Topic Map Summer Second 2018 Year 4 Ms Andrews

Transcription

1 Topic Map Summer Second 2018 Year 4 Ms Andrews English The Iron Man Ted Hughes The Return of the Iron Man Use direct speech to write conversation between Hogarth and his dad when he tells him he has seen an iron man. How does Hogarth feel at the end of the day? It was Hogarth who finally lured the iron man into the trap. Is he pleased with his success or does he feel a sense of guilt? Write a diary entry as Hogarth. What s to be done with the iron man? The picnic and re-emergence of the iron man. Use direct speech to write conversation between characters. A dilemma faces Hogarth. Think of a solution to the re-emergence of the Science Habitats and Human Impact Pose a question about organisms and the habitat in which they live, that can be investigated. Decide on evidence to collect and design a fair test. Make predictions about the outcome of investigations. Carry out fair test investigations. Make reliable observations of organisms. Discuss results and ask children to explain these in terms of what they already know about organisms and their environments. ~All living things are adapted to their environments. Should we, as humans, make such huge impacts on natural environments? Therefore affecting many species? Good Vibrations Geography Who is the greatest history maker? What does it mean to make history? Provide an opportunity to think critically about what it means when people in the past are referred to as having made history. By learning about different women we will aim to make a judgement about which woman can be considered the greatest history maker- the person whose impact has been the most significant. Identify, describe and explain how Malala Yousafzai, Margaret Thatcher, Sylvia Pankhurst and Marie Curie have made history. Gain knowledge of events beyond living memory that are significant nationally or globally. Which of these women was the greatest history maker? Produce a rank order comparing the four history makers studied. Provide time for group discussions. Consider the achievements of each individual in the context of the times they lived. Justify their decisions. How did they compare individuals? How did

2 iron man. How will the iron man feel at the end? Will he be able to live happily on earth with humans? Can changing an ending affect the characters feelings? The Space- Being and the Iron Man Write a newspaper report about the space-batangel landing in Australia. What has happened? What was happening? What was going to happen next? What is this strange star? All of the people of the world are worried. To describe what we know about sounds. What do we already know about sound? Introduce words used to describe sound: loud, quiet, high, low, repeating, continuous, pattern. Use instruments and bodies to make sounds linked to vocabulary. Share, The Sound Collector, by Roger McGough. Write sound poems based on descriptive words. Explore different ways of making sounds. How are sounds made? Something has to move for a sound to be made. Do the children agree or disagree with this statement? Make sounds with a variety of objects, some of which produce sounds without any visible movement. Draw diagrams to show how they think sound is produced by the objects/ instruments. Investigate how sound travels Play a drum. Remind children that a sound is made when something vibrates. How do we hear the sound of a drum? Explain how sound travels away from the vibrating object. The sound source vibrates. This knocks the air particles next to it and causes these to vibrate. They then knock the air particles around them and in this way the sound vibrations spread out from the source. Test different materials to see how sound travels through them. Which materials allowed the vibrations to travel from source to ear most easily? Measure how the loudness of a sound changes as the they take into account the fact that the history makers lived at different times, in different places and in contrasting societies? Summarise and explain their decisions. How would you like to be remembered as a history maker? The children will probably live into the next century, some even into the next. Discuss the implications of this. Remind them how and why life has changed in Britain during the last eighty years or so. If they had the opportunity, how would they like to make history? Would they like to be remembered for something they had achieved? What history making event, invention, discovery etc. would they like to be remembered for? Apply their understanding of what makes a history maker. ~ Reflect and explain how in the future the pupils might wish to create history and in time

3 The Iron Man s challenge Read final chapter. Discuss language features used by Ted Hughes: good description, time connectives, repetition of key words, use of humour, short sentences, explains characters feelings, rhetorical questions, similes, use of speech, dramatic punctuation, third person. What affect do these have on the reader? Create a cartoon strip of the challenge between the space-bat-angel and iron man. Use ideas to write final chapter of story. ~ Discuss dilemmas we face in everyday life. Sometimes solutions can be hard to find. People may not always agree. Do the children think it is important to solve dilemmas in a way that is good for as many people as possible? ~ Discuss how newspapers sensationalise stories. Why do they do this? Does it distort the news? ~ The iron man helps the world become more peaceful. Think of ways that we can help to encourage people and countries to live more peacefully alongside each other. Literacy week Wonderful World Look at the book, Lost Words, by Robert Macfarlane and Jackie Morris. Once upon a time, words began to vanish from the language of children. They disappeared so quietly at first almost no one noticed fading away like water on a stone. The words were those that children used to name the natural world distance from the source increases. Plan and carry out an investigation into whether sound gets fainter as they move further away from the sound source. Research the ears and hearing of animals Find out whether birds, reptiles, amphibians and fish have ears and how these compare to a mammals ear. Echoes and echolocation Brainstorm ideas on what the children understand by the word echo. Where have they heard echoes? Research how animals use echoes and echolocation. ~ How do different sounds make us feel? Move us? ~ What effect does road noise have on local residents? Should we do more to prevent road noise? ~ Carrying out investigations, can the children work collaboratively? Are they able to share their strengths and value each other? ~ Think about people who cannot hear? What aids are available to help them? What sounds would the children miss most? Art Wonderful World Close ups from nature Use magnifying glasses to observe small natural objects in detail: dragon fly wings, fern, bluebells, seed heads. Make detailed observational drawings. Enlarge images to A3 and use mixed media: paint, pastel and collage to add colour. be remembered as a history maker. ~ Discuss politics and what it means to be a politician. Are any of the children interested in a career in politics? Demonstrate understanding that England is a democratic society which means our government is voted in. We believe in freedom of speech and listen to the voices of minorities. ~ What would life be like today if women were not able to vote? Does society today offer equal opportunities for men and women? How are women portrayed in the media today? Is this fair? ~ Think about other ways we can support people will illnesses. What ideas do the children have? Would they like a career where they care for others? Would they like to work for a charity? ~ What famous people do the children know? Why are they in the news or on television? What makes someone important in today s society? What should people be recognised for? ~ What difference would the children like to make to the world? How do they envisage making the changes? Why is this important to the children? RE Art in Heaven 2018 Pray! Reflect! Meditate! Many religions use prayer for many reasons. Look at the Christian s Lord s Prayer, the Islamic Pillar of 5 Daily Prayers and Hindu

4 around them: bluebell, fern, dandelion. all of them gone! The words were becoming lost: no longer vivid in children s voices, no longer alive in their stories. Chose section of enlarged image to produce paintings on acetate with glass paints. mantras. Talk about praying alone to connect with God, and praying in community to connect with each other. Consider the practice of reflection and meditation in Buddhist life. Discuss the arguments that prayers are not heard, not answered. How do the children respond to questions about answered prayer and unanswered prayer? Share poems from. Lost Words, based on ferns, bluebells and dandelions. Should these words really be removed from The Oxford Junior Dictionary? Write magazine articles raising awareness of the beauty and importance of the natural world around us. Use children s articles to make a class magazine highlighting the children s concerns on losing a love for the natural world. Clay tiles Press seed heads, leaves, flowers onto clay tiles to leave indentations. Glaze using natural colours. Polystyrene prints Look at examples of Andy Warhol prints with colours reversed. Use ocean images of turtles, starfish, whales and seashells to produce simple line drawings in pen. Transfer onto polystyrene. Use printing inks to print images onto different coloured papers. Reverse colours in printing process, colour mixing when needed. Dragon fly mobiles Collect small pieces of branches and paint in Visit Hilfield Friary, Dorchester Live in simplicity, humility and peace with each other Welcome others who visit us, especially the marginal and the stranger Have care for and delight in our environment Work for justice and peace in our world Witness to the abundant generosity of God in our life together Share the vision of living peacefully and

5 ~ How do the children feel about these words being removed from dictionaries? What impact could this have on future generations? ~ Think about the awe and wonder in the natural world around us. ~ Discuss endangered species. What are we risking by losing these species? pearlised acrylics. Use acetate and glass paint to make pairs of wings. Attach using glue. Make strings of three or four dragonflies. Hang from tree on front lawn and take photographs. Bluebell wood/ buttercup meadow Look at Monet/ Cezanne paintings of trees, fields of flowers. Paint/ pastel impressionist style images on collage backgrounds. ~ Think about living organisms and recognise how everything, no matter how small, has an important role in the world. ~ Appreciate the natural beauty in the world around us. Look with a sense of awe and wonder; new eyes. ~ What impact do we have on the natural world? Think of ways to live more sustainably. sustainably in our world Join in the song of all creation in praise and thanksgiving Children create artworks with written commentary to explain their ideas/ thinking. ~ Why do people across the world pray? ~ What do different parts of the Lord s Prayer mean to the children? Can they make comparisons with the Islamic Pillar of 5 Daily Prayers and Hindu mantras? ~ What does it mean to reflect/meditate? ~ Why are prayers sometimes not answered?