CONGRATULATIONS YEAR 6 - YOU HAVE WORKED SO HARD - YOU ARE AMAZING!
We will be continuing with our study of ‘Natural Disasters’. Towards the end of this half term we will be visiting the Eco-centre in Southport to learn more about our topic through models and interactive activities. It should be a really informative and fun day.
Beat the Flood
To link to our study of ‘Natural Disasters,’ we were recently involved in a science and design challenge day at Greenbank High School. Working in engineering teams we were asked to test materials and then design a house that would tolerate the extreme stresses of a flood situation.
Many people our now facing the reality of flooding so the skills and ideas that we used on the day will be invaluable in the future. Some of us decided that we would enjoy a career as an engineer or scientist!
Take a look at the information and our photographs.
This video will give you more information about our challenge https://www.stem.org.uk/elibrary/resource/34167
Your class teaching team is
Miss Adkins – Class teacher
Mrs. Pearson - Teacher
Mrs. Stocker – Teaching Assistant
Mrs. Doran – Teaching Assistant
You will need to remember to bring your P.E kit on Monday and Wednesday. On Friday you will be given homework, it should be returned to school by Tuesday. You should aim to read and learn your spellings on a daily basis. You will have a spelling quiz every week.
Our topic for this term is ‘Natural Disasters. We will start with a study of the earth's climate and how this influences the weather and the link to many of the natural disasters that we will be learning about.
As historians we will look at how natural disasters have affected settlements and people throughout the world in more recent times. We will give consideration to the geographical features that encourage people to live within disaster zones and potential areas for natural disasters. We will chronologically place key disasters throughout the 20th and 21st century.
Through our topic…
Pupils should continue to develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within and across the periods they study. Pompeii
They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.
They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.
They should understand how our knowledge of the past is constructed from a range of sources.
Activities will include:
Placing the historical events in a chronological order
Summarise the main events of key disasters in the 20th and 21st century.
Describe historical events caused by natural disasters and how life has changed as a result- cause and effect over time.
Multimedia and word processing- presenting information they have found out. Leaflets and Powerpoints.
Communication and Collaboration
E Safety remind children about being safe online
Validity of information. Remind children to consider information on the WWW carefully and its validity.
As geographers we will explore what the Earth is made of and how it has changed. We will investigate how natural disasters occur and what classes them as disasters. We will locate countries affected by natural disasters and why some happen so often in those countries. We will locate and name active and inactive volcanoes as well as the highest mountains in the world. We will understand what occurs to societies affected by natural disasters and how they protect themselves.
Through our topic pupils should be taught to:
Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major natural disasters.
Human and Physical Geography
Describe and understand key aspects of: Physical geography, including: climate zones, biomes and vegetation belts, volcanoes and earthquakes.
including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
Geographical skills and fieldwork
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
Use the eight points of a compass, four and six-figure grid references, symbols and key to build their knowledge of the United Kingdom and the wider world
Activities will include:
Locating natural disasters around the world using atlases and globes and e resources.
Describing how volcanoes and earthquakes are created looking closely at the structure
Understand how the strength of Earthquakes are measured- maths link
Sorting descriptions from least to most serious events and justifying choices.
Looking at maps, aerial photographs plans and e resources of the land before and after the disaster and asking questions about it
Researching major disasters around the world and locally in terms of flooding in Southport
Investigating how weather plays its part in natural disasters.
Investigate climate around the world linking certain areas to certain natural disasters.. Develop an understanding of climate zones, biomes and vegetation belts.
Discuss and explain the effect on the physical human features of a place after a natural disaster- eye witness accounts and news footage.
As artists we will use a range of stimulus to produce volcanic paintings and storm pictures based on the work of Mary Buckle.
Activities will include:
Combining work on texture, paint, printing and textiles to produce volcano pictures and representations of storms.
As designers we will construct our own electrical quiz about Natural Disasters linking with our electrical knowledge of circuits.
When designing and making, pupils should be taught to:
use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
investigate and analyse a range of existing products
evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
understand how key events and individuals in design and technology have helped shape the world
understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
Activities will include:
Link to science electricity topic children will design a question and answer quiz linked to the topic of Natural Disasters.
The answers will link to an electrical circuit and if the answer is correct the light will light or a buzzer will sound depending on their design.
On Monday we will continue to play chess and take part in lots of competitions!
THE SMILE PROJECT
Please keep checking this page for more information, links to websites and lots of photographs of our learning.