How The World Works
Observation leads to understanding.
Lines of Inquiry: An inquiry into…
- Earth’s living things (form).
- How living things rely on the natural world (connection).
- How our actions impact the natural world (responsibility).
Science and Geography
This term, the children will continue to learn about the natural world and its laws. They will begin to understand the basics around animals, plants and geographical features of the world. They will think about how they all connect and support life on earth.
The children will explore the story of ‘Tidy’ by Emily Gravett. They will consider the consequences of the main character’s actions on the environment and how that impacts others. They will begin to think about how all animals rely on the plants and trees in the environment.
- Learn about the plants in your
garden or at the park.
- Learn about where food you
have at home comes from.
- Observe seasonal changes.
- ‘Jasper’s Beanstalk’ by Nick Butterworth
- ‘Anywhere Farm’ by Phyllis Root
- ‘Stick Man’ by Julia Donaldson
- ‘There’s a Rang-Tan in my Bedroom’ by James Sellick
- Communication – exchanging information and speaking
- Research – gathering and recording information
- Thinking – reflecting and responding
- Learning to look after ourselves and the world around
- Learning about some of the animals and features of the UK that make us unique to other areas of the world.
Observation, understanding, animals, environment, habitat, features, living, non-living, classify, mammals, reptiles, fish, birds, amphibians, invertebrates, carnivore, omnivore, herbivore, continent – Asia, Africa, North America, South America, Antarctica, Europe, Australia/Oceania, ocean – Arctic, Atlantic, Pacific, Southern, Indian, atlas, mountain, sea, beach, hill.
- We are Zookeepers.
- We are Explorers.
- We are Naturalists.
- Celebration certificates.
- Classroom displays and floor books.
- Class dojo through reward points and sharing
Children will know more about the natural world and have a better understanding of how to look after it and the important reasons why we should. They will use what they know about the world and work towards making a difference, taking action to make a change for the better in their everyday lives.
Milestones covered in this inquiry…
- I can consistently use capital letters, full stops, exclamation marks and question marks to demarcate the beginning and end of sentences and questions.
- I can use suffixes that can be added to verbs where no change is needed in the spelling of root words -er and –est.
- I can use comparative and superlative adjectives, adding –er and –est to regular adjectives.
- I know how the prefix un-changes the meaning of verbs and adjectives.
- I know simple synonyms for ‘and’.
- I know the numbers to 50
- I can use tens and ones with numbers to 50 and represent numbers to 50 in different ways.
- I can find one more and one less within numbers to 50
- I can compare objects and numbers within 50
- I can order numbers within 50
- I can count in 2s
- I can count in 5s
- I can compare lengths and height
- I can measure length
- I understand weight and mass and can measure and compare mass.
- I understand capacity and can measure and compare capacity.
- I can count in 10s
- I can make arrays
- I can make doubles
- I can make equal groups by grouping
- I can make equal groups by sharing
- I can halve shapes, objects and quantities
- I can find a quarter of a shape, objects or quantities
- I can describe turns and positions
Lead Inquiry Subject –
- I can name the petals, stem, leaf, bulb, flower, seed, stem and root of a plant
- I can identify and name a range of common plants and trees
- I can recognise deciduous and evergreen trees
- I can name the trunk, branches and root of a tree
- I can describe the parts of a plant (roots, stem, leaves, flowers)
- I can show my work using pictures, labels and captions
- I can use simple equipment to help make observations
- I can answer some scientific questions
- I can observe changes across the four seasons
- I can name the four seasons in order
- I can observe and describe weather associated with the seasons
- I can observe and describe how day length varies
- I can record my findings using standard units
- I can explain what I have found out
Other Subjects –
- I can answer questions about the weather
- I can keep a weather chart
- I can explain how the weather changes with each season
- I can begin to explain why I would wear different clothes at different times of the year
- I can enter information into a template to make a graph
- I can talk about the results shown on a graph
- I can cut and tear paper and card for collages
- I can gather and sort the materials I will need
- I can describe what I can see and like in the work of another artist/craft maker/designer
- I can ask sensible questions about a piece of art
Design & Technology
- I know that all food comes from plants or animals
- I know how to prepare simple dishes safely and hygienically, without using a heat source e.g. dips, salads, sandwiches and fruit kebabs/salads
- I know how to use techniques such as cutting, peeling and grating