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Frozen Kingdom

Frozen Kingdom

This project teaches children about the characteristics and features of polar regions, including the North and South Poles, and includes a detailed exploration of the environmental factors that shape and influence them.

 

Children research the history and foundations of classification. They learn how to sort and group using existing classification keys and observe how a key can be produced. Working in groups, children then use their observational skills to sort and group everyone in their group. They work carefully and systematically to produce a classification key that will help someone identify a class member by their appearance.

Our Big Question: What factors affect Climate Change?

 

We will be revisiting this question throughout our topic.

Knowledge Organiser

Home Learning Workbook

Week 6

We started the last week of our topic with a science experiment to link in with how polar animals have blubber and thick skin to adapt to the extreme temperatures of the Arctic and Antarctic. The children had to submerge their hands in a bucket of ice cold water: first with a disposable glove, then 2 gloves, then 2 gloves with a layer of air trapped between them and finally with one glove covered in fat. The children then compared how it felt with the different layers.

Insulation experiment.

Week 5

This week of our 'Frozen Kingdom' topic saw the children learning about the Titanic. They researched about the ship itself, the journey and the disaster. The children created a piece of work about the various aspects of the Titanic and a report about the disaster, giving their opinions on whether the sinking could have been avoidable or not.

The children also produced some sketches based on the ship. 

Week 4

This week of our topic, the children were writing a narrative based around an Arctic or Antarctic exploration. They used their knowledge of explorers that they had look at previously and also used what they had learned in geography about the extreme weather conditions and surroundings in both the poles. We looked at images where the children had to make notes on what they saw and then turn them into descriptive sentences. Using all of this knowledge, the children had to plan their narrative and then finally write it. 

In geography, the children were researching an animal that is native to the Arctic or Antarctic and had to find out how the species have adapted to the extreme conditions there.

Narratives

Week 3

The third week of our topic saw the children research explorers who had tried to reach the Antarctic or South Pole. Once they had chosen an explorer to research, they then had to write it up in a newspaper report.

In Geography, we looked at tourism in the Antarctic and what limitations are placed upon visitors to protect the environment there.

In Science, we looked at Classification and how animals are classed according to their features. The children researched the 5 different classes of Vertebrates and also had to use a classification key to match animals to the correct class.

Week 3

Week 2 

The second week of our 'Frozen Kingdom' topic saw the children look at poetry in literacy. The first type of poem was the Japanese Haiku. The children were given some images of polar animals as stimulus for their poems. Later in the week, the children wrote other poems with rhyming couplets.

Our Geography was based around our Big Question 'What factors affect Climate Change?'. The children watched a video about the child campaigner Greta Thunberg to help them understand about Climate Change. 

We also learnt about some of the indigenous people who live in the Arctic and how they have adapted to the harsh conditions there.

Week 2

Week 1

We started our topic off by watching 'Frozen Planet' with David Attenborough. It gave us an insight in to what life would be like in the Arctic and the Antarctic.

The children then had to identify differences between the 2 poles. They looked at night and day in the polar climates and explained how the Earth orbits the sun to give us night and day and summer and winter.

Towards the end of the week, the children started to plan and prepare their own non - chronological report about either the Arctic or Antarctic. 

Non - chronological reports

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