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Why Teach
about Water?

Schools and
the Catalogue

The many Uses of Water

Balfour Junior School - Year 4
Topic: Water
Starting Point: The many Uses of Water
Credit:Jo Giddings and Colleagues

**Art**
LEARNING INTENTIONS	ACTIVITIES
To record from direct experience and develop control of tools and techniques for drawing	Refraction - looking at, and drawing, objects in water
To record observations and ideas, and collect visual evidence and information using a sketch book	Collage; blue page in ideas book; colour mixing
To experiment with ideas for their work suggested by visual and other source material (Hockney/Monet/Turner)	Look at the portrayal of water by a variety of artists before doing their own painting Paired paintings of lilies on water

**Design Technology**
LEARNING INTENTIONS	ACTIVITIES
To experience practical tasks in which they develop and practice particular skills	Skill based tasks to experiment with different materials, shapes , joins, etc.
To develop their ideas through shaping, assembling and rearranging materials	To design a structure in which a stretch of water has to be crossed
To know how to make their structures more stable and withstand greater loads	Using knowledge form first session to strengthen structure made

**English**
LEARNING INTENTIONS	ACTIVITIES
to look and learn from a range of water poems as a basis for ideas for a class poem To read and understand a text and to extract information in order to answer questions	Create a class poem on water Poetry appreciation Human water cycle comprehension
To be able to write in an imaginative and clear way, using water vocabulary and imagery To know what a verb is	Poetry writing based on structure from above Verb activity
To be able to write for a different audience to extend their ideas logically To use knowledge of a verb in a piece of written work	Personal letter about water related event; writing for a specific audience Verb follow-up work
To be able to write a formal reply to a letter to know what an adverb is	Letter - reply to above letter - more formal style in contrast Adverb activity

**History**
LEARNING INTENTIONS	ACTIVITIES
To recall, select, and organize historical information, including dates and terms	Look at the history of Brighton sewers
To describe and make links between situations, changes both within and across periods	Look at how Brighton is impoving its water treatment system - Storm Water Project

**Geography**
LEARNING INTENTIONS	ACTIVITIES
To identify the main sources of fresh water and its uses to people To collect and record data to answer questions	List of water uses Water Diary - collect data and draw graph
To make a plan using symbols and key to show water in the home To use an atlas to identify oceans and the larger seas of the world	Plan of house and water sources World map showing major sources of water
Using plans of the school, follow the route of water; design key/symbols; collect, record, analyse evidence, draw conclusions, and communicate the findings to others.	School water system. Survey amount of water school uses Where does water come from?
To recognize patterns of rainfall in different places To look at physical features and water sources in east Sussex using maps	Rainfall patterns in the UK With a local map plot the main sources of water in East Sussex
To use a rain gauge to take measurements and record findings Compare to weather forecasts To understand the water cycle in terms of physical processes involved	Make a rain gauge in school grounds water cycle

**Maths**
LEARNING INTENTIONS	ACTIVITIES
To be able to recognise and order numbers to 1000 and beyond To know the limits of capacity and measurement To be able to estimate capacity	Place value activities. Estimating capacity game Adding and subtracting litres. Colourful cocktails estimating/recording water use at home
To be able to count n 20s, 50s, 100s with larger numbers To draw charts showing information collected	Place value activities Water use in school-collecting and drawing own graphs

**Science**
LEARNING INTENTIONS	ACTIVITIES
To recognise difference between solids, liquids and gases To understand that plants need water	Through experiments show the three states of water; connect to the weather; give own examples of gas, liquid, solids. Celery and ink experiment.
To be able to describe the effect of mixing salt or sugar as disappearing because it has dissolved To be able to explain salt/sugar dissolving has changed it, leaving it sweet or salty	Dissolving salt and sugar in water Explain results using correct terminology. Taste solutions
To understand how to get a substance back using evaporation To be able to group a range of substances as soluble or not using correct terminology - soluble, insoluble, solution	salt on saucer, create puddle in playground and record how long it takes to evaporate Dissolving different mixture in cold water; record results; predict what will happen in hot water. Test predictions
To be able to fold filter paper correctly and use it to separate mixtures To investigate how to separate iron fillings, sand and sugar, using above knowledge of separation	Set up, and write experiments in their own words challenge using knowledge of separation and dissolving, they must separate the mixtures
To develop a fair test to find out the best materials to mop up water.	Assessment - thinks of ways that test mopping up a set amount of water
To understand the use of the water wheel to provide hydro-electric power	make and use a water wheel to explain how it is used to harness power; connect to the history of water.

**P.E.**
LEARNING INTENTIONS	ACTIVITIES
Principles and skills of safety/survival To use different parts of the body to travel	spot the dangers picture; discussion about cold water dangers General - different types of travel
Principles and skills of safety/survival To explore travelling on hands and feet	Flag codes for swimmers Travelling using benches and mats
Principles and skills of safety/survival To adapt, practice and refine actions using apparatus	Water Safety Code Travelling using apparatus
Principles and skills of safety/survival To emphasize changes - shape, speed and direction	how to help in an emergency Posters Sequence - using floor and apparatus
Principles and skills of safety/survival To practice, refine and repeat a series of actions	As above Sequence - practice and present to others