KINGSHOLM C. OF E. PRIMARY SCHOOL
Medium Term Plans : “SPLASH” - a Year 5 Cross-Curricular Theme based on an investigation into
WATER and incorporating a study of KIGULYA, a village in Uganda
Lesson
1
2
Key Question
What do we know
about water?
How and why is
water important to
us?
How do we use
water?
NC
Links
GEOG
1a
2a
6c
Objectives
Children should learn..
To ask geographical
questions
To use appropriate
geographical vocabulary
To recall relevant
information
Suggested Activity
To include differentiation
Children work in groups to brainstorm what they know
already about water. They organize their ideas on large
sheets of paper in a brainstorm.
Resources
Children feedback their ideas to the rest of the class
(Speaking and Listening)
Children complete the Water brainstorm sheet individually
or in pairs to show what they know already.
That water is vital for life
Show them a glass of water. And ask why water is
and as many different
important? Discuss survival.
uses.
Children list as many uses of water as they can.
In groups discuss the 5 most important.
On cards children show their 5 selections and discuss and
debate and justify.
A day’s use of water for each child.
3
How much water do
we use?
How could we save
water?
1c
2a
5a
That we use water for
many different things.
That often water is
wasted because we have it
in plentiful supply?
4
What information
can we get from
secondary sources
1c
3a
3b
Water is transported,
supplied and collected in
different ways in
Look at the cards which show how much water it takes to
do different activities. Show how much 1 litre of water is.
Keep the answer covered and children guess how much it
takes for each activity.
Show the answers and see how close the children were.
Think about how much water they use in 1 day.
Compare each child’s answer’s.
H/W keep a water diary over 13 days to see their family’s
water consumption. Us ethe tally chart in Numeracy.
How could we save water? Eg a shower instead of a bath,
water garden by hand etc
ICT link – create a saving water poster.
Look at the picture of Rita and Pascale (slide 6 in PPT
WATER)
Discuss the key questions.
PPT
presenta
Grouping
KINGSHOLM C. OF E. PRIMARY SCHOOL
Medium Term Plans : “SPLASH” - a Year 5 Cross-Curricular Theme based on an investigation into
WATER and incorporating a study of KIGULYA, a village in Uganda
of evidence –
photos?
different places.
Water is important to
everyone.
Who are these
people?
What are they
doing?
Where do they live?
What can these
pictures tell us
about the place in
which they live?
5
Where is Uganda?
Where is Kigulya?
What is it like
there?
To draw conclusions from
secondary evidence.
To identify what places
are like.
To identify similarities
and differences between
themselves and children in
Kigulya.
1b
2c
2c
3a
3b
3d
Who are these people?
What are they doing?
Where do they live?
What can these pictures tell us about the place in which
they live?
Role play a conversation between the 2 children. What
might they be saying to each other?
Complete the speech bubbles on the photo of Pascale and
Rita.
Look at the photo again. Where do these children live?
What can the photo tell us about their environment?
Direct the conversation around similarities and
differences between the children in the picture and
themselves.
To use maps to locate
known and unknown
landmasses and countries.
Around the photos write anything they can glean about
where these 2 live.
Look at PPT Kigulya.
Look at map of the world and then map of Africa, Uganda,
Masindi. Etc
To use secondary sources
of evidence to find out
about what places are like.
Annotate on maps where these places and any other of
significance.
To discuss with each
other their ideas and
opinions.
Look at the photos of Kigulya and find out what is it like
there? Use the PPT photos and the laminated pics.
Children build up a picture of what it is like in Kigulya.
Record in a way of their choice.
Set up opportunities for children to interview Mary and
add to their work.
tion
2 p’copy
sheets
KINGSHOLM C. OF E. PRIMARY SCHOOL
Medium Term Plans : “SPLASH” - a Year 5 Cross-Curricular Theme based on an investigation into
WATER and incorporating a study of KIGULYA, a village in Uganda
6
What is water used
for in Kigulya?
!a
1b
1c
To use different sources
of evidence to answer a
geographical question
Draw conclusions from
evidence.
Look at the Photos of the people in Kigulya using water in
their everyday lives. As they look children collect as many
different uses as possible.
Compare these uses with the ways in which water is used
in the UK.
Are they the same or different. Discuss and conclude.
Record in the form af a chart.
7
How is water
harvested?
That water is a very
precious commodity in
Uganda
Look at the slide of the water harvesting system. Why is
water harvested? How does the harvester work?
Water is collected in a
number of ways.
Look around school? Are there any areas around school
that could be used to collect water in the same way?
Design a water harvesting device to be used around
school.
8
What is it like to be
a child in Kigulya?
(In what ways are
children’s lives in
Kigulya like mine?
In what ways are
they different?)
GEOG
2d
PSHE
2e
4e
4f
-
-
that children’s
basic needs are
the same
everywhere
that there are
many other
similarities
that some
differences are
caused by climate,
culture, customs,
economics
DURING THIS WEEK WAIT FOR RAIN AND HARVEST
WATER WITH THE NEAREST CONTAINER. WHO CAN
COLLECT THE MOST WATER.
Pupils are given one photo showing a positive image of a
child in Kigulya to share with a partner. Partners discuss
(a) what they can see in the photo that is similar to their
own lives (b) what they can see that is different (c) what
else they can find out about the child’s life. Report back
to whole class.
Photos
showing
positive
images
of
children
in
Kigulya.
Pairs,
then whole
class
KINGSHOLM C. OF E. PRIMARY SCHOOL
Medium Term Plans : “SPLASH” - a Year 5 Cross-Curricular Theme based on an investigation into
WATER and incorporating a study of KIGULYA, a village in Uganda
9.
How does a day in
my own life compare
with “A Day in the
Life” of a school
child in Kigulya?
Ditto
Ditto
-
Power Point presentation: “A Day in the Life of
Rita/Pascale”. Pupils watch and discuss.
Pupils make storyboard of own lives, of Rita’s and/or
Pascale’s.
Extension: Read books showing the lives of other
pupils in Kigulya and make comparisons. Base drama /
art work / writing on these children’s stories.
Power Pt.
Presn.
Pupils to visit the shop in small groups: (a) Learning about
the items in the shop by matching them to written
descriptions and to items in photographs of real Ugandan
shops. (b) “Buying” goods to a certain value with real
Ugandan money (c) Drawing goods.
Mock-up
of village
shop.
-
10.
11.
How does the
Kigulya Village Shop
compare with shops
we know?
What does it feel
like to be a child in
Kigulya?
Ditto
PSHE
-
to identify objects
and materials by
using senses (sight,
touch, hearing,
smell) and written
descriptions
- to understand
range of goods and
prices in a rural
Ugandan shop (and
what this means
for people’s
everyday needs)
- to empathise with
children in Kigulya
through direct experience
of some of the things
that they do every day.
Books:
“A Day in
the
Life…”
Ugandan
money.
Written
sheets/
cards,
photos
- Sweep classroom / playground with Ugandan brooms
- carry water
- carry items on heads
- make a cloth ring for carrying goods on heads
- cook and eat sweet potatoes, “matooke”, maize. Taste
pineapple, mangoes, passion fruit.
- Dig in the garden
- Walk to / from school (or a few circuits of the schoolo
field)
- “harvest” rainfall, etc.
Whole
class /
individual
/ group
Mixed
ability
groups.
KINGSHOLM C. OF E. PRIMARY SCHOOL
Medium Term Plans : “SPLASH” - a Year 5 Cross-Curricular Theme based on an investigation into
WATER and incorporating a study of KIGULYA, a village in Uganda
12.
What toys and
games are used by
the children in
Kigulya?
D.&T.
Children make their own
games and toys with
available materials?
Look at the toys made by the children in Kigulya. How
have they been made? What have they been made from?
What do the children do with them? Are they different
from the toys children play with in the UK? How? Why?
Look at the ball made from banana plant? Look also at the
one made from plastic bags and twine. Children make a
ball themselves. Experiment with methods of tying it up.
On Kiguya Day play games with the ball to see if they last.
Learn some traditional Ugandan games.
Look closely at the moving toys. How have they been
made? What materials have been used? How could we
make a similar toy? Design and label a toy which moves.
Make the toy in pairs.
KINGSHOLM C. OF E. PRIMARY SCHOOL
Medium Term Plans : “SPLASH” - a Year 5 Cross-Curricular Theme based on an investigation into
WATER and incorporating a study of KIGULYA, a village in Uganda
Lesson
13
Key Question
Working with SAM
our Ugandan artist
What is mod roc? How
can it be used to
create a water pot?
NC
Links
ART
1a
3a
Objectives
Children should learn..
To investigate pot
making techniques
using Mod Roc
Suggested Activity
To include differentiation
Children look at the water pots used by the families in
Uganda to transport water. Look at the shape, size,
the job they do, how they are carried.
Look at the pot we have in the classroom.
Sam demonstrates the technique of mod roc around a
balloon. He explains the process and how the material
changes during the making.
Children create a pot and a rim using mod roc around a
balloon.
4
5
What are African
patterns? What do
they look like?
What are the stimuli
for them?
How can we decorate
our pots?
How have they
changed?
1a
That African
patterns are varied
often stimulated by
natural patterns and
objects. That they
use repeat patterns.
Children investigate the patterns on the various
objects and textiles within the classroom.
That mod roc dries
hard and smooth.
Look at the patterns we developed in last session and
design how we are going to decorate our pots.
Revise how to mix different colours and discuss what
colours are frequently used in the African textiles,
baskety and pot decorations.
Children apply an earthy base coat to their pot and
then paint on their design using acrylic paints.
How to create
earthy colours from
the Primary colours
On a grid they collect their favourite ideas and then
begin to create their own ideas based on what they
have seen.
Glaze with PVA when completed.
Resourc
es
Grouping
KINGSHOLM C. OF E. PRIMARY SCHOOL
Medium Term Plans : “SPLASH” - a Year 5 Cross-Curricular Theme based on an investigation into
WATER and incorporating a study of KIGULYA, a village in Uganda
6
How could we create
an African style
textile wall hanging?
Look carefully at the
work of others and
consider how and
why the artist has
created their work.
Look at the African textile created using Batik ( the
piece with the square motifs). Look at the different
motifs – what are they and what has been the
stimulus? How could we create something similar?
Express an opinion
about the work of
others
Explain that we will create a large wall hanging as a
class – each child creating one square.
Use direct
experience to create
ideas of their own
based on the work
of others
Children each design their own square considering
colour and motif. Design onto paper before
transferring the design onto fabric.
Paint the background of the fabric then paint the
design onto it. Use readymix and acrylics remaining
after pottery painting.
Each square will then be joined to create a large wall
hanging. Children evaluate the finished piece and their
own contribution.
Children take photos of the pots and the fabric (ICT
LINK to record activities in their SPLASH folder)
Lesson
1
Key Question
How can we combine
text and graphics to
create a front cover
for our theme books?
NC
Links
ICT
1a 3a
Objectives
Children should learn..
That Publisher can
be used to
combine text
and graphics.
Publisher provides a
number of
Suggested Activity
To include differentiation
Recap on how to log on and how to load PUBLISHER.
Model how to use the templates created by
PUBLISHER to create quick publications.
Brainstorm what our front cover will need and the
images that may be included.
Resourc
es
Grouping
KINGSHOLM C. OF E. PRIMARY SCHOOL
Medium Term Plans : “SPLASH” - a Year 5 Cross-Curricular Theme based on an investigation into
WATER and incorporating a study of KIGULYA, a village in Uganda
2
How can we use the
functions of publisher
to create different
types of text and
graphics boxes?
1a 3d
templates
which can be
used to make
publications
quickly
There are different
types of boxes
which can be
created.
The active box has
black tabs around it.
The difference
between a text and
a word art box.
3
How can we move and
resize frames?
2a
Text and graphic
boxes can be moved
and their size
changed.
Demonstrate doing a FIND…….. search using clipart.
Children create a front cover in pairs. Remind them to
change the default printer to CS laser before
printing.
Demonstrate the different functions available for
creating a text box. Show how WORDART stretches
the text to fit the box.
Using the context of saving water (geography link)
insert several text boxes to begin a SAVE WATER
poster (or an appeal poster for an African charity or
a poster advertising Kigulya Village Shop.).
Demonstrate the different functions available for
creating graphics boxes. Recap on undertaking
searches when using Clipart.
Load the poster started last week and demonstrate
how to move and resize the frames we created. Show
that frames can be dragged or cut and pasted. Show
that the can be extended or reduced in several
different directions.
Children revise their posters using the demonstrated
functions.
KINGSHOLM C. OF E. PRIMARY SCHOOL
Medium Term Plans : “SPLASH” - a Year 5 Cross-Curricular Theme based on an investigation into
WATER and incorporating a study of KIGULYA, a village in Uganda
4
How can we change
the size and layout of
a page?
3b
That leaflets can be
created using
publisher.
Different shapes of
leaflets ca be
created using
different folds
Look at a variety of different leaflets focusing on the
different layout and fold.
Demonstrate the functions of PUBLISHER that allow
the creation of leaflets. Look at changing layout of
page from portrait to landscape. Look at changing the
fold.
Experiment with creating a leaflet using the poster we
have already created. Cut and paste the pictures and
text from the posters to allow concentration on the
creating of leaflets. Print out using the draft function
so that several leaflets can be experimented with.
Concentrate on the process of creating the leaflet
rather than the content of the pages.
5
How can we create
African patterns using
ICT?
That Art work can
be created using
ICT skills.
That various
different
programmes are
available to be used
for different
purposes.
A persuasive leaflet can be created in subsequent
weeks using the skills we have learned but
concentrating on the Literacy skills.
Using our work on the African patterns use the
programme COLOUR MAGIC to create patterns in the
same theme.
Recap the tools that the children are already familiar
with. The more confident children work with a buddy
to further their skills.
Look at the symmetrical functions available and the
stamp functions.
Children complete the task, print and save in this
session.
Put print out in SPLASH folder.
KINGSHOLM C. OF E. PRIMARY SCHOOL
Medium Term Plans : “SPLASH” - a Year 5 Cross-Curricular Theme based on an investigation into
WATER and incorporating a study of KIGULYA, a village in Uganda
6
How can we record
our art work using
ICT?
That the digital
camera is an
efficient way of
storing our work.
That photographs
can be downloaded
and printed.
Use the digital cameras to record the pots and the
fabric work.
Children arrange their art work and take the photos
individually.
Save work in a separate folder on Year 98 so the
children can work with them at a later date if needed.
7
How can we use ICT
to find out
information?
To navigate a CD
ROM to find out
about the Water
Cycle.
Use the WATERWISE CD ROM to find out about the
water cycle. Children watch the video clip and then
the animation of the cycle. Children complete an
assessment of their understanding by creating their
own representation of the Water Cycle.
8
How can I apply the
skills that I have
learned?
To create a
persuasive leaflet
using ICT and
Literacy skills.
See LITERACY plans.
KINGSHOLM C. OF E. PRIMARY SCHOOL
Medium Term Plans : “SPLASH” - a Year 5 Cross-Curricular Theme based on an investigation into
WATER and incorporating a study of KIGULYA, a village in Uganda
KIGULYA DAY
What have we learnt
about Kigulya and the
children who live
there?
To have fun, to use
what we have learnt,
to assess what we
have learnt and to
evaluate the theme.
End work on Kiguya with a “Kigulya Day”.
Children carry water around the field
Empty classroom of furniture and children bring
benches in
Use Ugandan text books and have a Runyoro language
lesson, lesson in agriculture, maths : counting in
Runyoro, etc.
Play with Ugandan toys and balls – learn traditional
games
Sing National Anthem.
Make flags and mark make inside them
Bare feet
Rachel Howie, Chris Dunn and Mary Jeans Spring Term 2003