Recap the world’s continents and oceans to consolidate
Recap position of Equator and N / S Hemispheres
Explain that Nemo is missing in one of the oceans and we have to use our geographical understanding to follow the clues and find him
Generate range of geographical questions to answer eg. Is he in tropical waters? Why will he not be in the Arctic Sea? Etc.
Using clues about where clownfish live, children use maps and atlases to identify where Nemo might be and give reasons for this
Investigate the biome of a coral reef, describing its physical features and what lives there / why
Once located Nemo off coast of Australia, carry out a comparison of Australia’s physical geography and another area of world, looking for similarities and differences
Communicate findings in a range of ways including pictures, photographs, digital mapping and writing
Children explore images of coral reefs, discussing colours, shapes, textures etc
Emulate some of the images using range of pencils, capturing the process in sketchbooks
Use a range of materials to try and replicate parts of the images eg. thin strips of green tissue paper for the seaweed etc
Set out template for underwater scene, considering background and foreground and identifying which materials would be best for each part
Create a mixed media collage of coral reef biome and use a range of artistic vocabulary to describe their own and others’ work
Explore illustrations of Nemo from the book and discuss how his character is conveyed using artistic vocabulary
Try to emulate some of the illustrations using pencils, capturing the process in sketchbooks
Remind children what is meant by sculpture and share the work of real sculptors (see Art Appendix)
Discuss how we could create a sculpture of Nemo at various parts of the story. Children suggest materials they could use
Using selection of materials, children work to create an individual or group sculpture of Grandma, focusing on how to convey feeling, expression and movement
Evaluate own and others’ work using artistic language
As archaeologist, excavating a site, come across different rocks
Define what a rock is
Sort different types of rocks according to their properties
Suggest ways to test properties of rocks eg permeability, fizziness, hardness etc and decide how to record this
Investigate 3 main types of rock: igneous, metamorphic and sedimentary
Use diagrams of rock formation to help explain using scientific language
Associate different rocks with their uses, based on propertie
Research different types of fossils and how these are formed
Understand that soil is made from tiny particles of rock
Categorise different soil types based on their properties and use this understanding to explain uses of different soils eg clay, chalky, loamy, peaty etc.
Recap word classes: noun (common, proper), verb, adjective, adverb, preposition phrase
Read book up to point where Nemo swims away from the coral reef.
Discuss what he might have seen, heard, felt etc. using video / images as stimulus
Create expanded noun phrases to create a vivid setting eg, sea anenomes dancing in the tide, shy sea horses with fluttering wings, majestic sea turtle with a crusty shell.
Create and apply preposition phrases to describe position eg. among the coral fronds, beyond the dark, steep edge, over the swaying seaweed.
Select the most effective verbs/adverbs to describe ocean animals eg. darted, glided, scuttled
Apply these skills to writing about Nemo swiming over 'the drop off'
Select poem/s about the ocean and its animals for children to read and share
Discuss layout and language – how do this help convey meaning? How do they ‘paint a picture’ in the reader’s head?
Link to Nemo's home in the coral reef – which animals might he encounter?
Children use an image of the coral reef and generate words and phrases about it. Remind children of skills they already know in relation to word class eg. expanded noun phrases, effective verbs and adverbs, preposition phrases, alliteration
Develop understanding of similes as a type of figurative language eg. the fish’s skin gleamed like a precious emerald. As softly as a whisper, the serene seahorse glided through the coral.
Develop understanding of collective nouns to describe groups of animals and discuss effectiveness eg. a school of fish, a smack of jellyfish.
Using range of word classes / figurative language and rich / ambitious vocabulary, children write their own poem either based on known one or own structure
Draft, edit and improve before sharing with audience
Using the book Dougal's Deep Sea Diary as a stimulus, the children write a narrative to describe a new adventure for Dougal and the creatures that he meets on the coral reef. Use poetry to capture the colours and movement of the coral reef.