Ramridge Primary School

Creative Curriculum Short Term Planning

Year Group: 5 Class: Willow Term: Spring 2

Lesson\ Learning Steps to Main Input- including key questions, Activity- Including differentiation Key Resources Evaluation
date Intention Success language structures and functions Vocabulary including ICT
1 To Observe the Explain to the chn that we shall make a model LA Chn draw an annotated diagram of the model using labelled Rainfall Clear plastic
25/01 understand experiment of the water cycle (session resources). arrows to show evaporation & condensation. Evaporation fishtank/basin
the water carefully. Say that this is a simple model to show the Heat
cycle processes of evaporation and condensation and MA/HA Chn write up the experiment including an annotated Precipitation Plastic/waterproof
Compare it to prove the water cycle is not just a funny idea diagram of the model and a conclusion of what it shows. Water vapour model of hill
to diagrams created by geographers to explain why rivers Condensation (plastacine)
of the water exist! This is really what happens to the world’s Plenary Precipitation
cycle. water, it is all recycled over and over again – so Discuss limitations of the model, it shows evaporation and Water with blue
Science is there an infinite amount of water on the condensation and so proves the theory but the water is not being food dye
Literacy Write up the Earth? No – there is a finite amount and it heated by the sun, no clouds are being formed, no wind, etc. Clouds
experiment recycles itself through the water cycle. are crucial to the water cycle as is wind because these help to Cling film
including a transport the water from the sea to the land.
diagram. Discuss the working model asking chn to point Lamp (windowsill
out evidence of the processes of evaporation, will do)
condensation and precipitation.

2 To Note the Class split into 4 groups to note down how Chn to research and make notes on the different ways water can be Wastage, Laptop/ICT suite
26/01 investigate different water is used - (home, farm, industry, leisure). conserved. conservation, Waste-a-lot family
water use ways water Groups rotate and keep adding to list. Chn to drought, story
is used reflect on the importance on water. Discuss the Read the story about the ‘Waste-a-lot-family. In pairs chn to wateraid Water diary sheets
Geography, universal need for water and that access varies highlight where water is being wasted. (HWK)
Literacy, Note the in different parts of the world. Show (Wateraid) Recap features of persuasive writing. WaterAid images
Numeracy different images of people collecting and using water in AA: To write a letter explaining how they are wasting water and Water fact PPT
ways water less economically developed countries to persuading them to save it and how? (To use complex sentences).
is wasted stimulate discussion. How much water do we MA: To write a letter explaining how they are wasting water and
use a day? Show water fact PPT persuading them to save it and how?
Research LA: To design a poster/leaflet encouraging the waste a lot family to
how water save water.
can be
conserved Homework – Water diary

3 To identify Use your Show the class the world map/globe – ask chn LA Chn work in pairs to revise the water cycle and think about how Continents List of weather
4/03 world knowledge to point out oceans, continents and countries it is affected by the world weather patterns. Extension: find hottest Globe questions,
weather of the water they know. Discuss how important it is to be & coldest countries. Map Non-fiction related
patterns. cycle. able to read a map and know places on a world Tropical texts
map/globe. Explain that today we are thinking MA/HA Give the chn the info sheet (session resources) and non- Rainfall World map/atlas
Geography Use non- about the world’s weather. We already know fiction texts, eg ‘DK Guide to Weather’. Chn should find the Evaporation
Science fiction text what happens to the world’s water it is recycled answers to the weather questions (session resources). Heat
to help you. through the water cycle – this happens all over Precipitation
the world. When we are thinking about weather Plenary Water vapour
List places and the world where do chn think the most rain Look at chn’s answers to questions – where are hottest & Condensation
where the falls? Give them hints like thinking about the coldest countries? Find on a globe and discuss locations. Precipitation
water cycle tropical rainforests. Discuss how countries in Ask chn to share other weather facts and information.
is affected the tropics have some of the highest
by world temperatures (hottest days) anywhere on the
weather planet. They have consistent sun and warmth –
patterns and talk about how this affects the water cycle:
why. more sun = more heat = more evaporation =
 more condensation = more precipitation! Talk
about areas in the world which do not get much
rain, i.e. deserts: ask chn to use the globe/atlas
to find deserts – where in the world are these?
Where are the hottest temperatures in the
world? Where are the lowest temperatures? The
Arctic & Antarctica. Why? - lack of sunlight.
4 To Think Ask chn what kind of weather we experience in Give chn the description of clouds sheet (session resources) they Cirrus Map/globe, cloud
5/03 investigate carefully the UK, discuss our seasons, how warm it is, should sketch each type of cloud from the description in pencil. Cirrocumulus descriptors/images)
different about when it rains a lot etc. Ask a child to point out Cumulus
cloud types. changes in the UK on map/globe – it is quite far North but Plenary Cumulonimbus
the UK experiences warmer weather than other Show photos of different cloud types (session resources) and Stratocumulus
Geography weather and countries on the same latitude, e.g. Russia. compare to the chn’s sketches. Praise the chn for their drawings.
Art how this Does anyone know why the UK weather is Ask chn what kind of weather these clouds indicate?
might milder than we may expect? – The gulf stream.
happen. Show chn using the globe how warmer waters
from the Caribbean are brought by currents to
Read the Western Europe. Explain how the seas have a
descriptions huge influence on the weather. The water acts
of the as a heat store absorbing the sun’s warmth.
clouds These warmer waters from the tropics are
carefully. driven by wind toward the poles. Talk about
how the UK has a lot of varied weather and
Sketch what how we also have a lot of different clouds –
you think some days we might look up and see white
they might fluffy clouds, or dark grey storm clouds, or
look like. wispy clouds in a blue sky: encourage chn to
join in discussing different clouds they have
noticed. Explain how clouds are formed: Warm
air rises and then cools down until it reaches the
dewpoint temperature (temperature invisible
water vapour begins to condense into liquid
droplets.
5 To use Recognise Think-pair-share – Monet. Introduce Monet. Chn to sketch any water scene, add detail and then paint. Chn to Impressionist Monet PPT
11/03 impressionis Monet’s Show smart notebook presentation and some of pay attention to background and paints
t techniques themes his art work. Chn to discuss similarities and foreground detail.
and Draw and differences of his themes. Chn to sketch a water
perspectives paint using scene, then paint.
similar
techniques
Art

6 To compare Observe Look at works by Claude Monet of Rivers, and LA: look at Monet – observations on colour, pattern, texture, Impressionist, Monet presentation,
12/03 ideas, paintings to Paul Cezanne’s work on landscapes. Discuss perspective and share when moving in groups. observations, Cezanne PPT,
methods and identify similarities and differences in both artists’ colour, pattern, examples of work
approaches similarities approaches to landscape. Encourage the MA and HA: look at both artists and note on similarities and contrast,
in others’ and children to carefully observe the paintings and differences in colour, pattern, texture, perspective, materials.
work. differences. then ask the following questions:
-How has the artist used colour and pattern in HA: Consider different light sources and angle, where would the
Art Note the work? shadows be if light shone from different direction.
differences -Do the colours blend or do they contrast?
 dependent -Which direction did the light come from?
on group -What materials were used?
category -What techniques and skills has the artist used?
(colour, -Do you think the artist used sketches?
pattern, -Is there any feeling of life and nature in the
texture, work?
materials,
perspective. Put chn into specific groups to look at each of
the following – texture, colour, pattern,
material, perspective. One child from each
group move round to next table and share
findings.
Children to note down the findings from each
person’s category.
7 To use Loosely On A3 paper, loosely sketch a river scene. Use LA: Focus on sketching the perspective and basics of Pastels, water A3 paper, Monet
18/03 sketching sketch river water colours to work in the style of Claude background/foreground using mixed tones. colours, tones, examples
and painting scene Monet, building up colours in small blocks and composition, presentation,
to focussing mixing tones. MA and HA: sketch basics and use variety mixed tones to create pattern, texture, watercolours, paint
communicat on perspective, pattern, texture experimenting with brushstrokes for perspective, palettes,
e perspective Encourage ch to: different effects. foreground,
observations and –paint in the large areas of the composition first background,
, ideas and positioning. –work from lighter colours to darker colours relative size
feelings. –use a limited colour palette, e.g. red, yellow,
Build up black and white, or blue, yellow, black and
Art colours on white
blocks –concentrate on one or two visual elements, e.g.
starting colour and pattern or pattern and texture
with largest –refer to the works of artists and their use of the
areas first, methods and techniques, e.g. how colour,
work from pattern, texture and paint are used.
lighter to
darker Talk about the use of perspective. Explain, by
colours, referring to artists’ work or through
demonstrations, how to:
–make objects that are further away from the
viewer smaller, to give the idea that they have
receded into the distance

8 To evaluate Analyse Ask the children to talk about their work using Mixed ability groups, each child given evaluation sheets with Observations, work completed,
19/03 your own own work, the vocabulary they have learnt. What ideas language structures and functions to complete when in mini art evaluation, self - evaluation
Art/ work by consider have been incorporated into their work? Why gallery from observations of others and own work. constructive sheets, peer
Literacy identifying answers to have they selected a particular method or feedback. evaluation sheets.
aspects of asked approach? How does it match their ideas? How
composition questions, have they used information collected in their
and record self sketchbooks together with their study of the
technique evaluations work of Monet to inform their work? How well
that has on sheets. have they communicated their ideas about the
been environment in their work?
successful. Observe 3
peoples Ask the children to say how they would adapt
Art work and their work in ways that would improve it. The
write children can record their thoughts in their
positive and sketchbooks along with a digital camera image
constructive of their finished pictures. Children could
feedback on progress to create a mini art gallery.
each – share
with class.
 9 To identify Look Ask chn what the name of the nearest river Chn are given a list of keywords: River, River bank, River River, River A large map of
25/03 features of a carefully at is? Where does it go? Where have chn bed, Source (session resources). Chn work in pairs and use bank, River the local area,
river. our local been to on it? Does anyone know where it dictionaries, non-fiction texts, internet and atlases to write bed, Source, showing nearest
river on a
starts? Discuss what chn already know in the definitions – they can draw little pictures to help spring, river, a map
map.
about the local river. Show chn a map of them. stream, which shows the
Use books the local area showing the river – ask a tributary, course of the
internet to child to come out and point to the river. Extension: Chn use non-fiction texts to find other river flow, estuary, same river to the
find the Ask the child to show where it flows – words and write definitions. valley, lake, sea, access to the
definitions does anyone know in which direction the erosion, internet, atlases,
of “rivers” water is flowing? How do we know or Show children “Rivers” video to consolidate ideas and waterfall non-fiction texts
key words. how can we work it out? Discuss ideas dispel any misconceptions. about rivers and
briefly but explain the chn will have the dictionaries. Web
Share your
findings. chance to do a test not only to see which Plenary site list
direction the river flows but also how fast Share the list of keywords as a class – relate to real River key words.
it flows. Explain that it is quite simple examples, eg if chn have been to an estuary or if there is one Keywords to add to
really, rivers flow downhill, what force nearby. Encourage chn to show pictures they may have classroom display.
causes them to do that? Gravity! Rivers found in texts or on internet.
are usually flowing down toward the sea,
they may join larger rivers on their way
but the water flows downhill from the
source toward the sea. Show a map which
shows where the local river enters the sea.
Discuss how far this is from where we are
now. Ask chn what the difference is
between a river and a lake or the sea? A
river is a stream of water (that is moving);
it is fresh-water so is not salty like the sea.
River water is what creates lakes and
although this water only makes up 1% of
the world’s water it is where we all get our
drinking water from (once it has been
cleaned) so it is very important.
10 To research Name rivers . Where can we find water in the world? LA: Use Word to type sentences based on their research. River, source, Laptops, World
26/03 and present Identify Think-pair-share. Chn to name seas, rivers, spring, stream, map or globe. River
information where they waterfalls etc. MA: PPT tributary, PPT
about a well- are in the channel, bank,
known world Which continents are they found in? Watch AA: PPT with hyperlinks, sound etc. map, mouth,
world river. Compile a river PPT. Brainstorm words associated with bend, River,
presentation rivers. In pairs chn to use internet to research a Plenary: Key vocab ‘Give me 5’ Then snowball. Introduce River bank,
identifying selected river and create a multimedia competitive element. River bed,
keywords presentation. Findings to be presented to class
Source,
clearly at lesson end.
Present spring,
Geography your stream,
findings tributary,
flow, estuary,
valley, lake,
erosion,
waterfall
11 To identify Explain Ask a child to explain what a tributary is. Chn mix a runny solution of blue/green paint and using a River, River A map showing
1/04 tributaries. what a Tributaries are small streams which flow damp piece of plain sugar paper and a large paintbrush hold bank, River tributaries
tributary is. from water sources (e.g. springs) to create the paper upright and drizzle paint down it to form bed, Source, flowing to the
Geography,
a river. All rivers have tributaries that flow tributaries and rivers. Chn can paint to add final touches. spring, local river, sand,
Art Look for
 tributaries into them they then build into larger rivers stream, access to water,
for the river carrying more and more water. Have any Plenary tributary, large plastic tray,
Lea. chn seen any smaller streams locally? Do Look at chn’s artwork and use for a background for rivers flow, estuary, plastic cups, blue
they know where these enter the larger display. Place pictures and photographs of your local river valley, lake, and green paints,
Create art
work river? Look at a map of the wider area on the background, with speech bubbles and captions. erosion, sugar paper, large
inspired by showing the river and some of the waterfall paint brushes,
tributaries. tributaries. Discuss with chn where these pictures and
are. Even rainwater can form small photographs of
temporary tributaries as when it rains hard the local river.
often the rainwater flows through natural
channels into the river. Discuss if chn
have noticed this – chn may have seen
small streams flowing into a larger river
elsewhere, e.g. on holiday. Ask the chn
why they think tributaries flow into larger
rivers?
Place a pile of sand on a large tray. Ask
chn to come out and pour water down the
sand slope, repeat many times pouring
cups of water down the slope look at how
channels are formed and these often join
together to form larger channels, this is the
same for rivers - stress that it is a natural
process.

12 To Recap the Ask chn to remind you of some of the Chn will write their own definitions for erosion. They River, River A large map of
2/04 understand definitions keywords we have learnt relating to rivers. should try to draw diagrams to explain how it works. They bank, River the locality
a of key Show chn a simple map of their local river should use appropriate geographical vocabulary to annotate bed, Source, showing the local
geographical “river”
ask chn to come & point out tributaries, their diagrams. Provide some chn who may struggle with 3 spring, river, map
process. words.
riverbank, riverbed, upstream & diagrams (see session resources) to annotate. stream, showing where
Listen downstream etc. Remind chn how a river tributary, the local river
carefully to flows – downhill - it is the force of gravity Plenary flow, estuary, goes down to the
the that causes the river to flow. This means Share chns work – choose 1-2 chn to explain the process of valley, lake, sea, access to the
information that the source of the river & many of the erosion using their diagrams. Ask chn to think about floods. erosion, internet to visit
about tributaries are on higher ground than the How might heavy rainfall – rivers having lots of energy/ waterfall, the BBC site,
erosion. estuary. Therefore the water has greater increased erosion – cause flooding? river bed, diagrams of
power/energy near the source where it is wearing, erosion (session
Draw
diagrams to usually on steeper ground & less energy as sediment resources)
show how it reaches flatter ground near the estuary.
erosion This session is about how rivers change &
happens in a use their energy. Write erosion on the
river. board, explain it means the wearing away
of the bed & banks of a river caused by
moving water & the load it carries. If
possible use BBC to demonstrate process
of erosion (excellent flash film)
www.bbc.co.uk/schools/rivers&coasts/rive
rs/change_river/index.shtml. River water
is full of energy, this energy picks up
rocks, pebbles, s& etc it wears away the
banks & bed & collects sediment. This
sediment is moved by the energy of the
water & deposited along the river. Think
about your local river & other rivers the
 chn have visited. Was the water moving?
This shows it has energy. How fast does it
look/feel? What happens when you throw
a stick in? What happens when it rains lots
– what do they notice about the river?

End of Unit Evaluation

1. What went well during the teaching and delivery of this unit?

2. What changes would you make for next time?

3. What resources might be needed for the delivery of planned lessons?