Yr3-4 Animal Theme

 
What goes in Pupil Workbook

What goes in Pupil Workbook

Yr 3-4 Animals – What goes in….


This theme focuses mainly on animals but links to the plants theme “Follow the poo…” which is best done after this theme.
New Curriculum links for this theme

What oes in

What goes in

Watch “Entry Point” video below. There is a summary of the theme, including a list of the lessons and you can also download a sample pupil workbook.

Summary of theme

Entry point introduces theme, it shows how farmers spread animal manure on the fields – fields which they then grow food crops on such as potatoes from which crisps are made.

Having shown them this they are asked to think about several things:

  • What happens to poo on farms?
  • Why is it spread on fields?
  • Why does it not make food grown on the very same fields taste of poo?

Pupils would not be expected to answer these questions at this stage – it is more designed to get them thinking about animals. their manure, plants and food. These questions will be answered by the end of the theme. The overall theme is covered in two sections: animals (this part) and plants (ideal for spring or summer term)

Pupils have a workbook to complete for each of lessons

List of Lessons
  • What goes in….
  • Do you eat like a pig?
  • Showing who eats what.
  • Food chains in nature.

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Links to New Curriculum

This theme has specific links to the following areas of the curriculum. There are also opportunities to extend parts this theme further (the Maths around Pie Charts and recording the plants investigation) and link to other areas of the curriculum, both within this theme but also as part of ongoing learning about seasonality, (Science) food stories,(Cooking & Nutrition) local area (Geography)

English

Pupils should continue to have opportunities to write for a range of real purposes and audiences as part of their work across the curriculum. These purposes and audiences should underpin the decisions about the form the writing should take, such as a narrative, an explanation or a description

Maths
  • interpret and present data using bar charts, pictograms and tables
  • interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.
  • solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs
Science
Working Scientifically
  • asking relevant questions and using different types of scientific enquiries to answer them
  • setting up simple practical enquiries, comparative and fair tests
  • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • identifying differences, similarities or changes related to simple scientific ideas and processes
  • using straightforward scientific evidence to answer questions or to support their findings
Animals including humans
  • identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
  • identify that humans and some animals have skeletons and muscles for support, protection and movement
All living things
  • recognise that living things can be grouped in a variety of ways
  • explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
  • recognise that environments can change and that this can sometimes pose dangers to living things.
Animals including humans
  • construct and interpret a variety of food chains, identifying producers, predators and prey
Art
  • to create sketch books to record their observations and use them to review and revisit ideas
Computing

Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems

  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
Technology – Cooking & Nutrition
  • understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
Geography

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.

  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
Locational knowledge
  • name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
  • describe and understand key aspects of:
    • human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
Human and physical geography

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