Creative Teaching & Learning

Do Tractors Eat Grass?

Is mind mapping suitable for infants? Three teachers try it out.

dotractorseatgrass.pdf

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      string(5685) "caused by increased levels ofgreenhouse gases such as carbon dioxideand methane.Intensive animal farming or industrialCreativeApproaches48Volume6.1nCreativeTeaching&Learninglivestock production, also called factoryfarming, is a modern form of farming, andrefers to the industrialised production oflivestock, including cattle, poultry and fish,in confinement at high stock density.A feedlot is a type of animal feedingoperation which is used in factory farmingfor finishing (fattening) livestock prior toslaughter. It mostly refers to beef cattle,but can also apply to pigs, horses, sheep,turkeys, chickens and ducks.Main exerciseThis Mystery investigates the role of intensiveanimal rearing in the production of gases thatcontribute to global warming. The statementsstimulate the students to consider whether ornot we should continue with current intensivemeat production and with our increasing levelsof meat eating.Their own eating habits and their attitudestowards animals and the environment willinfluence how students respond to thestatements. The issues under consideration areethical as well as practical, and are contestable;there are no unassailable right answers.Students need to be clear what their reasonsare for their conclusions and draw on evidencefrom the statements to support their reasoning.Ask pupils to read the key question beforeopening the envelopes and spreading out thestatements. Explain that they are going to usethe statements to answer the key question,which will involve sorting the statementsinto groups and identifying links betweenthem. Suggest they take it in turns to read thestatements and jointly decide how to organisethem.When they have come up with an answerto the question, they should write it on thethinking frame in the box marked ‘Conclusion’.Evidence to support their answer should bewritten in the ‘Reason’ boxes, summarisedfrom the statements but in their own words.DebriefingA debriefing is very important once pupils havecompleted the task. Ask each group to statetheir main conclusions and give their reasonsfor their choices.You might also like to ask some key questionsin the debriefing to ensure that students haveunderstood the implications of the Mystery.Have pupils answer the questions in class orcomplete them for homework.Questions may include:n Why is methane more worrying than CO2 asa greenhouse gas?n If feedlots produce less methane, they soundlike a good idea – what other factors do wehave to take into account when decidingwhether or not to rear animals in feedlots?n Which animal has the best protein to meatconversion? Should we focus on theseanimals for food production?n Which animal makes the highest contributionto global warming? Should we stop producingthese animals for food?n Why don’t we feed pigs and chickens ourfood waste?n Why are people worried about antibiotics inanimal feed?n Should we be worried about the hugeamounts of water needed to produce animalsintensively? Why/Why not?n Why are people worried about the massiveamounts of manure produced by animals infeedlots?n What are the implications of cutting downforests to create animal grazing?n Based on the evidence in the Mystery, whatarguments could you put forward for eatingless meat?Research questionsDepending on the subject area, you might wantto set research questions for the students. Thefollowing are some examples:n What digestive process produces methanein cows?n How do cows convert the grass they eatinto protein?n What other sources of protein can we eat andproduce sustainably? (Pupils could researchmussel production, fish farms and insects asalternative protein sources here).n Should we only rear ruminants naturally ongrassland that it is unsuitable for growingcrops?n How much meat should we eat in a healthydiet?n Is some meat healthier than others?n What are the arguments put forward infavour of vegetarianism?StatementsPhotocopy and cut out these statements priorto the lesson. Each group of pupils will needa full set.49Volume6.1nCreativeTeaching&LearningCreativeApproachesAccording to the United Nations, the methane thatcomes from the digestion of ruminant animals such ascows and sheep adds 2.8 billion tonnes of methane tothe atmosphere every year.Globally, we slaughter and consume 300 million cattle, 1.4billion pigs, one billion sheep and goats, five million horses,two million camels, 3.5 billion ducks and turkeys, and 60billion chickens per year.Worldwide, we eat twice as much meat as we did 50years ago.The average Briton and European eats 80kg of meat a year.The average American eats 120kg.A side effect of cows eating is the production ofmethane whenever they belch. Methane produced byfarm animals is an incredibly potent greenhouse gas.A third of the entire landmass of the earth is given over toanimals that we either eat or milk – that is 70 per cent moreland than a century ago.The seven billion people on this planet eat 65 billionanimals every year – this is predicted to double in thenext few decades.An adult cow can produce 500 litres of methane everysingle day – that’s equivalent to a family car.A quarter (26 per cent) of the ice-free landmass of theearth is devoted to grazing for animals.Cows naturally eat grass. A cow can eat about 50kg ofgrass a day and convert it into 1kg of meat.The majority of American beef is produced on a feedlot. A third of crop-rearing areas on the planet are used to growcrops to feed animals.You can dramatically reduce the amount of methane acow produces by changing its diet.Some feedlots have been criticised for poor animal welfareand"
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Creative Teaching & Learning

Have you solved the mystery of literacy across the curriculum?

3 Dec 2015

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      string(5716) "global warming? Should we stop producing these animals for food? Why don’t we feed pigs and chickens our food waste? Why are people worried about antibiotics in animal feed? Should we be worried about the huge amounts of water needed to produce animals intensively? Why/Why not? Why are people worried about the massive amounts of manure produced by animals in feedlots? What are the implications of cutting down forests to create animal grazing? Based on the evidence in the Mystery, what arguments could be put forward for eating less meat? Research questions Depending on the subject area, you might want to set research questions for the students. The following are some examples: What digestive process produces methane in cows? How do cows convert the grass they eat into protein? What other sources of protein can we eat and produce sustainably? (Pupils could research mussel production, fish farms and insects as alternative protein sources here). Should we only rear ruminants naturally on grassland that it is unsuitable for growing crops? How much meat should we eat in a healthy diet? Is some meat healthier than others?What are the arguments put forward in favour of vegetarianism? What additional arguments are put forward in favour of veganism? Statements Photocopy and cut out the statements below prior to the lesson. Each group of pupils will need a full set.Livestock production, also called factory farming, is a modern form of farming, and refers to the industrialised production of livestock, including cattle, poultry and fish, in confinement at high stock density. A feedlot is a type of animal feeding operation which is used in factory farming for finishing (fattening) livestock prior to slaughter. It mostly refers to beef cattle, but can also apply to pigs, horses, sheep, turkeys, chickens and ducks. According to the United Nations, the methane that comes from the digestion of ruminant animals such as cows and sheep adds 2.8 billion tonnes of methane to the atmosphere every year. Globally, we slaughter and consume 300 million cattle, 1.4 billion pigs, one billion sheep and goats, five million horses, two million camels, 3.5 billion ducks and turkeys, and 60 billion chickens per year. Worldwide, we eat twice as much meat as we did 50 years ago. The average Briton and European eats 80kg of meat a year. The average American eats 120kg.A side effect of cows eating is the production of methane whenever they belch. Methane produced by farm animals is an incredibly potent greenhouse gas. A third of the entire landmass of the earth is given over to animals that we either eat or milk – that is 70 per cent more land than a century ago. The seven billion people on the planet eat 65 billion animals every year – this is predicted to double in the next few decades. An adult cow can produce 500 litres of methane every single day – that’s equivalent to a family car.A quarter (26 per cent) of the ice-free landmass of the earth is devoted to grazing for animals. Cows naturally eat grass. A cow can eat about 50kg of grass a day and convert it into 1kg of meat.The majority of American beef is produced on a feedlot. A third of crop-rearing areas on the planet are used to grow crops to feed animals. You can dramatically reduce the amount of methane a cow produces by changing its diet. Some feedlots have been criticised for poor animal welfare and pollution of the local environment.The economic efficiency of a feedlot can lead to environmental gains. Feedlot cows produce 40 per cent less methane than grass-fed cattle. Chinese meat consumption has risen from 11g of meat per person per year 50 years ago to 55kg.Industrial agriculture needs huge amounts of water to irrigate crops that are grown to feed farm animals. Industrially raised chickens produce slightly less carbon-emissions than  free-range farming methods.In intensive farming, feedlot cattle are fed growth hormones and antibiotics (some of which are banned in Europe). Pigs and chickens fed only on the 15 million tonnes of food we throw away  each year could produce 110 million tonnes of meat.The use of antibiotics in raising animals has led to resistant bacteria which attack humans and cause drug-resistant illness.Globally, 14.5 per cent of man-made greenhouse gas emissions can be blamed on the animals that we either eat or milk. Managing the manure created by farm animals creates 700 million tonnes of greenhouse gases a year.In Brazil and Argentina, vast areas of land are being ploughed up to create soya plantations. 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Climate Curriculum

A Mystery for Geography or Science

30 Oct 2020

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      string(250) "... the bottom a running brook overhung by a steep bank.While I was young I lived upon my mother’s milk, as I could not eat grass. In the daytime I ran by her side, and at night I lay down close by her. When it was hot we used ..."
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      string(4692) "knock them about, just as his master did to him; and make them carry home the soot sacks, while he rode before them on his donkey, with a pipe in his mouth and a flower in his button-hole, like a king at the head of his army. Yes, there were good times coming; and, when his master let him have a pull at the leavings of his beer, Tom was the jolliest boy in the whole townBlack Beauty, by Anna SewellMy Early HomeThe first place that I can well remember was a large pleasant meadow with a pond of clear water in it. Some shady trees leaned over it, and rushes and water-lilies grew at the deep end. Over the hedge on one side we looked into a plowed field, and on the other we looked over a gate at our master’s house, which stood by the roadside; at the top of the meadow was a grove of fir trees, and at the bottom a running brook overhung by a steep bank.While I was young I lived upon my mother’s milk, as I could not eat grass. In the daytime I ran by her side, and at night I lay down close by her. When it was hot we used to stand by the pond in the shade of the trees, and when it was cold we had a nice warm shed near the grove.As soon as I was old enough to eat grass my mother used to go out to work in the daytime, and come back in the evening.There were six young colts in the meadow besides me; they were older than I was; some were nearly as large as grown-up horses. I used to run with them, and had great fun; we used to gallop all together round and round the field as hard as we could go. Sometimes we had rather rough play, for they would frequently bite and kick as well as gallop.One day, when there was a good deal of kicking, my mother whinnied to me to come to her, and then she said:“I wish you to pay attention to what I am going to say to you. The colts who live here are very good colts, but they are cart-horse colts, and of course they have not learned manners. You have been well-bred and well-born; your father has a great name in these parts, and your grandfather won the cup two years at the Newmarket races; your grandmother had the sweetest temper of any horse I ever knew, and I think you have never seen me kick or bite. I hope you will grow up gentle and good, and never learn bad ways; do your work with a good will, lift your feet up well when you trot, and never bite or kick even in play.”Treasure Island, by Robert Louis StevensonThe Old Sea-Dog at the “Admiral Benbow”Squire Trelawney, Dr. Livesey, and the rest of these gentlemen having asked me to write down the whole particulars about Treasure Island, from the beginning to the end, keeping nothing back but the bearings of the island, and that only because there is still treasure not yet lifted, I take up my pen in the year of grace 17— and go back to the time when my father kept the Admiral Benbow inn and the brown old seaman with the sabre cut first took up his lodging under our roof.I remember him as if it were yesterday, as he came plodding to the inn door, his sea-chest following behind him in a hand-barrow — a tall, strong, heavy, nut-brown man, his tarry pigtail falling over the shoulder of his soiled blue coat, his hands ragged and scarred, with black, broken nails, and the sabre cut across one cheek, a dirty, livid white. I remember him looking round the cover and whistling to himself as he did so, and then breaking out in that old sea-song that he sang so often afterwards: Fifteen men on the dead man’s chest — Yo-ho-ho, and a bottle of rum! in the high, old tottering voice that seemed to have been tuned and broken at the capstan bars. Then he rapped on the door with a bit of stick like a handspike that he carried, and when my father appeared, called roughly for a glass of rum. This, when it was brought to him, he drank slowly, like a connoisseur, lingering on the taste and still looking about him at the cliffs and up at our signboard.“This is a handy cove,” says he at length; “and a pleasant sittyated grog-shop. Much company, mate?”My father told him no, very little company, the more was the pity.“Well, then,” said he, “this is the berth for me. Here you, matey,” he cried to the man who trundled the barrow; “bring up alongside and help up my chest. I’ll stay here a bit,” he continued. “I’m a plain man; rum and bacon and eggs is what I want, and that head up there for to watch ships off. What you mought call me? You mought call me captain. Oh, I see what you’re at — there”; and he threw down three or four gold pieces on the threshold. “You can tell me when I’ve worked through that,” says he, looking as fierce as a commander.© Imaginative Minds Ltd."
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Creative Teaching & Learning

Activity 8: Let us begin

10 Dec 2014

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      string(5562) "inhale5. to take out6. to eviscerate7. to demand by a draft8. to get by lot9. to make a picture using lines10. to require as depth of waterfor floating11. to finish without winning orlosinge fflu e n t (n.) liquid industrial waste (whichflows into streams, etc)Latin: ex = out; fluere = to flowe .g . Latin: exempli gratia = for examplee la te  (v.) to raise with success; to exalt; tomake proudLatin: e (x) = out of; ferre,latum = to beare la te d  (a.) exaltedbeing made proud or exalteddrop  (n.) 1. a small blob of liquid thathangs or falls at one time2. a very small quantity of liquid3. a pendant4. a round sweet5. a fall6. a vertical descent7. to fall in drops8. to fall suddenlye m it (v.) to send outLatin: e (x) = out;mittere, missum = to sendem ission (n.) the act of emittingdrop (v.) enab le  (v.) to make it possible for someoneto do something9. to let go10. to give birth to11. to utter casually12. to write and send (a note)informallyen tan g le  (v.) to twist into a tangle; to involve incomplicationsenzym e (n.) a substance produced by livingorganisms which acts as acatalystGreek: en = in; zyme = leavendrug (n.) a substance used in medicinedrum  (n.) a revolving cylinder in, forexample, a washing machine E.R. Latin: Elizabeth Regina = QueenElizabethe t  a l Latin: et alia = and others fertile (a.) able to bear or produceLatin: fertilis from ferre = to beare tc . Latin: et cetera = and other things Ife r t il iz e  (v.) to cause to bear; to make fruitful1E TY M O LO G Y the study of the origin of wordsGreek: etymon = true;logos = study(n.) fe r t il iz e r  (n.) a substance which makes (theearth) fertilee v ap o ra te  (v.) to convert into vapour or gasLatin: e(x) = out of;vapor = steamfib u la  (n.) the outer bone from the knee tothe ankleLatin: fibula = broochevaporation (n.] conversion into vapour f i l te r  (v.) to remove solid particles from aliquid by passing it though porousmaterialLatin: filtrum = felte v e n t (n.) a happeningLatin: e(x) = out of; venire,ventum = to comefjo rd , fio rd  (n.) a narrow rock-bound inlet of the seaNorwegian: fjorde ven tu a l (a.) happening as a consequence; finalex- or e- (prefix) Latin: out of flo ric u ltu re  (n.) the art of growing flowersLatin: flores = flower; cultivare,cultivatum = to cultivateexperim ent (n.) a trial or testexpose (v.) to lay forth to viewLatin: ex = out of; ponere,positum = to putflo u rish  (v.) to flower, to do wellLatin: flos, floris – flowerf lu e n t (a.) able to flow (e.g. of speech)Latin: fluere, fluxum = to flowexposition (n.) the act of making clearexposure  (n.) something which has beenexposed; the act of exposingf lu id  (n. a.) something which flows; flowing–  f lu id ity  (n.) ability to flowe x tra c t (v.) to draw outLatin: ex = out;trahere, tractum = to draw or pullflu x  (n.) act of flowing; a dischargefo d d er food given to animalse x tra c t (n.) what is extracted or drawn outinfantry, soldiers fighting on foote x tra c tio n  (n.) the act of drawing outTOOT (f!.|fo rtiss im o(adv.)Italian: as loud as possiblefa c s im ile  (n.) an exact copyLatin: facere, fectum – to make;simile – the same frap p e icedFrench: frapper = to icefa c t  (n.) something which is truefre e  (a. v.) 1. at liberty;2. without paying;3. to set at libertyfa c tio n  (n.) a group acting as a breakawayfrom the main bodyfa c to ry  (n.) a place where things are made onan industrial basisFreemason (n.) a member of a secret society.The members recogniseone another by secret signse.g. handshakesfa c tu a l (a.) truefa c to tu m  (n.) a person who does everythingLatin: facere, fectum – to make;totus – allFU N C TIO N  (n.) what something does. It isformed by making a noun from averb. Functions may make up aSYSTEM.fe m u r (n.) thigh-boneLatin: femur = thighgeo g rap h y  (n.) the study of the surface of theearth and its inhabitantsGreek: ge = the earth;graphein = to writeim position  (n.) the act or result of imposingincognito{adv.)Italian: unknown; with hiddenidentityg en re  (n.) a kind of literary workLatin: genus – kindin d en t (v.) to cut into zigzags, to notch; tomake out a written order for; tobegin farther in from the marginthan the rest of the paragraphLatin: dens, dentis = toothgland  (n.) an organ of the body whichsecretes chemical juicesg lis te r (v.) glitterAnglo-Saxon: glisnian = to shineinden ted  (a.). notched, zigzagindom itab le(a.)not to be overcomeLatin: in = negative;dominus = lordgloss (v.) to give an explanation of a hardwordGreek: glossa – tongueto taint, to bring in disease, germsetc.Latin: in – in; facere,feci, factum – to makegloss (n.) the explanation of a hard wordim e c i v.)g lossary  (n.) a collection of glossesG R A M M A R the science of language especiallythe structure of the clause(subject – verb – object etc.)Greek: gramma – a letterin fe c tio n  (n.) a catching diseasein fec tio u s  (a.) catching (lit. and met.)to arrive at as a logicalconsequenceLatin: in = in;ferre, latum = to bringgraze  (v.) (of animals) to eat grass, toenable animals to eat grassharsh (a.) hard, roughin ference  (n.) the act or result of inferringh a u te  cu is ine French: high class cookeryin fluence (n. v.) inflow; power of producing aneffectLatin: in = in; fluere = to flowh aversack  (n.) a bag for carrying things on one’sbackhors d ‘o eu vre startersFrench: out of the main workin flu e n tia l (a.) having an effectin flu x  (n.) flowing in; a rush (lit. and met.)Latin: in = in; fluere,fluxum = to flowh o rticu ltu rein.)the art of"
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Creative Teaching & Learning

Breakthrough to Learning Book 2: Reading for Learning

23 Feb 2012