Year 4 Term 5: What I Am Learning Now

Sharing The Planet

Central Idea

Communities can be created by invasion and settlement.

Lines of Inquiry: An inquiry into…

  • Differences between human environments (change).
  • Human impact on environments (connection).
  • Planning for cities of the future (responsibility).

 

Subject Focus
  • Geography
  • Computing
  • Art
  • DT
Provocation

We will be time travellers! Children will imagine themselves and how they will be in 2031. In ten years time what will the future look like? What clothes will they be wearing? Will they be working? What technology will there  be in ten years time? What will houses look like? Children will create a piece of artwork expressing themselves and the future self in ten years.

Home Learning Opportunities
  • Individual research on villages, towns and cities.
  • Be observant – what type of buildings and land use can they see in their local urban environment.
Class Novel
  • ‘Run Wild’ by Gill Lewis
Transferable Skills (Approaches to Learning)
  • Research – gathering, recording and presenting information.
  • Thinking – analysis of information.
  • Communication – speaking and listening to others.
Links to PSHE/SMSC
  • Appreciate the range of national, regional and local issues of sustainable development.
  • Consider the lives of people living in other urban environments to their own.
Key Vocabulary
  • Town
  • Village
  • City
  • Urban
  • Sustainable
  • Development
  • Sustainable City
Career Links
  • Town planner
  • Sustainable developer
  • Research Scientist
  • Surveyor
Sharing Success
  • Present work via Class Dojo.
  • Work shared in floorbooks and on display.
  • Work celebrated during assemblies.
Outcome

Children will plan a Dartford of the future. What will make the it sustainable? Children will research and include technologies to ensure that the Dartford of the future is a wonderful place to live.

 

Milestones covered in this inquiry…

English

  • Discussion
  • Narrative
  • Persuasion

Maths

  • Four number operations
  • Times tables up to 12 X 12
  • Decimals
  • Money

Lead Inquiry Subject –

Geography

  • I can map land use.
  • I can use appropriate symbols to represent different physical features on a map.
  • I can carry out a survey to discover features of cities and villages.
  • I can name up to six cities in the UK and locate them on a map.
  • I can use appropriate symbols to represent different physical features on a map.
  • I can find the same place on a globe and in an atlas.
  • I can label the same features on an aerial photograph as on a map.
  • I can recognise key symbols used on OS maps.
  • I can explain how a locality has changed over time with reference to human features.
  • I can describe the main features of a well known city.
  • I can explain why people are attracted to live in cities.
  • I can plan a journey to a place in England.
  • I can describe the main physical differences between cities and villages.
  • I can explain why people may choose to live in a village rather than a city.
  • I can describe the main features of a village.
  • I can begin to interpret my data.
  • I can accurately measure and collect information (e.g. rainfall, temperature, wind speed, noise levels, etc.)
  • I can present data in a graph and simple GIS.

Other Subjects

Computing

  • I can capture images using webcams, screen capture, scanning, visualiser and internet.
  • I can input data into a prepared database.
  • I can sort and search a database to answer simple questions.

Art

  • I can use my sketchbook to express my feelings about various subjects and outline likes and dislikes.
  • I can use my sketchbook to adapt and improve my original ideas.
  • I can keep notes about the purpose of my work in my sketchbook.

DT

  • I can make a product using mechanical systems such as levers, linkages and pivots, e.g. a moving picture.