Overview

This integrated “Unit Study” term builds mastery and expression through shared themes for Year 1 and Year 5, with age-scaled reading, writing, and informational organization skills. Students will create a final showcase product each week using reading research, structured writing, and creative presentation.

Learning intentions

• Students will be able to introduce a topic clearly and group related information logically in a simple or extended format.
• Students will be able to use evidence from informational text to support ideas.
• Students will be able to write and revise routinely over short and extended time frames.
• Students will be able to reflect on learning and communicate their ideas in a creative format.
• Students will be able to plan and complete a small coding/digital task that matches the theme.

Success criteria

• I can state what my topic is and what I will explain.
• I can put information into headings or clear sections (Year 1: 2–3 parts; Year 5: 3–5 parts).
• I can use text features (pictures/captions for Year 1; headings and key facts for Year 5) to guide my writing.
• I can show my learning in a final showcase piece with a simple explanation.

Curriculum links

• Writing: introduce a topic, state an opinion, and organize ideas logically (W.5.1a).
• Writing: introduce a topic, add general observations/focus, and group related information logically with formatting/illustrations/multimedia (W.5.2a).
• Reading: comprehend informational texts independently; use grade-appropriate informational reading (RI.5.10).
• Writing: write routinely over short and extended time frames for research and revision (W.5.10).
• Reading: compare/contrast structure of informational texts to decide how to organize (RI.5.5).

Lesson structure (240 minutes total; 2 students can rotate)

1. 0–20 min · Hook & theme kickoff. Teacher shows 2–3 theme images (same theme for both; Year 1: pictures only; Year 5: short labeled poster) and asks what they notice. Students do a quick draw/brain dump of facts they already know.
2. 20–60 min · Shared informational reading. Teacher reads aloud a short informational text at two levels (or provides two texts); Year 1 focuses on pictures/captions, Year 5 records key facts and a “section idea” for how the text is organized. Students complete a graphic organizer.
3. 60–95 min · Mini-lesson: organizing information. Teacher models an introduction + grouped facts using headings or 2–3 blocks (Year 1: My Topic / What I Learned / My Picture; Year 5: Intro Focus / Key Facts / How It Works / Extra Evidence). Students draft their sectioned writing.
4. 95–130 min · Writing sprint & revision. Teacher conferences briefly. Students add formatting: Year 1 adds a title and labeled picture; Year 5 adds headings and one multimedia element plan (QR-style link plan using offline media if needed).
5. 130–175 min · Coding/digital mini-task. Teacher demonstrates a simple on-theme digital activity (Year 1: sequential story commands; Year 5: conditional choice or variable-based “fact sorter”). Students complete a short task and save screenshots/products for the showcase.
6. 175–240 min · Showcase creation & reflection. Teacher sets timer blocks. Students create the final week’s artifact (Year 1: foldable with illustrations; Year 5: one-page informational poster + captioned evidence). Students write a 2–sentence reflection (Year 1: sentence starters) and practice presenting to the family.

Resources

• Grade-appropriate informational texts (short articles and picture books; one higher-level for Year 5)
• Graphic organizers (2-block for Year 1; multi-section for Year 5 with headings)
• Art supplies: paper, markers, scissors, glue
• Simple heading templates and sentence starters
• Digital device with offline-friendly coding tool (or paper “code cards”)
• Timer, checklist rubric (student-friendly “I can” list)

Assessment

• During reading: teacher checks Year 1 picture/caption match and Year 5 key-fact notes.
• During writing: teacher checks correct sectioning (introduction + grouped facts).
• Exit reflection (final 5–8 minutes): “One new thing I learned” + “One way I organized my writing.”

Differentiation

• Year 1 supports: sentence starters, word bank, picture choices, fewer sections, teacher scribe option.
• Year 5 supports: guided outline, exemplars, vocabulary banks for informational words (fact, evidence, explain, compare).
• For diverse learners: provide a visual timeline/checklist; allow oral rehearsal before writing.
• Extension for advanced learners: Year 5 adds a compare/contrast paragraph about two related informational sources; Year 1 adds a “because” sentence using a simple reason frame.

Term 4 Weekly Topic Breakdown (10 weeks)

Core theme repeats; activities scaled. Each week ends with a mini showcase artifact that builds toward a final end-of-term showcase.

Week 1 · “Our Information Home”

• Year 1: Topic title + 2 facts + picture (science tool or habitat theme).
• Year 5: Intro focus + 3–4 grouped facts with headings; add one “text feature” note.
• Coding: create a simple “Fact Path” sequence/story.

Week 2 · “How Things Move”

• Year 1: sort pictures into “push/pull” and draw a moving example.
• Year 5: explain motion using cause/effect sections (push/pull → movement).
• Coding: conditional choices (if…then) for movement scenarios.

Week 3 · “Weather Watch”

• Year 1: 2 weather signs + matching drawing; label with one word.
• Year 5: organize by “Today’s Weather / What Causes It / How It Changes.”
• Coding: digital weather symbol sorter or pattern generator.

Week 4 · “Life Cycles”

• Year 1: order 3 pictures of a life cycle and write 2 simple sentences.
• Year 5: compare two life cycles using a structured outline.
• Coding: sequential steps for a “cycle” story.

Week 5 · “Forces in Nature”

• Year 1: identify examples of gravity/magnetism (pictures) and draw.
• Year 5: explain with evidence sentences; add a “general observation” focus.
• Coding: fact/label matching game.

Week 6 · “Community Helpers”

• Year 1: draw a helper + write 2 words and one “help” sentence starter.
• Year 5: informational paragraph: role, tools, and impact; grouped sections.
• Coding: build a “helper chooser” interactive scenario.

Week 7 · “Animals and Habitats”

• Year 1: match animals to habitat pictures; label 1–2 features.
• Year 5: create headings: “Habitat Features / Animal Adaptations.”
• Coding: branching choices for habitat selection.

Week 8 · “Materials & Uses”

• Year 1: sort materials (paper/wood/metal) by drawing and one reason.
• Year 5: problem/solution structure: which material works best and why.
• Coding: “Material Test” simulation plan (offline if needed).

Week 9 · “Number Stories in Data”

• Year 1: tally pictures (counts) and show a simple graph.
• Year 5: analyze and explain a small data set from observations.
• Coding: simple bar-chart maker or guided data display.

Week 10 · “Mastery Showcase Week”

• Year 1: create final foldable: Title + 3 sections + oral practice reflection.
• Year 5: final one-page informational presentation with headings + evidence captions + short reflection.
• Coding: final “Fact Path” presentation sequence with saved screenshots.