1. To define and differentiate biome and climate zones.

2. To identify major biomes on the map.

3. To describe climate zone characteristics.

WEEK 2

1. To explain what is an extreme environment is.

2. To identify specific examples of extreme environment.

3. To differentiate between different types of extreme environments.

WEEK 3

1. To define adaptation and differentiate between physical and behavioral adaptations.

2. To identify and describe specific adaptations of animals to different extreme environments.

3. To connect specific geographical features of an environment.

WEEK 4

To describe needs in a survival situation.

WEEK 5 and 6

Working on a group project.

To build a model shelter from different materials.

To create a board game using different materials.

What if you woke up one morning as a famous person from the social movements?

During this half-term, we will focus on exploring and understanding relevant social movements such as Women's Suffrage.

Week 1: Discovering the Past

• Topical Question: Who are the key figures of the social movements?

  • During the first week, the main topic will be Women's Suffrage. Using historical facts and individual research, we will get acquainted with this social movement.

• Guiding Questions:

  • Who were some of the most influential leaders of social movements?

  • What were the major social issues that these movements addressed?

  • How did these movements impact society?

  Week 2: Stepping into the Role

  • Topical Question: What challenges and opportunities would I face as a social activist?

    • Starting from actual examples of social rights activists, we will aim for a deep understanding of their work, motives and practices. Students will use both information taught to them through presentations and individual work to find out more about the lives and legacies of movement leaders.

  • Guiding Questions:

    • What were the personal sacrifices made by social activists?

    • How did they overcome obstacles and challenges?

    • What strategies did they use to influence public opinion?

Week 3: Creating a Movement

• Topical Question: How can I use my voice to make a difference?

  • During this week, we will be getting closer to the final speech students are expected to deliver by the end of the half term. Using video/audio examples of famous movement leaders, exploring the traits that make a powerful speech, we will begin building the structure of the speech that students will deliver.

  • Students are expected to come up with subjects they are personally invested in and wish to cover in their final speech.

• Guiding Questions:

  • What are the characteristics of effective leadership?

  • How can we work together to achieve common goals?

  • What strategies can be used to raise awareness and mobilize support?

Learning objectives:

• Develop empathy for historical figures and their struggles.

• Deepen the understanding for important historical events and their effect on our current everyday lives.

• Understand the challenges and rewards of social activism.

• Practice critical thinking and problem-solving skills.

• Understand the importance of effective communication and persuasion.

  
  

  
  

• Deliver a speech on a social issue they are passionate about.

• Suffragettes posters

• Elaborate fact files for major historical figures that played key roles in civil rights movements.

• Do thorough research on the topics that are relevant to the inquiry question

chronological order; diary starter;

description; st person; prepositions; passive verbs; past tense; fronted adverbials; relative clause; speech; powerful verbs

Writing piece: Diary entry from the perspective of a Suffragette

1st person; chronological order; closing statement; past tense;

facts; time connectives; adverbials; anecdotal writing;

punctuation;

Writing piece: autobiography

The 5 Ws; formal and informal language; direct and reported speech; active and passive; parenthesis

Writing piece: Newspaper report on chosen topic

Non-Fiction texts: Biography study; Autobiography study; Journalistic study from Reading Eggs 

Understanding sentences, synonyms/antonyms, definitions,
summarising, sequencing, answering inferential/literal questions.

Week 1- The Biography of Marie Curie 
Lesson 1: To learn new vocabulary.
Success Criteria: spellings, vocabulary words.
Reading Eggs

Lesson 2:  To answer comprehension questions. 
Success Criteria: skimming, scanning.
Reading Eggs
Lesson 3: To sequence events. 
Success Criteria: order of events, linking words.
Reading Eggs

Week 2 - Autobiography of a Superhero 

Lesson 1: To learn new vocabulary. 
Success Criteria: vocabulary words, capital letters. 
Reading Eggs

Lesson 2: To summarise a text. 
Success Criteria: order of events, spellings.
Reading Eggs

Lesson 3: To answer inferential questions.
Success Criteria: skimming, scanning.

Week 3 - Newspaper Article 
Lesson 1: To learn new vocabulary. 
Success Criteria: vocabulary words, capital letters. 
Reading Eggs

Lesson 2: To summarise a text. 
Success Criteria: order of events, spellings.
Reading Eggs

Lesson 3: To answer inferential questions. 
Success Criteria: skimming, scanning. 

Week 4 - Bill of Rights 
Lesson 1: To learn new vocabulary. 
Success Criteria: vocabulary words, capital letters. 
Reading Eggs

Lesson 2: To sequence a text. 
Success Criteria: order of events, spellings.
Reading Eggs

Lesson 3: To answer inferential/literal questions. 
Success Criteria: skimming, scanning. 

Week 5 - The unknown heroine behind Anne Frank's diary
Lesson 1: To learn new vocabulary. 
Success Criteria: vocabulary words, capital letters. 
Reading Eggs
Lesson 2: To answer inferential/literal questions. 
Success Criteria: skimming, scanning.

Lesson 3: To answer comprehension questions. 
Success Criteria: complex sentences, skimming, order of events.
Reading Eggs

Week 6 - Assessment week 
Lesson 1: assessment 
Lesson 2: marking and feedback 
Lesson 3: self assessment 
Reading Eggs/read from their own books

• Use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of sunlight).

• Use a choice of techniques to depict movement, perspective, shadows and reflection.

• Choose a style of drawing suitable for the work (e.g. realistic or impressionistic). -

• Use lines to represent movement

Students will learn:

• how mental and physical health are linked

• how to recognise early signs of mental ill-health (e.g.

depression, anxiety, eating disorders) and what to do about this,

including whom to speak to in and

outside school

• that health problems, including mental health problems, can

build up if they are not recognised, managed, or if help is not

sought early on

• that anyone can experience mental ill-health and to discuss

concerns with a trusted adult

• that mental health difficulties can usually be resolved or

managed with the right strategies and support

Final Product: students will create a presentation

about a movement/ organisation that helps

people suffering from mental disorder

Lectură:

• Textul narativ literar: Vizită, I. L. Caragiale (text în variantă digitală, cu evidențierea cuvintelor cheie; jocuri de tip Adevărat/Fals despre evenimentele din text; chestionare interactive pentru identificarea etapelor acțiunii, a personajelor și pentru înțelegerea acțiunii - Wordwall, Blooket, Quizziz); 

• Planul simplu și dezvoltat de idei (mind map interactiv; jocuri de tip „drag & drop” pentru ordonarea ideilor principale și secundare din text; 

• Text auxiliar: fragment din Exuvii de Simona Popescu (crearea unei secvențe cronologice digitale a întâmplărilor din text).
  
  

Comunicare orală:

• Schimburi de replici în dialog (Jocuri de rol digitale sau în clasă; „Chain dialogue” - fiecare elev continuă dialogul colegului, păstrând sensul).

• Reguli de acces la cuvânt;

• Prezentarea proiectelor individuale.
  
  

Gramatică:

• Verbul. Predicatul verbal (jocuri online pentru identificarea verbelor și a predicatelor verbal e dintr-o serie de propoziții)

• Modul indicativ. Timpurile indicativului (prezentul; imperfectul; perfectul compus; viitorul) -  chestionare interactive cu conjugarea unor verbe (Kahoot, Quizizz, LearningApps); jocuri de completare a timpului corect în enunțurile date;

• Modul imperativ (potrivirea verbelor la modul imperativ cu situațiile corespunzătoare; mini-scenete interactive)
  
  

Redactare:

• Textul narativ ficțional (activitate digitală: ,,storyboard” digital sau Google Slides pentru construirea unei povestiri; joc „Continue the story” online – fiecare elev adaugă câte un paragraf).

Elemente de interculturalitate:

• Diversitatea culturală: jocuri de ieri și de azi (proiect individual: Jocuri fără vârstă) 

2  Modifying 3D objects

3  Make your own name badge

4  Making a desk tidy

5  Planning a 3D model

6  Make your own 3D model

Vocabular:

-Mijloace de transport;

-Călătorii;

-Indicații de orientare;

-Facilități din oraș;

Ascultare:

-Dialogul: indicații de orientare, exprimarea nevoilor în diferite situații de comunicare (la mall, la hotel, în taxi etc)

Lectură:

-Lectura unor texte despre facilități din oraș, călătorii, indicații de orientare etc

Gramatică:

-Prepoziții cu genitiv

-Substantive comune în genitiv (cu articol definit sau nedefinit)

Scriere:

-Dialoguri pe o temă dată

-Broșura

-Pliantul informativ

Proiect:

Orașul meu - prezentare de proiect