Creative Teaching & Learning

Egyptians Activity 1 Resource Pack: Time Capsule

Tutankhamun and the Ancient Egyptians: Activity 1 Resource Pack. Students use a range of pictorial clues to make deductions about the contents of the text ‘Who was Tutankhamun?’.

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      string(404) "... Winter Cabin’Included in this pack:Activity sheet 1a: Student introductionActivity sheet 1b: Clues Groupings Four or five ProcedureCut out and laminate the items from Activity sheet 1b. Make sure you have an instructions sheet (Activity sheet 1a) for each group.Introduce the concept of a time capsule using Activity ..."
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      string(2300) "Activity 1: InstructionsMysteries of the Middle AgesActivity 1: Time Capsule  DescriptionStudents explore various pictorial clues and predict the plot of the story, ‘The Winter Cabin’. They will be encouraged to speculate and generate questions. Curriculum FocusLiteracy – Speaking and listening, writing.Thinking skills – Identify and make links with prior skills and knowledge related to context, develop and begin to combine a variety of imaginative ideas, possibilities and alternatives, including those of others. MaterialsText, ‘The Winter Cabin’Included in this pack:Activity sheet 1a: Student introductionActivity sheet 1b: Clues Groupings Four or five ProcedureCut out and laminate the items from Activity sheet 1b. Make sure you have an instructions sheet (Activity sheet 1a) for each group.Introduce the concept of a time capsule using Activity sheet 1a. Tell the pupils it contains valuable clues.The pupils examine the time capsule items and, using all of the images, construct their own story before reading the original text. Teacher’s NoteAs the pupils explore the clues, they are attempting to predict the plot of the story. They speculate and generate questions based on the information they have and the comments of others. A time capsule has been discovered in a wood in Britain. It had been deeply buried and was clearly very old.It contained a mixture of drawings and objects. There were also some scraps of writing. Photographs of these have been included so that you can see what they look like. The originals have been carefully preserved in a London Museum.On the lid of the time capsule was a message. It reads:This box contains the strange story ofHere the writing ends as the name has faded over time.Time CapsuleYOUR TASKLook carefully at the contents of the time capsule. They are all important in the story.What story do you think that they tell? You must include all of the items.I felt I needed to warn you to stay away.Don’t ever go near the place. Who knowswhat sort of devil lives there…© Imaginative Minds Ltd."
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Creative Teaching & Learning

Middle Ages Activity 1 Resource Pack: Time Capsule

15 Jan 2014

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      string(473) "... both past and present.Curriculum focusScience – animals, changes in environment, extinctionResearch and information skills – identify prior knowledge, locate and access information, organise informationMaterialsIncluded in this resource pack:Activity sheet 1a – Student instructionsActivity sheet 1b – Extinct animal fact filesActivity sheet 1c – Endangered animal fact filesGroupingsPairs, or groups of three or fourProcedureIf ..."
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      string(5576) "Activity 1 instructionsScience goes pop!Activity 1: Extinct and endangered animals Key words: science, biology, animals, living things, changes in environment, habitats, extinction, endangered animals, research, group work, information skills Key Stage 2-3DescriptionA research activity focusing on the reasons for the extinction and endangerment of animals both past and present.Curriculum focusScience – animals, changes in environment, extinctionResearch and information skills – identify prior knowledge, locate and access information, organise informationMaterialsIncluded in this resource pack:Activity sheet 1a – Student instructionsActivity sheet 1b – Extinct animal fact filesActivity sheet 1c – Endangered animal fact filesGroupingsPairs, or groups of three or fourProcedureIf they are not familiar with it already, introduce pupils to the concept of extinction. Explain that there are many reasons why animals become extinct – and a lot of them involve humans.Tell pupils they are going to research the five extinct animals listed on Activity sheet 1a and fill in the fact files provided in Activity sheet 1b. In their research, students focus on:· where the animal lived· when it became extinct· why it became extinct· are humans to blame for its extinction?The next part of this activity focuses on animals on the verge of extinction. Emphasise that humans may cause animals to become extinct, but there are also actions we can take to protect these creatures and stop other humans endangering them.Tell pupils they are going to research three animals with the conservation status of ‘critically endangered’. They can research their own or choose from the list found in Activity sheet 1a.Pupils use their research to fill in the blank fact files provided in Activity sheet 1c. This time, they will need to find out:· where the animal lives· how many animals are left· why the animal might become extinct· what we can do to help the animal. Teacher’s notesActivity sheets 1b and 1c also include an example fact file to give pupils a better idea of what type of information they are looking for.Extinct and endangered animalsExtinction of a particular animal or plant species occurs when there are no more individuals of that species alive anywhere in the world – the species has died out.Why do animals become extinct?Your first task is to research a number of extinct animals and complete the animal fact files your teacher will give you.The animals are:· Passenger Pigeon· Woolly Mammoth· Thylacine· Stellar’s Sea Cow· Gastric Brooding Frog· DodoThe Passenger Pigeon has been done for you as an example. You will need to research and complete the rest.You will need to find out:· Where the animal lived· A fascinating fact about the animal· When it became extinct· Why it became extinct· Are humans to blame for its extinction?You may work in pairs or small groups.Finished? Now you are going to research animals on the verge of extinction. These animals are given the status ‘Critically endangered’. Research your chosen animals and fill in the blank fact files.Critically endangered animals include:· Amur Leopard· Black Rhino· Mountain Gorilla· Leatherback Turtle· Saola· Sumatran Tiger· Saiga Antelope· Silky Sifafka· Sumatran Orangutan· Yangtze Finless PorpoiseThe Black Rhino has been completed for you as an example. Choose three more, either from the list above or your own research.Were humans to blame?Reasons for extinction:Fascinating fact:Went extinct in:Lived:Woolly MammothPassenger PigeonLived: North AmericaWent extinct in:September 1914, when the last bird, named Martha, died in Cincinnati Zoo.Fascinating fact:Flocked in large groups. One reported flock in 1866 was 1 mile wide, and 300 miles long. It took 14 hours to pass, and held over 3.5 billion birds.Reasons for extinction:Habitat loss due to deforestation when Europeans settled in America,Hunting on a massive scale – pigeon meat was cheap so popular with slaves and the poor.Were humans to blame?YesWere humans to blame?Reasons for extinction:Fascinating fact:Went extinct in:Lived:ThylacineWere humans to blame?Reasons for extinction:Fascinating fact:Went extinct in:Lived:Steller’s Sea CowExtinctWere humans to blame?Reasons for extinction:Fascinating fact:Went extinct in:Lived:DodoExtinctWere humans to blame?Reasons for extinction:Fascinating fact:Went extinct in:Fascinating fact:What can I do?Critically endangeredThreats:Current population:What can I do?Critically endangeredThreats:Fascinating fact:Current population:ExtinctExtinctExtinctExtinctLived:Gastric Brooding FrogFascinating fact:Lives:Critically endangeredThreats:Current population:Lives:What can I do?Lives:What can I do?Never purchase any products that are advertised as made from Rhino horn. Donate to the International Rhino Foundation.Black RhinoCritically endangeredThreats:Poaching for its horn. The horn is in great demand for traditional Chinese medicine. It is believed the horn when ground up can be used to ‘cure’ a wide range of thingsFascinating fact:Red and yellow-billed ox-peckers are often seen with rhino and benefit them by removing ticks and clearing parasites from any open wounds, and also by raising the alarm if there is any danger approaching.Current population:Approximately 4180 individualsLives: Kenya, Namibia, South Africa, Tanzania, Zimbabwe© Imaginative Minds Ltd."
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Creative Teaching & Learning

Activity 1 Resource Pack: Extinct and endangered animals

27 Mar 2015

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      string(336) "The Victorians (Exploration and Invention): Activity 1. The purpose of this activity is to encourage active thinking and reading through close examination of the biographical text ‘John Rae, Britain’s forgotten explorer’, using the reciprocal reading roles: summariser, predictor, clarifier, questioner."
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      string(5607) "who were still searching for the missing men in the wrong place.Rae chose to abandon the search. Unfortunately for him, it was the wrong decision.The British public reactsRae reported the fate of the expedition in a letter to the Admiralty – it had ended in disaster, the men had died of starvation and the final survivors had resorted to cannibalism in a desperate attempt to stay alive.The Admiralty published a copy of the letter in a newspaper article in October 1854. Victorian society was outraged. Rae was labelled an ‘opportunist’ and accused of rushing back to London to claim the reward that had been posted, despite the fact he had no knowledge of it. (In fact, when Rae received the reward, he shared it with the rest of the 1854 expedition). He was also condemned for relying on the dubious words of ‘unreliable native savages’, rather than travelling on himself to discover the real fate of the Franklin Expedition.Franklin’s widow, Lady Jane, and key members of the Admiralty refused to accept the fate of the Franklin expedition. Rae’s claims of cannibalism threatened to tarnish the reputation of the expedition’s leader, Sir John Franklin, and the entire Royal Navy.Lady Jane launched a vicious smear campaign against John Rae in order to discredit his findings and protect her husband’s reputation. She circulated stories that Rae dressed like the natives, adopted their uncivilised ways and even lived with them – shocking to the British public at the time. Victorian society was furious that a man like Rae – a man who lived with savages and accepted their word without verifying it – had the audacity to suggest that men in the Royal Navy indulged in cannibalism.Lady Jane used all her social connections to ruin Rae’s reputation, even recruiting famous novelist Charles Dickens to publish articles rejecting Rae’s conclusions on the fate of the Franklin expedition and the manner in which he reached them.Rae should have been feted as a hero – instead he received no recognition of his incredible achievements. Lady Franklin was so successful and gained such support in branding Rae a half-savage and liar that his accomplishments are little known today. Lady Jane Franklin even claimed that it was her husband who found the Northwest Passage, not John Rae! Connections, money and help from Charles Dickens enabled Lady Jane to raise her husband to heights he did not deserve.As a result of this smear campaign, Rae was ostracised by Victorian society and his mapping of thousands of miles of Arctic territory credited to Captain Richard Collinson of the Royal Navy. Despite the fact that it was Rae and not the Franklin Expedition who had found the Northwest Passage, Franklin and his officers were posthumously knighted.When the sailors’ bodies were finally recovered, the official story was that their deaths were from knife fights with natives – a much more comfortable account for the British public.Later life and legacyDespite the great pressure placed on him, Rae refused to retract a single word of his report. He stood by the word of the Inuit which he had learned to trust and respect.Rae retired from Hudson Bay Company in 1856 at age 43. In 1860, he was asked to explore a route for the Atlantic telegraph cable through the Faroe Islands, Iceland and Greenland to North America. In 1884, at age 71, he worked for Hudson Bay Company again, when they asked him to survey a section of the proposed telegraph route from Red River to Victoria. In the course of this expedition, he successfully negotiated a stretch of the Fraser River in a dugout canoe without a guide – a considerable feat for a man of any age! This proved to be invaluable in the development of the Canadian west.Rae spent virtually the last decade of his life in London contributing to scientific discussion and debate, publishing articles and giving talks about his travels, extolling the advantages of learning survival and craft skills from indigenous people. He criticised the Royal Navy and the British government for sending men into uncharted territories and extreme weather conditions unprepared, with the belief that they alone were civilised and the native people were savages.Rae was made a fellow of the Royal Society in 1880 for his contributions to exploration and science. He also received Honorary Doctorates from both Edinburgh and McGill Universities. However, he was the only major explorer of the Victorian age not to receive a knighthood. Even today, a bronze statue to Sir John Franklin stands in Waterloo Place, London, crediting him instead of Rae with the discovery of the Northwest Passage.Dr John Rae died in London on 22nd July 1893, two months before his 80th birthday. His remains were laid to rest in the kirkyard of St Magnus Cathedral in Orkney, marked by a humble gravestone. In the nave is a memorial of a recumbent man, dressed in arctic travelling clothes, a gun by his side and a blanket thrown over his sleeping form.John Rae is vindicatedIn 1981, a team of scientists led by Owen Beattie, professor of anthropology at the University of Alberta, studied the human remains of the Franklin Expedition. The team made scientific studies of graves, bodies and other physical evidence left by the sailors on King William Island and Beechey Island.The conclusions drawn were that the most probable cause of death was pneumonia, possibly tuberculosis, combined with hypothermia, scurvy, starvation and lead poisoning from badly soldered food cans and water systems fitted in the ship. Blade cut marks on the bones from some of the"
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Creative Teaching & Learning

Activity 1 Resource Pack: Reading in roles

18 Dec 2014

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      string(290) "very great hunter and hadno time for those who did nothing but sit around allday. He often said to his wife: “What use is a manwho cannot see? What can he provide for his familyand friends?”The blind man’s sister would reply: “Husband, mybrother is very clever and wise ..."
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      string(5625) "very great hunter and hadno time for those who did nothing but sit around allday. He often said to his wife: “What use is a manwho cannot see? What can he provide for his familyand friends?”The blind man’s sister would reply: “Husband, mybrother is very clever and wise. People come frommiles around to ask his advice. He knows moreabout the world than people who have eyes.”The hunter was scornful at his wife’s reply andresponded with: “What can a man without eyes tosee, who lives in the dark, know of the world? It ispeople with eyes who make contributions.”Every day, just after the sun had risen, the hunterwould leave the hut with his bow and arrows, spearsand traps and go into the forest to hunt animals.Every evening, the hunter would return to the hutwith his catches. He was very popular in the villagebecause he was such a good hunter. There wasalways someone willing to trade goods with him formeat. Since he had married the blind man’s sister,the family had the best pots, blankets and sculptedornaments in the village.Every evening, the blind man would beg the hunterto allow him to go hunting the following day. Everyevening, the blind man would receive the samereply: “What use is a person without eyes, a personwho cannot see, a person who lives in the dark?”Days, weeks and months passed by and life carriedon for the blind man, his sister and the hunter. Everymorning, the hunter would set off for the forest tohunt, and the blind man would sit outside his hut andtalk to passers-by. Every evening, the hunter wouldcome home with his catch so the family would eatwell and every evening, the blind man would beg tobe allowed to accompany the hunter on the followingday. Every evening, the hunter would reply in thesame uncaring, belittling way.However, one evening, the hunter came home in avery good mood. He had had an exceptionally goodday’s hunting, so when the blind man asked if hecould join the hunter the following day to hunt, thehunter jovially replied that he most certainly could.The next morning, the blind man was up and readyto leave long before the hunter. By now, the hunterwas sorry that he had agreed to take the blind manwith him that day, but he didn’t go back on his word.image: ninaraimage: Andreas roksvaagExploring AfricA Cross CurriCulum ProjeCt Plan70Volume5.1nCreativeTeaching&LearningThe two men set off for the forest – the hunterwith his bow and arrows, spears and traps, leadingthe blind man by the hand so that he did not stumbleor fall.The hunter complained that he wouldn’t catchmuch today as he would not be able to move asswiftly and quietly as usual because the blind manwould slow him down. The blind man said nothingand let the hunter lead him into the forest.After the two men had been walking for sometime, the blind man suddenly stopped. He spoketo the hunter, warning him: “Shush! There is a lionahead of us on the path.”The hunter looked around.“Wait here while I check the way ahead,” hereplied.“There is no need,” whispered the blind man.“The lion has already eaten and is asleep – he willnot bother us. We will be able to pass quite safely ifwe are quiet.”The blind man and the hunter walked further intothe forest and sure enough they passed a lion asleepin the shade of the trees. The hunter was astonished.“How did you know the lion was there?” he asked.“Because I see with my ears,” responded theblind man.The two men carried on through the forest. Theyhad walked for quite some distance when the blindman suddenly stopped again.“Shush,” he said. “There is an elephant furtheralong the path.”“I cannot hear or see anything,” hissed the hunter.“I will go on ahead and see if there will be anytrouble or danger.”“There is no need,” whispered the hunter. “Theelephant is cooling himself in a waterhole and willnot trouble us. We will be able to pass by quite safelyif we are quiet.”Sure enough, as the two men walked down thepath through the forest, there was an elephantcooling himself in a waterhole. When the men hadsafely passed by, the hunter turned to the blind manand asked how he could possibly have known theelephant was there.“Because I see with my ears,” the blind mansmiled.The two men carried on walking for some timeuntil they came to a clearing in the forest. The hunterstopped, turned to the blind man and said: “We willset the traps here.”The hunter set one of the traps. Next, he showedthe blind man how to set his own trap. Once bothtraps had been set, the hunter said: “We will returnto the village now and come back tomorrow to seewhat we have caught in the traps.”The two men turned and made their way back tothe village. That night in the hut, the blind man andhis sister talked animatedly. She told him what shehad done that day and who had come by to talk andhe told her about his walk into the forest to set trapswith the hunter. Throughout this, the hunter was veryquiet, as though he was thinking deeply.The next morning, the two men set out throughthe forest to retrieve what had been caught in theirtraps. This time when the hunter tried to take theblind man’s hand to lead him, the blind man shookhim off.“There is no need,” he said. “I know where weare going.”The blind man led the way into the forest. He didnot trip or stumble over any rock or root and he didnot slip or blunder over the ridges and ruts in thepath. He knew which way to turn and which path totake to lead the way back to the clearing.After walking for a long time, the men arrived atthe clearing. The hunter quickly looked"
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Creative Teaching & Learning

Activity 1 Resource Pack: Reading the text

15 Aug 2014