Term 3: Mighty Metals! - Bangkok Patana School

Learning Theme: Mighty Metals
The Big Idea: Mighty metals are everywhere! From earrings to rockets, metals have shaped the world we live in today. During this term we will explore the scientific world of forces, magnetism, metals and materials, and expand our minds as we test, trial, build and move.
Essential Question: Which metal is the mightiest?
Key Questions: Where do metals come from? If you were a metal which one would you be? Why? How mighty are magnets? What does friction do? Why are metals useful? Which force is at play when you slide down a slide, or swing on a swing? Can you explain why metals repel and attract? If you were a metal, which one would you be?

Planning and Assessment

Short term planning is based on ongoing teacher assessments, individual student’s needs, school targets and differentiation. Flexibility is needed within this structure to ensure the teaching and learning can be adjusted to cater for the needs of the cohort as well as specific target areas.

As Scientists we will:		As Geographers we will:
Collect and record data from observations and tests. Set up and carry out simple, practical activities and fair tests. To use results to draw conclusions and suggest improvements or new questions. Notice that some forces need contact between 2 objects, but magnetic forces can act at a distance Observe how magnets attract or repel each other and attract some materials and not others Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials Describe magnets as having 2 poles Predict whether 2 magnets will attract or repel each other, depending on which poles are facing		Identify where significant places are located in the UK, Europe and the wider world Identify similarities and differences between places and environments and understand how they are linked Use atlases, globes, maps and plans at a range of scales and draw simple maps and plans Use ICT to help in geographical investigations
As Design and Technologists we will:	As PE learners we will:	As Artists we will:
Communicate design ideas in different ways e.g.discussion, annotated sketches, cross-sectional diagrams and prototypes Select appropriate tools and techniques, name and describe them Measure, mark, cut out and shape a range of materials and assemble, join and combine components and materials with some accuracy	Focus on Swimming and T.N.G.F.U (teaching net games for understanding) The following statements are a starting point of what they should aim to develop in each unit; Developing my basic knowledge and understanding of the skills and team play required to play football Developing net game skills and understanding through a variety of net and wall games play	Develop our drawing and painting skills, experimenting with line, tone, pattern, texture, form, space and colour Experiment with different effects and textures e.g. blocking in colour, colour washes, thickened paint etc. Use different media to achieve variations in line, texture, tone, colour, shape and pattern
As Musicians we will:	As Thai and Language Culture learners we will:	As ICT learners we will:
We will be composing and playing our own rhythm compositions. We will also continue to progress on the Recorder Karate Programme link here	We will learn to use action words in simple conversation. We will learn to ask and answer different types of questions. We will also respond to questions about Thai holidays and some cultural practices.	Accurately collecting information Using spreadsheets to organise data Sorting data and formatting sheets Creating charts to clearly show data Presenting information for impact
Personal, Social, and Health Education
As active citizens we will explore:	As confident and healthy learners we will:	As global citizens we will:
As active Citizens we will value the contribution of others in discussions and when learning collaboratively.	As reflective learners, we will look at the changes that we have already been through and identify some of the changes ahead of us.	• explore what it means to be *empowered by our interculturalism* • explore what culture means and explore the diverse range of cultures we have within our year group • appreciate our diversity • celebrate the interculturalism present within our school

Time: analogue, digital and finding how long

· tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks

· estimate and read time with increasing accuracy to the nearest minute

· record and compare time in terms of seconds, minutes and hours

· use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight

· know the number of seconds in a minute and the number of days in each month, year and leap year

· compare durations of events [for example to calculate the time taken by particular events or tasks]

(Length), weight & volume

Exploring calculation strategies

· measure, compare, add and subtract: lengths (m/cm/mm) including perimeter and area; mass (kg/g); volume/capacity (l/ml)

· solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction

· continue to measure using the appropriate tools and units, progressing to using a wider range of measures, including comparing and using mixed units (for example, 1 kg and 200g) and simple equivalents of mixed units (for example, 5m = 500cm)

· Including - Problem solving with addition, subtraction, division and metres

· consolidation and application opportunities

Angles and shape

· recognise angles as a property of shape or a description of a turn

· identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle

· identify horizontal and vertical lines and pairs of perpendicular and parallel lines

· draw 2-D shapes and make 3-D shapes using modelling materials

· recognise 3-D shapes in different orientations and describe them

· measure the perimeter of simple 2-D shapes

Narrative	Text: The Iron Man AF1 - Identify and use precise and powerful language, e.g. nouns, verbs, adjectives and adverbs AF4- Structure our writing using paragraphs AF6- Use speech marks accurately AF5- Use a variety of sentences, e.g. simple, compound and complex.
Poetry	Poetry We are learning to use the conventions of poetry to write our own descriptive poem. AF1 - use powerful nouns adjectives and verbs. AF2 - write a poem which is appropriate to task, reader and purpose. AF 7 -selecting appropriate and effective vocabulary. Discuss the choice of words and their impact, noticing how a poet creates ‘sound effects’ by using alliteration, rhythm or rhyme and creates pictures using similes. Invent new similes and experiment with alliteration and wordplay.
Reading	Develop positive attitudes to reading, and an understanding of what they read, by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally identifying themes and conventions in a wide range of books preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action discussing words and phrases that capture the reader’s interest and imagination recognising some different forms of poetry Understand what they read, in books they can read independently, by checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied identifying main ideas drawn from more than 1 paragraph and summarising these identifying how language, structure, and presentation contribute to meaning Retrieve and record information from non-fiction Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

Narrative

Text: The Iron Man

AF1 - Identify and use precise and powerful language, e.g. nouns, verbs, adjectives and adverbs

AF4- Structure our writing using paragraphs

AF6- Use speech marks accurately

AF5- Use a variety of sentences, e.g. simple, compound and complex.

Poetry

We are learning to use the conventions of poetry to write our own descriptive poem.

AF1 - use powerful nouns adjectives and verbs.

AF2 - write a poem which is appropriate to task, reader and purpose.

AF 7 -selecting appropriate and effective vocabulary. Discuss the choice of words and their impact, noticing how a poet creates ‘sound effects’ by using alliteration, rhythm or rhyme and creates pictures using similes.
Invent new similes and experiment with alliteration and wordplay.

Reading

Develop positive attitudes to reading, and an understanding of what they read, by:

listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

reading books that are structured in different ways and reading for a range of purposes

using dictionaries to check the meaning of words that they have read

increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally

identifying themes and conventions in a wide range of books

preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action

discussing words and phrases that capture the reader’s interest and imagination

recognising some different forms of poetry

Understand what they read, in books they can read independently, by

checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context

asking questions to improve their understanding of a text

drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence

predicting what might happen from details stated and implied

identifying main ideas drawn from more than 1 paragraph and summarising these

identifying how language, structure, and presentation contribute to meaning

Retrieve and record information from non-fiction

Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say