Yr5-6 Plant Theme


Yr 5-6 Plants – Farmers V Bugs – It’s WAR!!

This theme looks at how “BUGS” (Pests, Disease, Weeds & Weather) can affect food production. This is done by first studying the food stories of wheat, oilseed rape, potatoes and dairy. Pupils then consider the weapons farmers have to combat these bugs. This then gives pupils the knowledge to debate what should be done about rabbits, slugs, pigeons and badgers!
New Curriculum links for this theme

Yr 5-6 Plants Theme - Farmers V Bugs - It's WAR! What do you think we should do with these?

Yr 5-6 Plants Theme – Farmers V Bugs – It’s WAR! What do you think we should do with these?

Yr 5-6 Plants Theme - Farmers V Bugs - It's WAR! Pupil Workbook

Yr 5-6 Plants Theme – Farmers V Bugs – It’s WAR! Pupil Workbook











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

Theme is introduced with entry point video (above) which is designed to capture pupils interest and get them to think about what we should do about ‘bugs’ which attack our food production again and again and again?

Pupils working on Potatoes Food Story

Pupils working on Potatoes Food Story

Pupils study different food stories which allows them to build up their knowlegde of food production and how this can be effected by pests, disease, weeds and the weather. This then allows then to debate the dilema both farmers and the wider society face with such issues as: spraying chemicals on crops, shooting pests, the badger cull.

List of Lessons
  • Farmers V Bugs – what are the bugs?
  • Wheat Potato, Oilseed Rape, Dairy food stories.
  • How do bugs affect food production?
  • What are the farmers weapons against bugs?
  • Are we loosing the battle?
  • The future….

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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)


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

  • interpret and construct pie charts and line graphs and use these to solve problems
  • calculate and interpret the mean as an average.
Working Scientifically
  • planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
  • using test results to make predictions to set up further comparative and fair tests
  • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
  • Identifying scientific evidence that has been used to support or refute ideas or arguments.
Living things and their habitats
  • describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
    describe the life process of reproduction in some plants and animals.
  • describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals
    give reasons for classifying plants and animals based on specific characteristics.
Evolution and Inheritance
  • recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
  • recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parentsidentify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
  • to create sketch books to record their observations and use them to review and revisit ideas

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.

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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