Year 5 Term 5: What I Am Learning Now

Sharing The Planet

Central Idea

Humans can control the future of species and resources.

Lines of Inquiry: An inquiry into…

  • Endangered species and loss of natural habitats (form).
  • Human impact on the planet (change).
  • How it is human’s duty to prevent or reverse negative impacts on the planet (responsibility).


Subject Focus
  • Geography
  • Science
  • Art
  • Design & Technology
  • Computing
  • PSHE
  • Writing & Spoken Language

The children will go on virtual tour of the rainforest biome and complete an I see, I hear, I think, I wonder activity. They will complete a murder mystery linked to deforestation and view a crime scene based on these events. As a class, we will then discuss the central idea and create provocation questions we may wish to investigate during this term.

Home Learning Opportunities
Class Novel/Inquiry Text

Class Novel: ‘The Explorer’ by Katherine Rundell

Inquiry Text: ‘The Great Kapok Tree’ by Lynne Cherry

Transferable Skills (Approaches to Learning)
  • Social (accepting responsibility).
  • Communication (writing and speaking).
  • Research (presenting research findings).
Links to PSHE/SMSC

The children will be creating a podcast based on research to discuss and debate a problem that is of concern to them and offering recommendations in order to prevent or reverse the problem.

Key Vocabulary

Slash and burn, logging biodiversity, flora and fauna, vegetation, pollination, germination, reproduction, species, classification, sustainable, habitat, biome, endangered and deforestation.

Career Links
  • Environmentalists
  • Conservationists
  • Journalists
  • Scientists
  • Audio Engineers
Sharing Success

During the term, children will be able to request a selfie of their work to be uploaded onto their Class Dojo profiles. The children will be sharing their podcasts with their peers at the end of term.


The children will create their own podcast to discuss and debate the negative impacts humans can have on the rainforest and how it is their duty to come up with ways to prevent the future loss of habitats. They will also make a sustainable bird hide that has no impact on the rainforest or loss of natural habitat.


Milestones covered in this inquiry…


  • I can write to suit a purpose and with a growing awareness of audience, using appropriate features. May include humour or suspense.
  • I can discuss and develop initial ideas in order to plan and draft before writing.
  • I can evaluate my own and others’ writing; with direction, proof-read, edit and revise.
  • I can use dialogue to indicate character and event.
  • I can describe characters, settings and plot, with growing precision.
  • I can begin to recognise active and passive voice.
  • I can begin to use dashes for parenthesis.
  • I can use vocabulary which is becoming more precise.
  • I can use a dictionary and thesaurus to check the meaning of words and expand vocabulary.
  • I can use a wide range of verbs to express their thoughts and explain cause/effect.
  • I can understand the importance of intonation and expression in my own and others’ talk and how a change of volume or tone can re-focus or grab the listener’s attention.


  • I can add and subtract mixed numbers.
  • I can subtract fractions (including breaking the whole).
  • I can multiply non-unit fractions and mixed numbers by integers.
  • I can calculate fractions of a quantity or amount.
  • I can use fractions as operators.
  • I can understand decimals with up to two decimal places.
  • I can explain the link between decimals and fractions.
  • I can understand thousandths and show them as decimals.
  • I can order and compare fractions.
  • I can understand percentages and show that percentages can be decimals and fractions.
  • I can find equivalent fractions, percentages and decimals.

Lead Inquiry Subject –


  • I can collect information about a place and use it in a report
  • I can map land use using simple GIS
  • I can find possible answers to their own geographical questions
  • I can make detailed sketches and plans; improving their accuracy later
  • I can present data in an appropriate form
  • I can analyse and interpret the results of my own fieldwork
  • I can use an OS map in a locality
  • I can begin to use 6 figure grid references
  • I can explain how biomes affect the distribution of food
  • I can describe and explain the physical features and processes of the major biomes
  • I can explain how a location fits into its wider geographical location; with reference to physical features
  • I can describe an area using the key vocabulary: biome, ecosystem, vegetation and climate.
  • I can locate and name the major countries in South America and their capital cities on a world map and atlas
  • I can use atlases and climate maps to identify the location of biomes around the world

Lead Inquiry Subject –


  • I can use, read, spell and pronounce the scientific vocabulary related to the programme of study correctly.
  • I can describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird.
  • I can describe the life cycles of common plants.
  • I can work scientifically by comparing the life cycles of plants and animals in their local environment with the life cycles of those around the world, e.g. rainforests,oceans, desert areas
  • I can ask pertinent questions and suggest similarities and differences between the environments.
  • I can describe the life process of reproduction in some plants and animals.
  • I can explore the work of well known naturalists and animal behaviourists.

Other Subjects –


  • I can experiment with and combine materials and processes to design and make 3D form.
  • I can sculpt clay and other mouldable materials.

Design & Technology

  • I can make a product that looks at how to strengthen and reinforce a 3D framework such as a bus shelter or playhouse.
  • I can accurately measure, mark out, cut and shape materials and components.
  • I can accurately assemble, join and combine materials and components.


  • I can listen to streaming audio such as online radio.
  • I can download and listen to podcasts.
  • I can produce and upload a podcast.
  • I can manipulate sounds using Audacity.
  • I can select music from open sources and incorporate it into multimedia presentations.


  • I can change sounds or organise them differently to change the effect.


  • I can research, discuss and debate topical issues, problems and events that are of concern to me and offer my recommendations to appropriate people.