51����

What is a Carbon Footprint? A carbon footprint is the total amount of greenhouse gases (especially carbon dioxide) released into the atmosphere as a result of human activities. Examples of activities that increase it: Driving petrol/diesel cars Flying Using electricity from fossil fuels Eating meat Buying new clothes often Visuals: Icons or images of cars, planes, factories, meat, and electricity. REAch 2 Carbon Reduction Efforts Overview: REAch 2 is working to reduce its carbon footprint by using energy-efficient systems, promoting recycling, and encouraging sustainable practices in schools. Student Engagement: What questions would you ask someone from REAch 2 about their efforts? Space for students to write interview questions. Reduce, Reuse, Recycle Reduce: Use less turn off lights, avoid waste. Reuse: Use items again water bottles, bags. Recycle: Turn waste into new products paper, plastic, cans. How it helps: Less energy is used, fewer resources are needed, and fewer emissions are produced. Planting Trees Video: How Trees Help Take notes while watching. What do trees do for the planet? Key idea: Trees absorb CO 2 and release oxygen. Why Trees Alone Are not Enough Trees take time to grow. They can not absorb all the CO 2 we produce. We must also reduce how much CO 2 we create. Lifestyle changes are essential (e.g., using less energy, eating less meat). Reducing Energy Use List all the electrical items you use at home/school. Reflection Questions: Can you turn them off when not in use? Do you leave lights or devices on? Could you use less heating or air conditioning? Key message: Every small action helps reduce fossil fuel use. School Walkabout Activity Instructions: Walk around the school. Look for ways to reduce energy use and waste. Examples: Lights left on? Computers on standby? Could we plant trees or recycle more? What changes could we suggest?

Guided Reading questions for Ice TRap by Meredith Hooper and M.P Robertson 2 weeks of Guided Reading lessons aimed for UKS2. Covers retrieval, inference, vocabulary, language, explanation and summary.

Y3 - Plants second unit Children will explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. Learning Outcomes: Lesson 1 - To identify parts of a flower Lesson 2 - To understand how seeds are formed Lesson 3 - To understand how seeds are dispersed Lesson 4 - To describe the life cycle of a flowering plant Assessment

5 Lessons on Rocks Topic and Assessment Lesson 1 - identify and describe rocks Lesson 2 - compare and group rocks Lesson 3 - investigate characteristics of rocks Lesson 4 - fossils Lesson 5 - soils Assessment

Lesson 1 - Forces Push and Pull Forces Activities Chn to discuss what a force is. Chn to sort cards into actions/objects that use a push force or pull force or both. Does the force stop or start motion? Chn to complete a Venn diagram identifying actions/objects that use push/pull/both.

Lesson 2 - investigation friction WALT investigate the effects of friction on different surfaces Activity Chn to plan and set up investigation to see which surfaces generate the most friction. Chn to make predictions about which surface will cause the most friction. Chn to evaluate their findings after conducting investigation.

Lesson 3 = WALT sort magnetic and non-magnetic materials Chn to understand what a magnet is and what a magnetic field is. Chn to use term attract to describe. Chn to investigate and sort materials/objects according to whether that are magnetic/non-magnetic.

Lesson 4 - WALT explore magnetic poles Activity Chn to understand what attract and repel mean and north and south poles. Chn to investigate using two magnets, exploring the two poles of a magnet and which attract and which repel. Chn to use a bar magnet to create a compass which children

Lesson 5 WALT explain that magnets attract some materials Chn to create and play a game using magnetic force (e.g. maze or racing using magnetism) Chn to explain how their games work with the use of the magnet. Chn to evaluate their game.

8 weeks Guided Reading - Flat Stanley Whole class Guided Reading aimed for YR3 pupils

Passive Voice Game Aim of the game: capture as many locations as possible! To do this you must roll a dice to move a space, you cannot go diagonally! When you land on a location click on its number. This will take you to a slide with an active voice sentence. To mark the space off of the map you must turn the active sentence into passive! If you lose you do not get the location and your turn ends.

To recognise the characteristics of the world’s oceans. Skills Starter: Locating latitude lines Label continents, oceans, equator, tropics. Recap of water cycle – what do the rivers flow into? Use world map to look at this. Mini Quiz – multiple choice What is the percentage of ocean on Earth? 71% How deep is the ocean? Difference between terrestrial and marine. Ellen McCarthur – Talk about knowledge of currents, tides, weather Task: Plan a route around the world’s Oceans by following the currents.

Learning Outcomes: • To recognise the characteristics of the world’s oceans • To identify the layers of the ocean • To recognise the adaptation of marine species to their environment • To investigate a marine area and the impact of tourism • To identify the impacts of overfishing and the dangers of plastic in the ocean on marine life. Vocabulary: Algae Anemone Bioluminescent Coral Environmentalist Mariana Trench Midnight zone Plankton Sunlight zone1 The Abyss Trenches Twilight zone

WALT Interpret current trends in global emissions. Lesson Vocabulary: binding peak Multilateral Lesson: Start by looking at maps/data of the arctic. Ask the children what emissions are; where do they come from? What impact do they have? Do a climate quiz to refresh knowledge and identify gaps What is the Paris agreement? Explain the following: The Paris Agreement is a legally binding international treaty on climate change. It was adopted by 196 Parties at the UN Climate Change Conference (COP21) in Paris, France, on 12 December 2015. It entered into force on 4 November 2016. Its overarching goal is to hold “the increase in the global average temperature to well below 2°C above pre-industrial levels” and pursue efforts “to limit the temperature increase to 1.5°C above pre-industrial levels.” Explain that today we will look at how countries are doing regarding reducing their emissions. Use the booklet with CO₂ emissions - Our World in Data To explore world data regarding emissions. There are many useful representations of the data; children answer the questions. Plenary  Thinking About Why Why do you think China’s CO₂ emissions have gone up so much? Why might the UK or Germany be making less CO₂ now than before? How does using more factories or cars affect CO₂ levels? Looking Ahead What do you think might happen if countries keep making more CO₂? weather. What could countries do to help reduce CO₂ emissions?

Learning Objective WALT: Understand how decarbonisation can reduce emissions I can explain what decarbonisation means. I can spot ways communities reduce emissions. I can work in a team to explore an eco-town. 🟩 What is Decarbonisation? Simple definition with visuals Examples: solar panels, electric cars, walking instead of driving Quick class discussion: “Why do we need to reduce emissions?” 🟩 Zero-Emission Communities Introduce the idea of places trying to reach net zero Explain that some communities are designed to produce no carbon emissions Introduce BedZED as an example 🟩 Watch & Observe – BedZED Title: “What can we spot that helps reduce emissions?” Play the YouTube clip: BedZED: the UK’s first major sustainable community explained Children write down everything they see that helps the environment 🟩 Let’s Discuss What did you notice? How do those things reduce emissions? Teacher-led discussion with key points on screen (e.g. solar panels, green roofs, shared transport) 🟩 A New Eco Town – North West Bicester Introduce the second video: A2Dominion – North West Bicester Explain that this is a new eco-town being built Pupils will now become eco-investigators 🟩Team Challenge – Research & Report Pupils work in teams to explore the eco-town Display the research questions clearly Encourage creativity: presentations, posters, news reports, or digital slides 🟩 Presentation Time Each group presents their findings Encourage peer questions and feedback

Topic Focus: Flint, Fire and Forage LO: To understand the three main periods in the Stone Age Resources included: Time line link for yr3 history. Starter activity sheets. Research sheets with matching worksheet for adaptive teaching. Guidance on slides.

POP Assessment

Blitz Word Mat that includes language features of a Newspaper. Aimed for YR6 children as links with WW2 writing.