Grange Primary IPC and Foundation Subject Weekly Planning

Year 5 02.03.15

CURRENT IEP TARGETS
NAME: / TARGET: / SUCCESS CRITERIA:
Qadeer / Expanding sentences in oral and written work / Put hand up to answer questions in class discussions, give full sentence answers when asked questions and use connectives to extend ideas in writing
Harris / Spelling of key words / Use word banks to spell core words and relevant new words correctly
YEAR GROUP/TERM:Yr 5 Spring / WEEK BEGINNING: 02/03/15 / IPC UNIT:
ICT LINKS:
Laptops/iPads for research / LITERACY LINKS: Newspaper article / NUMERACY LINKS:
Bar chart/data handling. / PE LINKS: / OTHER CROSS CURRICULAR LINKS/TRIPS/VISITORS:
HOME LEARNING:
-  Bring in baby photo / VOCABULARY: Christianity, religion, beliefs, respect, changes, timeline, emotions, key events/experiences, relationships, humans, aging, gestation, birth, death, life cycle, animal, mammals, newspaper article. / RESOURCES: IWB, laptops/iPads,
SUBJECT:
Science / LI: to assess what I have learnt about materials and to assess what I already know about human and animal life cycles. / SC: I can show what I have learnt about materials. I can come up with questions I want to find out.
Activity: / Opening
Revision of materials. What have we learnt from the topic? Give chn pieces of A3 paper to brainstorm everything they have learnt/remember about materials in their table groups. Chn stand up and move to next table, adding more to the spider diagram on the table. Rotate so chn go to every table; give a minute at each table.
Discuss as a class what chn know about materials, leading questions to cover things that come up on the test.
Main activity
Materials end of topic test. After revision discussion, give chn test and 15 minutes to complete it.
Explain to children that our next topic in science is ‘growing up and growing old’.
Ask these questions to get chns interest/spark thinking:
‘how does the human life cycle compare to other animals?’
‘do all animals have the same gestation periods?’
‘name some animals that are highly dependent on their parents and some that aren’t’
Have class discussion of ideas and then give start of topic test. Mark as a class together.
Differentiation
(including access and challenge): / EAL/Support – word banks for materials test and LSA to start pre-teaching vocabulary for EAL chn.
Plenary: / Chn to come up with questions they want to find out about the unit.
Afl Opportunities/
Key Questions: / What do we already know? What do we want to find out?
Use of ICT: / IWB
SUBJECT:
RE / LI: to learn about who Jesus was and his importance. / SC: I know who Jesus was. I can name some of the key events in his life. I understand why he is so important to Christians.
Activity: / Opening
What does Messiah mean? (the chosen one, the son of God, the one who would come to stop oppression) Who do Christians believe was the Messiah? – ask chn to discuss.
Main
Who was Jesus? Speak this information to the chn as if reading a story (make it dramatic, enthusiasm). A boy born in Bethlehem (Christmas) who is believed to have been born of an immaculate conception (his mother was a virgin – he had no human father), he showed great wisdom growing up and an unusual connection with God (through the bible). When he was about thirty, he started travelling and gathered a group of followers called the disciples. He started explaining his wisdom to other people, performing many miracles like healing sick people, giving sight to the blind, walking on water and even raising the dead. He gained popularity with the common people, but some of the people in authority (particularly in the temples as he shed a radical side) saw him as a threat. When he was about thirty-three, he was betrayed by one of his disciples, arrested, put on trial, tortured and then sentenced to death on the cross. Three days after he died, one of his followers visited the tomb and found the stone at its entrance rolled away and no body to be found. A man approached her and at first she didn’t recognize him, but then she realized that it was her lord, risen from the dead (Easter). Jesus showed himself to various other followers, and then ascended to the sky to join his Father. Maybe give out cards with this information on for them to sort out and stick/re-write in their books. Note, there is historical evidence that a man called Jesus was born in Bethlehem at that time and died in Jerusalem on a cross. The other beliefs about his life are not historically substantiated.
Ask ‘Why is Jesus important to Christians?’ Take ideas.
Christians believe that Jesus was God in human form who came and lived among us. Some Christians believe he came to forgive and pay for our sins (crimes against God) so that when we die, those who believe in Jesus will go to Heaven to be with God. Others believe that we were always able to be with God after death, but Jesus came to show us the way in life and to show us what is really important about loving God – not the rituals and what we eat, but having a pure heart and loving each other.
Differentiation
(including access and challenge): / EAL/Sup – Pictures of different points in the life of Jesus, arrange into the correct order and stick in books.
Core – Timeline of the life of Jesus, key events.
EXT – why is Jesus so important to Christians? LSA to float, asking questions to why Jesus is important.
Plenary: / Ask chn to discuss why they think Jesus was so important to Christians.
Afl Opportunities/
Key Questions: / Who was Jesus? Why is he so important to Christians? What happened during his life?
SUBJECT:
SCIENCE / LI: To compare and analyse the gestation periods of different animals. / SC: I can describe what happens during pregnancy. I can describe how different animals have different gestation periods.
Activity: / Opening activity
Ask chn to discuss what they know about pregnancy in humans – how long? What happens?
Then ask, is this the same in all animals? Read out teacher knowledge (see resources).
Main activity
Research gestation periods of different animals and plot a bar chart to show this. Give table to complete with different animals in. Chn to use iPads/laptops to research.
Once found all the gestation period, chn to plot bar graph (using graph paper). Then answer questions – see IWB about the bar chart.
Differentiation
(including access and challenge): / EAL – Give photos of animals and ask chn to write the name and gestation period (LSA to support)
Support – Give partially filled in table
Core – Give table with no gestation periods
EXT – Choose own animals to put in table
Plenary: / Which animal has the longest gestation period? Why do you think this?
Afl Opportunities/
Key Questions: / Why are gestation periods different? Do all animals give birth to live young? Why do you think the length of time is different?
Use of ICT: / IWB/laptops/iPads
SUBJECT:
Science / LI: to write a newspaper article about the birth of an animal. / SC: I can come up with an interesting story about a birth. I can write a newspaper article with all the relevant features.
Activity: / Opening activity
Show video of panda birth http://www.theguardian.com/world/video/2012/aug/26/giant-panda-gives-birth-china-video
And show articles about different animal births. http://news.sky.com/story/1126099/big-baby-brit-mum-has-heaviest-born-in-spain (huge baby) http://worldnewsdailyreport.com/usa-mother-gives-birth-to-17-babies-at-once/ (17 babies).
Main activity
Children to produce their own newspaper article about an interesting/unusual birth of an animal. Could be a human giving birth to a huge baby, loads of babies, huge litter of babies, baby with two heads ect… Can pick species and what they want the unusual thing about the birth should be.
Get chn to brainstorm the features of a newspaper article, create success criteria. Model writing of the article (headline ect) to chn, then chn complete their own article.
Differentiation
(including access and challenge): / EAL – Draw a picture of a strange birth (large/lots of babies) and write key words/simple sentences to explain what is happening – LSA to assist
LA – Give newspaper article template to complete
EXT – must include an interview in newspaper article
Plenary: / Read out some articles – correcting mistakes as a class.
Afl Opportunities/
Key Questions: / What makes a newspaper article interesting?
Use of ICT: / IWB