Brief Overview PSE Feeling about bees – learning experiences of bees. Role play Investigation laboratory Weekly question to and investigation to carry out. Book corner Bee hive Working together, community living, workers and the queen active bee. learning Who will be Queen today? Why? What jobs will you set the Workers to do? EOW – Vote who was the best Queen and why? Write compliments on ‘Weekly bee achievement sheet and produce for ‘celebration assembly’. Buzz, buzz, buzz! EOT -What makes a good leader? What attributes should you have? Creative Clay and Perspex bees, pompom bees, pen and ink watercolours, bee associated patterns – honeycomb, stripes, flight, etc. 3D hive construction large and small scale, designing campaign T-shirt and leaflet, textured bees, antenna hats/ beekeeper hats, wax resist art., Visit / trips Beekeeper/ bee farm Gardener Newspaper journalist K&UW Bee cycle – body parts of the bee The bees role in our world Bee hive construction in wildlife area and take home task in constructing one. Visit/trip???? What plants do they like – grow our own. What colours are their favourite? Pollination – what is it? Bee problems/illness – life without bees What has honey in? Cooking with honey Honey tasting Saving the bee – campaign and educating others. What else can we do? Who can we ask? Physical Dance - Linked to Creative, working towards performance of ‘Dance of the Bumblebee’ exploring over the weeks how bees move/ patterns in their journey. Class to work together each week building on what they have learnt. Games – working together/ teamwork Gym – carrying objects across apparatus to team to build a hive Environment Planner WEEK 1 Malleable table Continue with ‘measures’ theme with the ‘measure’ play dough mats I.C.T. Use computers in Lab to learning research honey. Where does honey come from? Who makes it? How? What does it look like? Taste? active learning Which is best? Sticking and Making Area tops for honey jars. What shape does it need to be? How do we secure it? Favourite honeys of the world – make flag of your favourite. Writing/ graphics area Labels for honey jars. Honey tasting favourites – write which was yours? Can you find the flag to match? Personal/social/emotional Continues to be motivated. To be respect others opinions. To be able to communicate likes and dislikes. Investigation – Use Lab to research honey. Where does honey come from? Who makes it? How? What does it look like? Taste? Which is best? What do the different honeys taste like? Why do they taste different? Which countries do they come from? Where does honey come from (bees)? What else comes from bees? What foods have honey in? What can we make with honey? How will we decide what to make as a class? Buzz, buzz, buzz Yummy Honey Construction Area – can you construct a vehicle to carry the all the honey at once? How big? How strong? Performance Role play Scientists! We can find out by … Numeracy Area Measures. Can you fill up the jars? Can you half fill? Does each full jar contain the same the same amount of liquid? How can we find out? What do we do? How can we record? Data handling Book corner Hive – come and read with the cuddly bees Role play – Class Lab Art/ painting table Experiment with wax. What happens when you paint over wax? Food technology Children to vote on which recipe they would like to cook that contains honey. Outdoor – Carrying buckets of honey over the apparatus, how much water can you carry without it slopping over? What’s the best level to prevent spillage? Music Flight of the bumblebee. How does this music make us feel? What could be happening in it? Sand area & Water Area Honey coloured water – fill the jars up- full, half full, empty Environment Planner WEEK 2&3 Malleable table Bee addition and counting on play dough mats I.C.T. To use mouse appropriately by learning colour filling online Bee picture. What was difficult? What get happening when working on active learning piece? Writing/ graphics area Label the bee? Where can you find key words? Bee poems from poem pot in area, children to attempt to write similar Personal/social/emotional how we feel about bees? How do bees work as a community? Who will be Queen today? What jobs will the workers do? What makes a great Queen Bee? How did you feel? Book corner Hive – come and read with the cuddly bees Role play – Class Lab Investigation – Use Lab to research Lab to research about bees. What do we already know about bees? How will we find out more about bees? What do bees do for us? Why are they so important? Bee visit to SU – what did you see? Sticking and Making Area Bee construction – How many legs? Wing? Body sections? What can we use to represent parts? Bee sticks – can you attach your bee to string and stick? How? What did you use? What worked best? Buzz, buzz, buzz Construction Area – Make a hive using the 3D equipment Bee Attack!! Performance /Role play Scientists! We can find out by … bees working to make honey. Workers to carry out chores for Queen. Numeracy Area Counting and ordering with formation practice 1:1 correspondence Food technology Children to vote on which recipe they would like to cook that contains honey. Outdoor – How do bees move? Can we balance and travel on the apparatus like a bee carrying pollen? Bee hunt – Where to look? Who can we ask? Music Flight of the bumblebee. How do bees move what is their flight pattern like? Can we reproduce pattern in dance? Art/ painting table How will we use pen and ink watercolours to create pictures of bees? How can we make a 3d bee using clay and Perspex? Use yellow and black coloured wool to cover the card – what do you think it will be? What textures can we use to make a collaborative bee collage? Sand area & Water Area Help the bee travel across the river safely, what can you make that float? How can you make it go quicker? Find the the different bee and sort them – Workers, Drones, Queens Environment Planner WEEK 1&2 Malleable table Place the pollen on the flower dice and board game using dough pieces learning I.C.T. Flower pictures on Dazzle Labels for flower pictures Writing/ graphics area Label the flower pots with plant names and their own sunflowers. Sequence the growth of the sunflower. Personal/social/emotional Caring for plants in our wildlife area. Growing our own flowers from seeds. What do they need to stay healthy? What do we need to stay healthy? Buzz, buzz, buzz What colours do they like best? How will we grow our own flowers? What do they need to grow? How do we care for flowers/plants? What are the different parts of a flower? Can we sort the seeds? What are the best conditions for growing flowers? How will we grow our sunflowers? Flower Power Construction Area – Can you build a mini bee garden? What has your garden got in it? Performance /Role play Plant grow – link in with Physcial. What position should we start with? Why? Do we move quickly? Why? How should we move? Numeracy Area Counting and addition/subtraction into flowerpots – can you place the right amount of bugs in the plant pot? Food technology Children to vote on which recipe they would like to cook that contains honey. Investigation – Use Lab to grow plants that bees like. Ask School gardener to instruct them on what to do with the seeds active learning Sticking and Making Area Can you make a flower? What sections do you need? What do they look like? Can you place them making good use of the space? Book corner Hive – come and read with the cuddly bees Role play – Class Lab Outdoor – Planting in our outdoor area plants that attract bees. To maintain ‘sensory garden’ and to weed the area. Planting sunflowers and caring for them. Visit park for bees and for flowers that attract bees. Art/ painting table Can you use chalks and pastels to draw the flowers? What happens when you smudge the pastels? What is Georgia O’Keeffe’s painting of? Can we focus on a small area of a flower like her? What colours do bee love? Music Flight of the bumblebee. How do bees move what is their flight pattern like? Continue to build on dance. Introduceflowers on the hall floor Sand area & Water Area Containers with hole in –Which of the containers empties the quickest? Why? Which empties slowly? Environment Planner WEEK 4&5 Malleable table Make pupa, and bees for hive, place inside – how many are in there? I.C.T. Find out on the computer how learning we can help the bee. Is there anything we can do? Writing/ graphics area Key words that they have learnt about from the start of topic. Make a bee cycle book – the cycle with the info. Personal/social/emotional Who will be Queen today? What jobs will the workers do? What makes a great Queen Bee? How did you feel? Vote the best each week and write why on their special certificates active learning Sticking and Making Area Beekeepers hat – what design does it need to be? Protection – where, how? Mini hives – can we join them together to make a collaborative hive? Buzz, buzz, buzz The Bee Man (Bee Lady!) Performance /Role play Become a bee keeper. Look after the Queen and Drones. Control the workers are they happy? Well? What do you need to do? Numeracy Area Patterns and 3D shape – what patterns are there in a hive? Bee? Can we reproduce? Book corner Hive – come and read with the cuddly bees Role play – Class Lab Investigation – Use Lab to research Lab to research about bee keepers. What is a Beeman/keeper? What is his job? What special clothes does he wear? Why? What other questions would we like to ask the Beeman? What is a bee hive? What does it look like? How many bees live in a hive? Can we build a hive using 3d construction toys? Can we build a bee nest? Should we be worried about bees? Why? What can we do? Construction Area – building hives small and large hive using different 3D media what works best? What was easy? What was hard? Art/ painting table What is the shape found in bee hives/honeycomb? Can we print/stencil and keep it still as we stencil? Can we make a 6 sided pattern - Can we copy and carry on a pattern? Food technology Grandma’s honey muffins from The Bee Man. What else could we add? Outdoor – Bee keeper visitor to advise children on what they can do in their outdoor space to attract bees. Music Flight of the bumblebee. How do bees move what is their flight pattern like? Continue to build on dance. Sand area & Water Area 3D junk building hives – Patterns in the sand Fill your honey jars here? Environment Planner WEEK 3,4&5 Malleable table Clay bee paper weight for selling on the stall. I.C.T. Stall decoration - clip art - can we add clip art to compliment learning the stall? What should we enter when we search for a picture? Writing/ graphics area What do we want to say? What have we learnt about? Which info do we need to make people aware of? Personal/social/emotional To evaluate who was a good leader. To discuss what makes a good leader? What attributes are necessary? . Investigation – What can we do to help save the bee? Who can we tell? How are we going to tell them? What questions will we ask our visitor (newspaper) about being really persuasive? What will we include on our leaflet to tell people why we should help the bees? Are there any charities that help bees? Could we raise some money? How? What do we need to include in our letter to the local MP/newspaper? active learning Sticking and Making Area Making large scale sign for stall and table cloth design – can we work together on choosing a design? What should it look like? Buzz, buzz, buzz Save the Bee! Construction Area – Construct flower and bee coasters to sell for the campaign. constructing frames for their flower prints. Performance Role play Reporter / campaigner what questions to ask? What do we want t know? Numeracy Area Problem solving – how may T-shirts, leaflets, honey jars do we need? How can we find out? Record the growth of the sunflowers – who’s was the tallest? Shortest? Book corner Hive – come and read with the cuddly bees Role play – Class Lab Food technology The most favourite recipe to be made and sold and school campaign. Outdoor – Planning in the front outdoor area where we can have most impact for our bee awareness campaign. Music Flight of the bumblebee. Complete dance and perform to the whole school. Art/ painting table T-shirt design and leaflet logo. What should it say? How will we decide on main logo?