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Spring

Geography

Topic - Mountains and Land Use

Key Skills/Knowledge

  • Use an atlas to identify other mountain ranges in the world and name their continents.
  • Use an atlas to locate the full range of mountains in the UK, identifying the highest mountain in each of the four countries.
  • Order the ‘seven summits’ highest to lowest making comparisons.
  • Explain that over time, the tectonic plates converge and collide causing the formation of mountains.
  • Identify different types of mountains by looking at aerial photographs.
  • Explain the features of the mountain landscape were formed due to the action of ice and water.
  • Explain factors important for early settlers when choosing a location to live.
  • Explain the challenges faced by Sir Edmund Hilary on his expedition up Mount Everest.
  • Give clear instructions for hikers and climbers about how to stay safe on the mountain.
  • Make comparisons of physical and human geography of three mountains in UK, Europe and South America.
  • Explain the way of life of the Quechua people of South America and explain the way they use the land.
  • Identify OS Map symbols and use four figure grid references confidently.

Key Vocabulary

  • Mountain specific vocabulary: mountain, mountain range, height / metres, altitude, peak /summit, steep, elevation, sea level / sea floor,snowline, treeline, ridge, slope, valley, u-shaped valley, v-shaped valley, glacier, Ice Age, rivers, ascent, expedition, Sir Edmund Hilary, Tenzing Norgay, glacier, crevasses, frostbite, oxygen
  • World mountain ranges: Rocky Mountains, Andes, Urals, Himalayas, Alps, Carpathians, Pyrenees, Atlas
  • UK specific vocabulary: UK, England, Northern Ireland, Scotland, Wales, region, county, North West Highlands, Grampians, Dartmoor, Southern Uplands, North York Moors, Lake District, Peak District, Snowdonia, Brecon Beacons, Cambrian, Mountains of Mourne, Ben Nevis, Snowdonia, Slieve Donard, Scarfel Pike
  • World mountains: Mt. Aconcagua , Mt. Vinson , Mt. Kilimanjaro, Mt. Everest, Mt. Elbrus,  Mt. McKinley, Mt. Carstenz Pyramid (Pancuk Jaya), 
  • Continents: North America,  South America, Europe, Asia, Africa, Oceana, Antarctica
  • Mountain formation: Inner core, outer core, mantle,  crust, plate tectonics, subduction, uplift, continental drift, fold mountain,  volcanic mountain, dome mountain, block mountain, tectonic plates, collision, subduction, uplift
  • Settlement vocabulary: Settlement, land use, city, town, village, hamlet, rural, urban, shelter, food, safety, water, contours
  • Land use vocabulary: Land use, tourism, hobbies, hiking, climbing, weather, unpredictable, changeable, dangerous, crevasses, avalanches, blizzards, fog, mist, instructions, equipment, Quechua people, compare, lifestyle, land use, farming, agriculture, Andes, Peru, Bolivia, Ecuador, South America, similarities, differences, physical and human geography, features, road infrastructure

Science

Topic - Plants

Key Skills/Knowledge

  • Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers.
  • Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant.
  • Investigate the way in which water is transported within plants.
  • Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.
  • Asking relevant questions and using different types of scientific enquiries to answer them.
  • Setting up simple practical enquiries, comparative and fair tests.
  • Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.
  • Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.
  • Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.
  • Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.
  • Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.
  • Identifying differences, similarities or changes related to simple scientific ideas and processes.
  • Using straightforward scientific evidence to answer questions or to support their findings.
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