Topic - Climate Change

Key Skills/Knowledge   

  • Name and locate climate zones on a map.
  • Identify  countries within a similar climate zones and locate them on a map.
  • Explain the causes of climate change.
  • Explain the effects of climate change.
  • Identify actions for governments and businesses to combat climate change.
  • Research types of renewable energy.
  • Explore actions for individuals to combat climate change.
  • Explain the effect of plastic pollution on the world.
  • Lobby an MP about the state of plastic recycling in schools.

Key Vocabulary

  • Climate zones and biomes: arctic / polar regions, temperate, Mediterranean, desert, tropical regions, Arctic Circle, Antarctic Circle, Equator, Tropic of Capricorn, Tropic of Cancer, biome   
  • Causes of climate change: factors, greenhouse gases, greenhouse effect, fossil fuels, carbon dioxide, methane, atmosphere, global warming, temperature change, natural and man-made causes
  • Effects of climate change: effects, drought, forest fire, famine, rising sea levels, flooding, storms
  • Actions to combat climate change: Government, business, industry, agreement, legally binding, renewable energy, sustainable, infinite, wind power, solar power, hydro energy, tidal energy, geothermal, biomass, individual, global responsibility, global citizen, campaign
  • War on Plastic: plastic, pollution, sustainable, global responsibility, global citizen, reduce, reuse, recycle, single-use plastic, government, MP



Topic - Evolution

Key Skills/Knowledge   

  • 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 parents.
  • Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution. 
  • 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.
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