Term 3 - Water, Water, Everywhere?

How can we ensure all communities have access to safe water?

Learning Theme: Water

Driving Question

How can we ensure all communities have access to safe water?

Big Idea

Students will be exploring the role and the importance of water in our world. They will investigate different bodies of water, including oceans, rivers and waterfalls. Students will discover that although 70% of the world is covered in water, only 3% is freshwater - fit for human consumption. Around two-thirds of that is tucked in frozen glaciers and unavailable for our use. They will also learn about the water cycle.

They will go on to find out which countries in the world are not able to easily access safe water. Using their atlas skills they will locate these countries on a map and find out why these countries have water issues.

Supported by case studies, students will take a closer look at the impact of limited access to clean water in the community. They will learn about the problems they face and possible effects of not having clean water.

Referring back to their knowledge of the water cycle, children will learn about aquifers and how wells are made by digging down to reach the groundwater. This will link to Science where they will learn about filtering water.

Once students understand that there are millions of people across this globe who spend their entire day searching for water, they will consider the billions of people who can access safe, clean drinking water. By keeping a water diary, we will gain an understanding of how much water we use on a daily basis. This will lead to the question: Do we take our unlimited water supply for granted? And result in students further exploring water waste and possible solutions.

Finally, students will consider ways in which they can raise awareness of this issue and create a charity event to raise money for Cambodia Water Wells.

Through the unit, the students will carry out a range of scientific investigations based around the properties of water, dissolving and separating substances related to water pollution and water purification in order to deepen their understanding of the water crisis.

Patana Values:

Well-being: We are protected, safe and secure.

Learning: We are rigorous, inquisitive and creative

Global Citizenship focus: We are diverse and inclusive

Characteristics of Effective Learning

Water theme across the curriculum

Subject	Key Skills
As Scientists we will...	Compare and group together everyday materials on the basis of their properties, including their solubility. Know 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 how mixtures might be separated (filtering, sieving and evaporating). Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials. 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 usually reversible.
As Geographers we will...	Locate the world’s continents, countries, major cities, oceans, seas, major rivers and lakes. Know how the features of rivers, lakes and oceans influence the nature of human activities. Understand the water cycle: how it works and its effect on the Earth. Human and physical geography: Describe and understand key aspects of the water cycle Describe and understand the types of settlement and land use in Thailand including the distribution of water Know how people affect water supply and why it affects settlements Inquire into geographical factors and their effects on people’s lives Use a variety of sources to gather geographical information Explain how physical and human processes lead to similarities and differences between places Identify geographical patterns and to use their knowledge and understanding to explain them Use appropriate geographical vocabulary to describe and interpret their surroundings Geographical skills and fieldwork: Use maps, atlases, globes and digital/computer mapping to locate countries and describe water features. Use the eight points of a compass, four and six-figure grid references, symbols and key to build their knowledge of Thailand and the wider world.
As Artists we will...	Notice shape, line and texture. Understand similarities and differences between key artists. Explore different mediums. Understand how artists interpret water.
As PE Learners...	During Term 3 classes will rotate around the units of: Teeball Mini Tennis Gymnastics Dance Climbing OAA (outdoor and adventurous activities) T.O.G.F.U (teaching outdoor games for understanding) The following statements are a starting point for development in each unit: Make good tactical decisions when batting and fielding in Tee ball Use a variety of shots to maintain a rally with a partner Use appropriate scoring systems when playing mini tennis games Demonstrate precision, control and fluency of dance movement in response to various stimuli Link gymnastic ideas, skills and techniques with control, precision and fluency Use a variety of speeds, levels, directions and apparatus Safely traverse a bouldering wall and demonstrating control and a fluent climbing technique Transfer skills and understand between different forms of outdoor invasion games
As Musicians we will...	Create a melody to a set poem. Learn that composition will in turn be practiced and performed.
As ICT Learners we will...	Create a presentation using a tool such as Keynote. Begin to use features such as adding video, adding relevant text and images, considering layout and readability, altering background, transitions and creating voiceover.
PSHE Context:	Understand that some physical characteristics come from our parents. Discuss human reproduction. Understand how a girls body will change during puberty. Understand how a boys body will change during puberty. Explain and discuss changes.

Mathematics

Literacy

As Young Writers we will:

Following the Power of Reading text: Flood by Marcus Sedgwick, students will

- select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
- describe settings, characters and atmosphere and integrating dialogue to convey character and advance the action.
- consider how authors have developed characters and settings in what we have read, listened to or seen performed.
- use a wide range of devices to build cohesion within and across paragraphs.
- identify the audience for and purpose of our writing, selecting the appropriate form and using other similar writing as models for our own.
- assess the effectiveness of our own and others’ writing, proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
- ensure the consistent and correct use of tense throughout a piece of writing.
- ensure correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.
- proof-read for spelling and punctuation errors.

As Readers we will...

- recall the main points of a text and begin to decipher which are the most relevant points.
- understand how the meaning of a sentence is shaped by punctuation, word order, connectives and openers.
- show an awareness of writers’ viewpoints through our comments.

- identify features that are common within different texts or versions of the same text.
- identify and discussing themes and conventions in and across a wide range of writing.
- make comparisons within and across books.
- draw inferences such as inferring characters' feelings, thoughts and. motives from their actions.
- justify inferences with evidence.
- predict what might happen from details stated and implied.
- discuss and evaluate how authors use language, impacts on the reader.
- participate in discussions about books that are read to them.
- build on our own and others’ ideas and challenge views courteously.

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.

If you have any questions regarding the Year 5 curriculum please contact:

Claire Myers - Year 5 Leader of Learning - Curriculum (clmy@patana.ac.th)

Mark Verde - Assistant Primary Principal (mavd@patana.ac.th)