Year 1 – Summer Term
Rainforests and Olympics!
Special event:Paradise Park. Woodland walks in the local woods. Hedgerow detectives.
Cober Class are taking their learning deep into the Amazon rainforest where they will
make in-depth studies of the beautiful creatures and their habitat. They will study the geography and climate of South America and compare it to our climate and seasons here. They will also compare its location to the location of other rainforests. The children will look at a range of rainforest creatures and begin to sort and classify them. Art will be linked to camouflage with animal masks for role play and contrasted with vibrant colours for Brazilian Carnival.
Stay Safe: Children will consider dangerous animals and precautions needed when approaching / handling any animal or plant.
Enjoy and Achieve:Rainforest animal stories and mini forest adventures, coupled with a trip to Paradise Park will all enhance the enjoyment of this exciting topic.
Make a Positive Contribution:The children think about how they can raise awareness to protect endangered species.
- Assistance with trips
Science
The children will study the animals of the rainforest and sort and group them according to whether they are reptiles, amphibians, birds, mammals etc. They will name a variety of creatures and also surmise whether they are herbivores, carnivores or omnivores. They will look at trees and plants of the rainforest and compare them to common UK plants. In relation to the Olympics the children will look at the key features of the human body and how our senses help us to participate in sport.
Programme of Study
Working scientifically
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
- asking simple questions and recognising that they can be answered in different ways
- observing closely, using simple equipment
- performing simple tests
- identifying and classifying
- using their observations and ideas to suggest answers to questions
- gathering and recording data to help in answering questions.
These opportunities for working scientifically should be provided across years 1 and 2 so that the expectations in the programme of study can be met by the end of year 2. Pupils are not expected to cover each aspect for every area of study.)
Plants:
- identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
- identify and describe the basic structure of a variety of common flowering plants, including trees.
- identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
- identify and name a variety of common animals that are carnivores, herbivores and omnivores
- describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)
- identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.
- observe changes across the four seasons
- observe and describe weather associated with the seasons and how day length varies.
- Classifying rainforest creatures into herbivores, carnivores, omnivores etc. Giving reasons for choices.
- Using keys for plants and animals
- Research into rainforest climate
They should become familiar with common names of flowers, examples of deciduous and evergreen trees, and plant structures (including leaves, flowers (blossom), petals, fruit, roots, bulb, seed, trunk, branches, stem).
Pupils might work scientifically by: observing closely, perhaps using magnifying glasses, and comparing and contrasting familiar plants; describing how they were able to identify and group them, and drawing diagrams showing the parts of different plants including trees. Pupils might keep records of how plants have changed over time, for example the leaves falling off trees and buds opening; and compare and contrast what they have found out about different plants.Pupils should use the local environment throughout the year to explore and answer questions about animals in their habitat. They should understand how to take care of animals taken from their local environment and the need to return them safely after study. Pupils should become familiar with the common names of some fish, amphibians, reptiles, birds and mammals, including those that are kept as pets.
-Pupils might work scientifically by: using their observations to compare and contrast animals at first hand or through videos and photographs, describing how they identify and group them; grouping animals according to what they eat; and using their senses to compare different textures, sounds and smells.
-Pupils should have plenty of opportunities to learn the names of the main body parts (including head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth) through games, actions, songs and rhymes.
-Pupils should observe and talk about changes in the weather and the seasons.
Note: Pupils should be warned that it is not safe to look directly at the Sun, even when wearing dark glasses.
Pupils might work scientifically by: making tables and charts about the weather; and making displays of what happens in the world around them, including day length, as the seasons change.)
Progression in skills:
- Beginning to work in groups supported by adults.
- Adult sets question. Children begin to raise own questions.
- Children asked as a result of their work whether what happened was what was expected.
- Some everyday objects and simple equipment (non standard measures e.g. cupfuls) selected with limited support.
- Beginning to use non standard measurements and talk about their observations.
- Simple writing to convey meaning used to communicate findings. Could be before and after annotated diagrams.
- Children use simple vocabulary to explain results.
- Adult modelling and displays still very important.
- Concept maps and keyword lists develop vocabulary.
- Can respond to adult questions about safe working.
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 know the things that plants need to grow
- I can sort animals into different classification groups
- I can name a range of animals
- I can name a range of trees and plants
- I can name my body parts
- I can describe my senses
History
The children will study the life and impact of significant Olympians like Jesse Owen.
(Maybe impact of Paralympics)
In addition to the topic children will do a mini project on the lives of significant individuals from the NC 2014 recommendations.
Programme of Study
During their historical studies children need to know:
- The lives of significant individuals in the past who have contributed to national and international achievements – Jesse Owens
- Significant historical events, people and places in their own locality.
- Biography writing
- Internet research
- Information booklets about Gandhi
- Begin to identify different ways to represent the past – photos, stories, adults talking, film, websites, books, newspaper articles.
- Sort artefacts into “then” and “now”
- Sequence objects in chronological order
- Sequence events in chronological order.
- Communicate through drawings, labeling, drama / role play
- Begin to identify different ways to represent the past;
- To write simple recounts and reports.
- To use a range of sources to find out characteristic features of the past
- Identify clues about the past from a firsthand visit
- Ask questions about the past directly to a visitor or curator
- Make a simple sequence of events after questioning and research.
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 recount the main events of Jesse’s life.
- I can retell his story chronologically
Geography
The children will locate Braziland learn about a range of features of this remarkable country. They will especially look at the climate and the location of rainforests. They will use globes and maps to compare locate other global rainforests and make simple comparisons of these locations. They will name and locate physical and human features of the Amazon rainforest area and compare and contrast these to physical and human features in our locality.
Programme of Study
Locational knowledge:
- name and locate the world’s seven continents and five oceans
- understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country
- identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
- key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
- key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
- use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
- use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map
- use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
- use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.
- Children label forests on maps
- Children look at climate data / weather reports from Brazil and compare to here
- Children identify and name physical and human features
- To ask questions about their own locality – What is this place like?
- To observe and record using memory maps (features in a locality, buildings on a street)
- To use specific geographical language for locations
- To articulate the difference between physical and human features
- To say whether a temperature or rainfall is higher / lower etc in two locations
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 name and compare physical and human features of the Amazon rainforest to Constantine
- I can locate global rainforests and name the countries and continents they are in
- I can compare the weather and seasons in Brazil with the weather and seasons in the UK.
Computing
Constantine’s rolling programme for ICT “Pictograms, Graphs and Charts” can be fitted into the classification and weather aspects of this topic.
In addition children will use Espresso and the Internet for research and to monitor daily weather / climate data from India and the UK. The children can use dataloggers to measure local temperature and Logo for programming and direction work.
Throughout the topic digital literacy (e-safety) skills will be developed.
Programme of Study
During their computing studies pupils:
- understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
- create and debug simple programs
- use logical reasoning to predict the behaviour of simple programs
- use technology purposefully to create, organise, store, manipulate and retrieve digital content
- recognise common uses of information technology beyond school
- use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
- Children use dataloggers to measure temperature
- Children look at online weather stations / recordings
- Children use ICT to create a range of graphs to show their classification work
- Children use ICT to create pictograms and graphs to record local tree surveys.
- Children do research on Brazil using Espresso
- Children use logo to navigate a made up forest path.
- To input information into a database / spreadsheet
- To use the graph icon to generate a range of graphs
- To navigate to a ‘favourites’ site on the Internet
- To open a program by clicking on its icon on the desktop
- To know what information is conveyed by some of the icons in computer software
- Open and close down a variety of software.
- Can use SHIFT to produce capital letters.
- Have experience of a range of ICT equipment
- Can log onto the network using the user name
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 input data into a database / spreadsheet
- I can make a graph from my data
- I can look up weather information on the internet
- I can research using Espresso
- I can program a device to move in 4 directions using Logo
Design and Technology
The children will also make a simple kit bag for a torch or magnifying glass to be used on rainforest / jungle explorations.
Programme of Study
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts.
When designing and making, pupils should be taught to:
Design
- design purposeful, functional, appealing products for themselves and other users based on design criteria
- generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
- select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
- select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
- explore and evaluate a range of existing products
- evaluate their ideas and products against design criteria
- build structures, exploring how they can be made stronger, stiffer and more stable
- explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.
- Children look at drawstring bag designs and make their own
- Children consider suitable material (camouflage) for rainforest equipment.
- Cut fabric using ruler and chalk to mark line
- Measure and cut drawstring