Super Smoothie RECIPE LESSON PLAN

Age group: 5-6 years

ENGLISH Suggested text: any non-fiction text in print or online that tells the story of ‘cow to milk to carton’ – e.g. Milk: from Cow to Carton by Aliki (HarperCollins), the ‘Super Smoothie’ poem below.

Reading – Comprehension

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ENGLAND

WALES

Develop pleasure in reading, motivation to read, vocabulary and understanding by: • Listening to and discussing... non-fiction at a level beyond that at which they can read independently • Being encouraged to link what they read or hear to their own experiences • Participate in discussion about what is being read to them, taking turns and listening to what others say • Explain clearly their understanding of what is being read to them

Listen and respond appropriately and effectively, with growing attention and concentration.

SCOTLAND

NORTHERN IRELAND

Take turns and develop their awareness of when to talk and when to listen; link what they are learning with what they already know.

Take turns at talking and listening in group... activities; express thoughts... in response to personal experiences.

Talk to the children about where they get their milk. Do they go to a shop or a supermarket? Some may have it delivered. Do they know where it comes from before this? If possible, look on the internet at how milk is produced. There are resources available from some milk producers. If you have found a suitable non-fiction text, share it with the children and ask them questions about it as you go. As follow-up and possibly as part of a guided reading session, get the children to read, order and match captions to pictures provided here as a downloadable template. Talk about the pictures as they are ordered. You might discuss how cows were milked by hand before machines were invented and explain that the machines do not hurt the cows. You might say that the milk has to be made very safe to drink at the dairy/factory before it can go to the shops.

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Reading – Word

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ENGLAND

WALES

Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternate sounds for graphemes.

Speak clearly, with appropriate intonation in their own accents, modifying their talk to the requirements of the audience; understand that written symbols have sound and meaning and develop phonological... knowledge.

SCOTLAND

NORTHERN IRELAND

Explore and play with the patterns and sounds of language and use what they learn.

Read, and be read to from a wide selection of poetry; read aloud... inflecting appropriately to emphasise meaning.

Read the poem below to the children and then read it together. Ask them to clap it as you read it. Ask them to clap each time they hear a short or long /oo/ sound – depending on your region the words will include super, smoothie, good, groovy, cook and food. Give children a copy of the poem and get them to highlight or underline all the /oo/ graphemes. Ask them to put the words into two lists according to whether they have a short or long /oo/ phoneme. Challenge them to say or perform the poem out loud for others. Ask them how they could enhance their performance – e.g. dance a jig when they say the word ‘groovy’ or rub their tummy when they say the last line. ‘Super Smoothie’ We made a Super Smoothie And it was very good; You could say it was groovy Learning how to cook. We used food that’s good for us, Like strawberries and milk. It looks as nice as ice-cream And tastes as smooth as silk!

Writing

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ENGLAND

WALES

Write sentences by: • saying out loud what they are going to write about • composing a sentence orally before writing it • sequencing sentences to form short narratives • re-reading what they have written to check that it makes sense Discuss what they have written with the teacher or other pupils.

Begin to write in a conventional way, communicating by using words, phrases and short sentences, linked to familiar patterns.

SCOTLAND

NORTHERN IRELAND

Explore interesting materials for writing and different ways of recording... information.

Understand and use a range of vocabulary by investigating and experimenting with language; develop increasing competence in the use of grammar and punctuation.

To follow on from the reading activity cited above, get the children to write their own sentences to match each picture in the sequence of ‘cow to milk to carton’. Use the pictures provided in the downloadable template to stimulate words and sentences. You may decide to support less able or less confident writers by providing words for them to sequence into sentences before they write them. 2

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You may also decide to support some learners with this activity in a guided writing session with adult support or independently for some children with key words provided. In all instances ask the children to read their writing aloud with confidence. Ask others to comment and give feedback positively.

Spelling, Vocabulary, Grammar, Punctuation • As an extension to the reading activity, provide the children with some sentences with spelling and punctuation mistakes in them – e.g. no full stops, no capital letters and no spaces between the words. • You may write these on the board or give them to children on hand-outs so that they can proof read and correct the errors by annotating the text using a coloured pen or pencil. • Ask the children to correct these as they spot the mistakes and/or write them out: • Cows eat grass. • Milk comes out ofa cow’s udders. • Where do You get your milk. • weput milk on cornflakes.

MATHS Measure

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ENGLAND

WALES

Compare and solve practical problems for capacity and volume. Measure and begin to record capacity and volume.

Compare and order two or more objects in terms of mass or length/height by direct observation, and for capacity and volume by filling or emptying containers.

SCOTLAND

NORTHERN IRELAND

Students can estimate how long or heavy an object is, or what amount it holds, using everyday things as a guide, then measure or weigh it using appropriate instruments and units.

Know and use the most commonly used units to measure in purposeful contexts.

Talk about milk at school if the children have this daily. If not, tell them that milk is the only drink children are encouraged to have at school, apart from water. Ask them why they think this is. Ask them to think about how much milk would be needed for every child in the class to have a cup of milk every day. How much milk would this be for one day? [For a class of 30 it would be approximately 8 pints or 4.5 litres, obviously depending on the size of cup.] • How much milk do we need to give each child in the class one cup every day? • How can we work it out? • Begin with the size of cup. Show three or four examples, from a pint-sized mug down to an egg cup. Choose the most appropriate size together. • Show them how once this is agreed on, the amount needed can be worked out. • It would be useful to have enough of the agreed cup size – e.g. simple plastic cups – for the class so that children can see how much one milk bottle or carton holds. Look at and play with different containers using water so that children can experiment in play with concepts of capacity – e.g. How much does each container type and size hold? How can you measure this? Which containers fill the most / the least number of smaller cups? How many small cups make up 1 litre? If possible look at real milk containers in a local store and record these in words or pictures. Use cameras to learn about materials – e.g. glass, cardboard and plastic; about the use of colour – e.g. blue for full fat, green for half fat and red for skimmed; as well as capacity – e.g. one pint, half a pint, two pints. This links with Science objectives.

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SCIENCE Work Scientifically

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ENGLAND

WALES

Observe closely using simple equipment. Describe the simple physical properties of a variety of everyday materials.

Observe differences between animals and plants, different animals and different plants in order to group them. Experiment with different everyday materials and use their senses to sort them into groups according to simple properties.

SCOTLAND

NORTHERN IRELAND

Active learning which provides opportunities to observe, explore, experiment, and play.

Encouraging children to observe and interpret their environment.

Make milk models. Children will be fascinated by this experiment to turn milk into a malleable material and then into solid models. It is probably best if this is demonstrated in small groups or to the whole class. Take photographs at each stage of the process so that you can use these as follow-up for discussion and sequencing. You will need: • 1 cup of milk • 2 tablespoons of vinegar • Bowl • Strainer • Tea towel / J cloth • Saucepan • Tray lined with baking paper • Various shaped cutters

Before starting, name the list of equipment needed and ensure the children understand the difference between a solid and a liquid. • Pour the milk into a saucepan. Gently warm it but do not let it boil. Ask questions such as this: What is happening to the milk? • Turn off the heat. Add a drop of food colouring and the vinegar to the milk. • Stir and watch as the mixture starts to change and form lumps. Ask the children to describe what is happening. • Put the cloth and strainer over a bowl, pour the mixture in and let it drain for a few minutes. • Squeeze out the rest of the mixture, trying to get rid of as much liquid as possible. • Let the children feel the mixture and squeeze and squash it. Ask them to describe how it feels. • Spoon the mixture out and form it into shapes using the cutters. • Leave to dry. The milk models will take a couple of days to dry completely. • Please note: these are NOT edible! After the experiment: • Ask children to recount what they saw and what happened to the milk to check what they observed. Questions might include: Would heating milk alone make it change and become solid? • If you have recorded the experiment in some way – e.g. by photographing each stage – use your records to help the children describe the changes in the state of the milk so they are able to revisit the sequence of what has happened.

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DESIGN AND TECHNOLOGY

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ENGLAND

SCOTLAND

Understand where food comes from.

I explore and discover where foods come from as I choose, prepare and taste different foods.

This activity aims to help children understand that, as well as cows, many other animals produce milk. Provide pictures of animals from around the world that produce milk – e.g. cows, camels, buffalo, sheep, goats, horses, deer. Check that the children can recognise and name all these animals. Talk about whether they have tasted milk from any animal other than a cow. Play a game using cards with pictures of animals including the ones above and several others, as follows. The aim of the game is to be the first to fill a yoghurt pot with ‘milk’. Playing in pairs, one child shuffles the cards. The other player chooses a card. If the animal on the card produces milk that we use, the player puts a teaspoon of ‘milk’ or other liquid into an empty yogurt pot. If not, play passes to the other person. The ‘milk’ could be water or anything that can be measured on a spoon. You may consider setting this up on plastic sheeting or on a tray to reduce problems with spillage. As long as the players use the same type of spoon, spillage does not matter. This will be especially good for children’s fine motor skills if you use a teaspoon. The first player to fill the yogurt pot is the winner.

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