|
Connections |
The big family of nature: all of nature is connected and we all need each other |
|
|
Listen to stories about connections, such as the books "All I see is a part of me" by Chara Curtis, "The Lorax" by Dr. Suess, "Uno's Garden" by Graeme Base. |
|
|
Connections |
The big family of nature: all of nature is connected and we all need each other |
|
|
Express how you feel about something natural through interacting with it, e.g. hug a tree, stroke an animal, smell a flower, jump in a puddle, slide in mud. |
|
|
Connections |
The big family of nature: all of nature is connected and we all need each other |
|
|
Find out about fungus and explore the big family of nature. |
|
|
Connections |
The big family of nature: all of nature is connected and we all need each other |
|
|
Draw, paint or model clay about a connection between a plant or animal and something else. |
|
The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
|
|
Build shelters for wild animals (e.g. bird boxes, log piles). |
|
|
The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
|
|
Recognise different animals signs including tracks, feathers, droppings, burrows, hairs. |
|
|
The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
|
|
Listen to animal sounds at different times of day/night (e.g. birds, crickets etc.) |
|
|
The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
|
|
Observe the life-cycle of an animal (e.g. an egg growing into a caterpillar then a butterfly). |
|
|
The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
|
|
Discuss the signs of health vs sickness in animals. |
|
|
The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
|
|
Identify some local birds from their song/call. Imitate them together. |
|
|
The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
|
|
Identify some locally common minibeasts. |
|
|
The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
|
|
Whilst looking at animal tracks or signs, guess which animal made them and imagine what the animal was doing. Tell the story, maybe even acting it out. |
|
|
The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
|
|
Make a poster (or use an app) to give a voice to an animal - describing its rights (e.g. freedom to move and play outside, to have natural food to eat). |
|
|
The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
|
|
Discuss ways which animals help people, and how (e.g. bees pollinate plants without which we wouldn't eat any fruit, spiders eat mosquitoes). |
|
|
The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
|
|
Learn how the food web and web of life works in a particular local habitat. |
|
|
The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
|
|
Learn about animal adaptations to extreme conditions (e.g. cold, wet, dry, hot). |
|
|
The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
|
|
Do the web of life activity to see how animals are connected to everything else in the web of life; and how each part of the web can affect the whole habitat. |
|
|
The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
|
|
Visit different animal habitats/homes e.g. ponds, rocks. |
|
My body, heart and mind |
Taking care of my body, heart and mind |
|
|
Say thank you to our bodies for all the things they enable us to do. |
|
|
My body, heart and mind |
Taking care of my body, heart and mind |
|
|
Do a children's yoga session using a story to frame different poses such as walking a dog (head down dog), we met a cat (cat pose) and a child eating a pizza (sit with legs in front, sprinkle whatever ingredients children want over the pizza by tapping straight legs down to toes). |
