Central Idea/ Big Idea

How can the Earth’s Geography have an impact on Human Settlement?

An inquiry into the properties of rocks and soil and how humans use their knowledge to create settlements

National Curriculum Objectives

Science

Animals including humans

    • Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat.

Rocks and Soils

    • Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
    • Describe, in simple terms, how fossils are formed when things that have lived are trapped within a rock
    • Recognise that soils are made from rocks and organic matter

Working Scientifically

    • Using straightforward scientific evidence to answer questions or to support their findings.
    • Asking relevant questions and using different types of scientific enquiries to answer them.
    • Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.

Vocabulary

Science
silt, peat, chalk, clay, soil, porous, permeable, comparative tests, Refute (support/not support), Secondary sources, fair test, experiment, top soil, sub soil, parent rock, bedrock, organic layer.

Geography
Settlement, home, Earth, soil, river, lake, water, food, physical geography, geology, mountain, valley, slope, hill, develop, construct, introduce, scale, symbol, key, border, route, compass, grid, globe, northeast, southeast, northwest, southwest

Writing
Paragraph, Heading, Subheading, clause, Other

Lines of Enquiry / Key Question(s):

Additional questions

    • What is a settlement?
    • Is it possible to change the stability of soil?
    • How do humans change physical geography over time?

Conceptual Lens
Change

Geography

Locational Knowledge

    • I can name some counties and cities in the UK.
    • I can describe some geographical features of the UK.

Human and physical geography

    • I can name some different physical features
    • I can name some different human features

Geographical skills and fieldwork

    • I can use simple maps, atlases, globes and digital/computer mapping.
    • I can use simple grid references, basic keys and symbols. 
    • I can use some fieldwork techniques (including sketch maps, plans and graphs, and digital technologies) to observe and record geographical features with support.

Vocabulary

Previous Learning

Science –  

    • Asking simple questions and recognising that they can be answered in different ways.
    •  Find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
    • Identify and compare the suitability of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

Lines of Enquiry / Key Question(s):

Key People
Derek Walker – Chief Architect for Milton Museum

Linked Texts

    • The street beneath my feet (x3)
    • The rock factory
    • The Curious Garden (x3)
    • Belonging

Enrichment

Milton Keynes – Museum – Wolverton

Writing

    • To begin to use ideas from their own reading and modelled examples to plan their writing.
    • To proofread their own and others’ work to check for errors (with increasing accuracy) and to make improvements.
    • To begin to organise their writing into paragraphs around a theme.
    • To compose and rehearse sentences orally (including dialogue).
    • To demonstrate an increasing understanding of purpose and audience by discussing writing
    • similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
    • To begin to use the structure of a wider range of text types (including the use of simple layout devices in non-fiction).
    • To make deliberate ambitious word choices to add detail.
    • To try to maintain the correct tense (including the present perfect tense) throughout a piece of writing with accurate subject/verb agreement.

Vocabulary

Future Learning

Lines of Enquiry / Key Question(s):

Writing Genre

    • Setting description
    • Scientific enquiry

Outcome

    • Children to create a proposal for a mini town/ Wellingborough East project. Consider – housing, shops, schools, leisure, employment
    • Children report on the findings of their study into rocks and soils
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