Lesson

Subject

Lesson Title

Skill

Core Knowledge

Lesson Brief

1

Geography

River visit

In this lesson children will:

Gather evidence to answer a geographical question or enquiry.

Visit a local stream or river to find out more about its characteristics. Can children find the answers to geographical questions, such as 'What river features can be seen? Which animals and plants live there? How fast does the river flow? What is the soil like in the area? Is there any human activity taking place along the river?' Dip nets and jars in the water to catch, identify and record a range of water based creatures. Observe how fast an unpeeled orange or plastic ball travels along the same distance of three different sections of the river (try to get sections of the river with different features, such as straight section, a meander, a rocky section, a deep section, or a shallow section). Where does the river flow fastest? Collect soil and water samples from various locations along the river bank to take back to school for further investigation. Help children to spot and name the river’s fascinating physical features, like meanders, oxbow lakes and tributaries. Capture images with a digital camera and use clipboards to record data and sketches.

A pre-trip visit is essential to check the suitability of the site and make a thorough risk assessment.

2

English

Remembering our visit

In this lesson children will:

Build a bank of relevant and accurate vocabulary to use in a discussion, presentation, performance, role play, improvisation or debate.

By the end of this lesson children should know:

Relevant and accurate vocabulary can include topic words expanded by grammatical words and phrases, such as noun phrases and adverbs.

Dictionaries can clarify the meanings of words to help you to choose accurate vocabulary.

A discussion is talking to other people to share ideas or opinions.

A presentation is a talk that gives information.

A performance entertains other people, including through speech. Role play is acting out stories or experiences.

Improvisation is unplanned and unrehearsed speaking.

A debate is a formal discussion where opposing sides of an argument are put forward.

Look back at their river visit photographs and recount all that they did during the day. Group the photographs to reflect the activities done. Work in groups to discuss what is happening in each set, remembering what they discovered during each of the activities. While recounting their experiences, jot down key words, phrases and questions for use in future work.

Note: Children could use a dictionary to find out the meanings of useful technical language for this project. In pairs, investigate the meanings of important technical terms, such as river mouth, estuary, meander, tributary, deposition, transportation, downstream, upstream, flow, erosion, river bed, sediment, current and pollution.

3

English

Newspaper reporters

In this lesson children will:

Plan, discuss and record ideas in notes on a planning sheet, using similar writing to learn from its structure and vocabulary.

By the end of this lesson children should know:

A planning sheet is a given template with sections to help you plan your writing.

You can include aspects of structure and vocabulary noted in similar writing, such as a model text, in your planning sheet.

Writing in note form means not writing in full sentences and only including the main ideas.

Work in groups to plan a newspaper report to tell their community about the local river or stream. Work as newspaper reporters to draft ideas on a large sheet of paper, jotting down up to 10 important points to include in their article. When they have collated their lists, begin to think about how best to organise their report.

Note: Before writing, revisit the essential features of an effective newspaper report, including: a good opening sentence and paragraph that captures a reader’s attention and lets them know the report’s theme; organising main ideas into paragraphs; sub-headings for each main idea; questions and a final paragraph that summarises the report’s main points.

4

English

Assigning roles

In this lesson children will:

Begin to group related ideas into paragraphs.

By the end of this lesson children should know:

A paragraph is a way of grouping sentences about the same idea. Texts are organised into paragraphs.

A new paragraph begins on a new line.

Sometimes paragraphs are separated by leaving a blank line between them; other times, paragraphs are indented.

Decide, with support, who will take responsibility for drafting each part of their group’s reports. Write their individual paragraphs using stopping points to check in with the rest of their group and read their paragraphs aloud for feedback. Use other group members’ comments to help them develop their ideas, making sure that the individual sections will fit and flow together in a combined report.

Note: Provide points for children to stop working and talk, during which children focus on what their group members have written so far. In collaborative reports like this, it’s important to allow time for fitting the different writers’ sections fluently together.

5

English

Producing our reports

In this lesson children will:

Listen and respond to multi-step instructions, contributions and viewpoints of others and participate actively in collaborative conversations.

By the end of this lesson children should know:

Multi-step instructions are a list of instructions that children must retain and then carry out.

There are many possible viewpoints that people might have.

People should respect each other's viewpoints, and where they disagree, acknowledge the other person's opinion and respond politely.

Word process their individual paragraphs, spell checking for spelling and grammatical errors. Work together to decide upon the overall layout of their report, cutting and pasting text into one or two combined pages. Insert the visit photographs to add visuals to their report writing. Use captions and labels to explain the images used.

Note: Display the children’s reports and photographs with maps of the visited location. The final newspaper reports could be sent home to parents and carers.

6

Geography

Locating physical and human features

In this lesson children will:

Use four-figure grid references to describe the location of objects and places on a simple map.

Find the location of the river or stream visited using an Ordnance Survey or digital map. Follow its course, noting significant physical features, such as its source, mouth and tributaries and observe and read their four-figure grid references. Mark the physical features on a printed or photocopied version of the map. Plot human features along its course, including local towns or cities, to show where the river flows in relation to human settlements.

Note: Make sure that children understand that the source of a river is where it begins and there may be more than one. The mouth is the place where it enters another body of water and that tributaries are smaller streams or rivers that join the main watercourse.

7

Science lesson

Soil study

In this lesson children will:

Investigate soils from the local environment, making comparisons and identifying features.

Compare the colour and contents of the soil samples collected during their visit. Use hand lenses and digital microscopes to take a close look at the samples. Quarter fill clear jam jars with the soil samples, adding water so the jars are half full. Mix thoroughly with a clean spoon, screw the lid on firmly, then shake well. Leave the jars over night, then examine the settled layers, measuring and recording their depths. Record their observations in a table or graph and explain how and why the soil samples are similar or different.

Note: The soils separate out according to the particle size, with the largest particles at the bottom. Stones and sand are the biggest and weigh the most so sit at the bottom, next is silt, then clay, then water and finally organic matter, which will float on the top. Layer depth will vary, with the soil type (sandy, silty, loamy or clay) being the predominant layer.

8

Science

Water study

In this lesson children will:

Make increasingly careful observations, identifying similarities, differences and changes and making simple connections.

Analyse water samples collected during the visit and grade its overall cleanliness. Look closely at each sample, identifying any differences in the water’s colour or cleanliness. Then thoroughly mix each water sample and, using a dropper, drop some on a circle of blotting paper or kitchen roll. Leave the paper in a warm, dry place and observe what happens when all the water has evaporated. Make predictions, thinking about what they expect to see. Suggest other ways in which they could test the water’s cleanliness.

Note: The  Open Air Laboratories (OPAL) website provide a great water clarity measuring resource called the OPALOMETER. It allows you to grade water clarity according to the grey scale visible through the water. This is also a good opportunity to use a data logger with a light sensor: the less light, the dirtier the water.

9

Geography

Flow rates

In this lesson children will:

Analyse primary data, identifying any patterns observed.

Revisit the data collected for the orange or ball travelling in the river at the different sections tested. Draw conclusions on the rates of water flow in all areas tested and what might have caused any differences seen. Refer back to sketch maps and Ordnance Survey maps, noting where each set of data was taken, as this will help them to make their deductions.

Note: Encourage children to annotate a diagram of the river, indicating the sections tested, the data collected and their conclusions regarding why the orange or ball travelled at different speeds.

10

English

The river

In this lesson children will:

Make simple comments about the language, structure and presentation of a text, including words and phrases that capture the reader’s interest and imagination.

By the end of this lesson children should know:

The language of a text is its words.

The structure of a text is how its sections are organised.

The presentation of a text is how it looks on the page. Some words and phrases catch the reader's interest because they are precise, surprising, evoke an emotion or create an image in the reader's mind.

Read Valerie Bloom’s poem,  The River, discussing the different individuals that the river is compared to and why they have been chosen. Identify careful vocabulary choices that have been made by the poet, discussing why they are effective. Work in pairs to highlight verbs used to describe the river’s movement and discuss as a class the impression this gives the reader.

Note: Encourage children to listen to the rhythm of the poem – does it tell us anything about the speed of the river? What is the rhyme scheme used by the poet? What else have you noticed about the poem? What is your view of this poem? Do you like or dislike the poem and why? Learn a verse or verses to perform by heart.

This poem is protected by copyright.

11

English

Writing descriptive sentences

In this lesson children will:

Orally rehearse and write sentences, making some choices about vocabulary and sentence structure.

By the end of this lesson children should know:

Teacher modelling can help you to see the process of building sentences.

Writing and editing on a whiteboard or in a draft book can help you to improve a sentence by replacing generic words for precise vocabulary choices and varying sentence structure.

Watch film clips of different rivers as they flow, listening carefully to the sounds made and observing how the water moves and travels. Watch a second time, collecting verbs on a whiteboard to describe what they noticed. Discuss the words and phrases collected and work in pairs to create descriptive sentences around them.

Note: Show a variety of clips including a wide, fast flowing river, a bubbling brook and a powerful waterfall crashing onto rocks below.

12

English

Gurgling and burbling

In this lesson children will:

Orally rehearse and write sentences, making some choices about vocabulary and sentence structure.

By the end of this lesson children should know:

Teacher modelling can help you to see the process of building sentences.

Writing and editing on a whiteboard or in a draft book can help you to improve a sentence by replacing generic words for precise vocabulary choices and varying sentence structure.

Share their descriptive sentences with others using an IWB. Work together as a class to choose a particular river and create a list of appropriate verbs to provide information on how the water moves. Group verbs which link together, such as gurgling, humming and burbling, or dancing, tumbling and twisting. Create sentences that compare their grouped verbs to individuals or things, such as 'The river's an acrobat, dancing, tumbling and twisting down the valley'. Rehearse these aloud to see how they sound and swap verbs around if appropriate. Work with a partner to draft the first verse for a poem.

Note: You could provide the children with a rhyming structure to use – perhaps ABAB or ABCB, as in the original poem – and show them how to write lines that rhyme. Model how to write lines that compare the river to an individual, selecting appropriate verbs.

13

English

Second verses

In this lesson children will:

Assess the effectiveness of their own and others’ writing, noticing some ways to improve the grammar, vocabulary or conventions of the type of writing. Proof-read for spelling and punctuation errors.

By the end of this lesson children should know:

Checklists remind you of the grammar, vocabulary and conventions required for a type of writing.

The effectiveness of a text can be assessed by checking whether it meets its intended purpose.

Constructive feedback is a supportive way of celebrating success and giving advice about how someone can improve their writing.

Work independently on a second verse, so that each poem develops individually. Whilst writing, continue to read their poems aloud to a partner, to check for rhythm and flow. Use a dictionary to check spellings and a thesaurus for alternative vocabulary.

Note: Encourage the children to share their progress so far with others in the group. Does anyone need any help? Can we suggest any ways that this poem can be improved? Why do you think this is a really good start to the poem? Remind children of the value of composing lines orally before writing, even when working independently, to help them consider how lines sound and whether revisions are needed as they work.

14

English

Poetry presentation

In this lesson children will:

Write increasingly legibly and consistently, often using the diagonal and horizontal strokes that are needed to join letters.

By the end of this lesson children should know:

Capital letters and numbers do not join. Descenders should not touch ascenders on the line below.

Write a final copy of their poem, checking carefully for spelling or grammatical mistakes. In joined handwriting, create a version for display, designing a decorative river themed border as a frame.

Note: Children could record their poems using technology or tools, such as an MP3 recorder or  Audacity and lay them over river images. The poems can be combined into a class presentation with software, such as PowerPoint or Photostory.

15

Science

The water cycle

In this lesson children will:

Gather and record findings in a variety of ways (diagrams, tables, charts and graphs) with increasing accuracy.

Watch animations of the water cycle to identify the four main stages (evaporation, condensation, precipitation and run-off). Work in pairs to talk it through using a diagram or model and referring to information texts and the web wherever they need clarification. Use a range of given picture cards to sequence the cycle, adding captions and labels to each picture.

Note: Review the water cycle process using an IWB, encouraging children to evaluate their success in sequencing the stages. Children could use clipart or downloaded images to create a digital presentation of the cycle, adding captions and labels.

16

Science

River formation

In this lesson children will:

Make increasingly careful observations, identifying similarities, differences and changes and making simple connections.

Work outdoors, using natural materials (sand, rocks of different shapes and sizes, peat, earth, gravel, clay and stones) to build a model that demonstrates river formation. Begin by making a mountain, then pour water down the mountain – small trickles at first, then heavier downpours. Observe what happens as the water runs down the surface, identifying what is carried downhill with the water, and how water travels around the larger, harder rocks and stones. Notice where smaller items, such as gravel and peat, are deposited and explain to an adult what happened using key technical vocabulary.

Note: Ask children to think about how this relates to the formation of real rivers. Watching video animations and films will help. The  BBC offers a selection of good examples. Children could record their activities with digital cameras and create a diagram showing how rivers are formed using their experience and a range of non-fiction books for reference.

17

Computing and RHE

Features of rivers

In this lesson children will:

Explain that the World Wide Web contains lots of web pages about different subjects that can be searched.

By the end of this lesson children should know:

The World Wide Web is a collection of web pages that are run via the internet. The information requested can be displayed as text, images or videos.

Use the web to find out how different physical features of rivers are formed. Choose a feature from a given list, and use their research skills to investigate its formation. Prepare and give a two-minute presentation that describes how their chosen feature is formed. Features to choose could include an oxbow lake, a meander, a V-shaped valley, a waterfall or interlocking spurs.

Note: Where independent research is inappropriate, supply picture cards for the children to sequence. Provide trays of earth, rock, gravel and clay so that children can work in small teams to try to create their feature.

18

Physical education

Cross the river

In this lesson children will:

Work outdoors effectively as part of a team to safely navigate familiar places and solve problems.

By the end of this lesson children should know:

Working effectively as a team means working within a group to complete an activity well or achieve a shared goal. It involves following instructions, listening to others, taking turns and using people's strengths to achieve the goal.

Play ‘Cross the river’. Working in teams, they must get themselves and a range of objects across the river without falling in. Use problem solving skills to work well as a team, discussing and testing different methods for crossing the river.

Note: The river could be in the school hall or playground. Chalk or rope out the river banks, adding in some interesting river features like a meander, island or oxbow lake, and ensuring that the river widens and narrows to provide for the children’s various ability levels. The children should run and jump over the river, landing in a balanced position and passing or throwing their objects across. Increase the challenge by asking the children to clap or turn in the air as they leap.

19

Science

Comparing plants

In this lesson children will:

Make increasingly careful observations, identifying similarities, differences and changes and making simple connections.

Investigate the similarities and differences between aquatic and non-aquatic plants. Compare a variety of aquatic plants, such as water lilies, duckweed and Canadian pondweed, with common garden plants, such as daisies, dandelions and daffodils. Draw diagrams of an aquatic and a non-aquatic plant, labelling parts and annotating their diagrams with their observations, information and facts.

Note: Aquatic plants are available from many garden centres. You could also take a small sample of duckweed or Canadian pondweed from a local or private pond. However if taking weed from a pond, ensure that it is kept in a bucket or bowl of the water from the pond and return it to the same pond after use. Things to find out could include, ‘Do aquatic plants have roots?’ and ‘How do aquatic plants get what they need to survive?'

20

English

World rivers

In this lesson children will:

Identify key details in a text in response to a retrieval question or research task.

By the end of this lesson children should know:

A retrieval question asks you to find stated information in a text.

A research task requires reading a text to discover information about a subject.

Research findings and answers to retrieval questions should be relevant and accurate.

Choose a world river from a list of suggestions and retrieve interesting details and key facts. Use internet search engines to search and download interesting images of the river, printing out a few examples. Stick their images onto a design board, annotating any of the geographical or human features shown.

Note: Provide children with non-fiction books for reference and independent reading, or take them to a local library to loan relevant books. Share their initial findings, observations and design boards. Ask questions to stimulate talk, such as, ‘What do you already know about this river? What do you think it will be like? Where is it? How does it link with other places? What is the pattern of this river? How does it change? What would it feel like to be there?’

21

English

Journeying along a river

In this lesson children will:

Plan, discuss and record ideas in notes on a planning sheet, using similar writing to learn from its structure and vocabulary.

By the end of this lesson children should know:

A planning sheet is a given template with sections to help you plan your writing.

You can include aspects of structure and vocabulary noted in similar writing, such as a model text, in your planning sheet.

Writing in note form means not writing in full sentences and only including the main ideas.

Using their design boards, begin to discuss and collect ideas about things they might see, hear, smell, touch and even taste, as a traveller journeying along the river. Make effective notes to describe the sensory aspects of such a journey, ordering their ideas from sunrise to sunset.

Note: Explain to the children that they are going to write an imaginary journal documenting their voyage along their chosen river. Alternatively you might want to choose a specific river, perhaps the Nile or the Amazon, on which all of the children could work.

22

English

The journey begins

In this lesson children will:

Create settings, characters and plots in narratives, using inverted commas to punctuate direct speech.

By the end of this lesson children should know:

A setting is a place where things happen in a story.

A character is a person, animal or thing that speaks or does something in a story.

A plot is what happens in a story.

Narrative fiction can have more than one setting and plot.

Simple narrative fiction often starts by describing the setting, introducing a character or characters then relaying events.

Direct speech is a sentence or sentences relaying the exact words that someone has spoken.

Inverted commas (' or ") are used to indicate direct speech.

Recap on the literary features of a journal, for example, their informal style and ‘scrapbook’ approach. Write their journal focusing on the beginning section. Starting with the morning sunrise, describe what they can see and hear, including the sights, sounds and smells of the early morning. Continue to use the web to find pictures that inform and inspire their writing.

Note: Explain to children that they will write the middle part of their journal the following day, so they may want to think about what might happen next.

23

English

River trip activities

In this lesson children will:

Begin to group related ideas into paragraphs.

By the end of this lesson children should know:

A paragraph is a way of grouping sentences about the same idea. Texts are organised into paragraphs.

A new paragraph begins on a new line.

Sometimes paragraphs are separated by leaving a blank line between them; other times, paragraphs are indented.

Consider and write the middle section of their river trip journal, which describes an activity appropriate for the setting. Maybe alligator spotting on the Mississippi, sightseeing at Victoria Falls or taking a bath in the Ganges.

Note: As journals are less formal than most literary genres, they allow children to make decisions about the writing style and format. It’s an approach that feels authentic and works well when writing about a personal journey.

24

English

The end of the journey

In this lesson children will:

Begin to group related ideas into paragraphs.

By the end of this lesson children should know:

A paragraph is a way of grouping sentences about the same idea. Texts are organised into paragraphs.

A new paragraph begins on a new line.

Sometimes paragraphs are separated by leaving a blank line between them; other times, paragraphs are indented.

Write their final journal entry, describing how they feel at the end of their trip and reflecting upon the things that they have seen and experienced. Give their journal to a friend to read and compare what they have written, discussing and evaluating the effectiveness of their beginning, middle and end sections. Include any drawings and images and decorate their journal covers.

Note: Display the children’s journals with photographs, books and posters of the world rivers. Remember to include a world map so that children can search for other rivers of the world.

25

Geography

Collecting river data

In this lesson children will:

Locate significant places using latitude and longitude.

Search for and name the world’s major rivers on a world map or globe. Complete a table to represent world river data using the following headings: Name of river; Hemisphere; Latitude and longitude; Continent; Countries; Mouth (sea or ocean).

Note: Principal rivers of the world include the Sepik, Mississippi, Volga, Zambezi, Mekong, Ganges, Danube, Yangtze, Nile and the Amazon.

26

Geography

In this lesson children will:

Analyse maps, atlases and globes, including digital mapping, to locate countries and describe features studied.

Work in research groups to locate and find out more about a significant world river. Collate as much information as possible using non-fiction books, a local library, pictures, photos, web searches, maps and atlases, or perhaps by asking people who have visited them. Feed back their findings to the group and decide how to present their work.

Note: Children might like to use presentation software to demonstrate their findings – as a concept map, a poster, a verbal presentation or a news report. The more variations, the better.

27

Computing

In this lesson children will:

Combine a range of text, images, animation and audio and video clips for given purposes.

By the end of this lesson children should know:

Text, images, animation, audio and video clips can be combined using tools within a piece of software or by using a range of software. For example, an image could be inserted into a word processing document or a video could be inserted into a presentation.

Use the web to find out about the little known river dolphin. Compare river and marine dolphins, describing the differences in their physical characteristics, feeding, habitats and life cycles. Identify human factors that endanger the river dolphin species. Download images and use presentation software to create an information page about the creatures.

Note: Discuss with the children the reliability of information found on websites. Ask whether we can believe everything we read on the web and how we can verify the information found. Is Wikipedia a source of fact or fiction?

28

Art and design

Water patterns

In this lesson children will:

Identify, mix and use contrasting coloured paints.

Carefully mix watercolours to create different blues and greens and explore adding black and white to create a variety of tints and shades. Use a photocopy or greyscale print out of an abstract water pattern, then paint over it to create a delicate abstract painting. For contrast, explore this same exercise using blues, greens and contrasting colours of oranges and reds.

Note: This photocopy method creates a simple, but very effective, outcome that looks great on display. A web based image search will provide many abstract water patterns that you can use. Print in greyscale on A3 paper. Children could work on a smaller scale by selecting a part of a larger print using a viewfinder.

29

English

Why are rivers important?

In this lesson children will:

Articulate and justify answers, ideas, arguments and opinions during discussions, including about books that are read to them and those they can read for themselves, taking turns and listening to what others say.

By the end of this lesson children should know:

Ideas can be justified by explaining your reasoning using extended sentences.

Take part in a class discussion to answer the question, ‘Why are rivers important?’ Discuss and brainstorm ideas, using a sticky note wall to collate their ideas. Decide whether and how they could sort their ideas into groups.

Note: Children’s ideas should include transportation, recreation, the water cycle, the distribution of food and water across the world, animal habitats, energy sources, tourism, leisure and farming.

30

English

Flood!

In this lesson children will:

Identify the main point of each paragraph in a short text.

By the end of this lesson children should know:

A paragraph is a way of grouping sentences about the same idea.

All the sentences in a paragraph relate to the same point.

The main point of a paragraph is often given in the first sentence, which is sometimes called a topic sentence in non-fiction.

Use the web and plenty of non-fiction reading materials and television reports to define and find out about flood plains. In pairs, read newspaper articles about the dangers, effects and risks of building houses on flood plains and share their findings with others in the group. Make a collective list of the disadvantages and advantages of this type of building work.

Note: Planning applications on flood plains in Britain have risen every year from 2009, with over five million people living or working in flood risk areas in England and Wales in 2014.

31

English

For or against?

In this lesson children will:

Listen and respond to multi-step instructions, contributions and viewpoints of others and participate actively in collaborative conversations.

By the end of this lesson children should know:

Multi-step instructions are a list of instructions that children must retain and then carry out.

There are many possible viewpoints that people might have.

People should respect each other's viewpoints, and where they disagree, acknowledge the other person's opinion and respond politely.

Work in two groups, imagining they are either a housing organisation wanting to build a housing estate on a flood plain, or a group of local environmentalists trying to prevent the building in order to protect the local environment and wildlife habitats. Discuss in their groups their arguments ‘for’ or ‘against’, and make notes outlining their reasons for or against building on the land.

Note: Guide children’s thinking by providing the opening sentence, ‘We should build on the land because…’, or ‘We should not build on the land because…’ Children could record their arguments and points using a simple bullet list.

32

English

Presenting our arguments

In this lesson children will:

Articulate and justify answers, ideas, arguments and opinions during discussions, including about books that are read to them and those they can read for themselves, taking turns and listening to what others say.

By the end of this lesson children should know:

Ideas can be justified by explaining your reasoning using extended sentences.

Present their ideas to the opposing group, explaining their reasons and offering supporting evidence. Take turns to talk and, when listening, jot down on whiteboards some questions to ask the opposition.

Note: After the children’s presentations, ask them to vote for the side they think has the best case and explain why.

33

English

Taking a vote

In this lesson children will:

Begin to group related ideas into paragraphs.

By the end of this lesson children should know:

A paragraph is a way of grouping sentences about the same idea. Texts are organised into paragraphs.

A new paragraph begins on a new line.

Sometimes paragraphs are separated by leaving a blank line between them; other times, paragraphs are indented.

Write a short explanatory paragraph to clarify which side has their vote and why. Read their explanations aloud to check for sense, errors and inconsistencies. Use conjunctions to explain their opinions, including: in the case of, for example, for instance, because, so, therefore and consequently.

Note: Before the children begin to write, recap and model examples of sentences that use conjunctions.

34

Design and technology

Renewable energies

In this lesson children will:

Explore and use a range of mechanisms (levers, sliders, axles, wheels and cams) in models or products.

Find out what hydropower is and explain how this renewable energy source has been used, both in the past and today. Look at pictures, animations and videos of water wheels in action to understand how they work, before designing and making their own. Work in pairs following the instructions below to make and test their water wheel. Suggest how their models could be improved and made more effective.

Note: A very simple version can be made using four plastic cups and double sided sticky tape. Cut the bottom third off each cup – these become the wheel’s buckets. Take one of the upper sections of the cups and lay it on its side. Using the tape, stick the four buckets at equal distances around this upper section, so that the bottom of one bucket is followed by the top of the next. Children can then place their fingers through the hole in the upper section to form an axle and run their wheel under a tap or get their partner to pour water onto it to see if it works.

35

Geography

Land use

In this lesson children will:

Describe the type, purpose and use of different buildings, monuments, services and land, and identify reasons for their location.

Look at books and photographs showing land use and services associated with rivers. Describe what they can see and classify into groupings, such as leisure, housing, travel and industry. As a class, create a list of the positive and negative impacts of each category on local communities and the environment.

36

History

Riverside settlements

In this lesson children will:

Describe how past civilisations or lives of people in Britain developed during the Stone Age, Bronze Age and Iron Age.

Work in small groups to brainstorm ideas for the question, ‘Why have people historically settled by rivers?’ Discuss, share and compare their ideas. Use a UK map to find a local or nationally significant town or city situated next to or on a river and use the web and historical source materials to find out why it grew as a settlement.

Note: Settlements often grew as water was needed for drinking, industry, farming, transport and sometimes defence. Significant settlements to research might include Teesside on the Tees, Newcastle on the Tyne, London on the Thames, Shrewsbury on the Severn, Manchester on the Irwell and York on the Ouse.

37

Geography

A river of my own

In this lesson children will:

Use four-figure grid references to describe the location of objects and places on a simple map.

Imagine they have been given a section of river and think about what they might do with it. Draw a grid map, using four-figure grid references and a key, showing how they would develop their section. Remember to consider its environmental impact and explain what steps they would take to minimise any negative impacts.

Note: Encourage children to explain their likes and dislikes when creating their imaginary sites.

38

Science

Step 1

The Daily News newspaper has received shocking images showing the terrible pollution in your local river. Pollutants such as rubbish, human waste and poisonous substances are threatening the wellbeing and safety of local wildlife and habitats. We’re looking for a junior reporter to investigate the story.

In this lesson children will:

Make increasingly careful observations, identifying similarities, differences and changes and making simple connections.

39

Computing and RHE

Step 2

In this lesson children will:

Explain that the World Wide Web contains lots of web pages about different subjects that can be searched.

By the end of this lesson children should know:

The World Wide Web is a collection of web pages that are run via the internet. The information requested can be displayed as text, images or videos.

The Daily News newspaper has received shocking images showing the terrible pollution in your local river. Pollutants such as rubbish, human waste and poisonous substances are threatening the wellbeing and safety of local wildlife and habitats. We’re looking for a junior reporter to investigate the story.

What problems might these pollutants cause to wildlife, the local habitat and human life? As a conscientious reporter, you should research the effects of the pollutants identified. Your report must contain some good, clear facts and evidence!

40

Geography

Step 3

In this lesson children will:

Analyse maps, atlases and globes, including digital mapping, to locate countries and describe features studied.

The Daily News newspaper has received shocking images showing the terrible pollution in your local river. Pollutants such as rubbish, human waste and poisonous substances are threatening the wellbeing and safety of local wildlife and habitats. We’re looking for a junior reporter to investigate the story.

Analyse local maps to spot possible pollution sources. Are there any industries, towns, factories, leisure centres or events located on or along the river that could have caused this pollution?

41

Geography

Step 4

In this lesson children will:

Analyse maps, atlases and globes, including digital mapping, to locate countries and describe features studied.

If you can’t locate any local pollution, try tracing the river along its course to find other possible sources.

The Daily News newspaper has received shocking images showing the terrible pollution in your local river. Pollutants such as rubbish, human waste and poisonous substances are threatening the wellbeing and safety of local wildlife and habitats. We’re looking for a junior reporter to investigate the story.

If you can’t locate any local pollution, try tracing the river along its course to find other possible sources.

42

Science

Step 5

In this lesson children will:

Set up and carry out some simple, comparative and fair tests, making predictions for what might happen.

The Daily News newspaper has received shocking images showing the terrible pollution in your local river. Pollutants such as rubbish, human waste and poisonous substances are threatening the wellbeing and safety of local wildlife and habitats. We’re looking for a junior reporter to investigate the story.

What’s this? Water samples from the local river have been delivered for analysis. They look very murky and are probably contaminated. How will you test the samples to see what substances they contain?

Remember to work safely!

43

English

Step 6

In this lesson children will:

Use simple organisational devices in non-narrative writing.

By the end of this lesson children should know:

Non-narrative writing is not sequenced and often includes organisational devices.

Organisational devices, such as headings and subheadings, help the reader to find information quickly.

A heading is a title at the top of a text.

A subheading is a word, phrase or sentence that is used to introduce part of a text.

The Daily News newspaper has received shocking images showing the terrible pollution in your local river. Pollutants such as rubbish, human waste and poisonous substances are threatening the wellbeing and safety of local wildlife and habitats. We’re looking for a junior reporter to investigate the story.

A local resident has turned up at your office with information about the pollution source. Prepare a list of suitable questions to ask before interviewing them.

44

English

Step 7

In this lesson children will:

Begin to group related ideas into paragraphs.

By the end of this lesson children should know:

A paragraph is a way of grouping sentences about the same idea. Texts are organised into paragraphs.

A new paragraph begins on a new line.

Sometimes paragraphs are separated by leaving a blank line between them; other times, paragraphs are indented.

The Daily News newspaper has received shocking images showing the terrible pollution in your local river. Pollutants such as rubbish, human waste and poisonous substances are threatening the wellbeing and safety of local wildlife and habitats. We’re looking for a junior reporter to investigate the story.

Was your informant’s information useful? Does it help identify the source of the pollution? Begin to organise your newspaper report, remembering to include facts, evidence and examples, pictures, maps and quotes.

45

English

Step 8

In this lesson children will:

Articulate and justify answers, ideas, arguments and opinions during discussions, including about books that are read to them and those they can read for themselves, taking turns and listening to what others say.

By the end of this lesson children should know:

Ideas can be justified by explaining your reasoning using extended sentences.

The Daily News newspaper has received shocking images showing the terrible pollution in your local river. Pollutants such as rubbish, human waste and poisonous substances are threatening the wellbeing and safety of local wildlife and habitats. We’re looking for a junior reporter to investigate the story.

Share your findings with your editor. They don’t want to publish your report as they think it’s unimportant! You’ll need to work hard to explain why the river and its wellbeing are so essential to your local town.

46

Computing

Step 9

In this lesson children will:

Use a range of different software to successfully complete a project.

By the end of this lesson children should know:

Several pieces of software can be used together to complete one task, such as adding a video to a word processed document.

The Daily News newspaper has received shocking images showing the terrible pollution in your local river. Pollutants such as rubbish, human waste and poisonous substances are threatening the wellbeing and safety of local wildlife and habitats. We’re looking for a junior reporter to investigate the story.

Did you persuade your editor? Great! Word process your report using all the information you have gathered before they change their mind. You have just two hours to hit your deadline!

47

Computing and RHE

Step 10

In this lesson children will:

Compose clear and appropriate messages in online communities.

By the end of this lesson children should know:

As with face to face communication, online communication should be done respectfully and responsibly, considering the impact on others.

The Daily News newspaper has received shocking images showing the terrible pollution in your local river. Pollutants such as rubbish, human waste and poisonous substances are threatening the wellbeing and safety of local wildlife and habitats. We’re looking for a junior reporter to investigate the story.

48

English

Source to mouth

In this lesson children will:

Use simple organisational devices in non-narrative writing.

By the end of this lesson children should know:

Non-narrative writing is not sequenced and often includes organisational devices.

Organisational devices, such as headings and subheadings, help the reader to find information quickly.

A heading is a title at the top of a text.

A subheading is a word, phrase or sentence that is used to introduce part of a text.

Use what they now know to make a labelled diagram showing the different stages of a river, from source to mouth. Use a range of information books and the web to remember the different stages of a river.

Note: Annotate and label their diagrams to show specific stages of a river. To make the task simpler, provide word cards that describe different features and stages including source, tributaries, mountains, meander, flood plain and waterfall. Alternatively, children could label a simple river picture using the key river words or, using appropriate software, label a digital satellite image of a river basin.

49

English

Sculpting a river

In this lesson children will:

Listen and respond to multi-step instructions, contributions and viewpoints of others and participate actively in collaborative conversations.

By the end of this lesson children should know:

Multi-step instructions are a list of instructions that children must retain and then carry out.

There are many possible viewpoints that people might have.

People should respect each other's viewpoints, and where they disagree, acknowledge the other person's opinion and respond politely.

Work outdoors in the mud to create and sculpt a river from source to mouth. Talk with their group about how to do this, solving problems and trying out possibilities together. Find out, by experimenting with collected items and resources provided, how to change the river’s course. Answer questions about deposition, erosion and transportation as they work, making use of varied technical and geographical vocabulary. Use a simple pile of natural materials to create the river’s course through the landscapes created.

Note: Provide each group with a camera or tablet to take images and film clips as they work. Download these to the computer to use at a later stage.

50

English

Storyboarding

In this lesson children will:

Plan, discuss and record ideas in notes on a planning sheet, using similar writing to learn from its structure and vocabulary.

By the end of this lesson children should know:

A planning sheet is a given template with sections to help you plan your writing.

You can include aspects of structure and vocabulary noted in similar writing, such as a model text, in your planning sheet.

Writing in note form means not writing in full sentences and only including the main ideas.

Print and sequence their river building photographs into chronological order. Discuss each of the pictures, remembering what they did, what resources they used, and describing any trials and errors. Use a six or eight page storyboard format for sticking selected images, annotating what is happening for each image.

Note: Explain to the children that they will be using these storyboard plans to write instructions that explain to other children how to make a river.

51

English

Analysing instructions

In this lesson children will:

Check that longer texts make sense to them and talk about what they have read independently and important or new vocabulary.

By the end of this lesson children should know:

Longer texts can be difficult to follow. Talking about a book as you read, taking notes, drawing a storyboard or giving summaries can help you to make sense of the text.

Classroom displays or individual word books can help you to retain the meaning of new vocabulary.

Read a set of given instructions entitled, ‘How to make a river’. Analyse the instructions to identify any mistakes, the accuracy of technical vocabulary, how clearly the writer has presented their instructions and whether they are correctly sequenced.

Note: Children could work with a partner to evaluate and edit the instructions with highlighter pens, notes and annotations.

52

English

How to make a river

In this lesson children will:

Use simple organisational devices in non-narrative writing.

By the end of this lesson children should know:

Non-narrative writing is not sequenced and often includes organisational devices.

Organisational devices, such as headings and subheadings, help the reader to find information quickly.

A heading is a title at the top of a text.

A subheading is a word, phrase or sentence that is used to introduce part of a text.

Working individually and using their storyboards, create a set of instructions for how to make a river, remembering to list the resources needed. Include the key features of the genre: title, equipment section, numbers or time adverbials, succinct sentences with an imperative verb at the beginning and images to illustrate the steps. Read work aloud or to a partner, once completed, to check for any spelling or punctuation errors and that it makes sense.

Note: Children could word process their instructions, combining text with their digital images. Children could invite parents into school to listen to – or even try out – the children’s instructions.

53

Design and technology

Build a bridge

In this lesson children will:

Plan which materials will be needed for a task and explain why.

Use construction kits or found items, such as newspaper, boxes, tape, string, wooden planks and logs, to create a bridge that crosses a river. Look at a variety of bridge designs for ideas before planning how they will build their bridge and which materials they will use. Test the bridges and grade success.

Note: Explain that the children will work in groups to build a bridge. Provide challenges to guide the planning and building of their bridge. For example, it must span a one-metre width, support one person’s weight or be no higher than one metre. Display the rules so that children can refer to them whilst building.

54

Science

Raging rivers quiz

In this lesson children will:

Use suitable vocabulary to talk or write about what they have done, what the purpose was and, with help, draw a simple conclusion based on evidence collected, beginning to identify next steps or improvements.

Work in teams to take part in a raging rivers quiz. Answer questions based on previous learning, including themes such as river animals, rivers of the world. parts of a river, how rivers are used and pollution.

Note: Include plenty of questions which help you to assess the children’s learning during the project. Some examples might include ‘Where is the source of a river? What are the sides of the river called? What do we call smaller rivers flowing into another river? What is erosion? Can you name a world river? Where is the source of a river? Can you name a type of soil?’

55

Computing and RHE

Sharing our learning

In this lesson children will:

Use appropriate tools (software, websites and apps) to collaborate and communicate safely online.

By the end of this lesson children should know:

Different software, websites and apps can be used to collaborate and communicate online. Each one has different terms and conditions that need to be followed to stay safe, such as age restrictions.

Email or video conference with another school carrying out the same project. Use ICT to communicate their learning outcomes and thoughts about the project, and to share their successes.

Note: You can find other schools doing the same project by contacting Cornerstones' customer service team.

56

PSHE

Newsflash!

In this lesson children will:

Recognise their individuality, personal qualities and strengths, skills, achievements, interests and identify personal goals.

By the end of this lesson children should know:

Each person has strengths, skills and qualities. A goal is an aim or a purpose that can be worked towards. An achievement is something that has been completed or gained through planning, hard work and challenges, which creates a sense of satisfaction.

Reflect upon their learning and achievements throughout the project. Plan a one minute newsflash that tells others things that they know now about rivers that they didn’t know before. Speak clearly and confidently to an audience and listen well to others’ contributions. Offer supportive comments and praise to others. Thank any work partners in the group or those who helped them with any particular pieces of work.

Note: Children’s newsflashes could be recorded via audio or video software. Provide constructive feedback to children about their learning and work during the project, asking questions to probe understanding.