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Medium Term Plan Megastructures Year: 3 Medium Term Plan Term: 6 Megastructures Megastructures Day Main Hook /Experiencology Walk to Reading town centre to look at the buildings in Reading. D.T Visit to The Wren to visit their new building and take part in D.T activities Visitors and Trips Possible Architect visit in to school? (TBC) Areas of Learning- Term view Subject NC objective Skills RE Understand the way in which Compassionate understanding of a different religion Sikh’s worship. Comparing Sikh’s holy book to other holy books they know Take part in discussion about Sikh’s beliefs Understand how Sikh’s worship Learn about the Sikh’s holy book. Geography human geography, including: Use a map with more confidence types of settlement and land use, List the 7 continents of the wold economic activity including trade Have a greater understanding of England’s geography links, and the distribution of natural Be able to describe the different physical geography of resources including energy, food, countries in relation to the buildings that have been able to be minerals and water built there. understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America Science recognise that they need light in Predict and experiment with shadows. order to see things and that dark is the absence of light Use scientific equipment notice that light is reflected from surfaces Explain how light is reflected on different surfaces recognise that light from the sun Design an experiment and carry it out with the can be dangerous and that there understanding of a fair experiment. are ways to protect their eyes recognise that shadows are formed when the light from a light source is blocked by an opaque object find patterns in the way that the size of shadows change Art to improve their mastery of art and Develop sketching techniques by observing and design techniques, including looking at buildings in reading. drawing, painting and sculpture Create shadow pictures using charcoal and pastels with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history R-Time R-Time Book Sessions: 3.30, 3.28 and Understanding how other people think. 3.25 Discussing with a different partner. See session plans below. Broadening ideas of how to deal with situations. D.T apply their understanding of how Design, create and evaluate megastructures project. to strengthen, stiffen and reinforce Be able to use a variety of materials to make project come to life and have a moving element. more complex structures Team work. understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] History a local history study Placing events on a timeline Understanding how buildings change over time a study over time tracing how Impact of architecture on history several aspects of national history are reflected in the locality Music Charanga: Relfect, Rewind and Listen to different musical styles Replay. Identify different musical instruments Talk with each other about musical opinions Cross Curricular Opportunities CC Reading Non-fiction text about the tallest buildings in the world Descriptive writing about buildings CC Writing Applied Write on our Megastructures day Evaluation of their megastructure How to make a sundial instructions Megacity description CC Oracy Understand new words in science such as: opaque, shadow, position, translucent Discussions in PSHE about our environment Group work discussing and orally forming opinions Trip to WREN and having to communicate with other adults in a formal and well spoken way CC Maths Angles in buildings Comparing heights of buildings Area and perimeter in buildings Areas of Learning- Lesson details Session Learning Steps to Introduction Differentiated Plenary Objective Success Activities Success Criteria: , Context How do the children know they and have got it right?) Vocabula ry Theme I can I can What is a city? What makes a city, a city? LA: cities UK map on flipchart and chln to come up locate use an What is Reading classed as? Explain and mapped out and place the cities on the map. the major atlas. teach children about these. with blank cities of label. Have England. I can to place the use an Show children the map of England. Discuss right city in index. the different areas of England (south, North, the right West, East and Midlands etc) . place. Children to use an atlas to locate different MA: cities on a map. Blank UK map Theme I can Chln to learn about the different continents of locate the world to help them with their knowledge the of the world. continent s of the Chn to be given a world map that has been world. split up into the different continents. Chln need to colour in each continent in a different colour and then label them. U Use Atlases to do so. EXT: chln to label some of the countries within each continent if possible with the atlases. Theme I can Children to learn about the different LA: buildings Feedback together and share what they locate megastructures around the world. One from placed on have learnt about each of the buildings. megastru each continent. the map. Get ctures children to around Learn about: research the How tall it is using the world. What it is used for iPad each Who built it place and Where in the world is it? have to When was it built? match the name of the Empire State Building, The Shard, Burj Khalifa, building to Gran Torre Santiago, Q1, Sydney Opera the picture. House, Eiffel Tower, TASK: use iPads to locate each of the buildings and put onto a world map. EXT: find out the answer to the questions and write information about each one next to where it is on the map. Theme I can learn about the megastru ctures in Reading. Theme I can Show children pictures of Reading from LA grid with compar the past. Discuss where this is now. What pictures of e how buildings have been put in place now? different Reading Why do you think the buildings have had places in has to change? Reading. change Write a d over sentence time. Task: about how Chln to choose different places in the areas Reading. They will have 2 pictures, one of have Reading from years ago and one from changed. Reading now. Following places to choose from: Reading station, Reading Abbey, Broad Street, The Oracle area, Oxford Road Chln need to write sentences to describe the changes over time. Theme To learn Show children 3 different architects: Sir LA to sort the Show children different buildings that are not about Christopher Wren, Gaudi, Zaha Hadid and pictures and on their pictures that each architect has great Frank Gehry. Explain what buildings they stick them in designed. Can they figure out who designed architects designed and what they were famous for in their books. each one thinking about the style of each through their style. No writing. architect? time. Just sorting. Task: Children to have pictures of the buildings that each architect designed .Sort them into groups that belong to each architect. Then they need to write about each one and explain what made them so different. Theme I can Teach children about the different buildings design that have gargoyles and about what they my own stood for. Explain that a lot of buildings would gargoyle. have them on. The creatures are associated with architecture in the gothic era. They are technically called ‘Grotesques’ They act as something to scare away evil spirits. Show different buildings that have gargoyles on. Task: Design their own gargoyle for a building. Introdu I can say * I must Explain to the children what the topic is all Children to Plenary ction to what I be able about. Hand out the self-assessment sheets move around Scienc already to say (Science Log); what do you already know the school in Feedback all sources found and discuss any e know what I about ‘light and shadow’ and what would pairs with a anomalies or misconceptions that may arise. 1+2 about already you like to know? whiteboard/ lessons Light and know clipboard Shadow and Demonstrate on the board how to create a and note and what think of mind-map about what I already know. down I would one Ask questions to prompt them if they are different like to thing I struggling but don’t go into further detail at sources of find out. would this point: light they can like to What are light sources? find. I can find out. Are some light sources brighter than identify . others? Encourage different * I must What makes a light source powerful? them to not sources be able What is a shadow? just look in of light. to How do you think shadows are formed? the school identify Do all objects create shadows? but externally at least Is it possible to make shadows bigger? as well, e.g. two street lamps, sources In their book children are going to create car of light. their own mind-map of what they know headlights. about lights and shadows. Remind them that they can draw pictures. How many Feedback together as a class. sources of light can Discuss and explain what a source of light is you see? without giving too many suggestions. Talking What are partners, Feed back answers to the rest of the they? class. What is their A source is the point of origin from where light purpose? comes from, e.g.
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