Session
1
Skills/Subject
Science
4b,5b,5a
Sc1 2c
Geog
2e 3a 3f
White House Primary School – Theme and Literacy Planning Frame
Autumn Term 1
Whole School Theme: Creepy Crawlies
Year Topaz
L. I &
Main Teaching
Success
Criteria
LI - Identify &
plot locations of
habitats on a map
of the local
environment.
Focus Groups
Assessment
Show pictures of different habitats from around school. Can chn identify each
image? Discuss where photos may have been taken & try to plot location of each
image on a map of the school. List the different types of habitats around school &
briefly describe the conditions of each. Brainstorm all the creepy crawlies chn
know & ask them to suggest what kind of creepy crawlies may live in each
indoor/outdoor habitat at school. Play “Creepy Crawly Bingo” & identify common
minibeasts from photos selected at random. Use images of common creepy
crawlies copied onto OHP sheet to place minibeasts into their habitats.
Differentiation
SEND/LA/A - Chn colour-code the different types of habitat found around school
on a prepared map. Draw the creepy crawlies most likely to be found at each site.
Write 3-4 statements to suggest reasons for finding particular minibeasts at
each location, e.g. The spider will be in the tree because there are webs amongst
the leaves & branches. BP with SEND
HA - Chn draw a ‘Bird’s Eye View’ of the school, colour-code habitats & sketch
minibeasts likely to be found. Write a statement for each habitat to describe
reason for predictions.
Plenary/Next Steps
Compare predictions &
make a checklist of
creepy crawlies predicted
to be found in each
habitat around your
school. Use tally marks to
indicate frequency of
prediction!
Key Questions
Resources
Prepared map of school
Digital photos of various
habitats around school
Session
2
Skills/Subject
Science 4b 5b 5c.
Sc1 2f
Geog: 2e 3a. 3f
Assessment
L. I &
Success
Criteria
Main Teaching
Plenary/Next Steps
LI – explore
habitats for signs
of minibeasts
Explain that we know that creepy crawlies live in various habitats around the
school, but how can we collect samples for further study? Explore different ways
of setting bug-traps, sunken plastic containers, fruit pieces on an open plate,
lifting rocks, using nets, digging in topsoil, shaking branches & leaves over white
paper, etc.
Ask chn to suggest most suitable method for the collection of various insects,
bugs, worms etc. List & collect equipment needed for the task & discuss qualities
of a good observer or collector. Chn to look at the habitat location map created
yesterday & discuss the different habitats they can explore. Review chn’s
predictions for the type of creepy crawlies to be found in each habitat.
Place specimens in
suitable containers. Ask
chn to check observations
about the habitat in which
the minibeasts were found
& recreate the habitats.
Focus Groups
Differentiation
Mixed ability
Hand out a “Spotter’s Guide” to each pair & assign pairs to begin their search for
creepy crawlies in different locations. Chn work with partner to explore 2-3 of
the habitats found around the school. Pairs need to make & record observations
about the habitat then search for & collect specimens. Chn record their findings
on the “Spotter’s Guide”. Some minibeasts may not be immediately visible &
suitable traps need to be made & set! Chn need to return to traps at a later time
to clear & add information to “Spotter’s Guide”.
Key Questions
Resources
Variety of resources to
set traps.
Spotters Guide x 20
Session
3
Skills/Subject
Literacy:
1d 2a,b,c,d,e
Science: 4b 5b 5c.
Sc1 2j.
L. I &
Success
Criteria
Main Teaching
Plenary/Next Steps
LI – write a
description of a
perfect home for
a minibeast.
Highlight creepy crawlies found in habitats as predicted in S1 & add new species
to lists. Are there any patterns to where chn found particular creatures? Look at
maps created in S1 & consider the features/ conditions of each habitat. Compare
chn’s description of the habitat on their “Spotter’s Guide” with the images used
to introduce different habitats. Tell chn that they are to become estate agents
whose mission is to sell habitats/homes to creepy crawlies! Look at online
examples of home descriptions created by estate agents to sell property. Draw
chn’s attention to persuasive language of the text e.g. “Delightfully situated’,
“Great for entertaining”… What features would persuade minibeasts to move into
a habitat? Select a habitat & demonstrate use of planning scaffold). Model writing
of a description!
Differentiation
SEND - Chn select a habitat that they have studied & draw a sketch to show
features.
LA – as above but also - using writing scaffold chn record main points & plan their
writing. They brainstorm & list persuasive adjectives & adverbs to use & then
write a descriptive text to ‘sell’ an animal home. BP
A - ind
HA - Chn create plan to write a description for a Creepy Crawly home using
computers.
Chn role play different
creepy crawlies as
potential home buyers who
meet the estate agent &
describe their ideal home!
The agents respond to
requests by presenting &
‘selling’ the most suitable
habitats in their current
property portfolio!
Focus Groups
Assessment
Key Questions
Resources
Session
4&5
Skills/Subject
Science:
4b 5c. Sc1 2i 2j
Art: 1a 2a
L. I &
Success
Criteria
LI – create a
collage
Focus Groups
Assessment
Main Teaching
Ask chn to consider the information they have gained in their study of habitats.
What are some of the conditions that alter from one habitat to another? e.g.
light, water (dampness), soil, shade, temperature… State that animals are suited
to the environment in which they are found. Collect information from “Creepy
Crawly Safari” about minibeasts found in cool, damp places; shady dry places;
under the soil; in tree foliage etc. Ask chn to consider what happens to a creepy
crawly if its habitat is destroyed or if it is removed from the conditions in which
it thrives. Some chn may have found examples of dead minibeasts e.g. insects on
windowsills or in room corners. Compare & contrast two diverse habitats
completing “Habitat Profile”. Chn work with a partner to make own detailed
comparison of two habitats.
Differentiation
Mixed ability - Look at artwork in which collage has been used to represent a
natural environment, eg. Jeannie Baker’s book, Window. Identify materials used in
artworks. Allocate a habitat to each pair. Chn design a collage & collect a variety
of materials from which to create their work e.g. textured materials, natural
materials, clay, paper & cardboard. When collage is complete, chn construct & add
small 3D models of creepy crawlies found in habitat.
Plenary/Next Steps
Bring collages together
around the large-scale
map of the school & link
artwork to its location
with arrows/ribbons. Ask
chn to write & add a
speech bubble (using long
pins) explaining why the
creature enjoys living in
the habitat!
Key Questions
Resources
Session
6
Skills/Subject
Science: 1b 2d 2f.
L. I &
Success
Criteria
Main Teaching
Plenary/Next Steps
LI – plan a fair
test
Show chn a few woodlice & ask if they know what they are & whether they found any on
their ‘Creepy Crawly Safari’? Use magnifiers to further investigate & describe the
woodlouse – size, shape, colour, segments, how many legs, etc. Create a data chart to list
facts about conditions woodlice prefer. Use online information to confirm findings. Tell chn
that they are to plan a ‘fair test’ to investigate the question, “Do woodlice favour damp,
dark habitats?” Talk about how chn might find an answer to the question & show them a
plastic tray that has been split into 4 equal-sized areas i.e. dry & light/dry & dark/damp &
light/damp & dark. Decide how many woodlice to monitor & how results should be recorded.
Instruct chn on features of a procedural text to record task objective; materials required;
steps to be taken & how results are to be recorded.
Review steps for fair test.
Label test trays & leave for
agreed time period. Chn
record movement of woodlice
by counting numbers in each
section & taking photos at
regular intervals.
Focus Groups
Differentiation
SEND - Chn consider ‘fair test’ procedure & use scaffold to record plan for the
Key Questions
investigation. They add labelled diagrams to support information in the text. Chn use online
information & non-fiction books to research woodlice & write 2 interesting facts &
illustrate – BP as a group
LA – as a group – Science Diaries
A – Pairs – Science Diaries
HA – IND – Science Diaries
Assessment
Resources
Science Diaries
Session
7&8
Skills/Subject
Science: 2f 2h 2j
Maths: 2c 2f.
L. I &
Success
Criteria
LI – plan a fair
test
Focus Groups
Assessment
Main Teaching
Plenary/Next Steps
Chn need to have results of their fair test, recorded at regular intervals
over a period of 2-3 days available for session. Discuss the data recorded by
each group & compare with original expectations/predictions. Look at how data
can be logged in a suitable program & converted to graphical representations.
Demonstrate the use of data handling software (Microsoft Excel) & the different
graphs (bar, column, pie, doughnut etc) that can be generated. Practise reading
information presented in graphical form. What conclusions can be drawn? Write
2-3 statements about the preferred habitat of the woodlouse based on data
collected.
Differentiation
SEND - Chn enter data into data handling program???? & generate graph. Write 2
statements about best home of the woodlouse. Create a colourful poster to
summarise findings if time.
LA – as above
A – Chn use Excel to log results recorded over the period of the fair test. They
generate 2 different graphical representations of the data & write 2 statements
to explain findings. Also if time to create a Powerpoint slideshow to summarise
their findings. Add photos & graphical information from test results. Together,
describe the perfect house for a woodlouse!
HA – as above
Display posters & view
Powerpoint slideshow. Restate what makes the
perfect home for a
woodlouse – living conditions,
food source etc. Release
woodlice into original habitat!
Key Questions
Resources
Excel
ICT Suite
Session
6
Skills/Subject
Science: 1b 2d 2f.
L. I &
Success
Criteria
Main Teaching
Plenary/Next Steps
LI – plan a fair
test
Show chn a few woodlice & ask if they know what they are & whether they found any on
their ‘Creepy Crawly Safari’? Use magnifiers to further investigate & describe the
woodlouse – size, shape, colour, segments, how many legs, etc. Create a data chart to list
facts about conditions woodlice prefer. Use online information to confirm findings. Tell chn
that they are to plan a ‘fair test’ to investigate the question, “Do woodlice favour damp,
dark habitats?” Talk about how chn might find an answer to the question & show them a
plastic tray that has been split into 4 equal-sized areas i.e. dry & light/dry & dark/damp &
light/damp & dark. Decide how many woodlice to monitor & how results should be recorded.
Instruct chn on features of a procedural text to record task objective; materials required;
steps to be taken & how results are to be recorded.
Review steps for fair test.
Label test trays & leave for
agreed time period. Chn
record movement of woodlice
by counting numbers in each
section & taking photos at
regular intervals.
Focus Groups
Differentiation
SEND - Chn consider ‘fair test’ procedure & use scaffold to record plan for the
Key Questions
investigation. They add labelled diagrams to support information in the text. Chn use online
information & non-fiction books to research woodlice & write 2 interesting facts &
illustrate – BP as a group
LA – as a group – Science Diaries
A – Pairs – Science Diaries
HA – IND – Science Diaries
Assessment
Resources
Science Diaries
Session
Skills/Subject
L. I &
Success
Criteria
Main Teaching
Plenary/Next Steps
1
Focus Groups
Key Questions
Differentiation
Resources
Assessment
Session
Skills/Subject
L. I &
Success
Criteria
Main Teaching
Plenary/Next Steps
1
Focus Groups
Key Questions
Differentiation
Resources
Assessment
Session
1
Skills/Subject
L. I &
Success
Criteria
Main Teaching
Plenary/Next Steps
Focus Groups
Key Questions
Differentiation
Resources
Assessment
Session
Skills/Subject
L. I &
Success
Criteria
Main Teaching
Plenary/Next Steps
1
Focus Groups
Key Questions
Differentiation
Resources
Assessment
Session
Skills/Subject
L. I &
Main Teaching
Plenary/Next Steps
Success
Criteria
1
Focus Groups
Key Questions
Differentiation
Resources
Assessment
Session
1
Skills/Subject
L. I &
Success
Criteria
Main Teaching
Plenary/Next Steps
Focus Groups
Key Questions
Differentiation
Resources
Assessment
Session
Skills/Subject
L. I &
Success
Criteria
Main Teaching
Plenary/Next Steps
1
Focus Groups
Differentiation
Key Questions
Resources
Assessment
Session
Skills/Subject
L. I &
Success
Criteria
Main Teaching
Plenary/Next Steps
1
Focus Groups
Key Questions
Differentiation
Resources
Assessment
Session
Skills/Subject
L. I &
Success
Criteria
Main Teaching
Plenary/Next Steps
1
Focus Groups
Differentiation
Key Questions
Resources
Assessment