National Curriculum links:Soil preparation & maintenance

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	Key Stage 2 Preparing the soil and soil maintenance

It is essential to improve soil structure and feed the soil rather than the plants. This will help to ensure healthy and strong plant growth. Students will need to understand that a programme of soil maintenance is needed and how it can be carried out.
Students will have the opportunity to test the pH of the soil and examine its structure. Within this students can think about and investigate the following:

pH and its affect on different plants

soil type and its affect on plants

nutrients and their affect on plants

different types of soil structure

how different materials can improve soil structure

These will cover the following National Curriculum areas:

Key Stage 2

English

Students will be required to work together to complete tasks and investigations. Therefore they will cover;

2b - ask relevant questions to clarify, extend and follow up ideas.

2e -

respond to others appropriately and take into account what they say.

3a -

make contributions relevant to the topic and take turns in discussion.

Maths

Students will be involved in monitoring the characteristics of soil, pH measurements and calculations.
Ma2 - Number

1a -
make connections in Mathematics and appreciate the need to use numerical skills.

1b -
break down a more complex problem or calculation into simpler steps before attempting a solution.

1c -
Select and use appropriate mathematical equipment, including ICT.

1e -

Make mental estimates of answers to calculations; check results.

1f - organise work and refine ways of recording.

1h -

present and interpret solutions.

1j -

understand and investigate general statements.

2c - read, write and order whole numbers, recognising the position of the digit gives its value.

2d - Understand unit fractions.

3d - recall addition and subtraction facts for each number to 20

3f -

recall multiplication facts to 10x10

3g -

double and halve any two-digit number

3h - multiply and divide, at first in the range 1 to 100

3i - use written methods to add and subtract positive integers.

3j - use written methods for short multiplication and division.

3k - use a calculator for calculations involving several digits.

4a - choose and use any of the four number operations to solve word problems involving 'real life' measures of length, capacity, mass, time, perimetre and area.

4b - choose an appropriate way to calculate and explain their methods and reasoning.

4c - estimate answers by approximating and check that their results are reasonable by thinking about the context of the problem, and where necessary checking accuracy.

Ma3 - Shape, space and measures

1a - recognise the need for standard units of measurement.

1e -

organise work and record or represent it in a variety of ways.

4a -

recognise the need for standard units of length, mass and capacity, choose ones that are suitable for the task and use them to make sensible estimates in everyday situations.

4b - recognise that measurement is approximate; choose and use suitable measuring instruments for a task; interpret numbers and read scales with increasing accuracy; record measurements using decimal notation.

Ma4 - Handling Data

1a - select and use data skills when solving problems in other areas of the curriculum.

1b -
approach problems flexibly.

1c - identify the data necessary to solve a given problem.

1d - select and use appropriate calculation skills to solve problems involving data.

1e - check results and ensure that solutions are reasonable in the context of the problem.

1f - decide how to best organise and present findings.

1h - explain and justify their methods and reasoning.

2a -

solve problems involving data.

2b - interpret tables, lists and charts used in everyday life

2c - represent and interpret discrete data using graphs and diagrams

2f - draw conclusions from statistics and graphs and recognise when information is presented in a misleading way

Science

Students will be testing pH, soil type and structure. They will also need to look at the effects of different factors on plant growth.

Sc1 - Scientific Enquiry

1b - that it is important to test ideas using evidence from observation and measurement.

2a -
ask questions that can be investigated scientifically and decide how to find answers.

2b -

consider what sources of information, including first-hand experience and a range of other sources they will use to answer questions.

2c - think about what might happen or try things out when deciding what to do, what kind of evidence to collect, and what equipment and materials to use.

2d - make a fair test or comparison by changing one factor and observing or measuring the effect while keeping the other factors the same.

2e - use simple equipment and materials appropriately and take actions to control risks

2f - make systematic observations and measurements, including the use of ICT for datalogging.

2g - check observations and measurements by repeating them where appropriate.

2h - use a wide range of methods, including diagrams, drawings, tables, bar charts, line graphs and ICT, to communicate data in an appropriate and systematic manner.

2i - make comparisons and identify simple patterns or associations in their own observations and measurements or other data.

2j - use observations, measurements or other data to draw conclusions

2k - decide whether these conclusions agree with any prediction made and/or whether they are enable further predictions to be made.

2l - use their scientific knowledge and understanding to explain observations, measurements or other data or conclusions.

Sc2 - Life processes and living things

1a - that the life processes common to humans and other animals include nutrition, movement, growth and reproduction.

1b -

that life processes common to plants include growth, nutrition and reproduction

1c -

to make links between life processes in familiar animals and plants and the environments in which they are found.

3c - that the root anchors the plant and that water and minerals are taken in through the root and transported through the stem to other parts of the plant.

5a - about ways in which living things and the environment need protection

5b - about the different plants and animals found in different habitats

Sc3 - Materials and their properties

1d - to describe and group rocks and soils on the basis of their characteristics including appearance, texture and permeability.

Geography

Students can explore how ecosystems work and soil characteristics.

1a - ask geographical questions

1b -

collect and record evidence

1c -

analyse evidence and draw conclusions

1d - identify and explain different views that people, including themselves hold about topical geographical issues

1e - communicate in ways appropriate to task and audience

2a - to use appropriate geographical vocabulary

2b - to use appropriate fieldwork techniques and instruments

2c - to use maps and plans at a variety of scales

2d - to use secondary sources of information

2f - to use ICT to help in geographical investigations

2g - decision making skills

5a - recognise how people can improve the environment or damage it

5b - recognise how and why people may seek to manage environments sustainably, and to identify opportunities for their own involvement

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	1a -	make connections in Mathematics and appreciate the need to use numerical skills.
	1b -	break down a more complex problem or calculation into simpler steps before attempting a solution.
	1c -	Select and use appropriate mathematical equipment, including ICT.
	1e -	Make mental estimates of answers to calculations; check results.
	1f -	organise work and refine ways of recording.
	1h -	present and interpret solutions.
	1j -	understand and investigate general statements.

	2c -	read, write and order whole numbers, recognising the position of the digit gives its value.
	2d -	Understand unit fractions.

	3d -	recall addition and subtraction facts for each number to 20
	3f -	recall multiplication facts to 10x10
	3g -	double and halve any two-digit number
	3h -	multiply and divide, at first in the range 1 to 100
	3i -	use written methods to add and subtract positive integers.
	3j -	use written methods for short multiplication and division.
	3k -	use a calculator for calculations involving several digits.

	4a -	choose and use any of the four number operations to solve word problems involving 'real life' measures of length, capacity, mass, time, perimetre and area.
	4b -	choose an appropriate way to calculate and explain their methods and reasoning.
	4c -	estimate answers by approximating and check that their results are reasonable by thinking about the context of the problem, and where necessary checking accuracy.

	1a -	recognise the need for standard units of measurement.
	1e -	organise work and record or represent it in a variety of ways.

	4a -	recognise the need for standard units of length, mass and capacity, choose ones that are suitable for the task and use them to make sensible estimates in everyday situations.
	4b -	recognise that measurement is approximate; choose and use suitable measuring instruments for a task; interpret numbers and read scales with increasing accuracy; record measurements using decimal notation.

	1a -	select and use data skills when solving problems in other areas of the curriculum.
	1b -	approach problems flexibly.
	1c -	identify the data necessary to solve a given problem.
	1d -	select and use appropriate calculation skills to solve problems involving data.
	1e -	check results and ensure that solutions are reasonable in the context of the problem.
	1f -	decide how to best organise and present findings.
	1h -	explain and justify their methods and reasoning.

	2a -	solve problems involving data.
	2b -	interpret tables, lists and charts used in everyday life
	2c -	represent and interpret discrete data using graphs and diagrams
	2f -	draw conclusions from statistics and graphs and recognise when information is presented in a misleading way

	1b -	that it is important to test ideas using evidence from observation and measurement.

	2a -	ask questions that can be investigated scientifically and decide how to find answers.
	2b -	consider what sources of information, including first-hand experience and a range of other sources they will use to answer questions.
	2c -	think about what might happen or try things out when deciding what to do, what kind of evidence to collect, and what equipment and materials to use.
	2d -	make a fair test or comparison by changing one factor and observing or measuring the effect while keeping the other factors the same.
	2e -	use simple equipment and materials appropriately and take actions to control risks
	2f -	make systematic observations and measurements, including the use of ICT for datalogging.
	2g -	check observations and measurements by repeating them where appropriate.
	2h -	use a wide range of methods, including diagrams, drawings, tables, bar charts, line graphs and ICT, to communicate data in an appropriate and systematic manner.
	2i -	make comparisons and identify simple patterns or associations in their own observations and measurements or other data.
	2j -	use observations, measurements or other data to draw conclusions
	2k -	decide whether these conclusions agree with any prediction made and/or whether they are enable further predictions to be made.
	2l -	use their scientific knowledge and understanding to explain observations, measurements or other data or conclusions.

	1a -	that the life processes common to humans and other animals include nutrition, movement, growth and reproduction.
	1b -	that life processes common to plants include growth, nutrition and reproduction
	1c -	to make links between life processes in familiar animals and plants and the environments in which they are found.

	3c -	that the root anchors the plant and that water and minerals are taken in through the root and transported through the stem to other parts of the plant.

	5a -	about ways in which living things and the environment need protection
	5b -	about the different plants and animals found in different habitats

	1a -	ask geographical questions
	1b -	collect and record evidence
	1c -	analyse evidence and draw conclusions
	1d -	identify and explain different views that people, including themselves hold about topical geographical issues
	1e -	communicate in ways appropriate to task and audience

	2a -	to use appropriate geographical vocabulary
	2b -	to use appropriate fieldwork techniques and instruments
	2c -	to use maps and plans at a variety of scales
	2d -	to use secondary sources of information
	2f -	to use ICT to help in geographical investigations
	2g -	decision making skills

	5a -	recognise how people can improve the environment or damage it
	5b -	recognise how and why people may seek to manage environments sustainably, and to identify opportunities for their own involvement