Spring 1- Muck, Mess and Mixtures
This project develops children’s knowledge of how to mix colours and apply materials to create unique pieces of art.
Our class text: Including George's Marvellous Medicine and Revolting Recipes.
LI: To understand where food comes from.
The children discussed where comes food comes from and why it might come from certain countries etc. By the end of the lesson, the children could dicuss that food comes from two main sources: animals and plants. Cows provide beef, sheep provide lamb and mutton and pigs provide pork, ham and bacon. Examples of poultry include chickens, geese and turkeys. Examples of fish include cod, salmon and shellfish. Milk comes mainly from cows but also from goats and sheep. Most eggs come from chickens. Honey is made by bees. Fruit and vegetables come from plants. Oils are made from parts of plants. Sugar is made from plants called sugar cane and sugar beet. Plants also give us nuts, such as almonds, walnuts and hazelnuts. They also discovered that food can come from other countries and dependent on the climate will depend what grows.
LI: To discuss why objects and people are special to us and Jewish People.
The children were encouraged to bring an item or photo in from home and explain why it is important or precious to them. The children then looked at what items may be important to Jewish people and we looked at Jewish artefacts. The children were encouraged to ‘look through the keyhole’ of a Jewish home and draw items that they would consider important to their religion.
”I love my cat because I love him and he loves me” (Ava)
”I love my dog because we go for walks” (Noah)
“my dog loves me and I love my dogs. They are so cute and make me smile” (Oliver)
”I love my mum because she cares for me and always makes me happy” (Heidi)
”I have had my teddies since I was really small. I love giving them cuddles. (Logan)
“My Bunny rose is special because when I was born my big brother brought it to the hospital for me and now it is my favourite”. (Hettie)
Art and Design
LI: To use coloured ice to observe what happens when primary colours mix.
The children created ice cube paintings from frozen blocks of watered down primary coloured paints. They were encouraged to slide the blocks around the paper to create patterns and allow them to melt into fluid shapes. The children observed what happens as primary colours mix and make secondary colours. By the end of the lesson, the children were able to discuss what colours had been created when you mix primary colours and were able to discuss what had happened with the ice.
The children explored tools used for weighing and measuring liquid and solid foods. They considered why accuracy is important in a recipe and what might happen if ingredients are measured inaccurately. The children practised weighing and measuring ingredients in different units, such as cups, spoons, millilitres (ml) and grams (g). They were encouraged to follow the recipe for short bread and made predictions about what might happen if we added too much or not enough of an ingredient or if we missed a step. By the end of the lesson, the children showed a better understanding of using equipment to support measuring and were able to use the language related to measuring and following a recipe.
In drama we focused on our class text Revolting Recipes by Roald Dahl. The children are showing more creativity and imagination when creating freeze frames in drama. They worked in teams to create recipes and used their bodies to decide what the recipes would look like. The children also concocted their own magical potion and added different ingredients such as bogies and frogs legs.
The children looked at a range of bottles or containers that contain dangerous liquids, such as cleaning and medicinal products. We spoke about the hazards of touching dangerous mixtures and they shared their opinions on how they should be stored and kept safe. The children sorted items into safe and unsafe. By the end of the lesson, the children were able to identify safe and unsafe items and although some items can be unsafe if a child messes with them if it is administered by an adult it can be safe.
Tremendous Tie dye!
The children explored tie-dye T-shirts. We predicted what would happen to the T-shirts when we put food colouring on them. The children also thought about what the pattern would turn out like depending on how the T-shirt is scrunched and coloured. The children used vocabulary linked to tie-dying such as Absorbing and now we are waiting patiently to see the results.
The children tested different soap products to find out which creates the best bubbles. We explored which had the longest lasting, biggest, smallest and foamiest bubble. Children made predictions about the bubbles and compared their results to see how accurate their predictions were.
”I think the bubble bath will make the most bubbles because when you splash in the bath they grow”
The children thought that the bubble bath and the washing up liquid would make the best bubbles. By the end of the lesson, they found out that the washing up liquid created the biggest bubbles and the bubble math created the foamiest! The children were encouraged to use vocabulary linked to this science lesson.
The children were encouraged to investigate mixing by creating a Lava Lamp. We made predictions before mixing about what would happen to the oil in the water and what would happen to the tablet in the water. The children were encouraged to use vocabulary such as dissolve, float, mix and separate. We also made a stress ball and spoke about how the flour felt at the beginning and after it was in the balloon. By the end of the lesson, the children were able to use language linked to mixing and materials to talk about how materials may change.
Engage Messy Morning: The children engaged in a messy mixture morning. They were encouraged to feel a variety of weird and wonderful mixtures. The children were encouraged to use words linked to mixing and predict what would happen with the materials once we had squashed, stretched and twisted the materials. By the end of the session, the children were able to discuss how objects and materials had changed and what they felt like using words such as mix, dissolve, soft, squeeze and stir.