The Caterpillar (with hand actions)by Ian Larmont

Caterpillar, caterpillar,Lots of feet.

(fingers crawl over surface: desktop or knees)

Caterpillar, caterpillar,Lots to eat.

(fingers and thumbs form jaws and chew)

Caterpillar, caterpillar,Spin, spin, spin.

(fingers of each hand intertwine, wriggling

rapidly).

Caterpillar, chrysalis,Change within.

(hands mesh with fingers tucked inside, still

wriggling)

Chrysalis, chrysalis,Long, dark night.

(thumbs hook into each other, fingers still

wriggling)

Chrysalis, butterfly,Take to flight.

(hands spread flat becoming flapping wings,

thumbs still hooked together)

Week 1: Poetry/Rhyme of the Week: Taken from Read Me Out Loud! page 264

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Days of the Week Cut out the days of the week and display them randomly. Read each word. Sequence them correctly.

Monday TuesdayWednesday Thursday

Friday SaturdaySunday

Wk 1: Whole Class InputWk 1: Texts of the Week: Tuesday

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Days of the Week This fun song can help children to learn the order of the days of the week. Sing it several times until

everyone is confidently able to sequence the days of the week correctly.

There’s Sunday and there’s Monday,

There’s Tuesday and there’s Wednesday,

There’s Thursday and there’s Friday,

And then there’s Saturday.

Days of the week! (CLAP CLAP)

Days of the week! (CLAP CLAP)Sung to the Adam’s Family theme tune. Further info from: https://www.youtube.com/watch?v=yIvQOab00OQ

Wk 1: Texts of the Week: TuesdayWk 1: Music

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Sequencing Words

First Next Then

After Later FinallyWk1: Whole Class Input

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Cut out each word. Display vertically: begin with First

and end with Finally. Read them.

The life cycle of a caterpillar

First Next Then After Finally

Wk 1: Adult Guided Literacy Task: H

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Read each sequencing word. Think carefully about how an egg grows into a butterfly. Write your ideas as sentences.

The life cycle of a caterpillar

First

Next

Then

Finally

Wk 1: Adult Guided Literacy Task: M – Could be enlarged for bigger writers

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Look at each picture. Think carefully about how an egg

grows into a butterfly. Finish each sentence.

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Wk 1: Adult Guided Literacy Task: E

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Wk 1: Adult Guided Literacy Task: E

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Wk 1: Adult Guided Literacy Task: E

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Wk 1: Adult Guided Literacy Task: E

The Very Hungry Caterpillar

1

2

3

4

5

6

7

8

9

10

Wk 1: Maths

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Read each number. Use your finger to print that

number of segments.

Repeating Patterns

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Wk 1: Construction: Further information from: https://factorydirectcraft.com/factorydirectcraft_blog/pom-pom-caterpillar-clothespin-kids-craft/

Activities: Identify the colour of each

pompom. Recognise most/least favourite

colours. Explain the repeating pattern. Clip two pegs together to create a

long caterpillar.

What to do:1. Create a repeating pattern of 2 or 3

colours, from the selection of pompoms.

2. Glue the pompoms onto the clothes peg.

3. Add googly eyes.

You will need: A range of different coloured

pompoms. Wooden clothes pegs. Googly eyes. PVA glue: a pot to put it in and a

brush to apply it.

Playdough RecipePlaydough is a quick and easy medium for children to manipulate.

They can practise and perfect fine motor movements and use language to describe their actions and the textures they are

experiencing.

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Wk 1: Malleable

The challenge:

Use the playdough to make a short, medium and long

caterpillar.

What to do:1. Mix the flour and salt in a large bowl. 2. In a separate bowl mix together the water, a few drops of food

colouring and the oil.3. Pour the coloured water into the flour mix and bring together with a

spoon.4. Dust a work surface with a little flour and turn out the dough. Knead

together for a few minutes to form a smooth dough. Add a few extra drops of food colouring if you would like the colour to be more intense.

TOP TIP: Store playdough in plastic sandwich bags (ensuring you squeeze the air out of the bag) and place it in the fridge to keep it fresh.

Activities Add glitter to make sparkly playdough. Provide tools: rolling pins, cutters, wooden knives to cut and shape the

playdough. Press materials into the playdough to add textures to the surface.

You will need: 8 tbsp plain flour, 2 tbsp table salt, 60ml warm water, food colouring, 1 tbsp vegetable oil.

Baby Clinic Role-Play A baby clinic role-play will allow children to use and rehearse their emerging vocabulary associated with lifecycles. The children should be encouraged to use a range of different terminology to explore and consolidate the differences between babies, children and adults. They should consider what babies need in order to grow and thrive and how emotional nurturing is as important as physical care.

Resources:dolls (variety of ethnicities, shapes, sizes), clothing, nappies, baby bottles, wet wipes, changing mat, scales, telephone, pad of paper,

pencils, dummy, cup, thermometer, syringe, highchair, blanket, bib, cot, medical equipment, baby buggies, strips of paper for name

labels, jars of baby food, bowls, spoons,

Roles:baby, toddler, Doctor, Nurse, parent/guardian, friend, receptionist,

Activities: Take telephone messages. Organise appointments. Write name labels and place them on the wrist of each baby. Weigh the baby – record the name and weight. Wash the baby, change their nappy and dress them. Use medical equipment to check the baby, e.g. temperature,

listen to chest, look in ears etc. Prepare bottles for baby to drink from. Get baby ready for bed and tuck them into a cot. Prepare the buggy and take baby for a walk. Select baby food and feed baby – describe the flavour, texture

and smell of the food. Comfort baby when they are crying and distressed by singing

calming songs, playing games and cuddling them.

Wk 1: Role Play

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Tiny Caterpillar

This is a fun action song to help children sequence the life cycle of a butterfly! Sing it several times and enjoy each of the

actions!

There’s a tiny caterpillar on a leaf (wiggle, wiggle)

There’s a tiny caterpillar on a leaf (wiggle, wiggle)

There’s a tiny caterpillar, tiny caterpillar,

There’s a tiny caterpillar on a leaf (wiggle, wiggle)

He will eat the leaves around him ‘til he’s full (munch, munch)

He will eat the leaves around him ‘til he’s full (munch, munch)

He will eat the leaves around, eat the leaves around

He will eat the leaves around him ‘til he’s full (munch, munch)

A cocoon is what he’s spinning for his home (spin, spin)

A cocoon is what he’s spinning for his home (spin, spin)

A cocoon is what he’s spinning, cocoon is what he’s spinning,

A cocoon is what he’s spinning for his home (spin, spin)

Then he’ll be a butterfly and fly away (flap, flap)

Then he’ll be a butterfly and fly away (flap, flap)

Then he’ll be a butterfly, be a butterfly,

Then he’ll be a butterfly and fly away (flap, flap)

Sung to the tune of She’ll Be Coming Round the Mountain. Further info from: https://www.bbc.co.uk/education/clips/zbs4wmn

Wk 1: Music

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How to make a caterpillar garden

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Week 1: Small World: A Caterpillar Garden

Activities Identify and sequence the different stages in a butterfly’s

lifecycle. Describe how caterpillars and butterflies move. Consider and describe what caterpillars and butterflies eat. Invent a story about a butterfly that goes on an adventure! Retell the story of The Hungry Caterpillar.

Garden Small World SettingA garden small world setting will allow children to explore each stage in the lifecycle of a butterfly. Children will rehearse and consolidate the language associated with growing and changing to describe how caterpillars develop. They will also enjoy interacting with the different textures and aromas provided by the materials. They will retell the story of The Hungry Caterpillar and invent their own narratives.

Things to collectTray/Tuff spot, rocks, pine cones, dried and fresh leaves, ferns, bark chippings, sticks, round pieces of wood, circular piece of blue fabric, green fabric, compost, moss, small world plastic caterpillars and butterflies, people and fruit, small pompoms (to denote butterfly eggs).

Suggestions for making a Woodland Setting 1. Find a large tray or Tuff spot2. Line the tray with green fabric. 3. Add compost to sections of the fabric, to look like bare soil.4. Scatter stones, sticks and leaves over the green fabric.5. Add a circle of blue fabric to make the pond.6. Create height by layering sticks and leaves – to make shady spaces.7. Add pompoms, caterpillars, butterflies and small world fruits.

Languagelifecycle, egg, caterpillar, pupa, chrysalis, butterfly, water, food, drink, wing, feelers, leaf, hatch, eat, energy, jaws, legs, move, camouflage, hang, flap, proboscis, body, poisonous, friendly, predator, prey.

Fruit KebabsMaking fruit kebabs is a fun way to encourage children to eat healthy

food. It allows them to explore and describe the colour, flavour, texture and aroma of familiar and unusual fruits and to appreciate

that healthy snacks are fun and delicious!

Wk 1: Sensory Play

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Safety Tips: Be considerate of children’s food allergies and always find an alternative. Ensure children wash hands before and after the activity and wear an apron. Sharp knives can be dangerous – adults should prepare the fruits before the activity

.

Activities Help the children describe the colour, flavour, texture and aroma of different fruits. Encourage children to arrange the fruit on their kebab into a repeating pattern. Count the amount of each fruit and the total number of all fruit used. Discuss which fruits children like most/least. Help children to use because to

provide a reason for their opinion.

What to do:BEFORE THE ACTIVITY1. Clean the fruits. Wash and towel dry them.

2. Prepare the fruits by peeling, pitting, slicing or chopping them.3. Place the fruit onto plates or into bowls.THE TASK4. Give each child a wooden kebab stick.5. Children select the type and amount of fruit for their kebab.6. Carefully thread the fruit onto the wooden kebab sticks.

You will need: A wooden kebab stick for each child, Sharp knives to prepare the fruit, Plates/bowls to display fruit, Provide a selection of fruits. This could include: peeled

and sliced kiwi fruit, raspberries, strawberries, cubes of peeled mango, tangerine segments, pineapple chunks, grapes, blueberries, cubes of water melon, halves of pitted plum or peach or nectarine or apricot, slices of star fruit or dragon fruit, slices of passion fruit.

Butterfly Collage

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Print the template of a butterfly onto white card.

Cut out each butterfly. Provide a range of different types

and colours of paper. Tear or cut pieces of paper and

cover the butterfly. Remove any pieces that overlap

the edges.

Wk 1: Creative

Caterpillar Printing

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Wk 1: Creative: Further information from: http://www.dltk-kids.com/crafts/insects/mcirclecaterpillar.htm

printing using the bottom of a paper cupprinting using the top of a paper cup

Activities: Identify each colour. Include a repeating pattern. Make a long and short caterpillar. Count the number of segments. Explore different facial expressions

to draw on each caterpillar. Identify your most/least favourite

caterpillar.

What to do:1. Dip the top or bottom of the cup

into the paint. 2. Press the cup onto the white paper. 3. Print between 4 – 6 circles, in any

colour or pattern you choose.4. Let the paint dry.5. Draw on a face, legs and antennae.

You will need: A4/A3 white card, Paper/plastic cups, Poster paint in a variety of colours, Felt-tip pens, wax crayons or pencil

crayons.

Websites: Week 1

Text of the Week: Tuesday and Music: Adam’s Family Theme Tune: https://www.youtube.com/watch?v=yIvQOab00OQ

Music: https://www.bbc.co.uk/education/clips/zbs4wmn

Creative: http://www.dltk-kids.com/crafts/insects/mcirclecaterpillar.htm

Construction: https://factorydirectcraft.com/factorydirectcraft_blog/pom-pom-caterpillar-clothespin-kids-craft

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. We refer you to our warning, at the foot of the plan, about links to other websites. Rec Sum Animal Lifecycles Wk 1

The Tadpoleby Elizabeth Gould

Underneath the water-weeds,

Small and black, I wiggle,

And life is most surprising!

Wiggle! waggle! wiggle!

There’s every now and then a most

Exciting change in me,

I wonder, wiggle! waggle!

What I shall turn out to be.

Week 2: Poetry/Rhyme of the Week: Taken from The Puffin Book of Fantastic First Poems, page 7

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Lifecycle of a frog

First a frog lays eggs, called frogspawn, in a shallow pond.

Next tadpoles hatch from the frogspawn and swim in the water of the pond. They are like small dots with a tail.

After that the tadpoles grow two strong legs.

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Cut out the sentences. Display them with a couple out of the correct sequence. Read each sentence. Sequence them correctly.

Then the tadpoles grow two arms.

Later the tadpole’s tail disappears. It is now a froglet.

Finally, the froglet grows bigger and leaps from the water onto land.

Wk 2: Text of the Week: Wednesday – enlarge for whole class reading

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Labels

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Wk 2: Text of the Week: Thursday

Label the different parts of the tadpole.

Labels

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Wk 2: Text of the Week: Thursday

Label the different parts of the frog.

The lifecycle of a frog

First

Next

Then

After

Finally

Wk 2: Adult Guided Literacy Task: H

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The lifecycle of a frog

First

Next

Then

Finally

Wk 2: Adult Guided Literacy Task: M

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The lifecycle of a frog

First

Next

Finally

Wk 2: Adult Guided Literacy Task: E

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Pet Shop Role-Play A pet shop role-play, focusing on baby animals, will allow children to consolidate their knowledge of how young animals grow and change. They will develop the vocabulary associated with caring, handling and nurturing young animals as well as acquire an insight into this stage in an animal’s lifecycle.

Resources:a range of soft toy baby animals, e.g. puppy, kitten, mouse, chick,

snakelet, fish fry; brushes and combs; animal enclosures, e.g. hutches, aviary; cage, tank; food; bowls; special food treats; bedding,

e.g. straw, sawdust, shredded paper; leads; toys; collar; vet equipment, e.g. stethoscope, syringe, medicine; information

leaflets/books about each animal; cameras;

Roles:shop manager, small animal assistant, large animal assistant, aquatic animal assistant; grooming specialist, customer, receptionist, vet

Activities: Identify animals – write their name on a label. Take telephone messages and write notes for the assistants. Place animals in enclosures, ensuring they have bedding, food,

water and toys to play with. Talk to customers about what sort of animals they are thinking

of buying and why. Feed the animals – ensure they have the right food. Clean out dirty bedding and replace with fresh. Organise for the animals to be washed, dried and groomed. Organise for the vet to visit and inspect the health of each

animal. Play with the animals – think which animals would play well

together and which should be kept apart.

Wk 2: Role Play

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Five Little Speckled FrogsFIVE little speckled frogs,Sat on a speckled log,Eating some most delicious bugs - yum, yum!One jumped into the pool,Where it was nice and cool,Then there were FOUR speckled frogs - glug, glug!

FOUR little speckled frogs,Sat on a speckled log,Eating some most delicious bugs - yum, yum!One jumped into the pool,Where it was nice and cool,Then there were THREE speckled frogs - glug, glug!

THREE little speckled frogs,Sat on a speckled log,Eating some most delicious bugs - yum, yum!One jumped into the pool,Where it was nice and cool,Then there were TWO speckled frogs - glug, glug!

TWO little speckled frogs,Sat on a speckled log,Eating some most delicious bugs - yum, yum!One jumped into the pool,Where it was nice and cool,Then there was ONE speckled frog - glug, glug!

ONE little speckled frog,Sat on a speckled log,Eating some most delicious bugs - yum, yum!He jumped into the pool,Where it was nice and cool,Then there were NO speckled frogs.

Wk 2: Music: Sung to a tune taken from: http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/nurserysongs/F-J/five_little_speckled_frogs

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Activities: Alternate the song so frogs

jump onto the log. Begin on a larger number and

count backwards. Stop periodically and ask

children to identify the number before and the number after.

Add actions to the song, e.g. hold up fingers to correspond to the number of frogs on the log.

Adapt the lyrics, e.g. 5 big green caterpillars, sat on a juicy leaf…

How to make the 5 Little Speckled Frogs’ Pond

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Week 2: Small World: A Pond Setting

Activities Identify and sequence the different stages in a frog’s lifecycle. Describe how tadpoles, froglets and frogs move. Consider what frogs eat or what predators eat them! Find/make a suitable place for a frog to hibernate until spring. Invent a story about a frog that goes on an adventure. Sing 5 Little Speckled Frogs.

Pond Small World SettingA pond small world setting will allow children to use their emerging vocabulary associated with frogs and their lifecycle. Encourage the children to use a range of descriptive and topic specific words and phrases and to develop and refine a range of different play narratives. The children should also be encouraged to use it to rehearse the song 5 Little Speckled Frogs.

Things to collectTray/Tuff spot, rocks, pine cones, dried and fresh leaves, ferns, bark chippings, sticks, round pieces of wood, circular piece of blue fabric, green fabric, compost, moss, 5 frogs, bubble wrap (for frogspawn) and black card (for tadpoles), small world pond animals.

Suggestions for making a Woodland Setting 1. Find a large tray or Tuff spot2. Line the tray with green fabric. 3. Add compost to sections of the fabric, to look like bare soil.4. Scatter stones, sticks and leaves over the green fabric.5. Add a circle of blue fabric to make the pond.6. Add 5 frogs to the bank and frogspawn and cardboard tadpoles to

the pond, as well as assortment small world animals.

Languagelifecycle, frogspawn, tadpole, froglet, frog, spring, summer, pond, lily-pad, rock, leaf, bank, log, stone, jump, swim, wriggle, jelly, change, grow, leg, tail, body, mouth, water, eat, food.

Frogspawn JellyFrogspawn jelly is a fun way to help children understand the texture

of frogspawn. They will enjoy developing their fine-motor skills by using tweezers or pooters to remove the tadpoles and will

consolidate the language associated with the lifecycle of a frog.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users . We refer you to our warning, at the foot of the plan, about links to other websites. Rec Sum Animal Lifecycles Wk 2

Wk 1: Malleable

The challenge:

Use tweezers or pooters to remove the tadpoles from the

frogspawn.

You will need: tray, tub or Tuff spot, packet of green jelly, large bowl, measuring jug, spoon, raisins, tweezers/pooters, small world frogs.

What to do:1. Make the jelly – as per the instructions on the pack. 2. Drop a handful of raisins into the liquid jelly – these represent tadpoles.3. Put the jelly into the fridge to set.4. When the jelly is set pour it out into a large tub/tray or Tuff spot.5. Cut it up into randomly sized pieces.6. Add some plastic frogs and cold water to the jelly.

TOP TIP: Prepare several batches of jelly at once and replace it daily.Consider if children are allergic to ingredients and find replacements.

Activities Add glitter to make sparkly frogspawn or use a different colour jelly. Challenge children to find ten tadpoles. Describe the texture, aroma and appearance of the jelly. Provide a range of tools, in a variety of different sizes, for children to

collect tadpoles, e.g. fork, spoon, spork, slatted spoon, spaghetti fork.

How to play LeapfrogLeapfrog is a traditional playground game, enjoyed by children and adults since the late 16th century. It encourages children to have fun, show respect for one another and develop their fine and gross motor

movements. Children can play it successfully in small or large groups

Aim: To have a fun time imitating the leaping action of a frog!

How many players: Two or more, but the more the merrier!

How to play:1. Find a large open space, with no obstacles. 2. Everyone playing makes a straight line and faces forward. Leave a little space between each person. 3. Each player kneels down and covers their head with their hands, except for the last person.4. The last person places their hands on the back of the person in front of them and uses their back as a

platform to jump over. They leap over their back, like a frog, and continue leaping over everyone until they reach the front of the line.

5. When they reach the front of the line, they kneel down and place their hands over their head. The person at the back of the line then leaps over the remaining players.

6. Repeat until everyone is exhausted!

Wk 2: Gross Motor: Further information from: https://www.youtube.com/watch?v=Hj0JBiknaPg

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How to play tiddlywinksTiddlywinks is a fun game that involves the accurate use of fine motor movements. This variation of the

game mimics the leaping action of frogs and should be set up to replicate them jumping into a pond.

Aim: to leap as many counters as possible into the pond.

Players: 2

How to play:1. Select the same number of two different coloured counters, e.g. blue and red, or green and yellow. 2. Place a smooth piece of green fabric on a table or large tray/Tuff spot. Put a smaller blue circle of fabric

in the centre – this represents a pond.3. Randomly spread all but one of the counters of each colour onto the green fabric. Each player holds one

counter. 4. Each player takes it in turns to select one of their counters and to press down on it, using the counter in

their hand. The counter should leap forwards towards the pond.5. The first player to have all of their coloured counters in the pond is the winner.

Wk 2: Fine Motor

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© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users . We refer you to our warning, at the foot of the plan, about links to other websites. Rec Sum Animal Lifecycles Wk 2

Wk 2: Writing

Label the different parts of the tadpole.

Write a caption.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users . We refer you to our warning, at the foot of the plan, about links to other websites. Rec Sum Animal Lifecycles Wk 2

Wk 2: Writing

Label the different parts of the frog.

Write a caption.

How to make a hungry frogChildren will enjoy creating their own hungry frog and feeding it a delicious fly. They will rehearse painting, cutting, sticking and sculpting techniques and will

explore the language associated with designing and making.

Wk 2: Construction: Further information from: https://www.bbc.co.uk/cbeebies/makes/cbeebies-house-frog-make

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Safety Tips: Ensure children wash hands after the activity to remove glue and wear an apron. Be especially vigilant when children use scissors. Limit the length of string to 30cm max.

.

What to do:1. To make the body of the frog, first paint the inside and outside of the tube two

contrasting colours, e.g. red and green or blue and yellow. 2. When the tube is dry, squeeze together one end and use a strip of Sellotape to secure it.

This will make a cup shape. The mouth of the cup represents the mouth of the frog. 3. Draw four legs onto coloured card. Have two legs pointing up and two legs pointing

down. Cut them out and secure them to the body of the frog using double sided tape or glue. Ensure the legs pointing down are at the sealed end of the tube, with the legs pointing up at the opposite end, i.e. near to the mouth.

4. Stick two googly eyes near to the mouth of the frog. 5. To make the fly, draw a heart shape onto the black card. Cut it out. 6. Cut a length of string, approx. 30cm. 7. Attach modelling clay to one end of the string. Stick the fly to the modelling clay. 8. Stick the other end of the string to the sealed end of the frog. 9. Hold the frog and flip. If the fly lands in the mouth of the frog, you have won!

You will need: A cardboard tube (10 cm long) Sellotape double-sided tape or glue scissors coloured and black card googly eyes string modelling clay.

Growing Frogs

Rules for young frog-lovers

Frogs are in danger – they need help! Remember these simple rules when looking after frogs.

1. Don’t take frogspawn from a wild pond.

2. If you take frogspawn from a garden pond, only take a

little and put it in a tank.

3. Always use pond water for growing frogs. Tap water has

chemicals that may cause harm to tadpoles and frogs.

4. Place the tank somewhere where it is cool and away

from direct sunlight.

5. Tadpoles will hatch from the eggs about 10 days after

they have been laid.

6. After the tadpoles have hatched the water needs to be

changed at least twice a week.

7. Baby frogs need space to grow. Always take the frogs

back to the pond they came from.

Wk 2: Knowledge and Understanding. Further information from: Growing Frogs by Vivian French

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users . We refer you to our warning, at the foot of the plan, about links to other websites. Rec Sum Animal Lifecycles Wk 2

Websites: Week 2

Music: http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/nurserysongs/F-J/five_little_speckled_frogs

Fine Motor: https://www.youtube.com/watch?v=Hj0JBiknaPg

Construction: https://www.bbc.co.uk/cbeebies/makes/cbeebies-house-frog-make

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users . We refer you to our warning, at the foot of the plan, about links to other websites. Rec Sum Animal Lifecycles Wk 2