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This topic explores plants and growing things, looking at plant cycles and food chains, investigating the history of different plant-based products and the global context of different foods. Children also use plants in creating artistic and musical projects.
Each Topic is written for a particular Key Stage. If you use a Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.
This Topic was written for the old National Curriculum of England. We have left it on the website so that teachers unconstrained by the new National Curriculum can continue to access this material. Teachers in England would have to adapt this Topic to the new curriculum or use some of the new Topics available on the website.
Please note, we will be removing Global Gardens from the website in December 2017. If you think you might want to continue using this Topic after that date, please download and save it now.
Children share story of Fussy Frank and discuss which vegetables he considers, which creature eats them and which children in the class like each one. They list vegetables on the flip chart, then write own lists of favourite foods.
Continuing the theme of session 1 of favourite foods, children read the poem Tasty as a Picnic. They consider how the poet has used similes, and then write their own food similes for a poem.
Children look again at Fussy Frank reading the different foods names in other languages and locating the place of origin of each one using a map/globe. They then categorise vegetables and fruit as grown locally or abroad.
Children look at different supermarket products to identify the country of origin. They discuss which vegetables/fruit would be available if supermarkets only used food grown locally. They debate this issue, expressing own views.
Children share the text Harvest of Colour and consider how each child grows their favourite vegetable. They list the vegetables and look at the recipe. Finally they write their own favourite vegetable food recipe.
Children re-read Harvest of Colour and consider the stages which each vegetable plant goes through. They relate this to work on plant cycles (sessions 7 and 8 from the theme Planting and growing). They then identify which part of a plant each vegetable is.
Children return to Harvest of Colour to consider the tastes of each vegetable. They try to describe both taste and feel of different vegetables/fruit, then design and carry out a fair test for identifying these by taste alone.
Children use Harvest of Colour to consider the prints that will be made using different vegetables/fruit and experiment with these. They design own vegetable or fruit print pattern and create a small bag to hold an apple/orange.
Children recall the different parts of a plant and also the plant cycle (session 7 from the theme Planting and growing). They study an avocado and look at its seed – the stone. They experiment with different designs for an apparatus for growing this stone with its base in water.
Children use the mini-books in Global Gardens to consider how everyday items - jeans, rubber tyres, books – originate in growing plants and how these are then made into the products. They connect other products with plants.
Children use the mini-books in Global Gardens as models to stimulate own research into the origins of various everyday products. They plan their own book on a chosen product and use information texts/internet for research.
Following their work in sessions 9 and 10, children complete their research into their chosen product. They consider how to present the information they have discovered in the form of a mini-book, with illustrations.
Children look hard at the mini-books in Global Gardens and consider how to create a folded book in a wallet. They experiment with different layouts and then begin to create their own folded book.
Children finalise the layout and write the text for their little book. They illustrate some pages, following the model of the mini-books in Global Gardens. Then they create the wallet and finish their book.
Children look around the classroom and spot things made of wood. They discuss where wood comes from (trees) and how it is made into paper. They research the stages for turning wood into paper and present these as a sequence.
Children look again at how paper is made from wood pulp. They create a pulp of their own using old paper and some vegetation and then plan and make a sheet of paper each, using paper-making equipment.
Children use their own paper to create a beautiful card for someone special. They read simple traditional rhymes and adapt these to use in their card and then decorate the front in an appropriate style.
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