Year 4 – Summer Term 2016
Olympics!
Special event:Rio 2016, Pizza Express, Fifteen, Gymnasium at Penryn College/Carn Brea Track
This topic is all about inspiring a desire for health and fitness using the Rio Olympic athletes as inspiration for our studies. The children will explore many aspects of how their body works and how they can keep themselves healthy and fit.They will look at the importance of diet and have lots of opportunities to prepare healthy foods. They will study the lives of famous sportsmen and women including the amazing achievements of disabled athletes.
Be Healthy:The whole of this topic is about being fit and healthy. Children will learn all about their bodies and how to maintain them with healthy food, hydration, sleep and exercise. They will also learn factors that damage health.
Staying Safe:Linked to sports the children will learn why sports have rules for safety as well as for facilitating a game. They will look at safety equipment used in various sports.
Enjoy and Achieve: This topic is all about being fit and having fun whilst doing sports and exercise. The children will have opportunities to try a variety of sports
Make a Positive Contribution:Throughout this topic gamesmanship and fair play will be a key focus. The children will participate in all aspects of teamwork and study what makes a good team player in many different contexts.
Achieve Social and Economic Well Being: The children will do a costings survey comparing kit prices for various men’s / women’s football or rugby clubs and against label brands and non-label brands in sports shops.
- Assistance with trips
- Outdoor learning tables
- Pupil progress groups
The children will look at all aspects of health and fitness gaining a secure understanding of how their bodies work and how to keep them healthy. Experiments and investigations measuring performance will be conducted. The children will also look at sports equipment – especially footwear- in order to investigate friction, or lack of it, needed in different sports. They will also look at sports equipment in relation to forces and resistance.
Programme of Study
Working scientifically
During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
- Asking relevant questions and using different types of scientific enquiries to answer them.
- Setting up simple practical enquiries, comparative and fair tests.
- Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.
- Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.
- Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.
- Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.
- Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.
- Identifying differences, similarities or changes related to simple scientific ideas and processes.
- Using straightforward scientific evidence to answer questions or to support their findings.
They should learn how to use new equipment, such as data loggers, appropriately. They should collect data from their own observations and measurements, using notes, simple tables and standard units, and help to make decisions about how to record and analyse this data. With help, pupils should look for changes, patterns, similarities and differences in their data in order to draw simple conclusions and answer questions. With support, they should identify new questions arising from the data, making predictions for new values within or beyond the data they have collected and finding ways of improving what they have already done. They should also recognise when and how secondary sources might help them to answer questions that cannot be answered through practical investigations. Pupils should use relevant scientific language to discuss their ideas and communicate their findings in ways that are appropriate for different audiences.
These opportunities for working scientifically should be provided across years 3 and 4 so that the expectations in the programme of study can be met by the end of year 4. Pupils are not expected to cover each aspect for every area of study.)
Animals, including humans:
- describe the simple functions of the basic parts of the digestive system in humans
- identify the different types of teeth in humans and their simple functions
- identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat (Y3)
- identify that humans and some other animals have skeletons and muscles for support, protection and movement. (Y3)
- identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood (Y6)
- recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function (Y6)
- describe the ways in which nutrients and water are transported within animals, including humans. (Y6)
- compare how things move on different surfaces (Y3)
- notice that some forces need contact between two objects, but magnetic forces can act at a distance (Y3)
- Heart rate experiments using sports and exercise
- Looking at different types of teeth.
- Experiments with tooth decay
- Experiments with teeth cleaning and disclosing tablets (permission needed! )
- Grouping animals according to teeth and diet.
- Friction experiments using different types of sports show.
- Friction experiments with different types of sports surface.
- Looking at forces involved in playing sports / operating sports / fitness equipment.
- Designing balanced meals
Pupils might work scientifically by: comparing the teeth of carnivores and herbivores, and suggesting reasons for differences; finding out what damages teeth and how to look after them. They might draw and discuss their ideas about the digestive system and compare them with models or images.
- Pupils should build on their learning from years 3 and 4 about the main body parts and internal organs (skeletal, muscular and digestive system) to explore and answer questions that help them to understand how the circulatory system enables the body to function.
Pupils should learn how to keep their bodies healthy and how their bodies might be damaged – including how some drugs and other substances can be harmful to the human body. (Y6)
Pupils might work scientifically by: exploring the work of scientists and scientific research about the relationship between diet, exercise, drugs, lifestyle and health. (Y6)
- Pupils should continue to learn about the importance of nutrition and should be introduced to the main body parts associated with the skeleton and muscles, finding out how different parts of the body have special functions. (Y3)
Pupils might work scientifically by: identifying and grouping animals with and without skeletons and observing and comparing their movement; exploring ideas about what would happen if humans did not have skeletons. They might compare and contrast the diets of different animals (including their pets) and decide ways of grouping them according to what they eat. They might research different food groups and how they keep us healthy and design meals based on what they find out. (Y3)
-Pupils might work scientifically by: comparing how different things move and grouping them; raising questions and carrying out tests to find out how far things move on different surfaces and gathering and recording data to find answers their questions (Y3))
Progression in skills:
- Teacher support occasionally.
- Questions raised by children as a result of initial illustrative work.
- Predictions beginning to include knowledge and understanding.
- Children develop variables with limited support ie amounts of soil, type of soil, amount of water, temperature of water.
- Concept of range internalised. Varies according to investigation.
- Tables constructed unaided. Children check for unusual results with adults. Median used. Bar graphs constructed unaided. Patterns and trends discussed with limited support.
- Correct scientific vocabulary used ie dissolving, melting used by teacher. Differences between the definitions of scientific words developed. Concept maps used to start interactive displays.
- Develops idea of recognising hazards and risks in investigative work. Can respond to questions about hazards and risks.
- Interval developing ie thin to thick material,
- Using equipment confidently with limited support. Developing precision ie 10g, 1 degree Celsius.
- Three measurements taken routinely. Standard units used more carefully. Adults introduce scanning results for unusual readings.
- Children report back with limited support. Teacher questioning used to develop explanations. Use of “because” encouraged.
- Explanations encouraged in writing. Patterns and trends developed. Answer whether the evidence supports prediction, whether and how the test was fair. Explain new findings.
Attainment targets: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
- I can explain how the heart works
- I can explain how my digestive system works
- I know vocabulary related to healthy eating
- I know vocabulary related to teeth
- I know vocabulary related to friction and forces
- I can explain how different surfaces affect friction
- I can describe forces used in play equipment.
History
The children will research the history of the Olympic Games with a study of the lives, sports and rituals associated with the first Olympics of Ancient Greece.
Programme of Study
During their historical studies:
- Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
- They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.
- They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
- They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.
- They should understand how our knowledge of the past is constructed from a range of sources.
- Ancient Greece – a study of Greek life and achievements and their influence on the western world
- A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 - the legacy of Greek culture (art, architecture or literature) on later periods in British history, including the present day
- Internet research of first Olympics.
- Instructions / rules for playing the ancient games
- Compare and contrast early Olympics with modern games
- Comparing artefacts, trophies, medals etc
- Place events from period studied on a time line
- Use terms related to the period and begin to date events
- Use evidence to reconstruct life in time studied
- Look at evidence available and begin to evaluate the usefulness of different sources
- Use text books and historical knowledge, e-library and research
- Display findings in a variety of ways
- Work independently and in groups
- Choose relevant material to present a picture of one aspect of life in time past.
- They scan text from text books provided to find key information.
- They find information using search programs from sites provided by teacher.
- Ask a variety of types of questions.
Attainment targets: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
- I can identify similarities and differences between ancient sports and its counterpart today
- I can show factual knowledge and understanding of aspects of history in the wider world.
- I can describe characteristic features of past societies and periods and identify changes within and across different periods.
- I can describe some of the main events, people and changes.
- I can explain why aspects of the past have been represented and interpreted in different ways.
- I can select and combine information from various sources to produce structured work, making appropriate use of dates and terms.
Geography
The children will do an in depth study of a local Cornish town and compare and contrast to the Brazilian City of Rio de Janeiro.
Programme of Study
Locational knowledge
- locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
- name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
- identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
- understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region of South America – Cornwall ( or a named town) and Rio
describe and understand key aspects of:
- physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes
- 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
- use maps, atlases and digital/computer mapping to locate counties and describe features studied
- 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
- Mini fact files for each region
- Annotated maps
- To ask questions, what is this landscape like, what will it be like in future?
- Analyse evidence and draw conclusions e.g. make comparisons using photos, pictures, maps
- They describe a range of physical and human features of a places.
- They make straightforward comparisons of features of different places.
- Make appropriate observations about the location of features.
- Describe a range of physical and human features and distinguish these from physical and human processes.
- Describe patterns in the local landscape.
- Use eight point compass references.
- Identify places and locate using letter and number references
Attainment Targets:
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
- I can describe key features and landmarks of a Cornish town and a Brazilian city
- I can locate these places on maps and globes
- I can compare and contrast physical and human features of these places