Teacher – Georgia Horton
HLTA – Alexis Peck
HLTA – Pauline Dutch
Year 6: Term 3
- Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit.
- Compare and give the reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches.Science LIVING THINGS AND THEIR HABITATS
- Describe how living things are classified into common observable characteristics and based on similarities and differences (including micro-organisms, plants and animals.)
- Give reasons for classifying plants and animals based on specific characteristics.
Cross Curricular ICT: DIGITAL DATA
LO: Use detail tools to organise and arrange information to make it easier to understand
Use Purple Mash 2 Connect to create a mind map showing how living things are classified and organised into families etcSCIENCE VOCABULARY: complete circuit conductor
Insulator circuit symbol component SCIENCE VOCABULARY: mammal reptile amphibian insect fish bird vertebrate invertebrate classification plants mosses ferns flowering plants trees micro-organisms bacteria viruses biomes habitat
- Recap the North and South Pole.
- Recap previous learning on the oceans.
- Review key features of the rainforest.
- Review how animals adapted in the rainforest.
- Identify the position of the Arctic and the Antarctic circle.
- Know the significance of the Arctic and the Antarctic and how these control the water levels of the world.
- Use the terms ‘North Pole’ and ‘South Pole’ to describe where the Arctic and Antarctic are.
- Identify whether the Arctic and Antarctic are habitable.
- Describe and understand the key aspects of climate zones. Compare and contrast climates of different countries.
- Identify the five biomes – (aquatic, deserts, forests, grasslands, tundra.)
- Describe the different biomes.
- Identify the biomes on a world map
- Are different biomes in specific areas of the world eg are deserts nearer the equator? Investigate
- What types of animal live in each biome and how do they adapt? Are there common features?
- Use the names of the biomes to describe different areas.
- Compare and contrast the biomes.
- Identify how the biomes have changed over time.
- Investigate how conservation is being used to preserve biomes.
Cross Curricular ICT: DIGITAL RESEARCH:
LO: Compare the same information on different websites and books
LO: Explain some simple ways to select/evaluate digital content
Use a selection of websites to find answers to the same questions – are the answers the same? Create a comparison table of the findings, and make an evaluation on the accuracy of different websites – find out the authors of each website
GEOGRAPHY VOCABULARY: climate zone adaptation conservation preserve aquatic ecosystem biomes marine forest grassland tundra landscape template forest wildlife habitat
CHALLENGE ACTIVITIES FOR THE MORE ABLE PUPILS – Biomes
- Present an argument for how climate change is having a negative impact on the Arctic/Antarctic circle.
- Write an explanation for why Antarctica is inhabitable.
- Justify which climate zone would be the best to live in.
- Create an argument about why it is important to preserve biomes.
- Rank the biomes according to how habitable they are – justify your rankings.
- Choose a biome – create a new animal which lives here – what special features have you given it so that it is able to live there?
- Choose a native plant species for each biome. Write an explanation for how it has adapted to live in its environment.
- Evaluate the relationship between the equator and the different biomes. Art: OBSERVATIONAL DRAWING
- Work from a variety of sources including observation, photographs and digital images.
- Work in a sustained and independent way to create a detailed drawing.
- Develop close observational skills using a variety of view finders.
- Use dry media to make different marks, lines, patterns and shapes within a drawing.
- Explore colour mixing and blending techniques with coloured pencils.
- Use different techniques for different purposes (e.g. shading, hatching) within their own work.
- Begin to use perspective in their work.
CHALLENGE ACTIVITIES FOR THE MORE ABLE:
Make their own viewfinder and evaluate the impact of using different sized/shaped ones.
D.T: MAKE ARCTIC GLOVES
- Create 3D products using pattern pieces and seam allowance.
- Understand pattern layout.
- Decorate textiles appropriately before joining components.
- Pin and tack fabric pieces together.
- Join fabrics using oversewing, back stitch, blanket stitch or maching stitching under close supervision.
- Combine fabrics to create more useful properties.
- Make quality products.
CHALLENGE ACTIVITIES FOR THE MORE ABLE:
- Learn a new type of stitch.
- Evaluate which stitch is the most effective.
- Create a glove for a contrasting environment.
Cross Curricular ICT: DIGITAL MEDIA
LO: Use select, copy and paste tools to edit a painting/image
Use digital painting tools (2 Paint a Picture, Word etc) to create a range of digital designs for their glovesMusic:
- Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing fluency, control and expression.
- Improvise and compose music for a range of purposes using the interrelated dimensions of music.
- Listen with attention to detail and recall sounds with increasing aural memory.
- Use and understand staff and other musical notations.
- 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 musicE gymnastics, dance, tennis and athletics
R.E – Religious leaders
- Why do we need leaders?
- What qualities do leaders possess?
- Who is an important religious leader in Southwark?
- Who are important world religious leaders?
- Can I compare different religious leaders?
- What is the difference between a religious leader and a secular leader? What do people believe about life after death?
- What is life like?
- Living and dying – what do religions say?
- What do Hindus believe about life after death?
- What do Christians believe about life after death?
- What do Muslims believe about life after death?
- Is death an end?Computing
Coding and Programming
- Algorithms and Decomposition
- Programming on screen
- Sequence, Repetition, Selection
Using Technology Safely
- Social Networking
- Being Responsible
- Reporting ConcernsEntitlement and enrichment: London Zoo (the Rainforest); Victoria and Albert museum.
Topic writing links: (please teach during Friday’s literacy lesson and work in topic/Science books
- Write a diary entry from someone at the Antarctic research station.
- Write about the Inuit way of life.
- Write a description of each biome.
- Write a persuasive speech linked to conservation/environmental awareness.
- Write an advert linked into climate change.
- Write a newspaper article linked into conservation.
- Create an information booklet about one of the biomes.
- Send a letter from one of the biomes.
- Choose an animal from a chosen biome and write a descriptive letter for identification purposes.
- Create a video about the life and works of Carl Linnaeus.
Cross Curricular ICT: PUBLISHING/PRESENTATION
LO: Plan, create, edit and evaluate publications and presentations designed for a specific audience and/or purpose
Use Word templates to create a newspaper of magazine page about Conservation for a specific audience. Print and share with this audience (maybe younger children?) to get feedback. Evaluate publication in the light of audience feedbackLiteracy books which link to the topic:
Byrd and Igloo – A polar adventure.
Sophie Scott goes South.
Frozen secrets: Antarctica revealed.
The Polar Bear Son : An Inuit Tale.
A Walk in the Desert