Week/

Lesson/

mainfocus

Learningobjectives

WALT

Successcriteria

WILF

Main teachingactivity

Independent work(groups, pairs, individuals)

Plenary

Evaluation/ nextsteps

W6

L1

science

  to know that materials can beclassified as solids, liquids and gases

  representknowledge of solids, liquids and gases in a concept map

  to know the terms melting andfreezing and recognise that they can be reversed

  describe thedifferences between solids, liquids and gases

  explain whenevaporation occurs and describe it in terms of liquids changing togases

Show childrenSNF 1 can you sort theseobjects into groups and explain your reasons? Show SNF 2 & 3

Review childrensunderstanding of solids, liquids and gases by asking them to draw aconcept map using terms eg solid, liquid, gas, melt,freeze, water, ice, change, cool, warm, flow, change shape, volume,, evaporate. Discuss their maps with the children usingspecific examples to clarify what they know. Introduce the termstate to describe solid, liquid and gases.

RECORDING:Concept map/mind map

Titlepage

solid, liquid,gas, melt, freeze, water, ice, change, cool, warm, flow, changeshape, volume, powder, evaporate, state

Properties ofsolids and liquids sheet

Extended plenary:smart notebook on solids,liquids and gases

W6

L2

Sc/

geog

~ To understand the process of evaporation(and condensation) which are reversible

  To identify and sequence thecomponents of the water cycle

  explain the water cycle in termsof the processes of evaporation and condensation and appreciate thereversibility of these two processes;

Where does watercome from?

The water cycle.Listen to explanation of water cycle on igniting writing explanationtext

WaterCycle (Worksheet 3 StHelens)

This worksheetchecks if children have an understanding of processes involved inwater cycle. It also links to work on solids, liquids and gases(Unit 5C).

SNF 11 learning logactivity: water cycle circle or cartoon, see

Hotcourses.com(snf 12)

W6

L3

science

  tomake careful observations and draw conclusions explaining these interms of scientific knowledge and understanding

  Tounderstand the process of evaporation (and condensation) which arereversible

  identify theprocess which takes place when liquid turns into water vapour asevaporation

Where does watergo to? Puddle investigation

Whathappens to the puddles in the playground after it stops raining?Where does the water go to? How could we set up an experiment whichwould compare the size etc of puddles?

Set up experiment measure at differenttimes during the day

RECORDING: Write-upof experiments including graph

(in the case ofdry weather, use the following from St Helens. Otherwise, use inplenary)

Puddles worksheet(St Helens)

The worksheetillustrates evaporation by chalking round the edges of puddle atintervals as it evaporates. Children to predict the size of thepuddle at a given time.

N.B. Duringdiscussion, pupils may use the word disappear to describeevaporation. However, it is important that pupils understand thatalthough puddle has disappeared, the water has evaporated into theair.

Teacher leddiscussion on what happened and why? Children to interrogate graphand record answers. Predict what will happen if weather conditionswere different.

Point out to thechildren that graphs can be used as a predictive tool.

Week/

Lesson/

mainfocus

Learningobjectives

WALT

Successcriteria

WILF

Main teachingactivity

Independent work(groups, pairs, individuals)

Plenary

Evaluation/ nextsteps

W7 L1

  Touse observations to draw conclusions

  Canthe children construct a fair test measuring variables?

Evaporationinvestigation changing where water is placed

How could we testthe rate of evaporation of water? Use post it poster system anddiscuss the concept of a fair test

EvaporationRates

(Worksheet2 St Helens)

Children to lookat information on the table provided and decide on the variablesthey would change, measure and keep the same.

Review fair test look at examples from St Helens

W7 L2

  tomake careful observations and draw conclusions explaining these interms of scientific knowledge and understanding

Can the childrenconstruct a fair test measuring variables?

Evaporationinvestigation changing type of liquid

RECORDING: Write-upof experiments, withgraphs

Water and vinegarinvestigation sheet homework? (St Helens)

W7 L3

  To know how water is used in theworld

  To investigate similarities anddifferences

  To understand that water is auniversal need

  Ican list as many different water uses as I can think of

  Ican sort my list into different categories

Uses of water/how much water do we use?

Whole class compile a list of the various uses of water

Divide childreninto groups and ask them to sort the list into categories home,farms, industry, leisure, others

Use round table

Homework keep adiary of water use in the home for a week. Explore the issue ofwasting water.

Week/

Lesson/

mainfocus

Learningobjectives

WALT

Successcriteria

WILF

Main teachingactivity

Independent work(groups, pairs, individuals)

Plenary

Evaluation/ nextsteps

W8

L1

  toobtain information from maps and an atlas

  usethe index to locate main oceans and rivers

Where can wefind water? Locally? In the world?

To appreciate theamount of the Earths surface cover by water, play the world inyour hands game throw and catch inflatable globe check yourright index finger is its tip touching land or water?

Consensusmapping brainstormwhere we find water. Come up with agreed main places.

Identify worldoceans and main rivers in Atlases

Label oceans andrivers on IWB map

W8

L2

  toobtain information from maps and an atlas:

  about worldweather patterns

  about physicaland human features

  Ican find the wettest places in the world

  Ican mark the main deserts of the world on a map

  Ican draw temperature and rainfall graphs for differentcountries

Where in theworld has a lot of rainfall? Very little? Medium? (useatlases)

(driest is<250mm per year)

shade 3 zones ona map. Discuss wettest areas.

Using anatlas

Identify maindeserts around the world ( Atacama, Kalahari, Sahara, Arabian, Tharand Australian). Compare with areas shaded in first part of thelesson. What does the map show?

Rainfall -graphs

W8

L3

  toobtain information from maps and an atlas:

  toobtain information from the internet

  toobtain information from the internet:

  usesearch engine

  identify keyfeatures of rivers

  usenote taking skills

Whatcan you tell me about rivers? What are rivers used for?

Whatis a river, why are rivers important, what do rivers carry, how arerivers formed?

Namerivers locally, in the UK, around the world

Locateon map (IWB world map)

World rivers internet research

Homework theworlds major rivers

Week/

Lesson/

mainfocus

Learningobjectives

WALT

Successcriteria

WILF

Main teachingactivity

Independent work(groups, pairs, individuals)

Plenary

Evaluation/ nextsteps

W9 L1

  how rivers erode, transport anddeposit materials producing particular landscape features

Features of ariver journey

use powerpoints from click teaching: riverjourney/ along the river

Whereis this river? Where does it go? What are the different features ofa river? How is it changing?

Askchildren to note changes in height/ width/ water

Considerdifferent sections along the river course

Humanuse along the river

Draw sketch mapsof a river and label the main features

W9

  to observe and question

  to collect and analyseevidence

use secondarysources

River visit Daisy Nook

Whereis this river? Where does it go? What are the different features ofa river? How is it changing?

Askchildren to note changes in height/ width/ water

Considerdifferent sections along the river course

Humanuse along the river

Week/

Lesson/

mainfocus

Learningobjectives

WALT

Successcriteria

WILF

Main teachingactivity

Independent work(groups, pairs, individuals)

Plenary

Evaluation/ nextsteps

W10

L1

  to observe and question

  to collect and analyseevidence

  use secondary sources

Canal visit Rochdale canal

(resource: wowfor water)

What are thedifferences between rivers and canals?

W10

L2

Middletonflood