Penguins Through Seasons

Overview

In this second lesson of Antarctica Story Explorers, students locate Antarctica and compare its summer and winter conditions. They listen to a short penguin information/story sequence, predict and ask questions, then create an interactive flip book while practising CVC words and using because and so to explain ideas.

Learning intentions

• We are learning to identify Antarctica and describe its summer and winter.
• We are learning to explain how seasonal changes affect penguins and their habitat.
• We are learning to ask and answer follow-up questions using Who, Where, How and Why might.
• We are learning to segment and blend CVC words and join ideas with because and so.

Success criteria

• I can locate Antarctica and describe differences in light, darkness, temperature and sea ice.
• I can tell how a seasonal change might affect a penguin.
• I can ask a relevant follow-up question and answer using information from the text.
• I can segment words such as pen, sun, wet and sit, and complete a sentence with because or so.

Curriculum links

• English — Comprehension: identifying basic features of stories and information texts in response to questions.
• English — Comprehension: recognising sequence and using what has happened to predict what may happen next.
• English — Text form, structure, style and features: identifying characters, settings, action, sentences and beginning–middle–end structure.
• Capabilities: thinking; using language, symbols and texts; managing self; relating to others.

Lesson structure (45 minutes)

1. 0–5 min · Hook and locate. Open with the Antarctica hook and map slides: show a striking image of a penguin beside sea ice and ask, “What might change if the Sun stayed away for a long time?” Locate Antarctica on a simple world map and briefly establish that it is very cold, with seasonal changes in light, temperature and sea ice. Students share a prediction with a partner and point to Antarctica.

2. 5–13 min · Compare seasons. Use the summer and winter comparison slides to compare Antarctic summer and winter: more daylight or darkness, warmer or colder temperatures, and more or less sea ice. Students help sort oral ideas into “summer” and “winter” and mime a penguin moving, huddling or searching for food. Ask, “How might sea ice help a penguin?” and accept evidence-based responses.

3. 13–21 min · Read, sequence and question. Orally share or read the short text on the penguin information-story sequence slides. Suggested sequence: “In summer, a penguin finds open water and catches fish. As winter arrives, the days become darker and the sea freezes. The penguin stays near the colony, huddles for warmth and waits for a safer time to feed.” Pause for predictions: “What might happen next?” Students identify who, where and what happened first, next and last. Model follow-up questions beginning Who…? Where…? How…? Why might…? Each child asks one question; peers answer using the text or a sensible inference.

4. 21–33 min · Flip-book creation. Demonstrate the flip-book instruction slides and distribute the penguin flip-book planning and sentence sheet. Students make a four-flap interactive penguin book: habitat, body features, food, and summer/winter. They draw, add collage ice, and attach a moveable paper penguin with a split pin or paper fastener. Scribe or support labels such as ice, feathers, fish, summer and winter. Invite oral rehearsal before any writing.

5. 33–40 min · CVC and sentence workshop. Use the phonics and sentence-building slides. With sound boxes and counters, students say, stretch and segment pen, sun, wet and sit, then mark one sound dot for each phoneme and blend the word. Check individuals briefly. Jointly construct and read: “The penguin needs ice because ___.” and “It is dark, so ___.” Students choose a picture or oral idea, then contribute a word or phrase. Confident writers record two connected sentences; others may dictate while the teacher or peer scribes.

6. 40–45 min · Rotation and reflection. Run a short teacher-selected CVC game from Topmarks or Phonics Bloom while two students finish book details and others reread their sentences with the teacher. Close with the plenary and exit prompt: each student says one summer/winter difference and completes either “The penguin needs ice because…” or “It is dark, so…”.

Resources

• Antarctica seasons and penguin teaching deck
• penguin flip-book planning and sentence sheet
• World map or classroom globe
• Coloured paper, scissors, glue and crayons
• White paper, blue collage paper and small paper penguin templates
• Split pins or paper fasteners
• Sound boxes, counters and sound dots
• Mini whiteboards and pens
• Device and teacher-selected CVC game

Assessment

• During discussion, check whether students can locate Antarctica and describe at least one accurate summer–winter difference.
• Listen for a relevant follow-up question, an answer connected to the shared text, accurate segmentation of the four CVC words, and appropriate use of because or so.
• Collect or photograph flip books. Record whether each child identifies habitat, body features, food and a seasonal effect; use the final oral sentence as the exit check.

Differentiation

• Provide picture choices for summer, winter, ice, fish, darkness and warmth. Rehearse each sentence orally with a partner before drawing or writing.
• Use a partially completed flip-book model, larger sound boxes, counters and teacher scribing for students needing motor, language or literacy support.
• For EAL learners, gesture and repeat key words, accept home-language discussion before English responses, and pair each word with a clear image.
• Extend confident learners to write two connected sentences, add because and so independently, and explain how one seasonal change causes another change for penguins.