Beast Creator

Year 5 - Autumn 1

This page explains what your child will be learning this half-term as their main project in class. Please use the menu at the side to view objectives for additional objectives for the stand-alone subjects (Mathematics, Physical Education, Computing, Music, Languages, PSHCE and Religious Education) and for our extended curriculum.

Curriculum Overview

Unit Overview

A bug, a creepy-crawly, a beast! He’ll tickle your skin then go in for the sting! Arachnids, insects, molluscs and myriapods, hiding in nooks and beneath darkened rocks. Come search for these minibeasts, and let’s sort them out! How many legs? How many wings? Who does it eat and who eats it? Can you classify it? Can you draw it or make it? Build a bug hotel or a wonderful wormery – then watch them wriggle and burrow, mixing earth as they go! Discover where in the world you’ll find the deadliest beasts. Perhaps the Vespa mandarinia japonica is the one that you fear? Why not become a ‘beast creator’? Selectively breed a killer predator that saves the world from the super-strong aphid. You’ll be a hero! ‘There was an old lady who swallowed a fly. I don’t know why she swallowed a fly – perhaps she’ll die?’

MEMORABLE MOMENT

Visit a Butterfly House.

🏁 BIG FINISH

Create a fascinating fact file and a 3D sculpture.

👉 DRIVERS & ENHANCERS

The driver subject for this unit of work is Science.

📖 FOCUS TEXT(S)

The class will be reading Charlotte's Web by E.B White and Zoo by Anthony Browne.

️✏️ WRITING OPPORTUNITIES

Throughout this unit of work we will be writing a narrative based on Zoo by Anthony Browne. We will also be writing a funny or terrifying comic strip about a mini beast and Limericks and Kennings about mini beasts.

🌳 LEARNING OUTSIDE THE CLASSROOM

In this unit of work we will be going on a minibeast hunt around the school grounds.

Unit Sequence

Driver Subject: Learning Intentions

  1. To summarise geographical data to draw conclusions. (Geography)
  2. To gather and record data and results of increasing complexity, selecting from a range of methods (scientific diagrams, labels, classification keys, tables, graphs and models).
  3. To analyse and compare a place, or places, using aerial photographs. atlases and maps. (Geography)
  4. To plan and carry out a range of enquiries, including writing methods, identifying variables and making predictions based on prior knowledge and understanding.
  5. To gather and record data and results of increasing complexity, selecting from a range of methods (scientific diagrams, labels, classification keys, tables, graphs and models).
  6. To describe, using their knowledge of food chains and webs, what could happen if a habitat had a living thing removed or introduced.
  7. To compare the life cycles of animals, including a mammal, an amphibian, an insect and a bird.
  8. To use relevant scientific vocabulary to report on their findings, answer questions and justify their conclusions based on evidence collected, identify improvements, further questions and predictions.

APPROXIMATE LENGTH OF UNIT: 22 hours