Who we are
Theories may affect opinions about who we are.
Lines of Inquiry – an inquiry into
- How assumptions can be made about creation (Form)
- Why living things transform over time (Causation)
- How outlooks on existence may vary (Perspective)
- Spoken Language
The children will explore the playground and find different fossils and match them to the correct creature. Children will complete I see, I think and I wonder activities looking at different Pokemon creatures and exploring why are they different and what they would be classified as.
Going further: The children will be given the challenge of designing an animal or Pokemon that fits a specific environment and be able to explain why they have designed their creature this way.
Home Learning Opportunities
- Explain how different theories can affect opinions about who we are.
- What are the similarities and differences between different theories about creation
- Evaluate how successful a specific plant or animal has adapted to the environment it lives in
- Analyse how fossils help to prove Darwin’s theory of evolution.
- The Highwayman – Alfred Noyes
- Holes – Louis Sachar
Transferrable skills (approaches to learning)
- Research (presenting research findings)
- Thinking (dialectical thought)
- Communication (writing)
- Evolution theory: Naturalist, Theory, Darwin, Fossils, Traits, Evolution
- Reproduction: Adaptation, Reproduce, Offspring, Inheritance, Variations
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 discussions and their animations with their peers at the end of term.
The children will be writing and creating their own balanced argument about the different outlooks on existence and explaining which one they believe to be true. They will use this to narrate a movie animation of the different theories of creation.
Milestones covered in this Inquiry
- I can use a range of presentational devices, including use of bullet points, tables and columns, to guide the reader.
- I can understand and use active and passive voice.
- I can identify the subject and object
- I can describe characters, settings and atmosphere, with some precision.
- I can Integrate dialogue to convey character and advance the action.
- I can use paragraphs to develop and expand some ideas in depth; add detail within each paragraph; coverage may not always be even.
- I can write a range of sentence structures (simple and complex) including relative clauses e.g. using ‘that’, ‘which’.
- I can discuss and develop ideas; routinely use the drafting process before and during writing.
- I can evaluate own and others’ writing; proofread, edit and revise.
- I can listen attentively to ideas and responds appropriately with: positive comments, observant suggestions and challenges
- I can use complex sentence structures with confidence and I am fluent and clear in a wide range of situations
- I can adapt my language style and register to suit the purpose e.g. can effectively argue their point in a discussion without becoming ‘emotional’ and maintains control of my tone, language and responses
- I can recognise numbers up to ten million.
- I can round numbers to any number.
- I can identify negative numbers.
- I can add and subtract any number.
- I can multiply up to 4-digit numbers by 2-digit numbers.
- I can use the short division method.
- I can divide using factors.
- I can use the long division method.
- I can identify common multiples and factors.
- I can identify prime numbers to 100.
- I can identify square and cubed numbers.
- I can recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.
- I can recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.
- I can identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
- I can use, read, spell and pronounce the scientific vocabulary related to the programme of study correctly.
- I can describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences including microorganisms, plants and animals.
- I can give reasons for classifying plants and animals based on specific characteristics.
- I can find out about the significance of the work of the scientist Evelyn Cheesman.
- I can say where a period of history fits on a timeline.
- I can place a specific event on a timeline by decade.
- I can present a film for a specific audience and then adapt same film for a different audience.
- I can create a sophisticated multimedia presentation.
- I can create models on a range of scales.
- I can include both visual and tactile elements in their work.
- I can compare my methods to those of others and keep notes in my sketchbooks.
- I can understand human reproduction and how this leads to offspring.