NUMERACY NATURE SHAPE Curriculum Links Art: () Use a range of materials creatively to design and make products; to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space; know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms. Science: (Y1) Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees; Identify and describe the basic structure of a variety of common flowering plants, including trees. (Y2) Identify and name a variety of plants and animals in their habitats, including micro-habitats; Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy. Numeracy: (Y1) Recognise and name common 2D shapes; Describe position, direction and movement, including whole, half, quarter and three-quarter turns. (Y2) Identify and describe the properties of 2D shapes, including the number of sides and line symmetry in a vertical line; Order and arrange combinations of mathematical objects in patterns and sequence; Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise). Session Objectives Children will study and recreate techniques used by to create their own art in the outdoors. Children will be able to names shapes. Resources Shape templates (scroll down) printed, laminated & cut out ready. Shakers filled with flour Key Vocabulary Collage, print, shape, template, colours, patterns. Risk Assessments Generic Site RA Learning Outcomes LA - Children will be able to recreate an piece of art with help. MA - Children will be able to recreate an piece of art effectively, explaining their shape and patterns. HA - Children will be able to recreate an effective piece of art, explaining their shapes, patterns and colours in detail Session Outline Discussion Discuss with the children why we are not using paint for our template printing. Discuss with the children implication of using flour. (Better for the environment, but can be messy.) Discuss the best locations and how many prints they should make each, so as not to cause harm to the environment. Main Activity Children to choose a shape template. Can they describe their shape? Children to explore their outdoor environment for a suitable place for their artwork. Children to place their template onto the floor and shake the flour shaker carefully over, so that it falls into the centre shape. Children to lift their template to reveal their shape. Differentiation HA - Thinking carefully about the placement of their shape template in terms of ground cover and positioning. Discuss the properties of their chosen shape for the template. LA- Help with placing the template and shaking the flour. Extension Can they create a pattern with a friend?
NUMERACY NATURE SHAPE Instructions Instructions Choose a shape template. Can you name and describe your shape? Explore your outdoor environment for a suitable place for your artwork. Place your template onto the floor and shake the flour shaker carefully over, so that it falls into the centre shape. Lift your template to reveal your shape. Can you make a pattern with your flour prints? Can you find shapes in your outdoor area which match your print shape?
NUMERACY NATURE SHAPE
NUMERACY NATURE SHAPE
NUMERACY NATURE SHAPE
NUMERACY NATURE SHAPE
NUMERACY NATURE SHAPE
NUMERACY NATURE SHAPE
NUMERACY NATURE SHAPE Draw your own shape & cut it out to use as a template. (E.g. draw around an interesting leaf)