Pond Life/Life in the water– KS1 Areas of learning

LIFE IN THE WATER.

As Scientists we will be learning to recognise, identify and describe a range of common plants, animals and natural events. In particular where they are found and basic conditions they need in order to survive. We will be naming parts and features of plants and animals such as size of leaf or coat colour. We will be able to recognise and describe simple similarities and differences between the plants and animals we observe and sorting these into groups. We will also be looking at the lifecycles of pond life. As Historians we will find out about and creating art in the style of a famous artist Monet. We will look at the type of art he has created. As Artists we will be focusing on developing our creative skills through using water colour, collage and chalk. We will be using observation skills to draw what we see through careful looking.

POND LIFE!

As Designers we will be focusing on developing our creative skills through using paper mache and glue with water. We will be using observation skills to create the shape of the frog and using the correct paint colour to ensure our frog looks as similar to the real thing as possible. As Geographers and part of Gambia week we will be studying the culture and features of this country.

Learning Detectives

Mastery In Computing we will be: • Using the laptops to research and find facts about animals and plants that live in and around the pond. • Using the beebots to give directional language such as forwards, backwards, left, right to our peers. Using our own mat.

PSHE

As learning detectives we will:

In our spiritual and moral development we will:

As learning detectives we will self assess, peer assess and look for learning around the school.

We will be focussing on two of the secrets of success each week. -Try new things - Imagine -Work Hard - Improve -Concentrate - Understand others -Push yourself - Don’t give up

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Immersion Activities Wow: KS1 – Trip to the pond to explore creatures and have a go at pond dipping with our own homemade buckets. Finale: Create our own 3D life cycle of a Butterfly/dragonfly/frog. Focus Text: Information books and non chronological reports Class Reader – The Tadpoles Promise Non-fiction texts to explore.

©2010 Chris Quigley Education ltd

Pond Life/Life in the water Skills Learning across the curriculum

Using communication Writing, presenting and broadcasting •Labels •Lists •Captions •Instructions (map work, puppet making) •Recounts of science investigations •Information Texts •Drama

Using mathematics Modelling •Estimating in science investigations •Measuring in science and DT themed learning Calculating •Measuring in cooking, and puppet making, and science investigations. •Cost – Selling CD’s giving change. Interpret •Sort and classify using bar charts, pictograms of favourite stories. •Sort using Carroll and Venn diagrams. •Draw conclusions.

Using ICT

Subject Key Skills

Personal development Learning and thinking skills •Asking relevant questions •Analysing information •Planning how to go about presenting information •Creating and developing maps and plans •Creating ideas for persuasive arguments •Recognising similarities and differences in environmental features •Communicating using data and the written word •Evaluating the impact of persuasive posters Personal and emotional skills •Identifying strengths and weaknesses in our work for others •Setting goals for more active community involvement •Working independently in written work •Managing feelings and becoming self aware when discussing and finding out about how people sometimes put themselves at great personal risk when helping others Social skills •Listening and responding appropriately to those who tell us about their voluntary work •Working collaboratively •Giving constructive support and feedback to others Secrets of Success • Try new things • Work hard • Concentrate • Push Yourself • Imagine • Improve • Understand Others • Don’t give up

History, geography and citizenship Investigate Undertake investigations and enquiries, using various methods, media and sources.

Analyse Compare, interpret and analyse different types of evidence from a range of sources.

Communication • E mail and messages • Digital Cameras •Charts and Graphs

Consider and respond Consider, respond to and debate alternative viewpoints in order to take informed and responsible action.

Science and design technology Generate ideas Observe and explore to generate ideas, define problems and pose questions in order to develop investigations and products.

Investigate, observe and record

Design, make and improve

Engage safely in practical investigations and experiments and gather and record evidence by observation and measurement.

Apply practical skills to design, make and improve products safely, taking account of users and purposes.

Explain Communicate and model in order to explain and develop ideas, share findings and conclusions.

Evaluate Continually make systematic evaluations when designing and making, to bring about improvements in processes and outcomes.

Art, dance and drama Explore Create Explore, investigate and experiment from a range of stimuli and starting points, roles, techniques, approaches, materials and media.

Improvise Create, design, devise, compose and choreograph individual and collective work.

Searching •Websites •Espresso

Developing ideas and making things happen •Graphics •Text •Multimedia

Communicate Present and communicate findings in a range of ways and develop arguments and explanations using appropriate specialist vocabulary and techniques.

Improvise, rehearse and refine in order to improve capability and the quality of artworks.

Present Present, display and perform for a range of audiences, to develop and communicate ideas and evoke responses.

Evaluate Use arts-specific vocabulary to respond to, evaluate, explain, analyse, question and critique their own and other people’s artistic works.

Present Present, display and perform for a range of audiences, to develop and communicate ideas and evoke responses.

Evaluate Use arts-specific vocabulary to respond to, evaluate, explain, analyse, question and critique their own and other people’s artistic works.

PSHE Reflect and evaluate Reflect on and evaluate evidence when making personal choices or bringing about improvements in performance and behaviour.

Plan and implement Generate and implement ideas, plans and strategies, exploring alternatives.

©2010 Chris Quigley Education ltd

Move with control Move with ease, poise, stability and control in a range of physical contexts.