Download Topic - The Brow Community Primary School

The Brow C.P. Primary School
Topic: Earth and Space
Wk
NC Learning Objectives
Foundation Subject Medium Term Planning
Term: Autumn 2014
Years: 5 & 6
Teachers: Miss Murphy & Mrs Cousins
Teaching & Activities
(with Success Criteria where appropriate)
Differentiation
(through activity
and/or support
provided)
Evidence of learning.
Children will…
What is in our Solar System?
DVD ~ Alien Galaxies.
1
Science
Describe the movement of the
Earth, and other planets,
relative to the sun in the solar
system.
Describe the Sun, Earth and
Moon as approximately
spherical bodies.
Visit to Jodrell Bank. Inflatable Planetarium/ Solar System
Workshop.
Make solar system mobiles with planets placed appropriately.
Choose spheres of an appropriate scale to suit the planets in
the solar system.
Write mnemonics to recall the order of planets in the solar
system.
If the Earth really moves why don’t we fall off?
2
Science
Describe the movement of the
Earth, and other planets,
relative to the sun in the solar
system.
Describe the movement of the
moon relative to the Earth.
Use the idea of the Earth’s
rotation to explain day and
night and the apparent
movement of the sun across
the sky.
Explain that unsupported
objects fall towards the Earth
because of the force of gravity
acting between the Earth and
the falling object.
Human solar system using planet cards/pictures in hall. Draw
solar system as a diagram and annotate to explain movement
of planets.
Gravity ~ Sir Isaac Newton. Newton meters and measuring
mass/ weight.
Calculate mass of objects on different planets using a given
formula.
1
Mixed ability
groupings, peer
support and
differentiation by
outcome.
Mixed ability pairs
to compose
mnemonics.
Raise questions about The
Earth and Space.
Recall facts about Earth,
Space and the Solar System.
Produce sculptures of the
solar system as spherical
objects.
Recall the order of planets in
the solar system in relation to
the sun.
The Brow C.P. Primary School
Foundation Subject Medium Term Planning
Computing
Use logical reasoning to
explain how some simple
algorithms work and to detect
and correct errors in
algorithms and programs.
What is the Earth made from?
Establish that the Earth is a planet within the solar system.
What do the children think the Earth is made from?
3
Geography
Describe and understand
key aspects of: Physical
geography, including:
climate zones, biomes and
vegetation belts, rivers,
mountains, volcanoes and
earthquakes, and the water
cycle
Share their ideas and listen to
others’ views.
Draw and label a cross section diagram of the Earth,
identifying the inner core, outer core, mantle, crust. Add
approximate depths.
LA have images
and word banks
to support.
Produce a diagram of the
Earth identifying its layers
using the correct vocabulary.
Oceans and continents. Children to look at a satellite picture
of the Earth from a distance and identify significant features.
Differentiated
questions.
Make observations and share
them.
Label major oceans and the five continents.
HA complete
independently
using atlases and
maps.
Label maps to show key
features.
Name the five continents.
Identify fault lines.
Discuss earthquakes, share images and annotate maps with
fault lines. Introduce the Richter scale.
How do we know that the Earth isn’t flat?
Explain why people believed that the Earth was flat and share
images on IWB of ships falling off of the edge of the Earth etc.
4
Science
Identify scientific evidence
that has been used to
support or refute ideas or
arguments.
Philosophies of Aristotle and Pythagoras (Ancient Greeks).
Record in comic strips to recount their findings.
Statement bank
to support LA.
Timeline activity ~ Ancient civilisations ~ Christopher
Columbus ~ Galileo
HA use PC to find
own dates.
The journey of Christopher Columbus. Sequencing events and
recording route on a World map.
LA route
sequenced.
Be able to talk about the
beliefs of people in the past
and identify key theories and
people.
Link developments to key
people and talk about their
role in discovering that the
Earth is spherical.
Place events in chrono. order.
Why do different countries have different climates?
5&
6
Geography
Identify the position and
significance of latitude,
longitude, Equator, Northern
World Map on IWB. Can you name a country that you think has
a hot climate? A cold climate? Rainforests? Deserts? Identify
the equator and the tropics of Cancer and Capricorn. Look at
how this affects the climate of countries.
2
Identify the southern and
northern hemispheres, the
tropics of Cancer and
Capricorn and the Equator.
The Brow C.P. Primary School
Hemisphere, Southern
Hemisphere, the Tropics of
Cancer and Capricorn,
Arctic and Antarctic Circle,
the Prime/Greenwich
Meridian and time zones
(including day and night)
Use maps, atlases, globes
and digital/computer
mapping to locate countries
and describe features
studied
ICT
Use search technologies
effectively, appreciate how
results are selected and
ranked, and be discerning in
evaluating digital content
Foundation Subject Medium Term Planning
Use maps/atlases to name countries that lie on the Equator,
the tropics of Cancer and Capricorn and the North and South
Poles.
Children to ‘pack a suitcase’ for a country on the North/South
Pole and the Equator.
Travel brochures. Children to select a country anywhere on
Earth and create a tourist information leaflet for potential
visitors telling them what to pack, what they might see and do
there, what the climate might be like there.
LA have list and
sort items.
HA select own
countries and
carry out
research. LA
have fact sheets.
Use atlases, maps or globes to
name countries that lie on the
Equator, the tropic of Cancer
and Capricorn, within the
Northern and Southern
Hemispheres and in the North
and South polar regions.
Create travel brochures that
acknowledge the climate of a
country/region.
How is it possible for one to arrive in Hawaii before they have even left Fiji?
7
Science
Use the idea of the Earth’s rotation
to explain day and night.
Video clip- https://www.youtube.com/watch?v=9n04SEzuvXo
[verbal explanation and visual representation explaining how
the earth rotates on an axis for day, night and seasons]
Calculate time differences between countries.
Calculate temperature differences between countries at
different times of the year.
Plan a journey based on travel times and time differences.
Video clip- https://www.youtube.com/watch?v=ZoG1pF_r5zU
[explaining the rotation of the earth in theme tune of One
Direction].
Write a song/rap explaining how the earth rotates on an axis.
What causes wild weather? What are the consequences?
8
Geography
Describe and understand
key aspects of: Physical
geography, including:
climate zones, biomes and
vegetation belts, rivers,
mountains, volcanoes and
earthquakes, and the water
cycle
What causes a tornado? Look at video clips of Tornados and
create tornado in a bottle. Children to explain how a tornado
occurs.
Support/outcome.
Volcano cupcakes. Make cupcakes and explain the effects of
heat and how volcanoes erupt.
Support/outcome.
Weather in the news. Read newspaper articles about a
weather event in the news and write about own weather event
in a newspaper article.
LA writing
frames.
3
Explain how tornados occur by
making and observing the
tornado in a bottle.
Use experience from volcano
cupcakes to explain how
volcanoes erupt.
Write about a ‘wild weather’
event, recounting key
consequences and effects.
The Brow C.P. Primary School
Foundation Subject Medium Term Planning
Where in the World are we? Why do people buy houses in Runcorn?
9
Geography
Use the eight points of a
compass, four and six-figure
grid references, symbols and
key (including the use of
Ordnance Survey maps) to
build their knowledge of the
United Kingdom and the
wider world
Describe and understand
key aspects of: Human
geography, including: types
of settlement and land use,
economic activity including
trade links, and the
distribution of natural
resources including energy,
food, minerals and water
On a map of the world identify the United Kingdom. Look at
the key features of the U.K. (Island, small, within Europe) and
consider the position in relation to the rest of the World.
Differentiated
questioning.
Be able to identify where in the
World the United Kingdom is
and talk about its features.
Look at Ordnance survey maps of Runcorn and the local area
(Liverpool, Chester, Frodsham, Widnes) and complete
activities using grid references. Find specific places and
identify their grid reference, use a key to identify features and
places, use the language of compass points to direct partners
from on place on a map to another.
LA smaller
sections of maps
with simplified
keys and grid
references.
Be able to use Ordnance
Survey maps and pick out
some of the key features.
Use knowledge of coordinates
to identify features using grid
references.
Use compass points to give
directions.
Mixed ability
pairs/groups.
Identify key features of
Runcorn and how they make
people want to move to or live
in the local area.
Look at the effect of pollution on the climate and our world.
Include deforestation, use of chemicals, oil, petrol and the
effects of litter.
Differentiated
questioning.
Talk about the effects of
pollution on the Earth and why
it is an important issue.
Look at the carbon cycle and discuss carbon footprints. Use
the carbon footprint calculator to measure own current
impact on the atmosphere.
Mixed ability
pairs.
Know what their personal
/household carbon footprint is.
Identify ways of reducing carbon footprints.
LA list to select
correct examples
from.
Create a list of measures
households/individuals could
take to reduce their carbon
footprint.
Ability grouped.
LA have question
posed.
MA select from
questions.
HA raise own
questions.
Raise a question and use data
collection skills to find the
answer. Present findings using
ICT and offer conclusions/
suggestions for further
improvements as a
consequence of research.
Identify Runcorn’s position within the United Kingdom.
Use maps, atlases, Google Earth to identify key features of
Runcorn. What dies it have? Why do people move here and
choose to live here?
Make ‘Move to Runcorn’ posters for Halton Borough Council.
How can we look after our World?
10
Geography
Use fieldwork to observe,
measure and record the
human and physical features
in the local area using a
range of methods, including
sketch maps, plans and
graphs, and digital
technologies.
ICT
Select, use and combine a
variety of software (including
internet services) on a range
of digital devices to
accomplish given goals,
including collecting,
analysing, evaluating and
presenting data and
information.
Carry out investigations to explore the way in which pupils at
The Brow could improve their carbon footprint and help
improve the environment.
e.g.
Litter survey
Trees/plants in the environment
Amount of paper recycled by each class
Lights switched on/off
Water usage
How are shadows cast?
11
Science
Watch the shadow dancers-
4
The Brow C.P. Primary School
&
12
Understand that light appears to
travel in straight lines
Use the idea that light travels in
straight lines to explain that
objects are seen because they give
out or reflect light into the eye
Explain that we see things because
light travels from light sources to
our eyes or from light sources to
objects and then to our eyes
Use the idea that light travels in
straight lines to explain why
shadows have the same shape as
the objects that cast them, and to
predict the size of shadows when
the position of the light source
changes.
Foundation Subject Medium Term Planning
https://www.youtube.com/watch?v=a4Fv98jttYA
The Planet Suite music- discuss the themes of different
planets.
Create mood boards and design 3D masks to represent the
planets.
Personification through ‘I am’ poetry of the different planets.
Perform a shadow dance of the Solar System.
Write an explanation text of the eye.
Music
Appreciate and understand a wide
range of high-quality live and
recorded music drawn from different
traditions and from great composers
and musicians
Develop an understanding of the
history of music.
Art and Design
To improve their mastery of art and
design techniques, including drawing,
painting and sculpture with a range of
materials (e.g. pencil, charcoal, paint,
clay)
Is the moon slippery?
13
&
14
Science
Identify the effects of air
resistance, water resistance and
friction, that act between moving
surfaces
Understand that force and motion
can be transferred through
mechanical devices such as gears,
pulleys, levers and springs.
Design Technology
Understand and use mechanical
systems in their products, such as
gears, pulleys, cams, levers and
Investigate which materials would be most suitable for moon
boots.
Design and create moon boots from old wellies.
Instruction text: how to make moon boots.
5
The Brow C.P. Primary School
Foundation Subject Medium Term Planning
linkages
Apply their understanding of
computing to programme, monitor and
control their products.
6