Topic work |
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As part of our 'Homes' topic this week we will be focusing on the story of 'Goldilocks and the Three Bears'. Parents/carers I have highlighted the key vocabulary in purple that you should encourage your child to use and have put questions you should ask them in bold. |
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Story activity |
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If you don't have the book you can find the version of 'Goldilocks and the Three Bears' we are using at: https://m.youtube.com/watch?v=AOXqZw9kj-I If you do have the story but your story is slightly different adapt the questions to suit it. Questions for parents/carers to ask about the story: Who are the characters in the story? Why was the girl called Goldilocks? Where is the story set? How do you know? Why didn't Goldilocks like daddy bear's porridge? Whose porridge did Goldilocks like best and why? What did Goldilocks do to baby bear's chair? How do you think baby bear felt when he found his broken chair? Where did the bears find Goldilocks? What happened at the end of the story? How do you think Goldilocks felt when she woke up and saw the bears? What rooms in the house did Goldilocks go in? Do you think Goldilocks should have gone in the bear's house? Why? /Why not? What should the bears do to stop anyone going in their house next time they go out? Key vocabulary: Goldilocks, house, bears, porridge, breakfast, peckish, peek, growl, squeak & leapt, woods, character, event, beginning, middle, end, setting |
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Sentence writing activity |
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Through the course of the week build up to writing the story of 'Goldilocks and the Three Bears'. On the first day write the beginning of the story including the bears going for their walk, on the second day write about Goldilocks entering the house and eating the porridge, on the third day write about Goldilocks sitting in the chairs and trying out the beds and on the last day write about what happened at the end of the story. Depending on how challenging your child finds it to write choose whether they write one simple sentence each day, write a longer sentence (use 'and') or write more than one sentence. You can find more information about how to help you child with writing by referring to the 'How to write a sentence' information sheet in your "Home Learning" envelope. Key vocabulary: letter, word, sentence, Fred Fingers, gap/space, full stop, dear, beginning, middle, end, events, re-read, rehearse sentence |
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Drama activity |
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https://m.youtube.com/watch?v=Keudoeg6NVM This video narrates the story of 'Goldilocks and the Three Bears’ with classical music. The story is slightly different to the traditional tale, so make sure you listen carefully. Listen to the narrator and with an adult or other members of your family act out the story either as the bears or Goldilocks and try to match your movements to the music and storyline, this could include dancing where appropriate.
Afterwards reflect on the storytelling, to support your child to answer the questions you may want to play a clip of the section you are discussing. Possible questions to ask: As Goldilocks tried each bowl of porridge what happens to the music? Why did you choose those movements when you were in the middle-sized bed? What happens to the music when daddy bear talks? Why was the music fast when Goldilocks woke up? Adults talk to your child about how the music reflects how the characters are feeling and the events in the story i.e. the music sounds like a lullaby when Goldilocks is in bed. If you have a chance repeat the activity but this time switch roles with the adult. Key vocabulary you may want to focus on: movement, dance, tiptoe run, fast, faster, slow, loud, quiet, slower, violin, lullaby, feelings, emotions, facial expressions, act, story, character, event |
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As we are exploring our topic 'Homes' we are going to focus on the rooms in a house more closely. The next activities should be based in the rooms that are the focus of the activity. |
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Bathroom activity |
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What do we use the bathroom for? Why is it important to have a bathroom? Do you like this room? Why/Why not? Floating and sinking experiment in the bathroom- with adult supervision at all times. Choose 6-10 items from around the house that you don't mind getting wet. Before you put them into the water predict which items will float - stay in the top of the water or sink- go down to the bottom of the water. Tell your adult why you think your object will float or sink. Perhaps put all of the items that you think will float in one container and the one's you think will sink in another container to separate them.
With the help of an adult draw a table like the one below and write in the items you are testing. The items below are just examples; you can use whatever you like.
Using the bath, sink or a bucket full of water, test out whether items float or sink. Test each item one at a time, tell your adult whether the item floated or sank and why. Then tick whether the item floated or sank on your table, also put a tick or cross in the prediction column depending if your prediction was correct or not. How did you get on? Were many of your predictions correct? Why do you think each of the items floated/sunk? Key vocabulary: float, sink, sank, predict, test, heavy, light, big, small, under, top, in, on, sides, bottom |
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Kitchen activity |
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What do we use the kitchen for? Why is it important to have a kitchen? Why do you need to keep safe in the kitchen? Do you like this room? Why/Why not?
Linked with 'Goldilocks and the Three Bears' what extra ingredients would you add to porridge to make it "just right"? With the support of an adult write a list of ingredients you need to make porridge including your special ingredient. Then with help write a step by step recipe for someone to show them how to make it. What do you have to do next? Will you make it in a microwave or on the stove? You might want to give your porridge a special name! If possible following your recipe make your porridge with adult supervision. Can you read the recipe so we know what to do next? When it's ready eat it. What is it like? Did you like it? Why/Why not? Is there anything else you could add to make it even better? If possible take a photograph of it to take back to school to show everyone. Key vocabulary: kitchen, oven, stove, cook, sink, microwave, kettle, food, porridge, recipe, steps, list, ingredients, safety |
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Living room activity |
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What do we use the living room for? Do you call it a living room or has it got another name? Do you like this room? Why/Why not? What furniture do you have in this room? A living room, lounge or front room tends to be the room where you sit with your family. The bears in the story had their own chairs. When Goldilocks tried the bears' chairs, she found them too soft or too hard. Find four things that are soft and four things that are hard. If you can, place them near you. Feel them - how does each one feel? (Perhaps feel with your eyes shut.) Do the soft ones all feel the same or different? Which ones feel bumpy, squidgy, warm, cuddly, squashy, bendy? Do the hard ones all feel the same or different? Which ones feel rough, smooth, cold, solid, lumpy? What other words can you use to describe how these objects feel?
What kind of chair would you like? Would you prefer it to be firm or soft? Design a special chair for you to sit on in your living room and draw it on paper. What colour will it be? Will it be big/high/soft etc? What makes it more special than any other chair? Key vocabulary: chair, special, living room, lounge, front room, furniture, design, hard, soft, big, small, comfortable, cushion, chair, high, tall, bumpy, squidgy, cuddly, rough, smooth, bendy, solid, lumpy, same, different, warm, squashy, feel, touch, describe, firm |
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Bedroom activity |
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What do you use your bedroom for? What do you keep in this room? Do you like this room? Why/Why not? The main reason we have bedrooms is to sleep and relax. At the moment not going out can be difficult and it's important to relax when you can. The following video is a meditation video for children, while you relax, you can imagine going to any place you'd like to go to: https://m.youtube.com/watch?v=ZBnPlqQFPKs Either lay on the bed/floor or sit on a chair. Make sure it is as quiet as possible and listen carefully to the voice on the video. Afterwards reflect on the experience: Where do you float off to with your balloon? Why do you like that place? Were there any people or animals there or were you alone? *If your child enjoyed this activity more Peace Out Guided Meditation videos for kids are available on YouTube. |
Technology *In the previous weeks, we have looked at technological devices that can be plugged in and switched on. Now see how many things you can find around the home that use batteries to make them work. You can use a camera or video to record your devices or if possible, put them on the table/floor to look at them. Otherwise, you can draw them. Talk about these devices with your adults. Do they switch on/start in the same way as a plugged in device? How do you know? Are these devices smaller or larger than the devices you looked at last week? Do these devices have other switches or buttons? If so, where are the other switches and what are they for? How do you use these devices? Are they for playing with, to help you with work, or do you use these to watch something? |
Making a map Goldilocks walked in the woods and found the three bears' home. Can you make a map to show how Goldilocks got from her house to the bears' house? Your map can be painted or drawn. You could also put a big piece of paper on the floor/table or a large sheet of fabric e.g. a towel, bed sheet and create your map using objects around your home (forks for trees, a small pot of water for a pond) or your toys. What did she walk past? Perhaps some trees, flowers, a pond? Were the trees tall or short? What colour flowers did she see? Did she stop to smell them? How big was the pond? Were there any animals in the ponds such as frogs, ducks or a dragonfly? What where these animals doing? Did Goldilocks see any other animals or insects during her walk? What were they? Did she feel frightened, excited, shocked when she saw them?
When you have finished making your map? Can you give directions from her house to the bears' house? Use words like left, right, forwards, backwards, straight and turn to describe the direction. Use positional words such as next to, behind, in front of, underneath, on top of, below, under, in between. Talk to your adult about your map and directions. If you wanted to, you could also write/draw the directions using words, pictures or symbols. |
Making a Wanted Poster Goldilocks needs to say sorry to the bears for going into their home without permission. However, she is hiding in the woods and does not want to be found. Can you help find her by making a Wanted Poster? Think about what she is wearing - a dress or maybe trousers. What colours are her clothes? Is her hair long or short? Curly or straight? What colour is her hair? Is she tall or short? What colour are her shoes, socks? Does she look happy, grumpy, scary? Tell your adult what she looks like? In a wanted poster there are some words to describe that person. Can you write some words to describe Goldilocks e.g. long yellow hair/curly yellow hair, big blue eyes? You can write these words around the picture or below the picture. Who should you call if you see her - the police or the bears? Why? Is there a reward if you find her?
Here is an example of how you can make a wanted poster.
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Comparing 2 artists: The two pictures are paintings of houses in different countries by different artists. Vincent Van Gogh's painting was made in Paris, France and Alfred Wallis' painting was made in Cornwall, England. Look at both of the paintings and talk about them. Are they the same or different paintings? How? Which one do you like? Why? Do they use the same colours? If not, what colours does each one use? Do you think they are painted in the same way? Why? Are the houses the same shapes? Which one would you like to live in? Why?
Can you create your own 'house' artwork using ideas from both paintings? Think about the colour you want to use? Will it be one colour or lots of colours? Will you paint one house or lots of houses? What shape will your house(s) be? If you do lots of houses, will they all be the same shape or different? What size will your house(s) be? Will you have a garden? If so, what can you have in your garden? |
Dance *Watch 'Goldilocks' by The Fairies - Click on the link below: https://www.youtube.com/watch?v=PiScCtpJAx0 The song is about Goldilocks going into the bears' house. You can copy the dance movements then create your own dance by moving your body in different ways. You can jump, hop, swirl, curl, and twist. You can make your movements quick or slow, high or low. Perhaps the music might make you feel like you want to dance on your tip toes instead of your whole foot or rock on your feet side to side. Think about moving backwards, forwards, sideways. You can repeat a few of these movements to make a repetitive sequence in your dance. Your family can join in by adding another part to your dance. Then you can all dance to the song together. You can also learn the words to the song and sing it with your family. The words are in the 'Word' document below. |
Singing When Goldilocks Went to the House of the Bears https://m.youtube.com/watch?v=PFXE3zvXbjc When Goldilocks went to the house of the bears Oh what did her two eyes see? A bowl that was huge A bowl that was small A bowl that was tiny and that was all She counted them: 1, 2, 3. When Goldilocks went to the house of the bears Oh what did her two eyes see? A chair that was huge A chair that was small A chair that was tiny and that was all She counted them: 1, 2, 3. When Goldilocks went to the house of the bears Oh what did her two eyes see? A bed that was huge A bed that was small A bed that was tiny and that was all She counted them: 1, 2, 3. When Goldilocks ran from the house of the bears Oh what did her two eyes see? A bear that was huge A bear that was small A bear that was tiny and that was all They growled at her: grrr, grrr, grrr! |
Unfortunately not the ones with chocolate chips.
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