Creative Teaching & Learning

Project Based Learning – Materials – Numeracy Plans

These lessons have been specifically written to support the teaching of numeracy through the theme of materials.

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      string(331) "... poured onto the paper overthe magnets? Then, once the filings havebeen poured, ask the class to observe whathappened and report back.Differentiation: This activity is based on asimple principle and so the main activityshould be suitable for pupils of all abilities.Science Lesson 6: Magical water (Key Stages 1 and ..."
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      string(2310) "would need paper sheets,iron filings and bar magnets to explore the magnetic fields.The magnets should be placed 1 – 2 inches apart, andlined up so they attract or repel each other. Askthe pupils to predict what will happen wheniron filings are poured onto the paper overthe magnets? Then, once the filings havebeen poured, ask the class to observe whathappened and report back.Differentiation: This activity is based on asimple principle and so the main activityshould be suitable for pupils of all abilities.Science Lesson 6: Magical water (Key Stages 1 and 2)Aims of the lesson: To investigate water – reinforcing the principle that materials can change their state.Activity: Water is a very special form of matter. It can exist as a solid (ice), liquid (water) or a gas (water vapour). Begin thelesson by showing the class the photograph found opposite (page 51). This photograph shows Antarctica – a continent coveredin ice and surrounded by water. Some of the pupils may be aware that both the North and South Poles are melting (due tomany factors including the Greenhouse Effect). Reinforce the fact that when ice gets warmer it melts.But how can ice be made to melt more quickly? Establish that an ice cube will melt morequickly in a warmer place and ask the class how they could use this fact to find the warmestplace in the classroom. The class should plan the investigation before carrying it out,ensuring that all the test criteria remain constant (including the size of icecubes used). Once the ice has melted it becomes water again. Explainthat if a source of heat were continually applied to the water, itstemperature would get higher and higher until eventually it wouldevaporate. This can be demonstrated by boiling some water – althoughcare must be taken when demonstrating this in  the classroom.Extension: Water is not the only substance that evaporates into a gas.If you place a penny on some shaving foam, at first the penny will stayon top of the foam. However, after a short time, the foam will begin toevaporate and, if you leave it overnight, the gas bubbles in the foam will escape into the air leaving a sticky, soapy residue.Differentiation: This activity should be suitable for pupils of all abilities.51July/August 2005 Teaching & LearningAntarctica"
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Creative Teaching & Learning

Project Based Learning - Materials - Full Plan

22 Aug 2017

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      string(395) "... the breadth and difficulties of the new NationalCurriculum with exciting projects on water, materials, theVikings, the Romans, the Battle of Hastings, and more! n  Linking learning to real life with project-based learningDon’t miss our brand new series of PBL project plans! Eachproject explores exciting real-world challenges such ..."
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      string(796) "Welcome to this free special issue of Creative Teaching & Learning! As you may know, one of our key aims as a magazine this year is to bring our readers some of most exciting and innovative developments in science, technology, engineering and maths (STEM) education. Inspiring young people in STEM is so important, not only for the sake of the future labour market but for its intrinsic benefits to the development of thinking skills and positive attitudes to learning such as curiosity, creativity, and the ability to take risks and learn from mistakes. Most young children adore the freedom to imagine, design and invent, but unfortunately, as they grow older, their interest in STEM declines. This especially applies to girls, who are severely underrepresented in this field."
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      string(5669) "vehicle weight and frictionare both key to success. The typicalweight of prototype cars – minus theirdrivers – is under 45kg. An average smallfamily car in Europe weighs between1,000 and 1,400kg! âThe current efficiency record stands at3,771km – the equivalent of travellingfrom London to Rome and back on asingle litre of fuel!http://www.shell.co.uk/mtfschoolshttp://www.shell.co.uk/mtfschools11Special Issuen CreativeTeaching & LearningTheBright IdeasChallengeInterested in STEM and creativeteaching? Become a memberof the Creative Teaching &Learning Service todayRelease your pupils’ potential with: R The most exciting innovations inscience, technology, engineering andmaths teaching R Advice on teaching the new, morerigorous National Curriculum, includingthe new curriculum for computing R The latest developments in creativeteaching and technology, includingproject-based learning, flipped learning,3D printing and more R Strategies to develop young people’sthinking skills, from time-honouredapproaches to fresh, original ideasdeveloped by teachers on the ground R A growing library of cross-curricular project plans –with a new project every issue!Subscribe today and every teacher in your school will receive 12months’ access to the entire Creative Teaching & Learning library –that’s over 3,000 best practice articles and more than 20 cross-curricularproject plans on topics such as conservation, democracy, the humanbody, the Victorians, World War II and more.Subscribe online now!http://teachingtimesbookshop.co.uk/product/creative-teaching-and-learning/TheBright IdeasChallenge12Special Issuen CreativeTeaching & LearningCreativeTeaching & Learning Volume 5.3www.teachingtimes.com/zone/creative-teaching.htmCreative Teaching & Learning    Volume 5.2Making thinking visible inthe primary classroomSimple yet effective strategiesto promote high-level thinking inyoung childrenHow to plan for project-based learningA step-by-step guide topreparing a project from firststeps to final reflectionsInspiring thenext generationof engineersWhat exciting possibilities awaityour pupils in science, technology,engineering and maths?Recently in Creative Teaching & LearningComing up in 2016 n  Maths and literacy across the curriculumHow every teacher can become a maths and Englishteacher. Plus, we explore some of the most excitinginternational innovations in core and foundation subjectareas. n  Creating a vibrant curriculum for computingStrategies for teaching the content of the new computingcurriculum, with emphasis on that daunting newrequirement: coding n  Electrifying approaches to scienceSpice up your STEM teaching with ambitious whole-schoolinitiatives or simple, creative activities for the classroom –we explore both! n  Projects for the new curriculumCover the breadth and difficulties of the new NationalCurriculum with exciting projects on water, materials, theVikings, the Romans, the Battle of Hastings, and more! n  Linking learning to real life with project-based learningDon’t miss our brand new series of PBL project plans! Eachproject explores exciting real-world challenges such asstaying healthy, planning a party and protecting the planet.Writers you won’t want to miss! n  Guy Claxton explores simple steps to creating independent and adventurous learners. n  David Leat fights back against ‘objective-led teaching’ and explores ways to let children take the lead in driving learning forward. n  Debra Kidd inspires reluctant readers with a creative cross-curricular project on ‘the tiger who came to tea’. n  James Nottingham explains the Pit, his revolutionary strategy to stimulate deep thinking and resilience.And that’s not all! Improve your practice with information and advice from:Michael Barber  Robert Fisher   Chris WatkinsRobert E Slavin  Karin Murris   Peter WorleyKieran Egan  Hywel Roberts   David Pratt… And many, many more!Subscribe online now!Problem-based learning in scienceWas the reintroduction of wolves a good thing for YellowstoneNational Park? Ed Walsh brings secondary science to life with areal-world dilemma for pupils to explore and solve together.Blending maths and English across thecurriculumThe UK trails far behind other developed countries in terms ofliteracy and numeracy. Where are we going wrong? Lisa JaneAshes says it’s time to break down the barriers between subjectareas at secondary and get all teachers developing these key skills.Project inspireYour plane has crashed on a desert island. How do you survive?How does the community begin to evolve? Join pupils in theirstruggle for survival as part of one school’s thrilling project-basedlearning scheme.Unleash your inner Einstein!From Einstein to Edison, take a lesson from some of science’smost creative thinkers with this selection of strategies to promotethinking skills through STEM.Exploring history throughdramaFind out how, through dramaticconventions and visual resources,this teacher transported his pupilsback to the times of the Romansand the Celts to develop historicalunderstanding and enthusiasm.Powerful everydaylearning experiences? There’s an app for thatThirty pupils, thirty iPads… can it ever work? For Chris Waterworth,it has – and with amazing results. Here he describes the manyvaluable learning experiences in maths, literacy and more, madepossible only by his school’s one-to-one iPad"
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Creative Teaching & Learning

CTL_Special Issue with Shell

17 Feb 2016

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      string(467) "... sourcesand looking into light sources.Shadow sizesShadows get bigger when the objects making them are closer to the source.shadowobjectsourceshadowobjectsource42SCIENCE PROJECT PLANS ■ LIGHT & DARKteaching & learning  ■  october/november 2006Science Project PlansLIGHT & DARKThese project plans are designed to be used in association with yourLight and Dark CD-ROM.Science Project ..."
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      string(5816) "Bulbs40NUMERACY PROJECT PLANS ■ LIGHT & DARKteaching & learning  ■  october/november 2006Numeracy Project 3: Measuring shadows (Key Stages 1 and 2)■ Linked to theNumeracy Project 3folder on theaccompanying CD-ROM. The folderincludes a shadowmeasuring activitysheet; a promptingsheet on the shapescreated by differentobjects; a sheet on3-D shadows andsome pictures ofshadows.CD RESOURCEAims of the project: To consolidate use, andunderstanding, of measurements through a study ofshadows.Activity: Begin this project by reviewing the pupils’understanding of light by asking them: Where is therelight in this room? Help them to develop the idea oflight travelling and to recognise that although, whena light is switched on, its effects on objects seeminstantaneous, this is because light travels atimmense speed. Recall their experience of thunderand lightning, to show that light travels much fasterthan sound.Next explain to the class that they are going tomeasure shadows. Review how shadows are formedand then ask them what they think would happen ifthey placed a ball over a light source? Explain thatshadows happen when light cannot pass through anobject or material. Light cannot shine through theball. This makes a shadow onthe opposite side of the ball towhere the light is coming from.Next give the pupils a selectionof different objects and someflashlights. Ask the pupils tomanipulate the angles at whichthey hold their flashlights overthe objects taken from the bagsand infer what happens to theshadows their objects cast.Have the pupils draw theirshadow observations makingsure that they observe that longand short shadows can bemade by manipulating theangle at which the flashlight isheld. Pupils should infer that thelength of a shadow depends onthe position or angle of theirflashlight. The page oppositeshows the rule that shadowsget bigger as the object makingthe shadow gets closer to thelight source. There is a copy of this page in theNumeracy Project 3 folder on the accompanyingCD-ROM.Next distribute a copy of Activity Sheet 1 (locatedin the Numeracy Project 3 folder on theaccompanying CD-ROM). This activity asks the pupilsto draw where they think the shadow will fall giventhe location of the Sun (the light source). The activitysheet suggests that the Sun is shining on four objects.The angular position of the Sun’s rays varies. Pupilsare required to draw the direction of the shadow theobjects cast based on the angular position of the Sun.Ask the pupils to give a reason for the direction oftheir shadow.Once the pupils have realised that there is arelationship between the angle of the light and thesize of the shadow, ask them if they can describe therelationship in mathematical terms? While answersmay vary, pupils should see that the shadow getssmaller as the object is moved away from the lightsource. When a screen (on which a shadow isprojected) is four times farther from the light than theobject is, the shadow is also four times larger than theobject. There is also a mathematical relationshipbetween the object’s shape and the shape of theshadow. The Numeracy Project 3 folder on the CD-ROM includes a sheet titled ‘Objects and shadows’,which offers three interesting questions to pose tothe pupils about what sort of objects can createshadows with specific shapes.Other ideas: Tell the pupilsthat they are going to do anactivity to demonstrate thatlight really travels in straightlines. Pupils should be givenfour square pieces of card andshould make a hole in thecentre of each card. Then thecards should be attached topieces of wood so they canstand up. Ask the pupils toplace the cards, one in front ofthe other, some distance apartin a straight line. Then ask thepupils to hold a light source(such as a torch) at the end ofthe cards – shining the lightthrough the holes. Darken theroom and turn on the torches.Pupils can look through theholes in the cards and see thelight of the flashlight. Pupilscan infer that the light can beseen only because it is passing through each hole in astraight line. Tell the pupils to move one card so it isout of line. They will be unable to see the lightbecause it travels in a straight line and is stopped bythe card that is out of line.Safety note:Care should be taken when using light sourcesand looking into light sources.Shadow sizesShadows get bigger when the objects making them are closer to the source.shadowobjectsourceshadowobjectsource42SCIENCE PROJECT PLANS ■ LIGHT & DARKteaching & learning  ■  october/november 2006Science Project PlansLIGHT & DARKThese project plans are designed to be used in association with yourLight and Dark CD-ROM.Science Project 1: Sources of light (Key Stages 1 and 2)Science Project 2: Why can’t we see in the dark? (Key Stage 2)■ Linked to theScience Project 1folder on theaccompanying CD-ROM. Folder includesa list of lightsources; some lightsource colouring-insheets; a generallight source activitysheet and someillustrations of lightsources that you canuse in your ownteaching materials.■ Linked to ScienceProject 2 folder onthe accompanyingCD-ROM. Folderincludes a diagramof the human eye, apicture of a dilatedpupil, informationsheets on blindspots and a detailedexperiment sheet.CD RESOURCECD RESOURCEAims of the project: To identify and name somedifferent sources of light; know that sources of lightare natural and some are man-made; understand thatlight sources vary in brightness.Activity: Ask the pupils to write the various sourcesof light on a whiteboard – the pupils can either writethe names of the light sources"
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Creative Teaching & Learning

LIGHT & DARK Creatively teaching across the curriculum

11 Jan 2007

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      string(339) "... a comprehensive account of the local flora. In the late 1660s and early 1670s he lived with theWillughby family in Warwickshire, helping Francis Willughby collate material collected on their travels. Ray’s Catalogue of  British Plantsappeared in 1670. A Latin edition of Willughby’s Ornithology appeared in 1676 and an ..."
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      string(4713) "Tudor century was also the age of exploration, with more Europeans than everbefore sailing all over the world. One of the things they exported was European diseases such as smallpox. Ask the children to make a listof all the ways that Tudor people could have improved their health and reduce the risk of disease.Plenary: A good extension activity would be to discuss the Plague. Whilst this was not rife in Tudor times and the main epidemic of theBlack Death was under the reign of James II, this is an interesting subject for the children to explore.Differentiation: Some children might find the concept of invisible micro-organisms difficult to understand, for less able children askthem to concentrate on researching a specific scientist (eg Jenner) and writing an account of his life.Science Lesson 6: Tudor birdsAims of the lesson: To investigate plants and animals that would have been found in Tudor England and compare this with modern-dayplants and animals linking to QCA Scheme of Work, Unit 2B: Plants and animals in the local environment, Section 2: Looking for plantsand animalsActivity: Children should learn that there are different kinds of plants and animals in the immediate environment, to be able to observeand make a record of animals and plants found and present results in a table. Begin by asking the children to investigate what plantsand animals they think would have been around in Tudor England. An important Tudor person was John Ray, born in Essex on 29November 1627. He became the most influential British natural historian of his era. The Cambridge Catalogue of 1660 which resultedfrom this research was widely praised as a comprehensive account of the local flora. In the late 1660s and early 1670s he lived with theWillughby family in Warwickshire, helping Francis Willughby collate material collected on their travels. Ray’s Catalogue of  British Plantsappeared in 1670. A Latin edition of Willughby’s Ornithology appeared in 1676 and an English edition was published two years later. Rayclassified birds according to whether their habitats were mainly water or land, and further by reference to the shape and function of thetheir feet. Tell the children that they too are going to classify some birds according to whether their habitats are mainly land or water.Photocopy and distribute a copy of the sheet opposite, which asks the children to categorise different birds.Plenary: As an extension activity, ask the children to categorise other types of animals according to their habitats.Differentiation: This activity should be suitable for children of all abilities.Edward JennerEdward Jenner was born in 1749 and died in 1823. Hediscovered one of the most important vaccines ever –a vaccine for smallpox. This disease was very serious inJenner’s time and killed one in three people whocaught it. Jenner was fascinated by the old wives’ talethat milkmaids could not get smallpox. He believedthat there was a connection between the fact thatmilkmaids only got a weak version of smallpox –cowpox – but did not get smallpox. A milkmaid whocaught cowpox got blisters on her hands and Jennerconcluded that it must be the pus in the blisters thatsomehow protected the milkmaids. Jenner was correctand discovered that a vaccination using a weak versionof smallpox would successfully protect someoneagainst the full version of smallpox.Louis PasteurWhen Pasteur began his scientific investigations, mostpeople did not have a clear idea of how disease andinfection were spread. Through careful research andtesting with micro-organisms and microbes, he was ableto show how these living things were passed throughwater, air and food. Pasteur believed (correctly) that itwas the micro-organisms and microbes that spreaddisease and if they could be controlled then the healthof people and animals would be improved. Like Jenner,Pasteur developed the idea of vaccination orinoculation. Pasteur realised that if an animal or personwas given a small dose of the disease virus by means ofan injection, it would help them develop immunity ifthe disease struck in a more serious form later.This page can be photocopied by purchasing institution.51Name: Date:Teaching & Learning SCIENCE Lesson plansThis page may be photocopied for use only within the purchasing institution. November/December 2004 Teaching & LearningScience Lesson 6 – Tudor birdsA man called John Ray lived in late Tudor times and he classified birds      according to whether their habitat was mainly water or land.Can you put these birds into the correct category?Birds that mainlylive in the waterBirds that mainlylive on the landMallardCrowCuckooSparrowPigeonOstrichMagpieDuckSwan"
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        string(41) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "learning"
        }
      }
    }
  }
}

Creative Teaching & Learning

Project Based Learning - Tudors - Full Plan

22 Aug 2017