Surprising Sugar activity ideas 7-11

Spoken language

• Ask relevant questions to extend their understanding and knowledge. 
• Use relevant strategies to build their vocabulary. 
• Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments. 
• Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. 

Writing

• Plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own. 

Science

• Use knowledge of solids, liquids and gases to decide how mixtures might be separated. 

Design and Technology

• Understand and apply the principles of a healthy and varied diet. 
• Understand seasonality, and know where and how a variety of ingredients are grown. 

Geography

• Locate the world’s countries, using maps to focus on Europe and North and South America. 
• Identify the position and significance of the Equator. 

History

• A study of an aspect or theme in British history. 
• Changes in an aspect of social history. 

Spoken language

• I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of questions of my own. 

Writing

• I am learning to use language and style in a way which engages and/or influences my reader. 

Science

• By contributing to investigations into familiar changes in substances, I can describe how their characteristics have changed. 
• By investigating common conditions that increase the amount of substance that will dissolve or the speed of dissolving, I can relate my findings to the world around me. 

Design and Technology

• When preparing and cooking a variety of foods, I am becoming aware of the journeys which foods make from source to consumer, their seasonality, their
  local availability and their sustainability. 
• By investigating food labelling systems, I can begin to understand how to use them to make healthy food choices. 

Geography

• To extend my mental map and sense of place, I can interpret information from different types of maps and am beginning to locate key features within Scotland, UK, Europe or the wider world. 

History

• I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences. 

Spoken language

• Identify key points and follow up ideas through question and comment, developing response to others in order to learn through talk. 

Writing

• Writing in a range of forms. 
• Choose and use appropriate vocabulary. 

Science

• How some materials are formed or produced. 

Design and Technology

• Classify food by commodity/group and understand the characteristics of a broad range of ingredients, including their nutritional, functional and sensory properties. 

Geography

• Identify and locate places and environments using globes, atlases and maps. 

History

• Identify differences between ways of life at different times. 
• Identify significant people and describe events within and across periods. 

Spoken language

• Participate in group and class discussions for a variety of curricular purposes. 
• Share, respond to and evaluate ideas, arguments and points of view and use evidence or reason to justify opinions, actions or proposals. 
• Identify and ask appropriate questions to seek information, views and feelings. 

Writing

• Express thoughts, feelings and opinions in imaginative and factual writing. 

Science

• Ways in which change occurs over both short and long periods of time in the physical and natural world. 

Geography

• Positive and negative effects of natural and human events upon place over time. 

History

• How change is a feature of the human and natural world and may have consequences for our lives and the world around us.