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Greenmount Primary School – Medium Term Planning Date February 2016 Year Group Two Teacher Mr Hillier Title Global Gardens Outline, including purpose and audience ~ Young children have an instinctive natural curiosity about the natural world around them. If this interest is encouraged and nurtured it can result in a lifelong awareness and respect for wildlife and the environment. We are extremely fortunate to live on a ‘garden isle’ and today’s children must learn how to protect, sustain and interact with it and understand their role in maintaining the wider environment. This topic explores plants and growing things, looking at plant cycles and food chains, investigating the history of different plant-based products and the global context of different foods. Children also use plants in creating artistic and musical projects. Hopefully various local trips will enhance the learning. Opener ~ A session to revise the objectives of Year One. To reinforce the expected prior learning: Identify basic parts of plants Identify basic parts of flowers That there are lots of different kinds of plant, some we use for food That plants reproduce That plants, like humans, need certain conditions in order to live Outcome/event ~ Visit to the Ventnor Botanical Gardens to participate in a full day garden project led by a ‘horticultural’ expert. Small performance of ‘Jack and the Beanstalk?’ Subject Focus ~ Science Subject Focus ~ Geography To revise the objectives of Year 1. To identify the basic structure of a variety of common flowering plants. To revise the names of parts of plants, including ‘flower’, ‘stem’, and ‘roots’. To begin to understand how plants grow and change. Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. Carry out geographical research looking at origins of everyday products. Generate, develop, model and communicate their ideas through talking, drawing templates, mock-ups and, where appropriate, ICT. To be introduced to the process of reproduction in plants. To know what the parts of flowers look like. To understand the importance of pollination and the life cycle of a common plant. To be introduced to the requirements of plants for growth and survival. Consider information discovered and plan its presentation Select from and use a range of tools and equipment to perform practical tasks. Name, locate and identify characteristics of the seven continents. Select from and use a wide range of materials and components, including construction materials, textiles and ingredients according to their characteristics. To know some differences and similarities between plants and animals. To understand the different ways that plants protect themselves. To use the local environment throughout the year to observe how plants grow. To begin to understand the wide variety of plants that grow in a small area. To know that the same kind of Read about the origins of jeans, rubber and books and locate places on a map or globe. Subject Focus ~ D/T Design purposeful, functional, appealing products for themselves and other users based on design criteria. Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom and of a small area in a contrasting non-European country. Evaluate their ideas and products against a design criteria. Look at different fruits and vegetables and locate where these are predominantly grown. Explore and use mechanisms in their products. Look at supermarket products and identify which ones are local and which come from Build structures, exploring how they can be made stronger, stiffer and more stable. Use instructions for making a book and create a simple folded-package book of their own. plant can have leaves that are different. To know the differences between deciduous and evergreen bushes and trees. To know that there is a variety of leaf shapes in plants. To observe how plants grow To begin to understand that plants are important sources of food. To be able to identify which parts of the plant we eat. To understand that seeds and bulbs have a store of food inside them To learn that birds eat different types of seed To understand that birds help disperse seeds. To find out and describe how plants need water, light and a suitable temperature to grow and stay healthy. To be able to identify the requirements for plant growth. To understand that plants need water to grow. To understand that plants need warmth to grow. To understand that seeds do not need light to grow but plants do. To learn how plants ‘drink’. To observe and describe how seeds and bulbs grow into mature plants. To identify some differences between seeds. To learn how potatoes, pineapples and onions begin to grow. far away. Express own views. Understand how we make paper and then make paper of our own from pulp. Make a tab-pulling model of a simple food chain. Learn how wheat is ground to make flour. Discover how to mix and then knead dough to make bread. Social, Moral, Spiritual and Cultural dimensions – please note specific aspect covered Communicate and cooperate with others to contribute to the life of the class and school Know about local services Know about the world immediately around them and globally Know what improves and harms the environment and know some of the different ways people look after it. Observe surroundings and be able to make some judgements. Know people in their community who are ‘experts’. Respond with increasing confidence to new people and situations. English Application and opportunities for writing ~ Scientific discussions Mathematics Application and opportunities for problem solving/investigation ~ Plotting graphs of plant height against time – whole class sunflower growth monitoring. Scientific observations – write answers to questions Bar chart of height/number of leaves vs. Amount of sunlight Identifying and classifying Bar chart of height/number of leaves vs. temperature. Labelling diagrams Bar chart of height/number of leaves vs. Amount of water. Debate local vs foreign foods Using excel to collect data over time a create line graphs. Write lists Write recipes Make notes. Drafting information Use data loggers to monitor light levels and temperature over 24 hours in different locations Timescale/key dates and events/useful info… Ventnor Botanical Gardens - TBA KPIs addressed I can sequence sentences to form a narrative. Writing I can write narratives about personal experiences and those of others – real. I can separate words using finger spaces. I can write for different purposes, including real events. I can use a full stop to end a sentence. I can plan and discuss the content of writing and record my ideas. I can use a question mark. I am able to orally rehearse structured sentences or sequences of sentences. I can use an exclamation mark. I can use capital letters to start a sentence. I can use capital letters for names. I can evaluate my own writing independently, with friends and with an adult. I can use ‘I’. I can proof read to check for errors in spelling, grammar and punctuation. Science I can ask simple scientific questions. Maths Interpret and construct simple pictograms. I can use simple equipment to make observations. Interpret and construct block diagrams. I can carry out simple tests. Interpret and construct simple tables. I can identify and classify things. Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity. Interpret and construct simple tally charts. I can suggest what I have found out. I can use simple data to answer questions. Ask and answer questions about totalling and comparing categorical data. I can describe how seeds and bulbs grow into plants. Geography I can describe what plants need in order to grow and stay healthy. I can describe a place outside of Europe using geographical words. I can describe the key features of a place from a picture. I can name the continents of the world and locate them on a map. Please attach documentation of pupil involvement in planning (for instance ‘What we know and what we’d like to find out’ summary sheet)