YEAR GROUP: 5
TERM: 1
CREATIVE CURRICULUM TOPIC: MIGHTY MOUNTAINS
Subject
National Curriculum links
Compare and group together everyday materials on
the basis of their properties, including their
hardness, solubility, transparency, conductivity
(electrical and thermal), and response to magnets
Understand that some materials will dissolve in
liquid to form a solution, and describe how to
recover a substance from a solution
Use knowledge of solids, liquids and gases to decide
Science
how mixtures might be separated, including through
filtering, sieving and evaporating
Give reasons, based on evidence from comparative
and fair tests, for the particular uses of everyday
materials, including metals, wood and plastic
Demonstrate that dissolving, mixing and changes of
state are reversible changes
Explain that some changes result in the formation of
new materials, and that this kind of change is not
Outcomes/focus
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I can group together objects depending on their properties.
I can identify thermal insulators and conductors.
I can investigate how mixtures might be separated
I understand reversible and irreversible changes
usually reversible, including changes associated with
burning and the action of acid on bicarbonate of
soda.
History
NO HISTORY
Identify key topographical features including hills
and mountains.
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Describe and understand key aspects of: physical
geography including mountains, volcanoes,
earthquakes and the water cycle.
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I can identify mountains and hills in the UK.
I can use an ordnance survey map to locate mountain ranges using a 6
figure grid reference.
I can use a range of maps, atlases or globes to locate physical features
(mountains, hills, volcanoes)
I can use eight points of a compass to locate mountain ranges on an
ordnance survey map.
I can identify a mountain range using the symbols and shading on an
ordnance survey map.
I can locate key topographical features of the UK and World.
Pennines, Snowdonia, Grampians, Alps, Rockies, Andes, Himalayas
I know what a mountain is.
I can describe how mountains are formed.
I know what a volcano is.
I can describe how volcanoes are formed.
I can understand the cause of an earthquake.
I can understand the water cycle.
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I can improve my mastery of art using watercolours.
I can paint mountainous landscapes using watercolours.
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Geography
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DT
NO DT
To improve their mastery of art and design
Art
techniques, including drawing, painting and
sculpture with a range of materials [for example,
pencil, charcoal, paint, clay]
Music
Computing
Data analysis
Presentation
Data logging
Select, use and combine a variety of software
(including internet services) on a range of digital
devices to design and create a range of programs,
systems and content that accomplish give goals,
including collecting, analysing, evaluating and
presenting data.
Understand computer networks including the
Internet; how they can provide multiple services
such as the world wide web and the opportunities
they offer for communication and collaboration.
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I can collect, analyse, evaluate and present data and information.
I know how computer networks can provide multiple services such as the
world-wide web; and the opportunities they offer for communication
and collaboration. (analysing data)
TOPIC SCHEME OF WORK
Lesson
Subject
LO
Success Criteria
To understand how
mountains are shown
on a map.
Activity (including differentiation)
Looking at atlas, discussing the colours and how mountains are displayed.
Children using this map to create their own version of the map, showing
and labelling the main mountain ranges
1.
Geography
To locate the main
mountain ranges in
the world.
To use the map to
locate the main
mountain ranges
across the world.
Use an atlas to find the
highest peak of each
mountain range.
2
Geography
TBAT understand
what a mountain is
and how they are
formed.
Understand that there
are tectonic plates
covering the Earth’s
surface.
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Rockies, Andes, Alps, Himalayas, Urals.
LA – Working with an adult to complete their map, ensuring neat labelling
of each range.
HA – Find out the tallest peak of each mountain range, adding the name
and height to their map.
Children making notes on video shown, describing the tectonic plates.
Drawing diagram to show how the plates can collide together, creating
mountains.
Completing sheet filling in the gaps to describe the process of mountains
being produced.
Consider how these
plates are involved in
the formation of
mountains.
To know that there are
different kinds of
mountains.
3
Art
To create a mountain
scene using
watercolours.
Use images to help us
choose our colours
carefully.
Looking at images of mountain landscapes, children need to choose their
favourite and try to create their own version.
Ensure the colours we
use are the correct
tone to suit our
painting.
Add extra details after
allowing the artwork to
dry.
4
Geography
TBAT identify
mountains in the UK
Use a map of the UK
to find the mountain
peaks.
Locate these peaks
onto a map and label
them.
Find the tallest
mountain peak in the
UK.
Remind the ch. of how an ordnance survey map looks to show the
mountain ranges. CT to explain the key and symbols of an ordnance
survey map. Looking at example of UK ordnance survey map which shows
a mountain range. Can the ch. give the 6 figure grid reference?
Children put this information onto their maps and include labels of the
names of the mountain ranges and the tallest peak including its height.
CT to explain the 8 points of a compass. Ch. to use the 8 compass points
to locate UK mountain ranges on maps.
5
Geography
TBAT understand
what a volcano is and
how they work.
Use knowledge of
plate tectonics to
describe how a
volcano is created.
Reminder of what we know about plate tectonics.
To know that lava is
magma under the
Earths’ surface.
MA+HA – Working together to help each other in mixed ability groups.
Each child records in their books.
To understand that
there are different
kinds of volcanoes.
All children adding a diagram at the end to show how a volcano works.
Children listening to an information sheet and putting into their own words.
LA – Have simpler sheet to listen to, working at a slower pace with adult.
Researching and watching video on Pompeii and the history of Mount
Vesuvius.
6
Geography
TBAT understand
what an earthquake
is
Use knowledge of
plate tectonics to
describe how an
earthquake is created.
To find the places in
the world most at risk
from an earthquake.
Mapping the plate boundaries onto a world map. Researching using the
internet to find out how Earthquakes are produced and recording into
books.
LA – Given a small section of writing to stick into books and fill in the gaps
to add detail to their research.
MA + HA – Sharing what they had found with as friend and adding to each
others’ research.
Recording our own
research down in a
suitable form.
7
Geography
TBAT understand the
water cycle
To know that water is
re-used by the Earth in
a cycle.
Working in small groups.
To understand that
Children creating their own mini-water cycle. Watching to see what
happens and adding labels to their diagrams to explain what they have
water is evaporated
back into the clouds,
and is released once
again as precipitation.
To be able to explain
the water cycle to
someone else.
found out.
Children trying to explain the water cycle to a friend.