3.6 Space adventure - our solar system  (Page 2/2)

Read the excerpt about the position of the planets. After a second reading, allow the children to draw the sun in the centre. Read the position of each planet in relation to the sun and each other. Write the names on the board so that the children can write them in on the diagram

The planets

Pluto is the coldest planet and furthest from the sun. Earth is the third planet from the sun. It has air and water and can support life. The hottest planet is Mercury. Venus lies between Mercury and Earth. We can see it from Earth just after sunset. It is usually the first and brightest star that we can see. It is also called the Evening Star. Neptune lies just before Pluto. It has two moons. If you travelled towards the sun from Earth, you would pass one planet before coming to the largest planet, Jupiter. Mars has a red colour. It comes after Earth. Saturn has five rings around it. It is found between Jupiter and Uranus. Saturn is nearly as big as Jupiter. Uranus comes after Saturn but before Neptune. It seems to be spinning on its side. It is mostly made of liquid and gases like Jupiter and Saturn.

• Read the following nursery rhyme. Nursery rhymes are usually very old and have been passed down by mothers to their children. Sometimes they are meant as a lullaby to put babies to sleep. Sometimes they are short poems, which play around with words. Then they do not always make sense. The important part is the rhyming.

The man in the moon

The man in the moon came tumbling down

To ask the way to Norwich

He went by the south and burnt his mouth

By eating cold plum porridge.

(Pronounce Norwich so as to rhyme with porridge)

• Write out a nursery rhyme, which you enjoy. You can also try to make up your own. Illustrate your rhyme and read it to the class. Remember to read it with expression!

ar and or

• Find the rhyming partners for the following words:

• Choose from these words:

Harm, tar, start, carve, card.

• Label these pictures with the following ‘or’ words:

• Fill in ‘ ar ’ or “ or ” to correct these sentences:

1. The _ _phan has no parents.

2. The Knave of Hearts ate the t_ _ts.

3. I play sp_ _t after school.

4. Sm_ _ties are my favourite sweet.

5. I will use my t_ _ch to see in the d_ _k.

Can you spot the odd one out?

Art, part, heart, start.

Why doesn’t it fit in? They all sound the same!

Assessment

Learning Outcome 1: LISTENING : The learner is able to listen for information and enjoyment and respond appropriately and critically in a wider range of situations.

Assessment Standard 1.1: We know this when the learner listens attentively for a longer period (with extended concentration span) and responds to an extended sequence of instructions;

Assessment Standard 1.2: We know this when the learner demonstrates appropriate listening behaviour by showing respect for the speaker, taking turns to speak, asking questions for clarification, and commenting on what has been heard, if appropriate;

Assessment Standard 1.3: We know this when the learner songs and other oral texts and shows understanding:

1.3.4 communicates back a sequence of events or ideas in the oral text;

Learning Outcome 2: SPEAKING : The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.4: We know this when the learner contributes to class and group discussions:

2.4.2 takes turns and asks relevant questions;

2.4.3 suggests and elaborates ideas;

Learning Outcome 3: READING AND VIEWING : The learner is able to read and view for information and enjoyment and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment Standard 3.3: We know this when the learner recognises and makes meaning of letters and words in longer texts.

3.3.3 uses phonic and other word recognition and comprehension skills such as phonics, context clues, and making predictions in order to make sense of the text;

Assessment Standard 3.4: We know this when the learner develops phonic awareness:

3.4.1 recognises vowel sounds spelled with two letters;

3.4.6 recognises known rhymes;

Assessment Standard 3.5: We know this when the learner reads for information and enjoyment.

Learning Outcome 4: WRITING : The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.1: We know this when the learner uses pre-writing strategies to initiate writing:

4.1.1 participates in group brainstorming activities to get ideas for writing;

Assessment Standard 4.5: We know this when the learner builds vocabulary and starts to spell words so that they can be read and understood by others:

4.5.1 experiments with words drawn from own language experiences;

Assessment Standard 4.8: We know this when the learner writes captions for pictures.:

Learning Outcome 5: REASONING : The learner is able to use language to think and reason, and access, process and use information).

Assessment Standard 5.3: We know this when the learner uses language to investigate and explore:

5.3.3 uses knowledge about variety of text sources to choose relevant materials, and is able to give reasons for the choice;

5.3.4 uses simple strategies for getting and recording information (e.g. library search with help of adult or older learner).