P4C Ideas: Do plants know anything? Key: Science Geography History Art Design and Technology

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Isabel Lewis
5 years ago
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1 Topic name: Guardians of the Globe Spring 2 1) Using straightforward scientific evidence to answer ideas and processes. 2) Identifying differences, similarities or changes related to simple scientific ideas or processes. 3) Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers. 4) Explore the requirements of plants for life and growth (air, light, water, nutrients from soil and room to grow) and how they vary from plant to plant 5) Investigate the way in which water is transported within plants 6) Explore the role of flowers in the life cycle of flowering plants, including pollination, seed formation and seed dispersal 7) Learn about rivers and the water cycle 8) Name and locate countries and cities of the UK and recognise their geographical features both human and physical 9) Improve mastery of drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay) 10) Create sketch books to record their observations and use them to review and revisit ideas Engage: Immerse in book with an art day decorating a pre-made grey background with plants and colour, make flower bombs by wrapping seeds up in tissue paper and dropping them on low-vegetation areas, use grey card and pipes/random objects to make animals Develop: Learn the science of plants, with particular reference to UK vegetation. Innovate: Design a school garden, grow vegetables for a gardener s market of pot plants from all over England to brighten up people s homes, decorate our own plant pots, Express: Hold gardener s market where parents/students can purchase seeds, pots etc Trip options: Lloyd Park, Kew Gardens, Isabella Plantation, Power of Reading Book: Tin Forest Explanations (how a plant grows, water cycle, river environments) Non-chronological reports (plant care) Nature poems Persuasive writing (this school needs more vegetation) Displays that begin with a concrete/metal look but are embellished with more and more greenery over the course of the halfterm P4C Ideas: Do plants know anything?

2 Topic name: Invisible Forces (please number) 1) Observe how magnets attract or repel each other and explore magnetic materials. 2) Compare and group together magnetic and non-magnetic materials 3) Notice that some forces work when two objects are touching but magnets work from a distance 4) Improve drawing, painting and sculpture skills using a range of materials (pencil, charcoal, paint and clay) 5) Know about greatest artists, architects and designers in history 6) Improve mastery of drawing, painting and sculpture with a range of materials (e.g.: pencil, charcoal, paint and clay) 7) Learn about greatest designers in history Engage: Magician incursion, Develop: Learn all about magnets, learn about visual illusions (MC Escher, Salvador Dali) Innovate: Use magnetic forces to create magic illusions, test materials to see if they are magnetic or non magnetic. Design their own image in the style of Escher using repeating patterns. Research the works of Anish Kapoor Express: Perform a magic show for a buddy class Trip options: Science Museum, Harry Potter World, magician incursion, Power of Reading Book: Leon & the Place Between Instructions (how to perform a magic trick) Explanations (magnets) Newspaper reports (report on the magician s performance) Circus theme decorations Magic mirrors Make something levitate using magnets

4 Topic name: New Lands, New Understandings History: 1. A local history study 2. A study over time tracing how several aspects of national history are reflected in the locality 3. OR, a study of an aspect or a site dating from a period beyond 1066 that is significant in the locality 4. The Roman Empire and its impact in Britain 5. Sewage systems, the calendar, roads D&T: 1. Apply their understanding of how to strengthen, stiffen and reinforce more complex structures 2. Learn about the greatest designers in history 3. Select from and use a wider range of materials and components including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Science: 1. Compare how things move on different surfaces Art: 1. Learn about greatest artists in history Engage: Speak in a different language all day long (possibly Sign Language); Develop: learn about the greatest designers in history (Gaudi), Innovate: children design and reinforce and strengthen a more complex structure (a terraced house (To mirror the terraced houses in the book or they could reinforce a Roman slave s house and a Roman rich citizen s house) they could observe how Power of Reading Book: Here I am Poetry (movement) Narrative NCR (history of Walthamstow) Display with a gibberish title, map of the Roman invasion, various languages around the board, pictures up from the book in the corridor and children can add familiar text to it throughout the genre

5 different materials work together and how things move differently of different surfaces Express: children rebuild their lives in a new country (Children pretend to be a Roman child and are brought to Britain or vice versa). Trip options: Children go to an orchard (or place where this could work) and plant trees;

6 Topic name: Reinventing the Wheel Geography: 1. Human geography, including: types of settlement and land use, economic activity including trade links, the distribution of natural resources including energy, food, minerals and water 2. Name and locate countries and cities of the UK, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers) and land use patterns; understanding how some of these aspects have changed over time 3. Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Science: 1. Describe in simple terms how fossils are formed when things that have lived are trapped within rock 2. Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties 3. Recognise that soils are made from rocks and organic matter Art: 1. Know about the greatest artists, architects and designers in history History: 1. Changes in Briton from the Stone Age to the Iron Age Engage: Cave Day (children live like stone men) Develop: Learn lots of facts; hit the objectives; Learn about transitions from Stone Age to Iron Age, Learn about rocks and fossils, develop UK geography skills, Power of Reading Book: UG Instructions (how to create a moving wheel) Diary entries (as Ug) Poetry (fossils) Cave corridor, cave paintings, cave reading book corner, fake fire pits, stones with key vocabulary on it,

7 Innovate: Children apply knowledge, children make fossils, children create a Stone Age settlement (clay with sticks, leaves and rocks works really well) Express: Wow Day at the end. Children design and create their own clothes/items/materials to use for a Day in the Life of a Cave Man Trip options: British Museum Stone Age (Palaeolithic, Mesolithic and Neolithic (mostly Neolithic) in the British Museum in rooms 49-51) Museum of London(book a year in advance)

8 Topic name: Survivor! 1. Identify that humans and some animals have skeletons and muscles for support, protection and movement. 2. Identify that animals, including humans, need the right types and amounts of nutrition, that they cannot make their own food: they get nutrition from what they eat. 3. To create sketch books to record their observations and use them to review and review ideas. 4. To improve their mastery of art and design techniques, including drawing, painting and sculture with a range of materials (e.g pencil, charcoal, paint, clay.) 5. Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle. 6. Locate the worlds countries, using maps to focus on Europe, concentrate on environmental regions, key physical and human characteristics, countries and major cities. Engage: Use the book to develop the idea that all living things need their needs met in order to survive. Develop: Learn about nutrition, skeletons, muscles. P4C family and support. Innovate: Science experiments creating play dough animals with and without a straw spine to see which will hold the most weight. How much sugar is in different drinks? How much grease is in different foods? Q-tip skeletons, sorting and classifying animals. Sketching snails from real life observations. Learn about how gorillas live, where in the world? What do they eat? How do they live as a family? Express: Create leaflets on how to look after a gorilla to share with Year 1. Trip options: Science museum. Trampoline park. Power of Reading Book: Gorilla Narrative Poetry Instructions NCR Turn classroom into a jungle. Paper chain vines, giant animals, pop art gorillas, big leaves, monkey chains.

9 Topic name: To the moon and back (please number) 1) Create sketch books to record their observations and use them to review and revisit ideas 2) Learn about great artists in history 3) Recognise that light from the sun can be dangerous and that there are ways to protect your eyes 4) Recognise that they need light in order to see things and that dark is the absence of light 5) Notice that light is reflected from surfaces 6) Recognise that shadows are formed when the light from the light source is blocked by a solid object 7) Find patterns in the way the size of shadows change Engage: Lunar landing day where children imagine they have just landed on the moon for a visit, sketching what they imagine it would look like, acting out (drama) the landing and exploration, thinking about what they would need to survive. Develop: learn about how light comes from the sun, is reflected off the moon and why we have night and day and different phases of the moon Innovate: Children create models representing the sun, moon and earth and the method light is transferred between them Express: Children display models in a WOW day at the end of unit to other classes or parents Trip options: Visit Greenwich Observatory Power of Reading Book: Moon Man Diary entries (how moon man feels when he is on earth) Persuasive letters (convincing moon man to come back to earth) Poetry (poetry day readers in, children create their own poems) Make the ceilings into the night sky and hang replicas of different phases of the moon down. Create comets from Styrofoam balls and crepe paper with children s curiosities attached to the tail. Create the moon s surface, on large sheets of paper, including craters and moon rocks

Curriculum Overview 2014/15

Curriculum Overview 2014/15 1 I m Alive! What a Party! Toy Story The Night Pirates (3 weeks) Plants, Animals and Humans Pond Observation and map work School and surrounding area Line and Tone/ Colour Flowers