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 Learning Ideas & Outcomes: Subject Focus.

Student: Roehampton Group 1
University: Roehampton University
Subject Area: Science
Year Group: KS2
Term: Autumn

Selected Painting:
'A View of Het Steen in the Early Morning'
probably 1636
by Peter Paul Rubens
The National Gallery, London

Scheme Title: 'Het Steen'
'A View of Het Steen in the Early Morning'
Peter Paul Rubens 
probably 1636
Overview of Scheme of Work
The SOW starts with an exploration of all aspects of nature, then looks at identifying particular species, how these species fit into the food chain and finally how habitat provides food alongside other factors.

Each lesson starts with the painting 'Het Steen' by Rubens as an introduction to the learning focus and is followed by a more practical activity.

Key Skills:Observation; Communication;Hypothesizing;Raising questions;Interpretation;Prediction;Evaluation;Drawing conclusions.
Cross-curricular Links
At the end of the SOW all pupils would have learnt about a wide variety of animals and their habitats.

Most pupils would have learnt to identify different animals and to group them into species, thinking about their needs and envionmental challenges they may face.
Key Learning Intentions, related Success Criteria and Assessment Strategies
Outcomes of the Unit
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Lesson Sequence and Outcomes123456 
Lesson 1
Learning Intentions(s):
To identify the plants, animals and insects found in the local environment.

To compare these with those found in a contrasting environment (the painting).

Lesson Outline:
Look at the painting as a class, discuss the ‘nature’ that can be seen and record as a mind map. Use the mind map to discuss how aspects could be grouped.
Depending upon the children’s prior understanding these groups could be broad (plants, animal, insects) or more specific (deciduous trees, vertebrates).
‘Nature Treasure Hunt’: This activity could be approached in a variety of ways depending upon resources and time available.
1) Children could work together in teams to explore local environment and photograph natural ‘treasures’. They then print and swap these with another team and those children have to use the photographic clues to locate the ‘treasures’.

2) The teacher could prepare ‘treasure cards’ from photos of the local environment and children tick off each clue as they locate it.

3) Use colour swatch cards and locate ‘treasures’ that match the colour swatch as closely as possible, they could tick these off or photograph them.
Plenary: Children share their findings


Key Questions:
What ‘nature’ can we identify in this painting?

How might we group those aspects we have identified?
(Plants, animals, insects).

What ’nature’ can we discover in our environment?

How does the nature in our environment compare to that in the Rubens painting?

National Curriculum Links:
Sc2 (1c, 4b, 4c, 5b)

Cross-curricular Links:
Art: Images of nature could be used as a basis for further artwork, particularly if close-up abstract images. Treasure hunt with colour swatches could initiate a series of lessons about colour.

ICT: Use digital cameras to share information with awareness of the needs of the audience.

Website PowerPoint presentation that could be used during introduction:
go to curriculum- science- links to useful sites- ‘Year 4 habitats’

Assessment Criteria:
Can the children recognise and group nature found in painting?

Can the children locate plants, animals or insects in their local environment?

Can the children recognise the similarities or differences between the local environment and that of the painting?

Digitally recorded images, class mindmap, comments offered during discussion.

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