KS1 Topic: Oceans and Seas Block B: Atlantic Underwater World
Through a range of exciting activities, find out about the fascinating life of the Atlantic Ocean. Develop an understanding of how life is adapted to living in the Atlantic. Understand waterproofing, study how pattern is used for camouflage and understand about food chains. Finally create a sculpture of the many ocean creatures and plants researched.
Block B: Underwater Worlds: the Atlantic Ocean[4 sessions] / Main Outcome: Art
Other outcomes: Science, Geography and Maths
By the end of this block you will have achieved the following outcomes: / · Produce creative work, exploring their ideas and recording their experiences.
· Become proficient in drawing, painting, sculpture and other art, craft and design techniques.
· Use a range of materials creatively to design and make products.
· Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
· Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.
· Ask simple questions and recognise that they can be answered in different ways.
· Observe closely, using simple equipment.
· Perform simple tests.
· Use their observations and ideas to suggest answers to questions.
· Gather and record data to help in answering questions.
· Identify and name a variety of plants and animals in their habitats, including micro-habitats.
· Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other.
· Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.
· Find out about and describe the basic needs of animals, including humans, for survival (water, food and air).
· Develop contextual knowledge of the location of globally significant places, both terrestrial and marine, including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes.
· Use basic geographical vocabulary to refer to key physical features, including ‘beach’, ‘cliff’, ‘coast’, ‘forest’, ‘hill’, ‘mountain’, ‘sea’, ‘ocean’, ‘river’, ‘soil’, ‘valley’, ‘vegetation’, ‘season’ and ‘weather’.
· Recognise and name common 2-D and 3-D shapes.
· Identify and describe the properties of 3-D shapes.
Session 1: Geography, Science and Art
The Atlantic: Under the Waves
Role-play exploring the seabed; Use ‘sea cave’ feely boxes to investigate using sense of touch; Create a self-portrait as a scuba diver. / Children will
· Develop an understanding of the landscapes of the Atlantic Ocean’s seabed through role play and paired talk.
· Draw upon the sense of touch to make observations and predictions as to the identity of a variety of everyday materials hidden within ‘sea cave’ feely boxes.
· Listen to whale and dolphin songs as examples of how animals communicate beneath the waves.
· Create self-portraits as scuba divers, using photographs and simple decoupage techniques.
Session 2: Science and Art
What Lives in the Atlantic Ocean?
Develop understanding of how sea life is adapted to living in the Atlantic; Experiment with oil and water to understand about waterproofing; Create a collage to show how sea creatures use pattern to camouflage themselves. / Children will
· Develop understanding of the terms ‘adapted’ and ‘adaptation’ through an exploration of sea life in the Atlantic.
· Observe a simple experiment with oil and water to see how the oily substance in a seabird’s feathers repels water.
· Understand the term ‘camouflage’ and explain why creatures need to be camouflaged to survive in the Atlantic.
· Create a collage to demonstrate how sea creatures use patterning to camouflage themselves.
Session 3: Science and Art
What to Eat in the Atlantic
Understand about food chains connecting the plants and animals in the Atlantic; Construct own painted food chains. / Children will
· Understand that plants and animals in the Atlantic Ocean are linked in food chains.
· Appreciate that food chains begin with green plants and end with large predators.
· Rearrange an incorrectly sequenced food chain into its correct order.
· Create a plausible food chain, drawing on knowledge of flora and fauna in the Atlantic.
· Read and use the terms ‘carnivore’, ‘herbivore’, ‘predator’ and ‘prey’ in relation to ocean food chains.
· Construct food chains using painted cardboard sea creatures.
Session 4: Art and Maths
Atlantic Life Sculptures
Create a sculpture of the marine life found in the Atlantic Ocean. / Children will
· Construct 3-D sculptures of marine life, drawing upon their knowledge of the Atlantic Ocean, its inhabitants and their food chains.
· Understand and express the difference between 2-D and 3-D shapes and artworks.
Resources
Session 1
Provided: Scuba Diver Image; Sea Caves Prediction Chart; How to Make a Scuba Diver Portrait.
You will need: Craft materials as listed on How to Make a Scuba Diver Portrait; Atlas / globe; Digital camera and printer; 4 feely boxes decorated as sea caves; 4 sea-related mystery objects (e.g. shells, toy fish).
Session 2
Provided: Atlantic Marine Life; Gull; How to Make Camouflaged Creatures; Atlantic Silhouettes, printed on A3 or A4 paper; Experiment Record Chart.
You will need: Patterned scrapbook paper or wallpaper; Scissors; Glue; Large jar with lid; Food colouring; Cooking oil.
Session 3
Provided: Marine Life (7 images); Atlantic Silhouettes (from Session 2).
You will need: Thick cardboard; Marker pens; Scissors; String; Sticky tape.
Session 4
Provided: End of Block quiz questions.
You will need: Atlantic Marine Life Sculpture image; Thick cardboard; Pens and pencils; Scissors; Paints and brushes; Glue and masking tape; Googly eyes; Buttons and sequins; Ice cream or other tubs/boxes with gravel, stones or sand for weighting; Slim florists canes, sticks or dowelling.
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