Curriculum Overview
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Lesson |
Subject |
Lesson Title |
Skill |
Core Knowledge |
Lesson Brief |
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1 |
English |
Alien crash! |
In this lesson children will: Ask and answer questions beginning with question words. |
By the end of this lesson children should know: 'Who', 'what', 'where', 'why', 'how' and 'when' are words that you can use at the start of a question. Questions that open with these words are useful for finding out more information about people, places, objects, events and times. |
Choose a suitable place to set up a dramatic crash scene, including a broken rocket and alien footprints. Leave clues and junk for the children to find, such as a crumpled craft and jaded jetpack. Provide investigation packs that contain specimen bags, a hand lens, camera and clipboard and encourage the children to act as detectives to find out what’s happened. Create a pathway of glittery footprints with blobs of green slime on bushes and trees. Add balls of crumpled foil, springs of coiled wire and a collection of sparkling space rocks. How about a mysterious handprint with six long fingers? Just who or what might have landed here? |
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2 |
English |
Remembering our experience |
In this lesson children will: Speak in a way that is clear and easy to understand, beginning to stay on topic. |
By the end of this lesson children should know: To speak clearly, it is important to use an appropriate volume so that people can hear you. For example, you might need to speak more loudly to be heard in the playground than in the classroom. Slowing down your speech slightly often makes it easier for other people to understand what you are saying. Pausing after a sentence will help people to understand your meaning. Orally rehearsing a speech can help you to stay on topic and speak clearly. |
Look at and talk about photographs taken during their memorable experience. Work with a partner to explain and justify what they think might have happened, using the evidence gathered. Interview other children and adults in school to see if they know about the crash landing, finding out if anyone saw anything unusual. Debate and come to a conclusion about what they think has happened. Note: Work together to come up with a range of good questions to ask others. You will need to prompt some of the adults being interviewed as to what to say. Perhaps they heard some strange noises or saw a mysterious figure. With a little luck and creativity, the children will conclude that an alien has landed in the school grounds and they’ll begin to wonder where it’s gone. |
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3 |
English |
Alien stories and poems |
In this lesson children will: Write for a range of purposes. |
By the end of this lesson children should know: Texts can be written for a range of purposes including to inform or entertain. |
Listen to, join in with and read a range of stories and poems on the theme of aliens. Make links between the aliens in the stories and poems, and the evidence found at the crash site. In pairs, create a simple incident report that includes photographs of collected evidence and comments from other children and adults. Compose sentences (aloud first, before writing) to accompany their evidence, explaining what they think took place at the site. Note: You could provide a simple incident report (digital or otherwise) to help the children frame their writing. Children could take on the role of TV news reporters, filming each other's reports on the crash landing. |
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4 |
English |
Poster features |
In this lesson children will: Discuss the significance of the title, information and events in a short text. |
By the end of this lesson children should know: Titles help you to choose books based on your interests and purpose. Events are important in a storybook because they build on each other and make exciting things happen. Information is important in a non-fiction book because it tells you interesting facts about a subject. |
Look at different posters and identify their features using small sticky notes. Discuss which posters they like best and why. In groups, decide on the purpose of each poster, discussing the significance of the details shown. Feed back their ideas and thoughts to others in the class and agree on a list of poster features. Note: Provide children with lots of very simple, bright and colourful posters to look at and share. Highlight the key features of a poster, such as a title, bold and bright colours, large photographs or drawings, important words and a few informative phrases or sentences. |
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5 |
English |
Creating posters |
In this lesson children will: Write for a range of purposes. |
By the end of this lesson children should know: Texts can be written for a range of purposes including to inform or entertain. |
Create an effective poster to inform people about the crash and the missing alien. Use all relevant poster features to present their ideas and information, including a clear title, bold and bright colours and key information. Provide a call to action, such as what to do if the reader has any information about the crash. Note: Display the children’s posters along with photographs and evidence collected at the crash site. Invite parents and carers to come and find out all about the crash. |
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6 |
Computing lesson |
Amazing aliens |
In this lesson children will: Select appropriate software to complete given tasks using text, images, audio and video clips. |
By the end of this lesson children should know: Software is the programs that are used by a computer, such as word processing software, presentation software or image editing software. It can be used to create and combine digital content for different audiences and purposes. |
Use drawing software to create amazing aliens. Draw simple forms or use the shape tool before adding colours, patterns and interesting features. Discuss their alien’s special features and save the pictures in a labelled digital folder using a suitable file name. Note: A photograph of the crash site could be uploaded and used as a background for their alien pictures. Children could also add speech or thought bubbles to their pictures to describe how the alien feels or thinks. Perhaps they could write them in an alien language. Create a digital folder for each child to save their alien pictures and other work created during the project. |
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7 |
Design and technology |
Spaceships |
In this lesson children will: Construct simple structures, models or other products using a range of materials. |
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Design and make a model spaceship or rocket using a variety of junk materials. Investigate different ways to make and join their structures, using taping, gluing and tying. Explore ways of making a structure sturdier so that it can stand alone. Note: Children could also make spacecraft and rockets using construction kits. |
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8 |
Physical education |
Alien dance |
In this lesson children will: Copy, create and remember simple movement patterns, showing awareness of rhythm. |
By the end of this lesson children should know: Different parts of the body can be used to create movements, such as stepping, stretching, skipping or crouching. Two or more movements can be ordered to create a movement pattern. |
Imagine that they are the aliens who have crash landed in the school grounds. Use their bodies and a range of facial expressions to show how the aliens might feel and move. Perform their alien dance to appropriate ‘space’ music or sounds. Note: Ask children to show a clear start and finish position for their dance. The children will need to sequence their movements. The sequence could include travelling, crashing, exploring a new environment and then hiding. Discuss sequence and movement ideas with the children before they begin. Space music could include the theme music from Star Wars, 2001: A Space Odyssey, or even Starman by David Bowie. |
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9 |
Music |
Space sounds |
In this lesson children will: Create, select and combine sounds and rhythms using a variety of instruments, objects and the voice. |
By the end of this lesson children should know: Sounds can be made by playing tuned or untuned instruments, using the voice, hitting, shaking or scraping objects, or using the body to make percussive sounds. A rhythm is a pattern or grouping of long and short sounds and is one of the basic elements of music. |
Work in groups or as a class to create ‘space sounds’, experimenting with their voices, instruments and found materials. Make a simple musical score using pictorial symbols for the sounds made. Indicate whether the sounds will be played quickly or slowly and loudly or softly. Note: The children’s space sounds could be recorded and edited using audio software such as Audacity (Windows) or GarageBand (Mac, iPad). |
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10 |
Science |
Exploring properties |
In this lesson children will: Investigate and describe the simple physical properties of some everyday materials, such as hard or soft; stretchy or stiff; rough or smooth; opaque or transparent; bendy or rigid and waterproof or not waterproof. |
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Explore samples collected from the crash site. Describe what they look like, how they feel and other scientific properties. Record the properties of each sample by writing down simple adjectives, such as hard, sticky, slimy, magnetic or cold, on large sheets of paper or sticky notes. Note: Be imaginative with the samples you provide. Packet jelly would make a great green slime and homemade or shop bought putty has a terrific feel. Shaving foam with popping candy sprinkled on top could come in handy. Source coloured, coiled wire from craft shops or websites and seek out shiny, black, magnetic magnetite or haematite stones from educational or general websites. Make sparkly space dust from baking powder mixed with glitter (when sprinkled onto water, the baking powder will fizz). There are lots of ways to create great space rocks: make play dough balls in an array of colours, soak floral oasis in water or mix bicarbonate of soda with water and food colouring to make a thick doughy paste. You could even shape bicarbonate of soda into balls, wrapping it around a mini plastic alien figure or star and leaving it to dry until hard. When the bicarbonate balls are cracked open or dropped into vinegar, the bicarbonate and vinegar react together to produce lots of gas, and the alien figure or star will be revealed. |
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11 |
English |
Beegu |
In this lesson children will: Retell, consider and be familiar with the characteristics of key stories, fairy stories and traditional tales. Recite some rhymes and poems by heart. |
By the end of this lesson children should know: A rhyme is a word that has the same last sound as another word. A poem is written in separate lines that sometimes end in a rhyme. The words are chosen because of how they sound and the images they create for a reader. A fairy story has magical and unrealistic elements. A traditional tale is rooted in real-life events and has been retold for many years. Stories can be retold by recalling all the main events in order. |
As a class, read and discuss Alexis Deacon’s book, Beegu. Predict what might happen at different points as they read. Work in small groups or pairs to role play and retell different parts of the story using movements and actions. After practising their part of the story, join each pair or group’s parts together to retell and act out the whole story. Note: Discuss performance techniques with the children that will help them to gain and hold the interest of the listener, such as clear, expressive voices and actions. You might provide some props to help the children tell the story. |
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12 |
English |
Speech and thoughts |
In this lesson children will: Make simple inferences from what is being said and done in a text. |
By the end of this lesson children should know: Making inferences involves using clues to work out something that has not been overtly stated. There are clues in a character's actions that you can use to infer how they are feeling. For example, it is likely that a smiling character feels happy. |
Look again at the book and reread the story. Use speech and thought bubbles to suggest what Beegu might think or say at different points. Talk about and explain why she might think or say those things, referring back to the text in the story and the illustrations to justify their reasoning. Draw a picture of Beegu, adding their speech and thought bubbles around her. Note: If possible, project illustrations from the book onto the IWB and model sentences to express thoughts and speech. Ask the children to think how Beegu might feel at each stage of the story, as this will help them to decide what she might say or think. |
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13 |
English |
Modelling |
In this lesson children will: Speak in a way that is clear and easy to understand, beginning to stay on topic. |
By the end of this lesson children should know: To speak clearly, it is important to use an appropriate volume so that people can hear you. For example, you might need to speak more loudly to be heard in the playground than in the classroom. Slowing down your speech slightly often makes it easier for other people to understand what you are saying. Pausing after a sentence will help people to understand your meaning. Orally rehearsing a speech can help you to stay on topic and speak clearly. |
Work individually to create clay or dough models of Beegu, sharing resources and talking about what they are making. Place their model on a piece of paper and list all of the different adjectives that they can think of to describe her. Take a digital photograph of their Beegu model and digitally record their words using an Easi-Speak or a similar device. Store both their photographs and readings in their digital file. Note: At the end of the session, upload some of the children’s digital images and listen to their recordings. Did anybody use the same or similar words to describe their Beegu or were their ideas very different? Ask ‘Was it Beegu who landed in the school grounds?’ |
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14 |
English |
Aliens in films |
In this lesson children will: Write a sentence or sequence of sentences for a given purpose, including short narratives. |
By the end of this lesson children should know: A sentence is a group of words that are connected to each other to make sense. Sequences of sentences follow on from each other in a logical order. Each piece of writing is written for a reason. This reason does not change throughout the piece. A narrative is a description of sequenced events. |
Watch animations and film clips showing different aliens, such as one of the little green men in Toy Story, the children’s classic E.T. the Extra-Terrestrial and animated versions of Beegu. Answer questions about the content of the various examples to demonstrate their understanding. Express their views about each of the characters, including their similarities and differences. Compose simple sentences that describe Beegu’s character. Note: You could offer words such as funny, brave, lazy, curious, kind, unkind, foolish, clever and thoughtful. Children can add words or use a thesaurus to find synonyms to make their descriptions more powerful. |
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15 |
English |
My alien's profile |
In this lesson children will: Reread what they have written to check it makes sense then discuss their writing with the teacher or other pupils. |
By the end of this lesson children should know: Rereading your sentences helps you to check your writing makes sense and matches the task set. Discussing your writing can help you to see what you have done well and what you need to improve. Discussing a checklist can help you to see which conventions you have included. |
Complete their character profile, reading through their sentences to ensure they make sense and are correctly punctuated. Read their sentences aloud to others in the group and give each other feedback on what they have written. Note: Display the children’s work along with the book and their 3-D models. |
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16 |
Computing |
Floor robots |
In this lesson children will: Observe and explore outcomes when buttons are pressed in sequences on a robot and identify and debug a simple algorithm. |
By the end of this lesson children should know: An algorithm is a sequence of steps, instructions or rules that is used to perform a specific task. Algorithms can be followed by people or digital equipment. For algorithms to achieve the end goal, instructions have to be accurate and followed sequentially. Mistakes are called bugs and finding and fixing them is called debugging. |
Direct a floor robot around an outdoor alien terrain. Program simple instructions into their robot and test their instructions for accuracy. Direct the floor robot around the route using appropriate vocabulary and avoiding obstacles such as ‘moon rocks’. Execute and improve their algorithms. Note: Children may also need to debug their instructions. Debugging involves correcting the steps of a program that cause the program to fail to achieve the desired effect. |
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17 |
Geography |
Space terrain |
In this lesson children will: Use simple directional and positional language to give directions, describe the location of features and discuss where things are in relation to each other. |
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Create a large scale space terrain on a grid in the school grounds. Use objects and equipment found in school to add obstacles to their terrain. Working with a partner, explore ways of directing each other to follow a route. Use positional language, such as behind, next to and in front of, as well as directional language, such as left, right, straight ahead and turn, to direct their partner around the terrain. |
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18 |
Computing and RHE |
Sending an email |
In this lesson children will: Understand that there are online tools that can help people to create content and communicate. |
By the end of this lesson children should know: Software available online, such as email, social media platforms or blogs, can be made by individuals to communicate their ideas. |
Write and send an email asking for help to discover where the alien spacecraft may have come from. Include important information such as the school’s location, when the crash was discovered, what they know so far and how they can be contacted. Note: You could set up a fictitious account, with an appropriate name, for children to email. Make sure that they receive a reply. |
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19 |
Science |
Welcome to Earth |
In this lesson children will: Identify and name what an object is made from, including wood, plastic, glass, metal, water and rock. |
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Make a ‘Welcome to Earth’ box for the alien visitor to help them understand our planet. Select samples and objects made from everyday materials. Write a label for each item to identify it, explain its simple properties and show how it can be used. Note: The samples could be objects or photographs of common materials such as wood, plastic, metal, water, fabrics, cardboard and rock. The children could also think of questions to ask the alien about objects on their planet and the materials from which they are made. |
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20 |
Science |
Sending a message |
In this lesson children will: Describe, following exploration, what simple electrical circuits can do. |
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Find a way to send a light signal to the alien’s home planet by creating a simple circuit that lights a lamp. Explore ways of making the lamp brighter by adding more cells (batteries). Introduce a switch and use it to turn the lamp off and on, spelling out an alien code! Note: To make simple circuits with a switch, children will need a lamp or LED bulb, electrical wires with crocodile clips, a switch and batteries (AAA or AA) in a battery box. Demonstrate how to make a circuit and then let children work independently. You could devise an alien code comprised of dots and dashes to represent different letters, which children can follow to send a message. The children could take their circuits home to send their light signals at night and report back what happened. |
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21 |
English |
Space-themed books |
In this lesson children will: Link what they read or hear read to their own experiences and understanding of a topic or events. |
By the end of this lesson children should know: Some stories tell you more about topics you are learning about. |
Look at, share and talk about a variety of space-themed non-fiction books, images and photographs. Read and talk about their favourite pages or facts discovered. Label features of the genre, such as headings, subheadings, contents page, glossary and index, using sticky notes and explain how these help to find information. Note: Create a ‘Did you know?’ display or box in the classroom and ask children to contribute facts as they find them throughout the project. |
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22 |
English |
Meet an astronaut |
In this lesson children will: Ask and answer questions beginning with question words. |
By the end of this lesson children should know: 'Who', 'what', 'where', 'why', 'how' and 'when' are words that you can use at the start of a question. Questions that open with these words are useful for finding out more information about people, places, objects, events and times. |
Meet an astronaut and ask them questions about their space adventures. Find out what it’s like to live and work in space, including what zero gravity feels like, what types of food astronauts eat and where in space humans have travelled. Note: The astronaut could be a puppet or a suitably dressed and willing adult. Children could also look at photographs and watch video footage of astronauts carrying out tasks at the International Space Station in zero gravity. The NASA website contains images of astronauts at work and explains how they overcome the problems of zero gravity. Children could write down key facts they have learned. |
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23 |
English |
Features of a report |
In this lesson children will: Discuss the meanings of new words in their reading, drawing on known meanings. |
By the end of this lesson children should know: Word families can help you to work out the meaning of new words, such as 'run' and 'runner'. |
Read simple, non-chronological reports about space-related topics of interest, noting key features of the genre, such as a clear title, subheadings, diagrams, illustrations with captions and topic-specific vocabulary. Write down key facts they have learned from reading the reports. Use phonic skills to decode any unfamiliar words and a simple dictionary or glossary to look up the meaning. Note: Work together to compile a checklist of all of the features of a successful report and display this prominently for children to refer to when writing their reports. Discuss how a report is different from other genres, such as story writing. |
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24 |
English |
Planning a report |
In this lesson children will: Say aloud what they are going to write about, making simple pictorial or written records where appropriate. |
By the end of this lesson children should know: You can say aloud what your next sentence is going to be. You can draw pictures or write simple words to remind you what you are going to write about. |
Using the information that they have gathered, plan a simple, non-chronological report on an aspect of space that most interests them. Share their plans with other children to get their input before writing their reports. Note: Provide children with a simple planning frame so that they can organise their ideas. For children needing more support, give simpler formats and encourage them to write captions for their drawings or images. Remind children that a report should contain facts rather than opinions. |
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25 |
English |
Presenting a report |
In this lesson children will: Write for a range of purposes. |
By the end of this lesson children should know: Texts can be written for a range of purposes including to inform or entertain. |
Write their non-chronological report about their chosen space subject. Use their best handwriting, correct punctuation and appropriate spacing between words. Present their report to other classes and older children, explaining the most fascinating facts they discovered. Answer questions from the other children. Note: Model report writing using the features of the genre, including facts, subheadings, captions, pictures, topic-specific vocabulary and any other features relevant to your class. Allow children the opportunity to read their report aloud to the class and to answer further questions from other children. |
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26 |
History |
People in space |
In this lesson children will: Understand the term significant and explain why a significant individual is important. |
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Use information books and other available historical resources to find out about Yuri Gagarin (the first person to travel into space) or Neil Armstrong and Buzz Aldrin (the first men to land on the Moon). Record their findings in a simple non-chronological report or illustrated sentence, including why they are significant and their impact. Note: There are many videos online that show the first Moon landing. Play these on a PC or laptop for children to watch independently. |
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27 |
Science |
New planets |
In this lesson children will: Compare and group materials in a variety of ways, such as based on their physical properties; being natural or human-made and being recyclable or non-recyclable. |
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Invent new planets and name them after everyday materials such as Planet Wood, Planet Plastic and Planet Glass. Use hula hoops as the planets, labelling them with their planetary names. Sort a wide selection of everyday objects onto the planets based on the material from which they are made. Create more planet names based on the properties of different materials (Planet Smooth, Planet Bendy and Planet Waterproof are good examples). Sort the objects according to the new planet names. Note: Encourage the children to keep changing the names of their planets and reclassifying the materials. The children will find that some objects cannot be sorted into any of the planet circles provided, so they may want to imagine a new planet of their own. Alternatively, they can leave the objects floating in outer space as space junk. Other objects may be sorted onto more than one planet. If so, overlap the planets to make a physical Venn diagram. Ask children to work in groups and start with just a few planets, adding more when they are confident about sorting. |
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28 |
History |
Space travel |
In this lesson children will: Order information on a timeline. |
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Use the History of space provided to find out about the chronology of space travel. Work as a whole class or in small groups to sequence the cards and use sequencing words (time adverbials), such as first, before, after and next, to order events. Work individually or in pairs to record some of the events on a blank timeline. Think and talk about how space travel and exploration might develop in the future. Note: Major space events could include the first dog in space (1957), first human in space (1961), first humans on the Moon (1969), launch of Hubble Space Telescope (1990), first British person in space (1991) and final launch of the American Space Shuttle Program, STS-135 (2011). |
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29 |
Science |
Our Solar System |
In this lesson children will: With support, gather and record simple data in a range of ways (data tables, diagrams, Venn diagrams). |
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Gather and record data about the Moon and the eight planets in our Solar System, using a range of non-fiction books, posters, the web and video clips. Answer questions relating to the order of the planets from the Sun, their composition, properties and other interesting features. Use their planet facts to consider which planet the crashed craft might have come from. Note: Children could learn simple mnemonics to help them recall the distance of the planets from the Sun in order. Examples include ‘My Very Evil Mum Just Speaks Utter Nonsense’ and ‘My Very Educated Mother Just Served Us Nachos’! Children can also make up funny rhymes to remember. |
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30 |
English |
Exploring adverts |
In this lesson children will: Discuss the significance of the title, information and events in a short text. |
By the end of this lesson children should know: Titles help you to choose books based on your interests and purpose. Events are important in a storybook because they build on each other and make exciting things happen. Information is important in a non-fiction book because it tells you interesting facts about a subject. |
Look at and read a selection of adverts from everyday life. Identify their key features (title, bold and bright colours, large pictures, photographs and drawings, important words, adjectives and short, simple sentences) and label them. Choose the adverts they like best and explain why. Talk with adults and peers about the purpose of adverts and which ones make them want to buy the products. Note: Ask ‘What are adverts? How do adverts make us want to buy something? What features did you spot on the adverts you read? What did you like? What didn’t you like? Which advert made you want to pick the product up and look at it? Why?’ |
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31 |
English |
Uninspiring adverts |
In this lesson children will: Listen and respond appropriately to the contributions of adults and peers. |
By the end of this lesson children should know: Types of response include speaking, moving and following simple instructions. Sitting still and not talking to others can help you to listen. |
Look at an example of an uninspiring poster advertising a space-related product, such as a rocket, spacesuit or Moon buggy. Work with a partner to improve the poster and feed back their ideas to the class. Create a new, exciting version of the poster on a large sheet of paper. Use art software, downloaded images, felt tip pens and writing bubbles. Note: Uninspiring adverts are provided for children to discuss and improve. |
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32 |
English |
Developing our ideas |
In this lesson children will: Write for a range of purposes. |
By the end of this lesson children should know: Texts can be written for a range of purposes including to inform or entertain. |
Make and write engaging, eye catching adverts for their Moon buggies (see the 'Moon buggy' design and technology activity). Concentrate on starting their sentences with a capital letter, ending with a full stop and leaving spaces between words, using their finger as a spacing guide if needed. Note: Model writing a simple advert for the children, asking them for ideas of how to improve it. Demonstrate how to use short, catchy sentences. Generate interesting adjectives to promote the benefits of their space buggy. |
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33 |
English |
Advert features |
In this lesson children will: Reread what they have written to check it makes sense then discuss their writing with the teacher or other pupils. |
By the end of this lesson children should know: Rereading your sentences helps you to check your writing makes sense and matches the task set. Discussing your writing can help you to see what you have done well and what you need to improve. Discussing a checklist can help you to see which conventions you have included. |
Complete their adverts, making sure they have included all of the essential features, including a title, important words, adjectives, pictures and a short, simple description of their product. Ensure that their advert is attractive enough to stand out from others. Note: Encourage the children to check their writing with a partner and reread what they have written to make sure that it makes sense and is appropriately punctuated. |
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34 |
English |
Sales pitch! |
In this lesson children will: Participate effectively in role play and performances, and take turns in group discussions about their learning, including what has been read to them |
By the end of this lesson children should know: Role play is acting out stories or experiences. Some behaviours help discussions, role play and performances to run smoothly and effectively, such as taking turns to speak, including everyone and not interrupting. |
Work in small groups to present a sales pitch to the class promoting their Moon buggy. Listen carefully to the presentations of others and ask questions. Give feedback on why they would like to buy each buggy. |
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35 |
Design and technology |
Space toys |
In this lesson children will: Name and explore a range of everyday products and describe how they are used. |
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Explore and evaluate a variety of space-related toys, including rockets, space buggies, figures and costumes. Investigate what each toy can do. Suggest ways of making the toy more fun to play with. Write their ideas and opinions in large speech bubbles or record them using voice recorders, such as Easi-Speak or Talking Tins. Discuss and answer questions about which toy they liked best, why they didn’t like others, what the toys are made from, whether a different material might be better and how to improve the toy’s design. Note: Children could bring in space-themed toys from home to display in the hall. Just like in a gallery, they could explore and observe the exhibits. The children’s thoughts and opinions could be shared and replayed back in the classroom when the whole class reassembles. |
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36 |
Design and technology |
Moon buggy |
In this lesson children will: Use wheels and axles to make a simple moving model. |
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Look at and play with a range of moving vehicles, observing and talking about how they move using appropriate vocabulary. Sketch their favourite vehicle, labelling its different parts. Make a simple Moon buggy with corrugated cardboard or plastic, pushing axles through the voids and attaching wheels. Test the vehicles, and improve them where necessary before testing them on grass, tarmac, sand, soil and carpet. Note: Support children in finding solutions to any problems with their vehicle. They could try changing the number, type or size of the wheels to check out the effect on the Moon buggy’s movement. |
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37 |
Science |
Rockets! |
In this lesson children will: Ask simple scientific questions. |
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Make air-propelled rockets and launch them into outer space. Decide which sheet material (tissue paper, newspaper, printing paper, card, acetate sheet or foil) to use for the rockets. Use scientific vocabulary related to the properties of the materials to explain their choices. Ask and answer questions about how their rockets are powered and what makes them move. Note: Good educational suppliers sell reasonably priced bottle rocket kits with launchers designed to fit on empty plastic drinks bottles. The rockets are made by rolling paper or other material loosely around the launcher to make a tube before sealing one end with sticky tape to make a nose cone. Launch the rockets by sliding them onto the launcher and squeezing the bottle firmly and rapidly. You can also make simple drinking straw rockets, using instructions found online. |
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38 |
Geography |
NASA! |
In this lesson children will: Use basic geographical vocabulary to identify and describe physical features, such as beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley and vegetation. |
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Get a rocket’s eye view. Visit the NASA website to see and discuss images of Earth from space. Explore the Earth from above on mapping websites, identifying basic geographical features such as a sea, ocean, land, island, forest, city, lake and river. Try to spot similar features on other planets in a selection of aerial photographs, such as Martian river beds and mountains on Venus. Note: Google Earth offers aerial images of the Earth and is simple enough for children to use after some instruction and practice. Zoom in on different continents to study features, or type in a postcode to look at a specific area. Show children some of the amazing pictures of the Martian landscape captured by the Mars rover, Curiosity. Can they suggest where the pictures were taken? |
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39 |
Science |
Investigating rockets |
In this lesson children will: With support, follow instructions to perform simple tests and begin to talk about what they might do or what might happen. |
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Investigate whether the size of a balloon affects how far a balloon powered rocket travels along a string. Slide a straw onto a length of string before tying it tightly across the classroom, school hall or playground. Look at balloons of different shapes and sizes and predict which one will travel furthest along the string when the air inside is allowed to escape. Give reasons for their predictions. Let each balloon go and mark its finish point on the floor under the string. Find out which balloon zoomed the furthest. Discuss whether all of the balloons travelled at the same speed and whether they can explain their results. Note: Blow the balloon up, keeping the air in by pinching the neck. With the help of an extra pair of hands, tape the balloon to the straw on the string, ensuring that the balloon is horizontal and the air can escape freely when the neck of the balloon is released. |
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40 |
English |
Step 1 |
In this lesson children will: Write for a range of purposes. |
By the end of this lesson children should know: Texts can be written for a range of purposes including to inform or entertain. |
Write an email to Professor Pong to explain that the alien landed in your school grounds. Ask him if the alien can be returned to school. Attach a photograph of the crash site to prove you have the alien’s space craft. |
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41 |
English |
Step 2 |
In this lesson children will: Listen and respond appropriately to the contributions of adults and peers. |
By the end of this lesson children should know: Types of response include speaking, moving and following simple instructions. Sitting still and not talking to others can help you to listen. |
Professor Pong has agreed to return the alien to the crash site so it can retrieve some of its belongings. Talk about ways of making it feel welcome. Think about Beegu. How did the children in the story make her feel at home? |
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42 |
Design and technology |
Step 3 |
In this lesson children will: Construct simple structures, models or other products using a range of materials. |
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Design and make an alien mask or headdress to wear when the alien returns. Use your artistic skills to develop your ideas for some super alien wear! |
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43 |
Computing |
Step 4 |
In this lesson children will: Use a range of computing hardware for different purposes. |
By the end of this lesson children should know: Hardware is the parts of a computer that you can touch, such as a mouse, tablet or floor robot. |
Take digital pictures as you work to show others how you made your alien wear. Save them in a digital folder for later. |
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44 |
English |
Step 5 |
In this lesson children will: Use given subject-specific vocabulary to explain and describe. |
By the end of this lesson children should know: Topic words can be chosen during conversations to add precision to what you are saying. Subject-specific vocabulary can be seen in various places, such as display boards, books and word mats. Subject-specific vocabulary can be heard in various places, such as in the classroom and on videos. |
The alien has arrived! Can you introduce yourself using adjectives which describe your character? Are you kind, cheerful, mischievous or clever? Perhaps you are all of those things! |
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45 |
Science |
Step 6 |
In this lesson children will: Describe, following exploration, what simple electrical circuits can do. |
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You’ve already tried to make contact with the alien’s home planet by sending light signals into space. Can you build a circuit that includes a buzzer? Then you could send a noise signal too – surely that will grab somebody or something’s attention! |
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46 |
English |
Step 7 |
In this lesson children will: Use given subject-specific vocabulary to explain and describe. |
By the end of this lesson children should know: Topic words can be chosen during conversations to add precision to what you are saying. Subject-specific vocabulary can be seen in various places, such as display boards, books and word mats. Subject-specific vocabulary can be heard in various places, such as in the classroom and on videos. |
While you are waiting for a return signal, why not show the alien some of your favourite space work? |
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47 |
PSHE |
Step 8 |
In this lesson children will: Recognise that people and other living things have rights. |
By the end of this lesson children should know: Rights are things to which all people are entitled. These include the right to life, food, water, housing, protection and sharing our opinions. We are all responsible for protecting these rights. |
Poor alien looks tired. Perhaps it should go for a sleep now? It’s been a long day. Let’s see what happens tomorrow. Put alien to bed until the morning. Make sure it is warm and safe. Night, night alien! |
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48 |
English |
Step 9 |
In this lesson children will: Make simple inferences from what is being said and done in a text. |
By the end of this lesson children should know: Making inferences involves using clues to work out something that has not been overtly stated. There are clues in a character's actions that you can use to infer how they are feeling. For example, it is likely that a smiling character feels happy. |
Good morning, children! What’s this? An email in our inbox! Let’s see what it says. |
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49 |
PSHE and RHE |
Step 10 |
In this lesson children will: Select vocabulary to describe feelings. |
By the end of this lesson children should know: Good feelings can be described as happy, glad, joyful, loved, cheerful and content. Not so good feelings may be sad, upset, miserable, scared, frightened, worried, tired and angry. It is important to be able to express feelings to others, understand that feelings are normal and work out strategies for managing them. |
It seems as though our friendly alien has been picked up by its parents overnight! The alien is very pleased you helped contact them. You’ve made your alien very happy! It’s left you a letter. |
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50 |
English |
Step 11 |
In this lesson children will: Discuss the meanings of new words in their reading, drawing on known meanings. Core knowledge |
By the end of this lesson children should know: Word families can help you to work out the meaning of new words, such as 'run' and 'runner'. |
What does your letter say? Let’s read it together. |
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52 |
English |
Step 12 |
In this lesson children will: Write a sentence or sequence of sentences for a given purpose, including short narratives. |
By the end of this lesson children should know: A sentence is a group of words that are connected to each other to make sense. Sequences of sentences follow on from each other in a logical order. Each piece of writing is written for a reason. This reason does not change throughout the piece. A narrative is a description of sequenced events. |
What an adventure! Would anyone believe it? Write a report about your alien adventure, telling Professor Pong everything that has happened. Remember to use the right features for a report, including lots of exciting pictures, facts and information. CONGRATULATIONS! You have completed your Innovation Challenge. |
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52 |
English |
Constellations |
In this lesson children will: Sit at a table and hold a pencil correctly and comfortably. Use their knowledge of handwriting families to form lower-case letters, capital letters and digits in the correct direction, starting and finishing in the right place. |
By the end of this lesson children should know: To sit correctly while writing, put both feet flat on the floor, place your paper at an angle if this helps and hold your paper still with your non-writing hand. The letters of the alphabet can be sorted into handwriting families. These are the letters that are written in a similar way. For example, the letters a and c are formed in a similar way. An ascender is an upward stroke that extends above the size of an e. A descender is a downward vertical stroke that goes below the baseline, such as the stem of a p. A digit is a number from 0 to 9. To form letters correctly, you must begin in the correct starting place and move your pencil in the right direction. All letters sit on the line, but some letters have ascenders, and some have descenders. Placing your finger after a word can help you leave a space before the next word. Letters within a word should be close together. |
Make star constellations in the shape of letters from different handwriting families and give them to a partner to trace or complete. Note: Project images of star constellations onto the IWB. More easily identified examples include Orion, the Plough, Ursa Minor, Leo and Cygnus. A number of excellent free apps are available on tablets and smartphones that show and locate different constellations, stars and planets. |
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53 |
English |
Science-fiction stories |
In this lesson children will: Participate effectively in role play and performances, and take turns in group discussions about their learning, including what has been read to them. |
By the end of this lesson children should know: Role play is acting out stories or experiences. Some behaviours help discussions, role play and performances to run smoothly and effectively, such as taking turns to speak, including everyone and not interrupting. |
Look at, read and listen to a variety of science-fiction picture stories with a friend. Talk about their favourite pages, what they liked and what they didn’t like. Take on the role of the characters from the stories to act out events and produce freeze frames for particular events within the stories. Take photographs of each other’s performances as well as activities in the role play area. Note: Model acting out and freeze framing events. Take lots of photographs and display them in the role play area to inspire the children's role play and stimulate discussion about what they see. |
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54 |
English |
What will happen next? |
In this lesson children will: Give a simple explanation about the information, characters and events in books or texts that have been read to them. |
By the end of this lesson children should know: Fiction is a story or book about imaginary events and characters. Non-fiction is a text or book about real facts, people and events. Readers can give explanations about characters by describing their actions, appearance and personality. Events can be explained by describing what happened along with the cause and effect. Information in non-fiction texts can be explained using your own words, key words and referring to images or diagrams. |
Listen to and join in with the reading of a short and simple science-fiction story, answering inference questions at key points and predicting what might happen. Talk about what science-fiction stories are and how they are different from other stories that they have read. Sequence pictures of the main story events and consider possible variations. Note: Science-fiction stories are usually set in the future, in outer space or on newly discovered worlds. They are often about science and technology. Good examples of science-fiction stories include Aliens in Underpants Save the World by Claire Freedman, Q Pootle 5 by Nick Butterworth and Man on the Moon by Simon Bartram. |
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55 |
English |
Sci-fi |
In this lesson children will: Say aloud what they are going to write about, making simple pictorial or written records where appropriate. |
By the end of this lesson children should know: You can say aloud what your next sentence is going to be. You can draw pictures or write simple words to remind you what you are going to write about. |
Read the beginning of a simple science-fiction story together and predict what might happen in the middle of the story. Discuss what might happen in the story from this point forward that would make it exciting for the reader or listener. Plan a version of the rest of the story using a similar structure to the one read in class. Create a pictorial story map for their versions and talk through the sequence of events with a partner and the teacher. Note: Model how to fill in and organise ideas on a story map. Encourage children to share ideas and help each other to think through the events in their story. |
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56 |
English |
Illustrating our stories |
In this lesson children will: Write a sentence or sequence of sentences for a given purpose, including short narratives. |
By the end of this lesson children should know: A sentence is a group of words that are connected to each other to make sense. Sequences of sentences follow on from each other in a logical order. Each piece of writing is written for a reason. This reason does not change throughout the piece. A narrative is a description of sequenced events. |
Complete their science-fiction stories by writing the middle and ending, referring back to the ideas and events on their story map. Check that they have used the correct punctuation and appropriate spacing between words. Write their stories on large pieces of paper using felt tip pens to add colourful illustrations. Note: Model the structure of a story including a middle (following on from what has happened at the beginning), and an ending. Laminate each story and compile them into a book. Place in the role play area for the children to read together, share and act out. Read out the children’s stories during story time. |
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57 |
Music |
Space-themed rhymes, poems and songs |
In this lesson children will: Sing traditional songs, nursery rhymes and chants clearly. |
By the end of this lesson children should know: Traditional songs, nursery rhymes and chants have been passed down to different generations using the oral tradition. They usually contain repeated rhythms or melodies, a strong pulse and rhyming words. |
Learn and join in with space-themed rhymes, poems and songs. Choose their favourites and select instruments that could accompany their chosen rhyme, poem or song. Perform and appraise each other’s work. Note: Use musical vocabulary with the children, such as loudly, quietly and softly, to describe how they should sing and perform their rhymes, poems and songs. Encourage the children to use these musical terms. |
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58 |
PSHE and RHE |
Accomplishing goals |
In this lesson children will: Identify strengths and set simple but challenging goals. |
By the end of this lesson children should know: Strengths are things that we are good at, such as football, art or dancing. Goals are things that we are aiming to achieve, such as joining a football team, learning a new painting technique or performing in a show. |
Share with the class the real life story of the NASA astronaut, Jose M Hernández, and Margot Sunderland’s book, A Pea Called Mildred. Discuss what goals Jose and Mildred were trying to achieve and how they reached them. Talk about what people must do to accomplish their goals. Consider why goals are important and identify a simple goal for themselves. Note: Jose M Hernández was born into a family of Mexican migrant farm workers. When he was six, he dreamed of travelling through the night sky on a rocket ship. He worked hard to finally achieve his dream and became the first Mexican-American astronaut. His story provides a message for children that working hard, trying your best, going for your goals and persevering really does mean that you can ‘reach for the stars’ and make your dreams come true. |
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59 |
Computing |
Our learning |
In this lesson children will: Select appropriate software to complete given tasks using text, images, audio and video clips. |
By the end of this lesson children should know: Software is the programs that are used by a computer, such as word processing software, presentation software or image editing software. It can be used to create and combine digital content for different audiences and purposes. |
With support, make a digital presentation of the project. Add text, narrative, sounds and music, telling the viewer what is happening. Note: In groups, select up to 10 photographs taken or used in the project. Show the children how the photographs can be inserted into a presentation using suitable software, and how to add text. Support them with recording their voices and import their recordings or copyright free music into the presentation. |
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60 |
Design and technology |
Success! |
In this lesson children will: Talk about their own and each other's work, identifying strengths or weaknesses and offering support. |
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Work with a design partner to review the different models they have made throughout the project. Choose a favourite and write a sentence about why they like it or why they feel it was the most successful. Imagine that they could manufacture their model into a ‘real’ working item. Think about what materials would be used to make it and why. Note: Invite parents and carers to an exhibition at which all the children’s models are displayed. Ask parents and carers to leave sticky notes next to the models to give the children positive comments about their work. After the visit, read these back to the children to make them feel great. |