Willow ClassAutumn 12015-16

Year 3: What makes the Earth angry? KS2 Geography: pupils to be taught physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

WOW: Show a range of clips from Tsunami; volcanoes and hurricane. Video conference a school in Iceland.

LC1 What causes a volcano to erupt and which are the famous volcanoes in the world?

LC2 How do volcanoes impact on the lives of people and why do people choose to live near them?

LC3 How can we recreate an erupting volcano?

LC4 What causes an earthquake (and a tsunami) and how are they measured?

LC5 Who experiences extreme weather in our country?

LC6 Which countries have experienced earthquakes and tsunamis in your life time?

LC7 How can we capture a stormy weather pattern using music, drama and dance?

LC8 Reflection: Each group to put together a weather presentation of extreme weather using music, drama and video clips.

Literacy Link: During LC1 the children will be asked to research volcanoes in the world and pin point them onto a world map.During LC2 children will asked to think of a range of questions they would like to ask an Icelandic child. These will be emailed or asked during a video conferencing session.During LC4 the children will be asked to research earthquakes and tsunamis and write about them in a Learning Challenge journal.During LC5 children will link with children who have experienced flooding. Again opportunities could be made for video conferencing or emailing (children in Japan).

Creative Art Link: During LC3 children will be provided with an opportunity to design and make a volcano and then they will need to think of a way of making it erupt.

Expressive Art Link: During LC7 there will beopportunities for children to create some music which will be used as part of their reflection presentations. Possibly Peter Grimes.

Numeracy Link: LC4 provides opportunities for scale work.

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Journey to the H G centre of Wells the Earth

© Focus Education 2014

Year 3 Geography: What makes the Earth Angry?

Links to Year 3 mathematics: Me Myteacher

Can you count on and back from the year a volcano erupted in 4s, 8s, 50s and 100s?

Can you write ten facts about an earthquake or volcano and include at least one written number in each sentence?

Can you count up and down the Richter scale in tenths?

Can you find the difference between two Richter scale measurements?

Can you calculate how many items will be needed in survival kits for multiples of 2, 3, 4, 5 and 8 people?

Can you calculate how many mountain peaks are in one range of mountains if it has ½ , ¼ or 1/3 the number of a bigger range of mountains?

Can you find out how long earthquakes can last from the longest to the shortest in hours, minutes an seconds?

Can you plan a trip to another part of the world and calculate the total distance travelled from school and back?

Can you plan a trip to another part of the world and calculate the total cost?

© Focus Education (UK) Ltd 2014 3

Year 3 Geography Knowledge, Skills and UnderstandingGeographical

EnquiryPhysical Geography Human Geography

Geographical Knowledge

• Do they use correct geographical words to describe a place and the things that happen there?

• Can they identify key features of a locality by using a map?

• Can they make accurate measurement of distances within 100Km?

• Can they use maps and atlases appropriately by using contents and indices?

• Can they describe how volcanoes are created?

• Can they describe how earthquakes are created?

• Can they confidently describe physical features in a locality?

• Can they describe how volcanoes have an impact on people’s lives?

• Can they confidently describe human features in a locality?

• Can they explain why a locality has certain human features?

• Can they name a number of countries in the Northern and Southern Hemisphere?

• Can they locate and name some of the world’s most famous volcanoes?

• Can they name and locate some well-known European countries?

• Are they aware of different weather in different parts of the world, especially Europe?

Year 3 (Challenging)

• Can they work out how long it would take to get to a given destination taking account of the mode of transport?

• Can they explain why a locality has certain physical features?

• Can they explain how people’s lives vary due to weather?

• Can they name the two largest seas around Europe?

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Year 3 Design Technology Knowledge, Skills and Understanding

Developing, planning and

communicating ideas

Working with tools, equipment,

materials and components to make quality

products

Evaluating processes and

products

Mouldable materials

• Can they show that their design meets a range of requirements?

• Can they put together a step-by-step plan which shows the order and also what equipment and tools they need?

• Can they describe their design using an accurately labelled sketch and words?

• How realistic is their plan?

• Can they use equipment and tools accurately?

• What did they change which made their design even better?

• Do they select the most appropriate materials?

• Can they use a range of techniques to shape and mould?

• Do they use finishing techniques?

Year 3 Music Knowledge, Skills and Understanding• Can they create repeated patterns with different instruments?• Can they create accompaniments for tunes?• Can they combine different sounds to create a specific mood or feeling?• Can they improve their work; explaining how it has improved?• Can they use musical words (the elements of music) to describe a piece of music and compositions? • Can they use musical words to describe what they like and dislike?• Can they recognise the work of at least one famous composer?© Focus Education 2014 5

Possible Written Outcomes or Incidental Writing Opportunities Diary entry in role as Tranio or Livia on the day after the

eruption Letter to relative in Britain describing events Explanation - volcanic eruption Fact file on earthquakes and volcanoes Non-chronological report on daily life in Pompeii Thought bubbles of city dwellers before and during eruption Evacuation instructions Using picture of volcano erupting, description of eruption Eye-witness account Discussion/comparative report - Should people re-build

towns and cities close to active volcanoes? For sale notice for home in Pompeii Volcano poem

Year 3 and 4 1. Responding to the Text Book talk: how is the plot structured? What is the climax of

the story? Book talk: how does the writer build up towards the climax? Visual literacy: how do the illustrations help us to understand

how the people felt? Book talk: why does the writer include the poet’s song near

the beginning of the book? What impact does this have on the reader?

Book talk: find clues in the text and the illustrations which tell the reader the book is set in Roman times and in another place

Book talk: why has the writer included information at the back of the book? Is this a fiction or non-fiction book?

Make story map/timeline of events Writer talk: how does the writer add pace to the events?

Look at choice of verbs and structure of sentences. 

Hook Enter darkened classroom with video of volcanic

eruption in progress Roman day in school

  

2. Capturing Ideas Text mark key information that gives detail about everyday

life in Pompeii Note additional information about everyday life found in

illustrations Research earthquakes and volcanic eruptions, text mark key

information and make notes, highlighting technical vocabulary

Annotate notes with generalisers and adverbs of cause and effect

Experiment with forming sentences from notes and annotations

Research towns and cities which have been re-built close to active volcanoes, listing advantages and disadvantages

Debate in role as townspeople who want to re-build and those who are against it

Freeze frame and thought track different scenes in the city before and during eruption

Interview survivors Build word bank of nouns, verbs, adverbs and adjectives to

describe eruption Loudspeaker broadcast to warn the people of Pompeii

Sentence Games (use throughout unit) Topic sentence game - give topic sentence.

Children suggest contents of paragraph Metaphor game Conjunction game Improve a sentence- focus on the grammatical

elements that need consolidation or review 

 

3. Contextualised Grammar Teaching Fronted adverbials to describe an event Choice of verbs to convey pace Look at simile and metaphor and develop a range from word

bank created Develop poetic sentences with a focus on starting them in

different ways - adverbials, ing, ed, simile Connecting adverbs of cause and effect

Guided Reading Possibilities Non-fiction texts on volcanoes and earthquakes Non-fiction texts on the Romans Atlantis: Legend of a Lost City by Christina Balit.

Find clues relating to context. Identify and discuss features of text type for final

written outcome. Level of text can be pitched at each groups’ level, ensuring both access and challenge.

4. Modelled Writing Shared Writing Guided Writing Independent Writing 

 MAKING LINKS ACROSS THE CURRICULUM

Geography/Science• See Year 3 Geography Learning Challenge• See Year 3 Science Learning Challenge: What do rocks tell us about the way the earth was formed?

 

History See Year 4 History Learning

Challenge 

ICT Use images in a slide-show/animoto to

support explanation of how volcanoes erupt Add sound to slide-show

 DT• Make a game like “knucklebones” and write instructions for it  

Useful links http://museumvictoria.com.au/education/learning-

lab/ancient-roman-empire/recreation-of-vesuvius-erupting/

 

Art• Create repeating patterns in the style of the edges of pages in text, choosing colour and tones appropriately

  

Year 3 Geography:What makes the earth angry?Year 4 History:Why were the Romans so powerful And what did we learn from them?

Author: Christina BalitPublisher: Francis LincolnISBN- 978-1-84507-059-5

 

Year 3: Can you write an eye-witness account of the eruption?

Me Myteacher

Can you talk about the events in the book?

Can you make a timeline of the events?

Can you add some time adverbials to the timeline?

Can you add some information that explains the events?

Can you watch a clip of an eye-witness being interviewed and write down some of the sentence starters for questions and answers?

Can you role play an interview of an eye-witness, using the sentences you found and your timeline?

Can you use your timeline to group the information into paragraphs?

Can you use your plan to write your report in paragraphs?

Can you end your account with a personal comment?

Can you check that you have used the past tense in your account?

Can you proof-read to check what you have written makes sense and that you have used the right punctuation?

Can you read your account to a group?

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Year 3: Can you write an eye-witness account of the eruption?

Link to LearningChallenge:

Science: What do rocks tell us about the way the earth was formed?Geography: What makes the earth angry?

Text Type: Narrative

Spoken LanguageObjectives:

Show they have listened carefully by asking relevant questions.Vary the use and choice of vocabulary dependent on the audience and purpose.

Reading Objectives:

Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions.Begin to understand that narratives are structured in different ways.

Writing Objectives:

Group related material together to form simple paragraphs

Grammar Objectives:

Use the perfect form of verbs to mark relationships of time and cause.

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Year 3: Can you write a non-chronological report about volcanoes?

Me Myteacher

Can you talk about what you have already found out about volcanoes?

Can you find some more information you need in books, clips or on the internet?

Can you find the key facts and write them down?

Can you read a non-chronological report and find out how it is organised?

Can you list and name the different words that the author has used to start sentences – Many…, Some…, Typically…, During…, After…, Before…?

Can you use a plan to group the information into paragraphs?

Can you use different ways to start your sentences - conjunctions, adverbs and prepositions?

Can you start your report with an interesting fact to hook your reader?

Can you use your plan to write your report in paragraphs?

Can you end your report with a comment to the reader?

Can you edit and improve your writing?

Can you proof-read to check what you have written makes sense and that you have used the right punctuation?

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Year 3: Can you write a non-chronological report about volcanoes?

Link to LearningChallenge:

Science: What do rocks tell us about the way the earth was formed?Geography: What makes the earth angry?

Text Type: Non-chronological report

Spoken LanguageObjectives:

Develop and explain ideas giving reasons.Start to show awareness of when and how Standard English is used.

Reading Objectives:

Choose books for specific purposes.Retrieve and record information from non-fiction.

Writing Objectives:

Group related material together to form simple paragraphsWrite a non-narrative using simple organisational devices such as headings and sub-headings.

Grammar Objectives:

Use conjunctions, adverbs and prepositions to express time and cause.

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Year 3: What’s that coming over the hill? PaintingPupils should be taught:To develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

WOW: Use viewing frames for the children to select views they particularly like around the school or on a trip or visit.

LC1 What is a landscape picture?

LC2Who are some of the famous landscape painters?

LC3How have landscapes been painted in other times and places?

LC4 What is perspective?

LC5Which particular styles of landscape painting do we like?

LC6Can we sketch our own landscape pictures and mix paints to colour them?

LC7How can digital photography help us paint landscape pictures?

LC8Can we produce two contrasting landscape paintings?

RefCan we produce a guide to landscape painting?

Literacy Link: Opportunities for the children to develop writing for an audience.

Geography and History Links: Opportunities for the children to find out about landscape art from a place or region they are studying.

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Oracy Links: Opportunities for the childrento discuss and justify their choices.

Land-scapes (Artists

Workshop)

Roundhill, King,

Norton and

Millard

The Art Book for Children

Phaidon Editors

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What’s that coming over the hill?

Year 3

Painting

• Can they predict with accuracy the colours that they mix?• Do they know where each of the primary and secondary colours sits on the colour wheel?• Can they create a background using a wash?• Can they use a range of brushes to create different effects?

Sketch books

• Can they make notes in their sketch books about techniques used by artists?• Can they suggest improvements to their work by keeping notes in their sketch books?

Use of IT

• Can they use the printed images they take with a digital camera and combine them with other media to produce art work?

• Can they use IT programs to create a piece of work that includes their own work and that of others (using web)?

• Can they use the web to research an artist or style of art?

Knowledge

• Can they compare the work of different artists?• Can they explore work from other cultures?• Can they explore work from other periods of time?• Are they beginning to understand the viewpoints of others by looking at images of people and understand

how they are feeling and what the artist is trying to express in their work?

© Focus Education 2013

Year 3: What’s so special about five notes?Pupils should be taught to:Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression; Improvise and compose music using the inter-related dimensions of music.

WOW: Set up a ‘5’ themed treasure hunt around the classroom so the children have to find objects (e.g. pentagons, 5x tables) and phrases (e.g. ‘high five’, ‘five a day’)

LC1 What is a pentatonic scale?

LC2 Can we play melodies using the notes of the C pentatonic?

LC3 Can we compose our own melodies using the C pentatonic?

LC4 How can we combine rhythm and melodies?

LC5 Can we write our own lyrics to a melody?

Ref What will we include in our pentatonic performance?

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Literacy Link: Children could draft and re-draft their lyrics and evaluate the work of famous lyricists.

Geography Link: Opportunities for the children to play melodies from music from other countries and cultures and identify the origin on maps.

What’s so special about five notes?

Year 3

Performing Composing (incl notation) Appraising

• Do they sing in tune with expression?

• Do they control their voice when singing?

• Can they play clear notes on instruments?

• Can they compose melodies and songs?

• Can they combine different sounds to create a specific mood or feeling?

• Can they improve their work; explaining how it has improved?

• Can they use musical words (the elements of music) to describe a piece of music and compositions?

Year 3 (Challenging)• Can they work with a partner to

create a piece of music using more than one instrument?

• Do they understand how the use of tempo can provide contrast within a piece of music?

• Can they tell whether a change is gradual or sudden?

• Can they identify repetition, contrasts and variations?

15© Focus Education (UK) Ltd 2014