BANKIER PRIMARY CURRICULUM TEACHERS’ PLANNER
Teacher(s): Class(es): Primary 5 Session: Term:
CONTEXT FOR LEARNING: Survival and Extinction4 ASPECTS OF LEARNING EXPERIENCES
Curriculum areas and subjects Single area = discrete learning / Interdisciplinary learning
= Multiple areas / Ethos and life of the school
(School as a community / Multistage)
State how: / Opportunities for personal achievement
(wider achievement for all)
State how:
· Literacy / English
· Numeracy / Mathematics
· Health & Wellbeing
· Sciences / · Technologies
· Social Studies
· Expressive Art
· Religious and Moral Education
Partnership working
State who and how: / Parental involvement
State how: / Parent helpers on off site visit
7 PRINCIPLES:
Breadth / Progression / Depth / Personalisation and choice / Coherence / Challenge and enjoyment / Relevance
4 CAPACITIES:
SUCCESSFUL LEARNERS
with
· enthusiasm and motivation for learning
· determination to reach high standards of achievement
· openness to new thinking and ideas
and able to
· use literacy, communication and numeracy skills
· use technology for learning
· think creatively and independently
· learn independently and as part of a group
· make reasoned evaluations
· link and apply different kinds of learning in new situations / CONFIDENT INDIVIDUALS
with
· self-respect
· a sense of physical, mental and emotional wellbeing
· secure values and belief
· ambition
and able to
· relate to others and manage themselves
· pursue a healthy and active lifestyle
· be self-aware
· develop and communicate their own beliefs and view of the world
· live as independently as they can
· assess risk and take informed decisions
· achieve success in different areas of activity
RESPONSIBLE CITIZENS
with
· respect for others
· commitment to participate responsibly in political, economic, social and cultural life
and able to
· develop knowledge and understanding of the world and Scotland’s place in it
· understand different beliefs and cultures
· make informed choices and decisions
· evaluate environmental, scientific and technological issues
· develop informed, ethical views of complex issues / EFFECTIVE CONTRIBUTORS
with
· an enterprising attitude
· resilience
· self-reliance
and able to
· communicate in different ways and in different settings
· work in partnership and in teams
· take the initiative and lead
· apply critical thinking in new contexts
· create and develop
· solve problems
FORMATIVE ASSESSMENT / SUMMATIVE ASSESSMENT / EVIDENCE (making learning visible)
(make, do, say or write)
· Learning intentions and success criteria
· Effective questioning
· Quality feedback
· Self-assessment
· Peer-assessment / · Pre-topic assessment
· End of topic evaluations / · Teacher’s/ key worker’s notes
· Transcripts
· Written work
· PowerPoint’s
· Graphs / diagrams
· Information charts
· Video clips / · Photographs
· Audio recordings
· Art / display work
· Models/ objects
· Blog/ wiki / webpage
· Parental feedback
· Other (specify):
LEARNING PROGRESSION
EXPERIENCES AND OUTCOMES BUNDLE / RELATED SKILLS / WORD BANK (if required)
I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction.
SCN 2-01a
I can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs. I have contributed to the design or conservation of a wildlife area.
SCN 2-02a
Through carrying out practical activities and investigations, I can show how plants have benefited society. SCN 2-02b / Creating / Create graphs and diagrams to share my learning. / Endangered
Pollution
Habitat
Conservation
Alien Invasion
Mollusc
Vertebrate / Invertebrate
Mammal
Amphibian
Arachnid
Biodiversity
Adaption
Producer
Consumer
Predator
Evaluating / Measure temperature using a thermometer.
Analysing / Research endangered species.
Applying / Classify plants and animals.
Understanding / Explain why plants and animals ae becoming endangered.
Remembering / List plants and animals that are endangered.
LEARNING INTENTIONS / SUCCESS CRITERIA / ACTIVITIES / COMPLETED
(tick)
To classify living things. / I can use a key.
I can classify living things.
I can present my findings. / Discuss how living things can be classified.
List plants and animals. Use a key to classify plant and animals.
https://glowscotland.sharepoint.com/sites/TheHighlandCouncil/cadosteamsite/Science/primaryscience/_layouts/15/WopiFrame.aspx?sourcedoc=%7B7D7CBB24-2264-4BB8-80DA-263402FA45D6%7D&file=Classify_Living_Organisms%5B2%5D.doc&action=default&IsList=1&ListId=%7BB2C0E61E-115F-4772-A229-42151D58B86F%7D&ListItemId=68
Record classifications.
To investigate how plants have benefitted society. / I can list products derived from plants.
I can use my knowledge of plants to complete a challenge. / Create two columns- From plants and not from plants.
Display photographs on the Smartboard. Ask children to sort items under columns. Discuss.
Use knowledge to complete the Kew Garden Challenge.
https://glowscotland.sharepoint.com/sites/TheHighlandCouncil/cadosteamsite/Science/primaryscience/_layouts/15/WopiFrame.aspx?sourcedoc=%7BDF15D13B-EB50-41C6-82AC-DBD0212B57B2%7D&file=uses%20of%20plants%20research%20idea.doc&action=default&IsList=1&ListId=%7BB2C0E61E-115F-4772-A229-42151D58B86F%7D&ListItemId=176
To describe food chains. / I can explain a food chain.
I can explain where plants and animals are in a food chain. / Play the food chain game.
https://glowscotland.sharepoint.com/sites/TheHighlandCouncil/cadosteamsite/Science/primaryscience/Planet%20Earth%20%20Second%20Level/2-02a%20Food%20chains%20&%20Food%20webs/2-02a%20Resources/food_chain_game.pdf
In groups choose a food chain to investigate from desert, arctic, seashore or woodland.
Create a diagram to show the food chain.
Explain the food chain to the class.
To identify why species of plants and animals are becoming endangered. / I can name endangered plants and animals.
I can list reasons why plants and animals are endangered. / Brainstorm endangered species.
Share Endangered species power point.
Take endangered species cards.
https://glowscotland.sharepoint.com/sites/TheHighlandCouncil/cadosteamsite/Science/primaryscience/_layouts/15/WopiFrame.aspx?sourcedoc=%7B7834CFEF-02AB-44E2-A8AC-F1A2FA008E38%7D&file=Endangered_Species_-_7-11_years_-_Blank_Activity_Cards.doc&action=default&IsList=1&ListId=%7BB2C0E61E-115F-4772-A229-42151D58B86F%7D&ListItemId=70
In pairs research why species are endangered.
In class discussion identify common themes from research eg pollution, destruction of habitat.
To investigate why the temperature of the sea is rising. / I can explain the dangers of warming seas.
I can investigate how the sea temperature is rising.
I can record my results as a graph. / Investigate how quickly water temperature can rise. Place a beaker of water in ice, one in the shade and one on a warm windowsill. Use a thermometer to record rise/fall in temperature.
Plot line graph.
Research the impact warmer seas will have on marine life.
Record as a list of facts.
To identify how animals and plants have adapted over time. / I can research how a plant or animal has adapted to its environment.
I can describe how a plant or animal has adapted to its environment. / Choose an animal to investigate from otter, badger, bat, wolf, fallow deer.
Produce a labelled diagram showing how the animal has adapted to its habitat.
To apply my knowledge of plants and animals to solve a problem. / I can explain animals that are suited to specific habitats.
I can name plants that thrive in specific habitats.
I can work collaboratively to solve a problem. / In groups complete the Zoo Keeper Challenge.
https://glowscotland.sharepoint.com/sites/TheHighlandCouncil/cadosteamsite/Science/primaryscience/_layouts/15/WopiFrame.aspx?sourcedoc=%7B22BC87EE-CA22-433E-977D-D8CD38551540%7D&file=Zoo%20Development%20Dilemma.doc&action=default&IsList=1&ListId=%7BB2C0E61E-115F-4772-A229-42151D58B86F%7D&ListItemId=63
Significant aspects of Learning
Knowledge and understanding of scientific ideas, principles and concepts of Planet Earth, Forces, Electricity and Waves, Biological Systems, Materials and Topical Science:
· Develop a curiosity and understanding of their environment and their place in the living, material and physical world.
· Develop an understanding of the Earth’s resources and the need for responsible use of them.
Inquiry and investigative skills:
· Carry out practical activities.
· Analyse, interpret and evaluate scientific findings.
· Present scientific findings.
Scientific analytical thinking skills:
· Develop a range of analytical thinking skills.
Skills and attitudes of scientifically literate citizens:
· Recognising the impact the sciences make on their lives, the lives of others, the environment and society.
· Expressing opinions and making decisions on social, moral, ethical economic and environmental issues based upon sound understanding.
Progression Framework
Identification and classification of living things; diversity of living things
Physical and behavioural characteristics of living things leading to survival or extinction
Interactions and energy transfer in food chains and webs and ecosystems. Benefits of plants to society. Oxygen production by plants
The effects of fertilisers on plant growth. Risks and benefits of fertilisers
Collate organise and summarise findings.