factual evidence of a past society â Pompeii which was devastated by the eruption of Vesuvius in AD. 79. We will disco
Angry Earth Areas of learning As Geographers we will be practising our map skills by locating areas of the world where different natural disasters occur. We will be describing the physical and human features of environments and looking at the effects of natural diasters on settlements. As Designers we will be studying mouldable materials. We will have been learning about natural disasters all over the world – their wonder and power. We will have found about earthquakes around the world and what measures people can take to try to minimise their impact. We will design and build a structure that aims to withstand a simulated earthquake. As Historians we will be placing significant natural disasters on a timeline. We will also be looking at factual evidence of a past society – Pompeii which was devastated by the eruption of Vesuvius in AD 79. We will discover how archaeologists have discovered a lost city and how tourists now visit to find out more. As Artists we will communicate our ideas using digital media. As Scientists we will be learning about change of states in particular, we will be studying the water cycle.
Mastery
PSHE
Learning Detectives
As deep learners we will:
For our PSHE we will:
As Learning Detectives we will:
• •
• • •
•
• • • • •
Choose our own lines of enquiry. Follow those lines of enquiry and decide how to presents our findings. Use data handling programmes to present our ideas in a variety of forms Use video editing software to present a news report Use the internet to research Simulations – what will happen if? Make an SOS video
• • •
Understand others Respect people and their opinions Push ourselves and persevere even when things are difficult Develop confidence speaking and performing to a variety of audiences Understand our rights and responsibilities to be an effective learner Discuss how we can help victims of natural diasters.
• • •
Immersion Activities Wow factor - watch Twister
Be able to evaluate my own work against success criteria explaining what I have done well and what I would improve Be able to give constructive feedback to my friend Show how my learning has improved over time and the skills I have developed Explain how I can apply my learning to a range of situations
Hold a gallery exhibition reviewing learning from this topic
©2010 Chris Quigley Education ltd
Angry Earth Learning across the curriculum
Using communication Writing, presenting and broadcasting •Explanations •How we can minimise the impact of an earthquake •Instructions . •News Reports •Story writing – victim of natural disasters
Subject Key Skills
Personal development Learning and thinking skills •Children will ask their own questions •They will judge the value of information they find out through research •They will use their imagination to envisage possibilities •During the process of planning children will try out alternatives •Children will communicate through advertising and through broadcasting •Children will evaluate the success of their actions in relation to the original purpose
History, geography and citizenship Investigate Undertake investigations and enquiries, using various methods, media and sources.
Generate ideas
Calculating •Measures •We will be measuring temperature and calculating the difference between negative and positive numbers. Interpreting data •Reading graphs, charts and tables •We will chart data based around Earthquake occurrence and Richter scale.
Using ICT
Social skills •Children will work collaboratively •They will negotiate, respecting others’ roles within the group, and they will resolve conflicts as they arise •They will adapt their behaviour to suit the situation
Communicate Present and communicate findings in a range of ways and develop arguments and explanations using appropriate specialist vocabulary and techniques.
Consider and respond Consider, respond to and debate alternative viewpoints in order to take informed and responsible action.
Science and design technology
Personal and emotional skills •As part of review children will identify where they contributed well and will identify areas for development
Using mathematics
Analyse Compare, interpret and analyse different types of evidence from a range of sources.
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
Improvise
Explore, investigate and experiment from a range of stimuli and starting points, roles, techniques, approaches, materials and media.
Create, design, devise, compose and choreograph individual and collective work.
Improvise, rehearse and refine in order to improve capability and the quality of artworks.
Searching •Websites •Making a news report •Making an SOS video •Using to present our information
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 when 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.
