Sow, Grow & Farm
Year 5 - Summer 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.
In the Sow, Grow and Farm project, your child will learn about allotments in the United Kingdom and how the government encouraged people to have them to support food rationing during the Second World War. They will learn about food webs and animal life cycles, including how living things are dependent on one another within a habitat. They will investigate the different ways that plants reproduce and will dissect flowering plants to identify the different structures. They will have the opportunity to learn about farming in the United Kingdom and the techniques used in modern farming, including the challenges that farmers face. They will learn about the benefits of eating seasonally and about the pros and cons of importing food. They will also learn about world farming and how the different climate zones affect where different foods can be grown.
❇ MEMORABLE MOMENT
Grandparents' Gardening Week.
🏁 BIG FINISH
Create a Farming Quiz.
Set up a school market gardeners stall to sell the harvested produce grown.
👉 DRIVERS & ENHANCERS
The driver subject for this unit of work is Geography.
The unit will be enhanced through Design Technology.
📖 FOCUS TEXT(S)
The class will be reading The Secret Garden by Frances Hodgson Burnett.
️✏️ WRITING OPPORTUNITIES
Throughout this unit of work we will be writing non-chronological reports, diaries and stories based on The Secret Garden.
🌳 LEARNING OUTSIDE THE CLASSROOM
In this unit of work we will be using the allotments and poly tunnel to plant and grow seasonal fruit and vegetables.
Driver Subject: Learning Intentions
To describe in detail the different types of agricultural land use in the UK.
To construct or carry out a geographical enquiry by gathering and analysing a range of sources.
To describe, using their knowledge of food chains and webs, what could happen if a habitat had a living thing removed or introduced. (Science)
To compare the life cycles of animals, including a mammal, an amphibian, an insect and a bird. (Science)
To describe the life process of reproduction in some plants and animals. (Science)
Label and draw the parts of a flower involved in reproduction in plants (stamen, filament, anther, pollen, carpel, stigma, style, ovary, ovule and sepal). (Science)
To plan and carry out a range of enquiries, including writing methods, identifying variables and making predictions based on prior knowledge and understanding. (Science)
To articulate and organise important information and detailed historical accounts using topic related vocabulary. (History)
To explain how the topography and soil type affect the location of different agricultural regions.
To use compass points and grid references to interpret maps, including Ordnance Survey maps, with accuracy.
To debate topical issues, problems and events that are of concern to them as individuals and to society. (PSHE)
To research and describe different farming practices in the UK and how these can have positive and negative effects on natural habitats. (Science)
To describe how soil fertility, drainage and climate affect agricultural land use.
To name and locate the world’s biomes, climate zones and vegetation belts and explain their common characteristics.
To identify and describe some key physical features and environmental regions of North and South America and explain how these, along with the climate zones and soil types, can affect land use.
To identify some of the problems of farming in a developing country and report on ways in which these can be supported.
To describe and explain the location and purpose of transport networks across the UK and other parts of the world.
APPROXIMATE LENGTH OF UNIT: 23 hours