Grange Primary EYFS Planning - KLEE Class - Week Beginning Monday 12th January- LITERACY – Dinosaurs
Groups:
Green Group: Sanuji, Mohra,Yonis,Diana,Fares
Blue Group: Hewad, Alisha, Daaniyaal, Victoria
Yellow Group: Rehaan, Hashir, Yug, Maryama, Patryk
Orange Group: Bashir, Samra, Alex, Luxi, Malak
Red Group: Jamal, Timeea, Noor, Vanaiya, Hamada, Yusuf
Term 3 Week 2
Topic: Dinosaurs
Literacy
12th-16th January
Day
Targets
Must talk
about
Dinosaurs
Monday 12th January
Should name
a dinosaur
fact
Could talk
about how
Dinosaurs
lived.
What do we want the children to learn?
Weekly LOs &
ELGs
Vocab & Questions
-Recognise specific
features of
information texts.
-Engage with books
through exploring.
-Find info in simple
texts.
-Enjoys an increasing
range of books.
-Knows that
information can be
retrieved from books
and computers.
-Uses phonic
knowledge to write
words in ways which
match their spoken
sounds.
-Write some
irregular common
words.
-Write simple
sentences that can
be read by
themselves and
others.
Are dinosaurs still alive?
What did Dinosaur do?
How could you write
that?
Can you use a capital
letter at the beginning
of the sentence?
Can you make a long list?
Can you tell me a
dinosaur fact?
How will we enable this learning to take
place?
10 – 15 mins Whole Class:
Recap what the children learn about dinosaurs
through Power-point- All about dinosaurs. Are
Dinosaurs still alive? In talk partners children talk
about
1) When were the dinosaurs alive? Children call
out their answer using pop corm method (RWI).
Teacher elicits an answer and writes on the board.
Ask chn
2) How did they look? Add answer to the list.
3) What did they eat? Add answer to the list. Tell
chn they will make their own information book.
Today they will make a list of 3-5 facts about
dinosaurs which will help them make their book.
(DINOSAUR FACTS)
Bev:
Make a list of 3 facts with support
Red/ Orange/Yellow group
Ourdha:
Make a list of 5 facts numbered
Challenge Remember capital letters. Lists don’t have
full stops. Blue/ Green group
Ourdha (During Fruit Time) Able to continue a
rhyming string (See AM Grid for focus children)
Denise – Outside – see separate plans.
Plenary.
Elicit two more facts to add onto teacher’s list.
Guided reading: Green Group
Success Criteria
Children can talk
about a dinosaur
Children can describe
and write about
dinosaur
Children can seek
information by
reading and write
about a dinosaur.
Resources to support
exploration &
extension within the
foundation unit and
Cross-Curricular Links
M:
Practise counting and
writing numbers on
dinosaurs maths working
sheets.
LIT.
Write about your
dinosaur.
UW:
IWB
http://learnenglishkids.b
ritishcouncil.org/en/word
-games/label-thepicture/dinosaur
Ch. To label the
dinosaurs.
EAD:
Ch. to make a whole class
dinosaur.
PSED:
Ch. To share to their
friend the class dinosaur
information book.
Term 3 Week 2
Topic: Dinosaurs
Literacy
12th-16th January
Day
Targets
Must talk
about
Dinosaurs
Should
name types
of dinosaurs
Tuesday 13th January
Could
describe
dinosaurs
What do we want the children to learn?
Weekly LOs &
ELGs
-Recognise
specific features
of information
texts
-Engage with
books through
exploring
-Find info in
simple texts
-Enjoys an
increasing range
of books.
-Knows that
information can
be retrieved
from books and
computers.
-Uses phonic
knowledge to
write words in
ways which
match their
spoken sounds.
-Write some
irregular common
words.
-Write simple
sentences that
can be read by
themselves and
others.
How will we enable this learning to take
place?
Resources to support
exploration &
extension within the
foundation unit and
Cross-Curricular Links
Vocab & Questions
Can you name the
Dinosaur?
When were the
dinosaurs alive?
How could you write
that?
Can you use a
capital letter at the
beginning of the
sentence?
Can you use a full
stop at the end of
the sentence?
Can you tell ma
Dinosaur fact?
10 – 15 mins
Whole Class:
Show the children the list of facts we
made yesterday. In pairs the children put
the facts on their fingers to help them
remember. Tell the children they will
make their own dinosaur book. Show them
what is needed for a book- front page,
contents page (already written for middle
and lower ability), and 3/5 pages of
information. Remind the children that the
dinosaurs lived so long ago that only their
bones were left. These are called Fossils.
Go through Fossils PowerPoint Model
writing first page of information to the
class, highlighting the capital letter,
finger spaces and full stop.
Bev:
Write a long sentence using ‘and’ to make
the sentence longer. Blue/ Green group
Write a sentence ‘The Dinosaurs lived….’
and draw Fossils Yellow group
Ourdha
Finish the sentence ‘Dinosaurs lived……’
and draw Fossils with support Red/
Orange group
Ourdha (During Fruit Time) Listens to
and joins in with stories and poems (See
AM Grid for focus children)
Denise – Outside – see separate plans.
Plenary: Ask chn what a fossil is.
Guided reading: Blue group
Children can talk
about a dinosaur
Children can
describe and
write a dinosaur
Children can
seek information
by reading and
write about a
dinosaur.
M:
Practise counting
and writing numbers
on dinosaurs maths
working sheets.
LIT.
Write about your
dinosaur.
UW:
IWB
http://learnenglishk
ids.britishcouncil.org
/en/wordgames/label-thepicture/dinosaur
Ch. To label the
dinosaurs.
EAD:
Ch. to make a whole
class dinosaur.
PSED:
Ch. To share to
their friend the
class dinosaur
information book.
Term 3 Week 2
Topic: Dinosaurs
Literacy
12th-16th January
Day
Must talk
about
Dinosaurs
Wednesday 14th January
Should name
types of
dinosaurs
Could
describe
dinosaurs
What do we want the children to learn?
Weekly LOs &
ELGs
-Recognise specific
features of
information texts
-Engage with books
through exploring
-Find info in simple
texts
-Enjoys an
increasing range of
books.
-Knows that
information can be
retrieved from
books and
computers.
-Uses phonic
knowledge to
write words in
ways which match
their spoken
sounds.
-Write some
irregular common
words.
-Write simple
sentences that can
be read by
themselves and
others.
How will we enable this learning to take
place?
Success Criteria
Vocab & Questions
Can you name the
Dinosaur?
Can you tell me about
your Dinosaur?
How could you write
that?
Can you use a capital
letter at the
beginning of the
sentence?
Can you tell me a
dinosaur fact?
10 – 15 mins
Whole Class:
Remind the children of the list of facts we
made on Monday. Ask the chn what fact they
wrote yesterday for their dinosaur book
Recap what is needed for a book- front page,
contents page (already written for middle and
lower ability), and 3/5 pages of information.
Watch Jurassic Dinosaurs
https://www.youtube.com/watch?v=rgAVhZ50
aRI . In pairs recap some different dinosaurs.
Choose Tyrannosaurus Rex and elicit
describing words for his features as teacher
model writing second page of page of
information to the class, highlighting the
capital letter, finger spaces and full stop.
BevFinish the sentences ‘The_____’ and with
support Red/ Orange group
Write two sentences about their chosen
dinosaur Yellow group
Ourdha
Write a long sentence using ‘and’ to make the
sentence longer. Blue/ Green group
Ourdha (During Fruit Time)
Listens to and joins in with stories and poems
(See AM Grid for focus children)
Denise – Outside – see separate plans.
Plenary: Choose the best piece of work with
all key writing components to show the class.
Guided reading: Yellow group
Children can talk
about a dinosaur
Children can
describe and write
a dinosaur
Children can seek
information by
reading and write
about a dinosaur.
Resources to support
exploration &
extension within the
foundation unit and
Cross-Curricular Links
M:
Practise counting and
writing numbers on
dinosaurs maths
working sheets.
LIT.
Write about your
dinosaur.
UW:
IWB
http://learnenglishkid
s.britishcouncil.org/en
/word-games/labelthe-picture/dinosaur
Ch. To label the
dinosaurs.
EAD:
Ch. to make a whole
class dinosaur.
PSED:
Ch. To share to their
friend the class
dinosaur information
book.
Term 3 Week 2
Topic: Dinosaurs
Literacy
12th-16th January
Day
Targets
Must talk
about
Dinosaurs
Thursday 15th January
Should name
types of
dinosaurs
Could describe
dinosaurs
What do we want the children to learn?
Weekly LOs &
ELGs
Vocab & Questions
-Recognise specific
features of
information texts
-Engage with books
through exploring
-Find info in simple
texts
-Enjoys an increasing
range of books.
-Knows that
information can be
retrieved from books
and computers.
-Uses phonic
knowledge to
write words in ways
which match their
spoken sounds.
-Write some
irregular common
words.
-Write simple
sentences that can
be read by
themselves and
others.
Can you read your work?
Was the dinosaur a
carnivore or a herbivore?
How could you write
that?
Can you use a capital
letter at the beginning
of the sentence?
Can you use a full stop at
the end of the sentence?
Can you find more
information in a book?
How will we enable this learning to take
place?
10 – 15 mins
Whole Class:
Recap The dinosaur facts and show a green group’s
book so far. Tell the children their book is nearly
finished and they need to add one more page. Ask
chn if they are hungry? What would they like to
eat? What do they think their dinosaur would like
to eat? Play Feed the dinosaurs.
Watch What did Dinosaurs eat? Power point and
point out how some only ate plants, like vegetarians
that are called herbivores and some ate meat, these
are called carnivores Model writing the final page.
Bev Write a long sentence using ‘because’ to make
the sentence longer. Eg _____is a carnivore/
herbivore because they eat plants/ meat.
Blue/ Green group
Write a sentence stating what their dinosaur likes
to eat.
eg ‘ _____likes to eat________’ Yellow group
Ourdha- (Low ability)
Finish the sentence ‘The_____ eats ____’ and
draw the food with support.
Red/ Orange group
Ourdha (During Fruit Time) Listens to and joins in
with stories and poems (See AM Grid for focus
children)
Denise – Outside – see separate plans.
Plenary: Ask children to state what a herbivore and
carnivore is.
Guided reading: Orange group
Success Criteria
Children can talk
about a dinosaur
Children can describe
and write a dinosaur
Children can seek
information by
reading and write
about a dinosaur.
Resources to support
exploration &
extension within the
foundation unit and
Cross-Curricular Links
M:
Practise counting and
writing numbers on
dinosaurs maths working
sheets.
LIT.
Write about your
dinosaur.
UW:
IWB
http://learnenglishkids.b
ritishcouncil.org/en/word
-games/label-thepicture/dinosaur
Ch. To label the
dinosaurs.
EAD:
Ch. to make a whole class
dinosaur.
PSED:
Ch. To share to their
friend the class dinosaur
information book.
Term 3 Week 2
Topic: Dinosaurs
Literacy
12th-16th January
Day
Targets
Must talk
about their
behaviour
Friday 16th January
Should
describe and
show friendly
and unfriendly
behaviour
Could compare
friendly and
unfriendly
behaviour.
What do we want the children to
learn?
Weekly LOs &
ELGs
Can you say friendly
words?
Know how good
behaviour is
rewarded.
Are you a kind
dinosaur?
Use writing and
creative tools
competently and
skilfully
Uses vocabulary and
forms of speech that
are increasingly
influenced by their
experiences of books.
Success Criteria
Vocab &
Questions
Talk about the
Golden Rules.
Describe how it feels
when someone is
friendly/ unfriendly
with you.
How will we enable this learning to take place?
Do you help your
dinosaur friends?
How can you help?
How can you be very
friendly?
Who will win the
friendly dinosaur
award.
Why where they
the friendliest?
PSE & KUW Whole Class:
Watch the dinosaur song
https://www.youtube.com/watch?v=W0FOZ0-VpcU
Make a table with two columns. On the left write
unfriendly, on the right write friendly. Ask the chn Are
Dinosaurs friendly? NO. Why are they unfriendly? Make
a list on the whiteboard. Would you like to live with a
dinosaur? Tell the chn they will be friendly dinosaurs
today. How can they turn the unfriendly behaviours in to
friendly ones? Write the change under the friendly
column. Tell the children they will make dinosaur masks
and show the adults how many friendly things they can
do. Adults to have a clipboard making tallies of the
number of good things children do on a class list. Tell
the children there is a Friendly Dinosaur award which
the friendliest dinosaur will win.
Children to make masks and show friendly behaviour
with other dinosaurs.
Bev -Colour then cut their chosen dinosaur mask with support
Red/ Orange group – Support other children as
necessary.
-Colour then cut their chosen dinosaur mask
independently Rest of Class
Extension: Write a name for the dinosaur on the back
Ourdha: Able to continue a rhyming string (See AM
Grid for focus children)
Plenary: Declare the very friendly dinosaur award and
give a certificate.
Guided reading: Red group
Children are able to
recognise their
behaviour
Children can talk
about unfriendly
behaviours
Children talk about
friendly behaviours
Children suggest how
unfriendly behaviours
can be changed
Resources to support
exploration &
extension within the
foundation unit and
Cross-Curricular Links
M:
Practise counting and
writing numbers on
dinosaurs maths working
sheets.
LIT.
Write about your
dinosaur.
UW:
IWB
http://learnenglishkids.b
ritishcouncil.org/en/word
-games/label-thepicture/dinosaur
Ch. To label the
dinosaurs.
EAD:
Ch. to make a whole class
dinosaur.
PSED:
Ch. To share to their
friend the class dinosaur
information book.
Grange Primary EYFS Planning Reception Class - MATHS
Term 3 Week 2
Topic: Dinosaurs
Maths
12th-16th January
Monday 12th January
Day
Targets
Must
recognise
numbers to
10 count
out the
appropriate
number of
objects and
write
numerals to
10.
What do we want the children to
learn?
Weekly LOs &
ELGs
Children solve
problems involving
subtraction.
ELG – Number
Could begin
to solve
problems
involving
subtractioni
ndependentl
y
Take away
Equals
Collect and record
Leaves
data on a graph.
Should
begin to
solve
problems
involving
subtraction
with
support.
How many left,
Firm Foundations
Read and interpret
Draw conclusions
based on graphs
and charts.
Numicon
8b - Knowing the
shapes and
numerals.
Children to work on
person targets
identified on
Assertive
Mentoring grid.
Success Criteria
Vocab &
Questions
Subtraction
data on a graph.
How will we enable this learning to take place?
Warm Up
Introduction
Count up to 20 and back again. Point to number line.
Remind children of work we did last week on addition
problems. Tell children we are going to be doing some
problem solving involving subtraction. Show children
problem on wb. Demonstrate how to draw a picture to
show the problem and how to write a corresponding
number sentence.
Children to do differentiated number problem sheets.
Cut out problem – stick in books – draw picture of
problem, write a number sentence and work out the
answer.
Children can identify
numbers to 10.
Bev:
HA: Children to work on problems involving numbers up
to 20. (PC1)
Denise
LA: Children to work on number recognition and
counting. (PC2) (Assertive Mentoring targets)
To work with (Hamada, Malak, Timeea, Jamal, Samra,
Vanaiya, Luxi, Hashir Noor, Yusuf)
Children can show
how they have
worked out the
problem.
Ourdha: : Outside - see separate plans.
Plenary
Look at one of the problems and ask child how they
solved the problem.
Children can count 1:1
to 10.
Resources to support
exploration &
extension within the
foundation unit and
Cross-Curricular Links
M: To find the missing
number on dinosaurs
maths working sheets.
UW IWB
Children are able to
write numbers to 10.
http://education.scholast
ic.co.uk/resources/85538
feed the dinosaurs
Children can do
problems involving
subtraction
PD
Size ordering dinosaurs
bonnes.
LIT: Role play :Dinosaurs
Museum - children have
cameras, magnifying
glasses, dinosaurs
,dinosaur’s names .
PSED: talk to the
children about visiting a
museum.
Term 3 Week 2
Topic: Dinosaurs
Maths
12th-16th January
Tuesday 13th January
Day
Targets
Must
recognise
numbers to
10 count out
the
appropriate
number of
objects and
write
numerals to
10.
What do we want the children to
learn?
Weekly LOs &
ELGs
Children solve
problems involving
subtraction.
ELG – Number
How many left,
Take away
Firm Foundations
Equals
Collect and record
Leaves
Read and interpret
data on a graph.
Should begin
to solve
problems
involving
subtractionwi
th support.
Draw conclusions
Could begin
to solve
problems
involving
subtractionin
dependently.
shapes and
based on graphs
and charts.
Numicon
8b - Knowing the
Success Criteria
Warm Up
Introduction
Count up to 100 using SPLAT hundred square.
Remind children of work we did yesterday on subtraction
problems. Tell children we are going to do some more
problems. Show children problem on wb. Demonstrate
how to draw a picture to show the problem and how to
write a corresponding number sentence.
Children to do differentiated number problem sheets.
Cut out problem – stick in books – draw picture of
problem, write a number sentence and work out the
answer.
Children can identify
numbers to 10.
Vocab &
Questions
Subtraction
data on a graph.
How will we enable this learning to take place?
Bev:
MA Children to work on problems involving numbers up
to 10 (PC3)
Denise - Outside
LA: Children to work on number writing and counting.
(PC4) Assertive Mentoring targets)
To work with (Hamada, Malak, Timeea, Jamal, Samra,
Vanaiya, Luxi,Hashir ,Noor, Yusuf)
numerals.
Ourdha: : ON COURSE
Children to work on
Plenary
Look at one of the problems and ask child how they
solved the problem.
person targets
identified on
Assertive
Mentoring grid.
Children can count 1:1
to 10.
Resources to support
exploration &
extension within the
foundation unit and
Cross-Curricular Links
M: To find the missing
number on dinosaurs
maths working sheets.
UW IWB
Children are able to
write numbers to 10.
http://education.scholast
ic.co.uk/resources/85538
feed the dinosaurs
Children can do
problems involving
subtraction
PD
Children can show
how they have
worked out the
problem.
Size ordering dinosaurs
bonnes.
LIT: Role play :Dinosaurs
Museum - children have
cameras, magnifying
glasses, dinosaurs
,dinosaur’s names .
PSED: talk to the
children about visiting a
museum.
Term 3 Week 2
Topic: Dinosaurs
Maths
12th-16th January
Targets
Must be able to
select favourite
fruit.
Wednesday
14th
January
Day
Should begin to
What do we want the children to
learn?
Weekly LOs &
ELGs
Children solve
problems involving
subtraction.
ELG – Number
How will we enable this learning to take place?
Success Criteria
Warm Up
Introduction
Talk to children about a letter you have received from
the School Office about the fruit order. Tell them that
we need to know what fruit the children like. Tell
children that there is a way of showing the ladies in the
Children can identify
their favourite fruit.
Vocab &
Questions
How many children
like apples/
strawberries etc.
What is the most
popular fruit?
Children can talk
about graph with
support.
Resources to support
exploration &
extension within the
foundation unit and
Cross-Curricular Links
M: To find the missing
number on dinosaurs
maths working sheets.
UW IWB
talk about
graph.
Firm Foundations
Could identify
most popular
and least
popular fruit.
data on a graph.
Collect and record
What is the least
popular fruit?
Read and interpret
data on a graph.
Draw conclusions
based on graphs
and charts.
Numicon
8b - Knowing the
Office what they need to order.
Demonstrate use of Fruit Graph on 2Count – children to
choose their favourite fruit and then touch IAWB –
results record automatically. Continue until all children
have had a turn then talk about the completed block
graph. What is the most popular fruit? Shall we ask the
Office to order some …..? What is the least popular
fruit? Shall we tell the Office not to order that fruit?
Tell children that tomorrow we will be thinking about our
favourite dinosaur and that we will need to ask our
friends what their favourite dinosaur is. Show children
how to do a tally chart (PC5). Children to do survey.
Bev:
Supervise children to do tally chart as necessary.
numerals.
Denise
Numicon
Activity 8b – Knowing shapes and numerals.
Children to work on
Ourdha: : Outside - see separate plans.
Plenary
Look at some of the surveys and discuss what we have
found out so far.
shapes and
person targets
identified on
Children are able to
complete a tally
chart with support.
http://education.scholast
ic.co.uk/resources/85538
feed the dinosaurs
PD
Size ordering dinosaurs
bonnes.
LIT: Role play :Dinosaurs
Museum - children have
cameras, magnifying
glasses, dinosaurs
,dinosaur’s names .
PSED: talk to the
children about visiting a
museum.
Assertive
Mentoring grid.
Term 3 Week 2
Topic: Dinosaurs
Maths
12th-16th January
Day
Targets
Thursday
15th January
Must complete
graph with
support.
Should complete
graph with
What do we want the children to
learn?
Weekly LOs &
ELGs
Children solve
problems involving
subtraction
ELG – Number
Firm Foundations
How will we enable this learning to take place?
Success Criteria
Vocab &
Questions
How many children
like pterydactyl, t
rex, brachiosaurus?
What is the most
dinosaur?
Warm Up
Introduction
Look at completed graph from yesterday showing
favourite fruit. Look at a tally chart and show children
how to colour in the blocks. Children then to complete
Favourite Dinosaur graph using their tally charts.
Resources to support
exploration &
extension within the
foundation unit and
Cross-Curricular Links
Children can identify
Children can identify
their favourite fruit.
M: To find the missing
number on dinosaurs
maths working sheets.
Children can talk
about graph with
support.
UW IWB
http://education.scholast
support and talk
about what they
have found.
Create and name
sets of 9 and 10
objects. (LA
Children)
What is the least
popular dinosaur?
Bev:
To support children as necessary.
Denise
Numicon
Activity 8b – Knowing shapes and numerals.
Could complete
graph
independently
and talk about
findings.
Children are able to
complete a tally
chart with support.
ic.co.uk/resources/85538
feed the dinosaurs
PD
Size ordering dinosaurs
bonnes.
Ourdha: Outside - see separate plans.
LIT: Role play :Dinosaurs
Museum - children have
cameras, magnifying
glasses, dinosaurs
,dinosaur’s names .
Plenary
Look at one of the completed graphs and talk about what
it shows.
PSED: talk to the
children about visiting a
museum.
Term 3 Week 2
Topic: Dinosaurs
Maths
12th-16th January
Day
Targets
Friday 16th
January PPA
Must do
problems
involving
doubling with
support.
What do we want the children to
learn?
Weekly LOs &
ELGs
Success Criteria
Vocab &
Questions
Warm Up
MATHS CHALLENGE DAY
Children can do
problems involving
doubling.
Introduction
Remind children of work that we have done on problem
solving involving addition and subtraction . Tell children
Children can show
how they have
worked out the
Resources to support
exploration &
extension within the
foundation unit and
Cross-Curricular Links
M: To find the missing
number on dinosaurs
maths working sheets.
UW IWB
Should do
problems
involving
doubling
independently.
Could record
number
operationindep
endently
we are going to be doing work on problem solving involving
doubling. Go over doubles to ten – Children to show
fingers.
More able children only – to do practical doubling
problems
Adult to choose a card with a number on it. Make up a
problem using that number – e.g.pick up a card number 4.
I have four sweets, how many would I have if I doubled
that number? Ask ch. How the could record this?
Ourdha/Denise:
To prepare outside area for next week.
problem.
http://education.scholast
ic.co.uk/resources/85538
feed the dinosaurs
PD
Size ordering dinosaurs
bonnes.
LIT: Role play :Dinosaurs
Museum - children have
cameras, magnifying
glasses, dinosaurs
,dinosaur’s names .
PSED: talk to the
children about visiting a
museum.
Term 3 Week 1
Topic: Dinosaurs
5th-9th January
Targets
listen to
others’
ideas
Area
Understanding
the World
LOs & ELGs
Children recognise that a
range of technology is used
in places such as homes and
schools. They select and use
Should
share ideas
about their
own culture
Could
discuss
other
cultures,
similarities
and
differences
What do we want the children
to learn?
technology for particular
purposes.
How will we enable this learning to take place?
Resources to support
exploration & extension
within the foundation
unit
Vocab & Questions
IWB
Dinosaurs addition
colouring
http://learnenglishki
Discuss importance of working together in
pairs at the IWB . Also discuss taking
turns.
Class computer
IWB
http://learnenglishkids.
britishcouncil.org/en/w
ds.britishcouncil.org/
ord-games/label-the-
en/word-
picture/dinosaur
games/label-thepicture/dinosaur
Expressive
Arts and
Design.
Ch to use what they have
learnt about media and
materials in originals ways,
thinking about uses and
purposes.
Personal,
Social &
Emotional
Development
Ch. work as part of a group
or class ,and understand and
follow the rules. They adjust
their behaviour to different
situations, and take charges
of routine in their stride.
Physical
Development
Shows understanding of the
need for safety when
tackling new challenges, and
considers and manages some
risks.
Make a dinosaur
house from junk
boxes.
House, box, paint,
different materials.
How did you make
your dinosaur house?
Dinosaurs Museum.
Ch. to pretend they
are visiting a Museum
in the Role play Area.
What dinosaurs like
to eat?
Children to make a dinosaur house from junk
boxes using different materials to cover it
up.
Junk boxes, glue,
different materials
,paint, green backing
paper.
All adults to encourage the ch. to play
pretending visiting a museum.
Adults to talk about how we use magnifying
glasses and cameras.
Camera for evidence.
Dinosaurs names- Trex,
Triceratops.
How dinosaurs walk?
Ch. to pretend they are dinosaurs in the
garden-walk /talk like dinosaurs.
Dinosaurs books in the
outdoor reception area.