Stanford County Junior School Water Project
Stanford County Junior School ~ Year 5|
Credit:Elizabeth Wakefield & Colleagues
|LEARNING OUTCOME||SPECIFIC ACTIVITY|
|Children will be able to understand the principles of evaporation, condensation and filtration.
Children will have learnt and understood the water cycle.
Children will understand the necessity of water for hygiene and drinking purposes.
Children to learn about food chains and food webs.
Children to learn that oil is less dense than water. To realize the devastation that oil brings to the environment.
Teacher to boil kettle and place mirror or tile near steam to enable children to see condensation.
Children to place water in a dish and place dish on window sill and record what happens over a number of days - evaporation.
children to revise water cycle and discuss how humans interfere with it.
Children to be given a sample of dirty water ( a mixture of earth/sand/water) and are asked to devise a way of making the water sample clean. Filtration/evaporation - other ideas they come up with. children to understand and carry out a fair test.
Discussion on how a clean supply of water is vital to life. Children to keep a diary of water usage over a week.
Children given dirty water and asked to find out a way to make it clean.
Children to investigate a variety of food chains.To understand the inter-relationships between different parts of the food chain.
to se ice balloons and watch what happens as they melt. To weigh and measure ice balloons. to add salt and dye to see what happens. To record results.
Children to investigate a bag of clean rubbish - to sort it by material and see what can be recycled.
Children to investigate ways of removing oil from water. To come up with own ideas.
Know that rivers have sources, channels, tributaries and mouths. That they receive water from a wide area and that most, eventually flow into a lake or sea. Know how rivers erode, transport and deposit materials, producing particular landscapes features e.g. valleys, waterfalls and ox-bow lakes.
Be able to name and locate some of the major rivers of the world.
Be aware of the importance of water to a wide variety of areas of life.
Know some of the causes and consequences of water pollution.
Write up about trip to Frog Firle farm - to consolidate terms to do with rivers - meanders, ox-bow lake, brackish, tidal, soil creep, etc.
Create a model 'landscape' from wire/ papier mache/ mod roc/ plasticine. Cover with sand. illustrate with watering can ('rain') how water always flows down into the 'sea' and that material (sand) is eroded and deposited by flowing water in particular ways.|
Draw and label diagrams of same.
Observe some at Cuckmere Haven.
Locate major world rivers in atlases and identify sources, channels, tributaries and mouths.
List uses of water, including transport, industry, tourism, wildlife, agriculture and health.
Discuss consequences of water shortage and/or pollution on each of these.
In a group of 4 - mixed ability, mixed sex - to make up a game to encourage teachers to go to Frog Firle Farm with their children.
Extend understanding of poetry as a form of literature.
Appreciate different styles and forms for poetry.
Use imagination and creative use of words.
Enjoy playing with words.
improve spelling, hand writing, presentation.
Focus - Poetry
Listen to a variety of different types of poems.
Experiment with lay-out and presentation, produce poems about water and rivers using rich vocabulary and some of the learnt techniques.
To be able to load disc, load chosen aerial view and adapt screen - alter graphics- by addition of graphics e.g. add road, markers, etc.
To be able to interpret arial views and be able to match them to maps and vice versa.
Children to be able to use database to record information on various rivers, to create class data base.
Children to load disc and chose particular screen.
Children to mark on/over river etc. in a colour, using paint tools.
Children to be able to save and print screen.
To design and make a water raising device to raise water from chair level to table level.
To investigate a number of simple mechanisms that can raise water from one level to another.
To have worked co-operatively in small groups to come up with a group design for a water raising device.
Children to continue with water raising device if they have not finished./
Draw a detailed plan of some sort of environmentally friendly device e.g. a solar powered car, a house that use wind and solar power. etc.