1. We are animal rights activists project
1.1. Key knowledge
1.1.1. Science
1.1.1.1. habitats, adaptation, all living things, the digestive system
1.2. Outcomes and success criteria
1.2.1. Writing stories from Animals point of view, set in a Zoo
1.2.1.1. Read Anthony Browne's 'Zoo', discuss its meaning and purpose
1.2.1.2. Children write about how the book makes them feel, writing reasons to why animals my become unhappy in zoos
1.2.1.3. Role play activities, exploring scenarios involving animals in zoos
1.2.1.4. Plan, draft and redraft a short story from the point of view of a zoo animal
1.2.2. Writing a balanced argument on keeping animals in zoos
1.2.2.1. Through research, consider arguments for and against keeping animals in zoos
1.2.2.2. Write a discussion report outlining both points of view
1.2.2.3. Stage a formal discussion I. The classroom in which children are given sides to defend/argue
1.3. Key skills
1.3.1. English
1.3.1.1. Discussion writing unit
1.3.1.2. Narrative writing: writing stories with moral issues
2. Curriculum references
2.1. Literacy
2.1.1. Information texts
2.1.2. Discussion texts - writing balanced arguments
2.1.3. Persuasive texts - writing a persuasive letter
2.1.4. Poetry - creating images
2.1.5. Stories involving moral dilemmas
2.2. Geography
2.2.1. Locate the world's countries
2.2.2. Focus on ... South america
2.2.3. Concentrating on... Their environmental regions
2.2.4. Concentrating on... Key physical and human characteristics
2.2.5. Concentrating on... Countries
2.2.6. Identify the position and significance of latitude, longitude, equator, northern hemisphere, Southern Hemisphere, the tropics of cancer and Capricorn, arctic and Antarctic circle
2.2.7. Concentrating on...major cities
2.2.8. Describe and understand the key aspects if physical geography, including: climate zones, biomes and vegetation belts
2.3. Design technology
2.3.1. Pop ups
2.3.1.1. use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
2.3.1.2. select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
2.3.1.3. investigate and analyse a range of existing products
2.3.1.4. evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
2.3.1.5. understand and use mechanical systems in their products [for example, levers and linkages]
2.4. Art
2.4.1. about great artists, architects and designers in history
2.4.2. to improve their mastery of art and design techniques with a range of materials
2.4.3. to create sketch books to record their observations and use them to review and revisit ideas
2.5. Computing
2.5.1. Select a variety of software to accomplish given goals
2.5.2. Select, use and combine internet services
2.5.3. Analyse information
2.5.4. Evaluate information
2.6. Science
2.6.1. Animals, including humans
2.6.1.1. describe the simple functions of the basic parts of the digestive system in humans
2.6.1.2. identify the different types of teeth in humans and their simple functions
2.6.1.3. construct and interpret a variety of food chains, identifying producers, predators and prey
2.6.1.4. prey.
2.6.2. All living things
2.6.2.1. recognise that living things can be grouped in a variety of ways
2.6.2.2. explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
2.6.2.3. recognise that environments can change and that this can sometimes pose dangers to living things
2.7. Music
2.7.1. play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
2.7.2. improvise and compose music for a range of purposes using the interrelated dimensions of music
2.7.3. use and understand staff and other musical notations
3. We are research journalists project
3.1. Outcomes and success criteria
3.1.1. writing a factfile on St Lucia
3.1.1.1. Using ict, research various aspects of st Lucia, including physical and human characteristics
3.1.1.2. Interview a person who has visited St Lucia, asking prepared questions to gain more clarity on some issues
3.1.1.3. Imagine writing a travel agents leaflet about visiting St Lucia
3.1.1.4. Create an information text on St Lucias physical and human characteristics
3.2. Key skills
3.2.1. Literacy
3.2.1.1. Non-fiction writing: information texts
3.2.1.2. Non fiction: advertisements
3.3. Key knowledge
3.3.1. geography
3.3.1.1. South America
3.3.1.2. climate zones, vegetation belts, biomes
3.3.1.3. Physical and Human Characteristics of a country
4. We are zoologists project
4.1. Outcomes and success criteria
4.1.1. Create a game based on the rain forest, and write instructions for that boardgame
4.1.1.1. Using purplemash, design 'jumping monkey' game using programming
4.1.1.2. Explore platform games made on Scratch
4.1.1.3. Remix a starter project made by Mr Matthews to make a raj forest based game
4.1.1.4. Mind map and design how a game could be played involving the rainforest
4.1.1.5. Create game set in the rainforest, using scratch
4.1.2. write a set of instructions on how to look after a particular zoo animal whose habitat is the rainforest.
4.1.2.1. Research, using books, internet sources and documentaries, how zoologist a look after their animals
4.1.2.2. Draw (or design using lego), a plan of a zoo exhibit, with labels, with explanations of how to look after the animal
4.1.2.3. Role play: interviews with a good and bad zoo keepers, where children ask various questions on how to look after animals
4.1.2.4. Choose another zoo animal, writing an explanation on how to look after it
4.2. Key knowledge
4.2.1. Science
4.2.1.1. all living things: habitats
4.3. Key skills
4.3.1. Art and DT
4.3.1.1. modelling using various materials
4.3.2. Literacy
4.3.2.1. Non-fiction: writing a set of instructions
4.3.3. computing
4.3.3.1. creating programs to accomplish specific goals
5. We are biologists project
5.1. Outcomes and success criteria
5.1.1. Write an information text on how that animal is adapted
5.1.1.1. Select a rainforest animal, use technical vocabulary to describe its features
5.1.1.2. Identify how the animal's features help it to become adapted to the rainforest
5.1.1.3. Using ict and books research the animal and write a short information text about it
5.1.2. children make electronic sorting key for identifying animals
5.1.2.1. Compare the features of focus animal with other animals on table
5.1.2.2. Create a table sorting key including yes and no questions.
5.1.2.3. Explore using in-program hyperlinks on PowerPoint
5.1.2.4. Design sorting key on PowerPoint
5.1.3. Create an imagined animal using ict
5.1.3.1. Identify the features of switch zoo animal
5.1.3.2. Discuss how this animal could be adapted and what habitat it could live in.
5.1.3.3. Design an animal to be adapted for living in a randomly selected habits; article tundra, desert, woodland, etc,
5.2. Key knowledge
5.2.1. Science
5.2.1.1. habitats
5.2.1.2. names for various body parts
5.2.1.3. animals and adaptations
5.2.2. New Topic
5.3. Key skills
5.3.1. computing
5.3.1.1. using programs to design things, accomplish specific goals
5.3.1.2. designing programs
5.3.2. science
5.3.2.1. creating a sorting diagram dor identifying minibeasts
6. We are expressive artists project
6.1. Outcomes and success criteria
6.1.1. write a poem based on a day in the life of a rainforest animal
6.1.1.1. Each child to think about creative clause describing their animal
6.1.1.2. table focuses on a rainforest animal, writes descriptive sentences and clauses on its features, personality, movement
6.1.1.3. Groups combine clauses, making a 'strip poem'
6.1.1.4. Use clauses as a basis for writing a short poem about imagined animal
6.1.2. Write a song about the British woodland
6.1.2.1. Walk around the woodland and view it from several perspectives
6.1.2.2. Draft ideas that spring to mind, considering sentence power sentences, e.g similes, personification, alliteration
6.1.2.3. As a group, use ideas to consider a 'hook' for a summer song
6.1.2.4. Learn about the Pentatonic scale and investigate using tuned instrument
6.1.2.5. Using knowledge of pentatonic scale, experiment with ideas for tune using piano and other tuned and percussion instruments
6.1.2.6. Groups to consider verses to go with song.
6.1.2.7. Practise perform and refine song, ready fir recording
6.1.2.8. Perform song for class assembly
6.2. Key skills
6.2.1. English
6.2.1.1. Poetry unit: creating images
6.2.2. Music
6.2.2.1. composing, performing and evaluating music
6.2.2.2. performing in both group and solo contexts
6.2.2.3. using the pentatonic scale to compose and follow songs using musical notation
6.3. Key knowledge
6.3.1. Science
6.3.1.1. identifying features of some living things, using technical vocabulary
6.3.1.2. identifying the features of a local habitat.
7. We are rainforest ecologists project
7.1. Outcomes and success criteria
7.1.1. Group creates a large pop up of a layer of the rainforest
7.1.1.1. Research and practise how to create various pop-up folds and mechanisms
7.1.1.2. Each table to research the characteristics of a different lever of the rainfrorst
7.1.1.3. Plan and write a short information text on their layer of the rainforest, considering wildlife, vegetation, climate,etc.
7.1.1.4. Group work on planning a large scale information text pop up based in their layer of the rainforest.
7.1.1.5. Creating, evaluating, presenting and critiquing pop up information texts.
7.2. Key knowledge
7.2.1. Science
7.2.1.1. Habitats
7.3. Key skills
7.3.1. DT
7.3.1.1. creating pop-ups
7.3.2. Art
7.3.3. English
7.3.3.1. Non-fiction: information texts
8. We are conservationists project
8.1. Outcomes and success criteria
8.1.1. Writing letters to executive of Cadbury's persuading him not to use unsustainable methods
8.1.1.1. Research the features of a persuasive letter
8.1.1.2. Practise writing persuasively, considering various sentence tyoe sand cvocabulary.
8.1.1.3. Research the use of palm oil in chocolate bar ingredients and how this affects the rainforest
8.1.1.4. List the problems with buying chocolate which contains palm oil and role-play arguments, discussions and protests.
8.1.1.5. Plan,draft and redraft a letter to the executive of Cadburys warning him not to use palm oil in chocolate development
8.1.2. Protest Posters against deforestation for palm oil
8.1.2.1. Research the artist Henry Rosseau, his works, his personal life and his values
8.1.2.2. Consider the Rosseau's love of nature and how his work was a protest of the new industrial developments of buildings.
8.1.2.3. Consider how we could create protest art with Palm oil chocolate in mind
8.1.2.4. Plan, design and create a piece of protest art which gives the message that buying chocolate containing palm oil is wrong
8.2. Key knowledge
8.2.1. geography
8.2.1.1. deforestation
8.2.1.2. sustainable and unsustainable methods
8.2.2. Art
8.2.2.1. Henry Rosseau key artist
8.2.2.2. persuasive letter writing
8.3. Key skills
8.3.1. English
8.3.1.1. Persuasive writing
8.3.2. art
8.3.2.1. using various materials to create a piece of art