0-18a SOC 1.07a, SOC 1.08a, SOC 1.09a, SOC 1.11a, SOC 1.12b, SOC 1.13a, SOC 1.13b, SOC 1.14a
Numeracy and Maths
Time
Finding out about the yearly cycle of the woods. What changes would the children expect to see later or earlier in the year. Looking at the changing colours of the trees etc. and examining our calendar wall chart back at school to see how the different seasons are recorded. Looking further at calendars –which are the "Autumn" months?
Data and Analysis:
Collect, organise and display leaves, cones etc collected at the wood.
Symmetry
Examining leaves and noticing symmetrical aspects.
MNU 0-01a MNU 0-02a MNU 0-20a MNU 0-020b/MNU 1.10b, MTH 1.19a
Technologies and Science
Use their senses to explore the woodland environment. Discussing things that are living/ non-living? Exploring our school grounds to help children understand this concept further. What do the children notice about the trees at this time of year? Finding out why the leaves of some trees change colour and fall. Identifying evergreen trees in the woods. Learn about some of the native wild animals which live in the wood. What do they find to eat in the wood and how do they adapt their behavior as winter comes? Use the digital camera and flip camera to record the visit. Further investigation in areas which interest the children using the internet.
Discuss how people try to protect habitats such as Cleghorn Glen. What can the children do to help care for the environment.
SCN 0-01a SCN 0-03a SCN 0-12a TCH-0-01a TCH-0-02a TCH-0-04b SCN 1.01a, SCN 1.01a, TCH 1.01a, TCH 1.02a, TCH 1.03a, TCH 1.03b, TCH 1.04a
Expressive Arts
Art and Design
Using the stimulus of the woodland to create images using a range of materials – transient art, bark rubbings and drawing in the wood and later using a variety of materials collected by the children to use in creative ways. Making models of some of the animals they found out about and then making "homes" for the animals. Work together with the children to make a "woodland area"
Drama
Providing woodland creature glove puppets and masks to encourage role play. Also include binoculars, maps, jotter and pens and big puppet for use exploring the work of those who take care of the wood.
Music
Providing a range of instruments to help the children re-create the sounds of the forest – river, wind and birds. Listening to music on CD of "Natural Sounds". Talking about Christian hymns Learning a "Harvest song.
EXA 0-02a EXA 0-04a EXA 0-05a EXA 0-06a EXA 0-07a EXA 0-12a EXA 0-13a EXA 0-14a EXA 0-15a EXA 0-16a EXA 0-17a EXA 0-18a EXA 0-19a, EXA1.02a, EXA1.03a, EXA1.04a, EXA1.05a, EXA1.06a, EXA1.12a, EXA1.13a, EXA1.14a, EXA1.15a, EXA1.16a, EXA1.17a, EXA1.18a, EXA1.19a
RMPS
Experiencing our Harvest Festival service at the school. Talking together about what "harvest" means. Looking at the photographs of our school garden plots being planted, and examining the fully grown vegetables. Talking about the local farmers and their "harvest". Why do people of Christian faith often have a celebration at this time of year? What are they thankful for? Asking children to draw the grown foods they are thankful for. P2's will draw and write. Then working together to make a "Harvest" display including things they have collected in our visit to Cleghorn Glen. Thinking also about people whose "harvest" is poor. Talking about our responsibility to share what we have with others and why that is an important Christian belief.
RME 0-01a,RME 0-02a,RME 0-04a,RME 0-05a,RME 0-07a,RME 0-09a, RME 1.01a, RME 1.01c, RME 1.03a, RME 1.03b, RME 1.07a, RME 1.08a RME 1.09a, RME 1.09b, RME 1.09c
Health and Wellbeing
Planning together our visit to Cleghorn Glen. Asking the P2's to use their prior experience of the woods and river to work together to identify "risks". Can they come up with a list of rules to help keep everyone safe? How do the children feel about visiting the woods? What are their experiences of walking in woodland areas? Talking about the SNH officer who will be with us and how he can help us find out more about the woodland environment.
Participating in woodland walk.
As part of our follow up work thinking about the foods people eat which are grown. Why is it important for our health to eat lots of fruit and vegetables? What are the children's favourites? Bring a selection of fruits and vegetables into the class for the children to examine, prepare and eat. How do we look after these foods to keep them safe for us to eat? How do we know foods have stopped being safe. Looking at fruit which has gone "off" and bottled/ tinned/ frozen food which can be kept for much longer periods of time.
HWB 0-01a HWB 0-02a HWB 0-03a HWB 0-04a HWB 0-05a HWB 0-06a HWB 0-07a HWB 0-08a HWB 0-10a HWB 0-11a HWB 0-12a HWB 0-13a HWB 0-14a HWB 0-15a HWB 0-16a HWB 0-17a HWB 0-18a HWB 0-19a HWB 0-20a HWB 0-21a HWB 0-22a HWB 0-23a HWB 0-25a HWB 0-50a, HWB 1.01a, HWB 1.11a, HWB 1.15a, HWB 1.16a, HWB 1.17a, HWB 1.18a, HWB 1.25a, HWB 1.29a, HWB 1.30a, HWB 1.30b, HWB 1.33a, HWB 1.35a,
