Class: P1
Subject: Literacy
Activity: Goldilocks
Time: 1hr
Date: 2nd March
Learning Outcomes: The children will:
 Listen and respond to the story of Goldilocks.
 Sequence parts of the story.
 Match the bowls to the correct phrase.
 Identify what we use the tongue for.
Organisation:
Whole class reading on the carpet.
Resources:
 Goldilocks big book (Estelle Cork, 1994; Child’s Play International limited).
 Pictures of bowl
 Word phrases ‘too hot’ ‘too cold’ ‘just right’.
Key Vocabulary:
Hot, cold, just right, taste, tongue, big, small, middle size.
Introduction:
 Picture walk through the story.
 Read story of Goldilocks to the class.

Development:
 Look at the pictures and different sizes of chairs etc. Discuss which chair, bed and
bowl belongs to each bear.
 On the washing line put up the bowl pictures in the wrong order children must
sequence the bowls according to which bowl was tasted first
 Show children the words, ‘too hot’, ‘too cold’ and ‘just right’, look at the phonics
of each word and discuss ho we might say the words to show the bowl was ‘too hot’
or ‘too cold’ or ‘just right’.
 Discuss how Goldilocks knew the porridge was too hot, too cold or just right.
Conclusion:
 Discuss what else we use our tongue for? To talk, taste, temperature.
Assessment:
 Children’s participation in class discussion and activities.
 Children’s ability to sequence and distinguish words from the text.
Follow Up Activities:
Science lesson- taste tests
Class: P1
Subject: Science
Activity: Taste investigation
Time: 1hr
Date: 2nd March
Learning Outcomes: The children will:
 Understand that we can use our eyes to help us guess a flavour.
 Understand that we must use our tongues to taste.
 Be able to guess and taste a variety of flavours and decide if they like them or not.
Organisation:
 Class teaching- introduction
 Group investigations
 Class discussion- conclusion.
Resources:
 Crisps, starburst, jelly beans, record sheet, bean colours and matching flavours,
pictogram.
Key Vocabulary:
Tongue, taste, flavour, colour, dark yellow, light yellow, orange, pink, black, white,
brown, red, dark green, light green, purple, banana, lemon, orange, raspberry,
blackcurrant, vanilla, cola. Strawberry, apple.
Introduction:
 How good is your taste? Blindfold 3 children, give them one crisp each them to
identify the flavours.
 Discuss how the colours of crisp bags can help us determine flavour.
 Show starburst as an example, what flavour do you think the red is?
 Highlight that we can use our eyes to guess a flavour but we must use our tongue
to taste it.
Development:
Group investigations
 3 stations. Each with 3 different flavours jelly beans at it.
 Children are sent to a particular station where they must stay for 5-8 minutes until
they are told to move on.
 At each station children must guess each flavour and then taste it to see if they
were right. For each bean they must record the colour on their page and whether
they liked or disliked it by drawing a happy or sad face beside that jelly bean.
 Continue for all 9 flavours.
Conclusion:
 As a class discuss each child’s findings and the different flavours. Allow children
to come up and match the correct colour of jelly bean to the correct flavour.
 Discuss which flavours were easy to identify and which were harder. For
example; vanilla.
 Children talk about their likes and dislikes.
Assessment:
Children’s ability to understand that they must use their tongue to taste and identify
different flavours.
Follow Up Activities:
 Make a pictogram of favourite flavours.
Lesson 1 – Taste
Literacy aspect
This lesson began by reading the story of Goldilocks and the three bears (Estelle Cork,
1994; Child’s Play International limited). The children participated in a shared reading
session which involved a picture walk through the book and listening to the story. The
focus was then moved word building and sequencing and together as a class we
discussed the words ‘too hot’, ‘too cold’ and ‘just right’’, phonics, familiar letters and
expression were considered as we looked at the words. Finally we sequencing the three
bowls of porridge depending on the order Goldilocks tasted them in.
How it supported the science lesson
Once the literacy session was completed, we kept with the idea of goldilocks and
discussed how she would have tasted the porridge and how she knew it was too hot
or too cold. We then considered our tongues, looking at how some people can roll
their tongue, how everyone’s tongue is red, how it feels etc, before discussing how
important it is in allowing us to taste our food.
Science part/ investigative part
The children were then set the challenge of determining
how good their taste buds were, they had to look and taste
different colours if jelly beans and decide if they liked it
or not and their favourite flavour. We used 9 flavours and
set up three different stations each containing three
flavours, children were split into three groups and given 5
minutes at each station.
Results - Each child was
given a page to record
their findings on, they had
to colour in the jelly bean the correct flavour and then draw either a
smiley or unhappy face beside it depending on whether they liked it or
not. Results were then collected as a class and together we matched the
correct colour and flavour to the correct jelly bean. Children were then
given a mini jelly bean picture which they coloured in the colour of
their favourite flavour, these were then recorded in a pictograph and as
can be seen, cola was by far the favourite!
Resources
Many visual resources were used in this lesson as a stimuli, over all of
which were kept by the teacher for wall displays and use in later years.
Literacy- A washing line with the three sizes of porridge bowl was used and the children then
sequenced the bowls into the correct order.
Science- Jelly beans were the main and favourite resource. To reinforce the lesson, the colours and
flavours of the jelly beans were printed and stuck onto the corresponding colour of card, children could
then match the flavour and colour to the correct jelly bean flavour, weaker children used the colours to
help them where higher ability children were able to match according to the words. A maths aspect was
then used as a pictograph was created. These resources were used to create a wall display which can be
seen in the above picture.
Overall Evaluation of lesson
This lesson went extremely well. The children all responded well to both the literacy and science
activities. There was some debate throughout the science investigation as to which flavour each jelly
bean was but in general all children were able to use their sense of taste effectively to determine the
flavour. This was the first lesson with the lesson and we were apprehensive as to how it would go
especially as we were still getting to know the children’s names but the children responded well to us
and all learning outcomes were met. The organisation of the lesson was extremely effective, using
group carpet work for the literacy, then group science work and finally class discussion provided a
range collaborative learning situations and prevented the children getting bored. Using literacy to
support this science lesson was of invaluable help and focused the children before the science had even
begun.