Creative Teaching & Learning

Project Based Learning – World Environments – Literacy

These lessons have been specifically written to support the teaching of literacy through the theme of World Environments.

pbl-worldenvironments-literacy.pdf

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      string(391) "... children of all abilities.51This page may be photocopied for use only within the purchasing institution. March/April 2005 Teaching & LearningScience Lesson 6 – Rainforest wonderTeaching & Learning SCIENCE Lesson plansThe thousands of different plants in the world’s rainforests have adaptedto suit their environment. Here is some information on how some ..."
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      string(3605) "displayed orread as a whole class. As theinformation is being read, ask thepupils to note down any words theydo not understand. Then ask themto research how plants haveadapted to suit the rainforestenvironment. Once the research hasbeen completed, the pupils candraw a rainforest plant and label it.Plenary: As an additional activity,ask the class if they can list someplants that originally came from theworlds’ rainforests. The list shouldinclude: avocado, banana, coffee,lemon, orange, peanut, pepper and pineapple.Differentiation: This activity should suit children of all abilities.51This page may be photocopied for use only within the purchasing institution. March/April 2005 Teaching & LearningScience Lesson 6 – Rainforest wonderTeaching & Learning SCIENCE Lesson plansThe thousands of different plants in the world’s rainforests have adaptedto suit their environment. Here is some information on how some plantshave adapted.❖Bark: Some trees have a thick bark that helps to reduce moistureevaporation from the tree’s trunk.❖Lianas: These are vines that climb rainforest trees. They have adaptedto life in the rainforest by having their roots in the ground and climbinghigh into the forest canopy to reach the sunlight. ❖Drip tips: Many tropical rainforest leaves have drip tips to allow raindrops to run off quickly.❖Buttresses: Many large trees have massive ridges, called buttress roots,near the base to provide extra stability.❖Epiphytes: These are plants that live on the surface of other plants,especially the trunk and branches, to take advantage of the sunlight inthe canopy.❖Bromeliads: These plants have leaves that form a vase or tank thatholds water. The tanks can hold a lot of water and support a thrivingecosystem of bacteria, protozoa, tiny crustaceans, mosquito anddragonfly larvae, tadpoles, birds, salamanders and frogs. ❖Mangroves: Some trees have adapted to living in wet, marshyconditions. These trees, called mangroves, have wide-spreading roots tosupport them in the tidal mud and trap nutritious organic matter. 51This page may be photocopied for use only within the purchasing institution. March/April 2005 Teaching & LearningScience Lesson 6 – Rainforest wonderTeaching & Learning SCIENCE Lesson plansThe thousands of different plants in the world’s rainforests have adaptedto suit their environment. Here is some information on how some plantshave adapted.❖Bark: Some trees have a thick bark that helps to reduce moistureevaporation from the tree’s trunk.❖Lianas: These are vines that climb rainforest trees. They have adaptedto life in the rainforest by having their roots in the ground and climbinghigh into the forest canopy to reach the sunlight. ❖Drip tips: Many tropical rainforest leaves have drip tips to allow raindrops to run off quickly.❖Buttresses: Many large trees have massive ridges, called buttress roots,near the base to provide extra stability.❖Epiphytes: These are plants that live on the surface of other plants,especially the trunk and branches, to take advantage of the sunlight inthe canopy.❖Bromeliads: These plants have leaves that form a vase or tank thatholds water. The tanks can hold a lot of water and support a thrivingecosystem of bacteria, protozoa, tiny crustaceans, mosquito anddragonfly larvae, tadpoles, birds, salamanders and frogs. ❖Mangroves: Some trees have adapted to living in wet, marshyconditions. These trees, called mangroves, have wide-spreading roots tosupport them in the tidal mud and trap nutritious organic matter. "
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Creative Teaching & Learning

Project Based Learning - World Environments - Full Plan

22 Aug 2017

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      string(270) "and store water for long periods of time. Animals, too,have to adapt. For example, the camel can walk for dayswithout food or water. The camel’s hump stores fat which itcan use if there is no food or water available and wide flathooves help it travel over hot sand ..."
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      string(1110) "and store water for long periods of time. Animals, too,have to adapt. For example, the camel can walk for dayswithout food or water. The camel’s hump stores fat which itcan use if there is no food or water available and wide flathooves help it travel over hot sand.Did you know?1. Rainforests once covered 14 per cent of the Earth’sland surface; now they cover only 6 per cent andexperts estimate that the last remainingrainforests could be consumed in less than 40years.2. Giant bamboo plants can grow up to nine inchesa day.3. The trees of a tropical rainforest are so denselypacked that rain falling on the canopy can take aslong as 10 minutes to reach the ground.4. In the rainforests of South America, sloths move soslowly that algae are able to grow in their fur.5. The forests of Central Africa are home to morethan 8,000 different species of plants.6. Flying animals of Asian rainforests include frogs,squirrels and snakes.7. Eighty per cent of the flowers in the Australianrainforests are not found anywhere else in theworld.8. One out of four ingredients in our medicine is fromrainforest plants."
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Project Based Learning - World Environments - Intro

22 Aug 2017

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      string(5714) "primaryleadershipTODAY • Issue 1512CurriCulum leader CurriCulum leader13Issue 15 • primaryleadershipTODAYLost SubjectsIt comes as no surprise. Geography and history havebeen considered the ‘lost subjects’ of the NationalCurriculum for years. In the 2007 Primary Review, a“high level of concern and anxiety was expressed bypupils about themselves and about their world.” Theywere struggling to understand the big picture of wherethey are, where they came from and what their futureholds: Little wonder, when Government directives havefocused our teaching and learning attention on otherareas of the curriculum.“All our focus is on literacy, numeracy and ICT at themoment,” says Jemma Powell, geography leaderof Shanklin Primary school on the Isle of Wight. “Iwouldn’t have asked for any geography training becausegeography seems to have been pushed down in priority.”Left to her own devices with little external directiveJemma has been leading geography on her own, as bestshe can. ‘So it was’, she says, ‘with surprise and reliefthat the opportunity came up to be a part of a pilot TDA(Training Development Agency) programme earlier thisyear. The goal: to develop subject leaders’ knowledgeand skills in the humanities (geography and history) froma global perspective’.Project-Based TrainingIn total, nine geography leaders and nine history leadersfrom primary schools, all located in the Sandownarea of the Isle of Wight participated in a three monthcontinuous professional development programmewhich involved putting projects into practice withintheir own school environments. As one of the writersand facilitators of the programme, it was clear for meto see that this opportunity had come not a momenttoo soon: participant, Heather Grimes from BroadleaPrimary School summed up the feelings of the majorityof the group: “I was a little bit daunted. Although I amthe coordinator for geography, I am not a specialist.”And Broadlea’s history coordinator, Liz Piccioni added:“As a school we weren’t approaching our history workfrom an international perspective at all. As soon as thetraining began I realised that I needed to widen ourcurriculum content so that it wasn’t just history from aBritish point of view.”Understanding InternationalMindednessThis issue of a global perspective is something thatwe’ve been facing more frequently as a result of the QCAdirective for a more globally minded approach to theprimary curriculum. For many teachers it’s the first timethey’ve faced the issue head on. At Fieldwork Educationwe’ve been fortunate enough to have some time todevelop an understanding of what ‘globally minded’really means. Ten years ago we created and wrote theInternational Primary Curriculum, with internationalmindedness at its forefront. It was four years in themaking. We work with some of the most respectededucators and learning experts in the world, enablingus to really get under the skin of what internationallyminded really means.So what does it mean? We  believe that at the heartof international mindedness is an increasingly complexdevelopment of a person’s relationship from ‘self’ to‘other’. At primary level this means a child’s increasingappreciation of others who are different from them. Webelieve that the study of history and geography playsa significant role in developing this appreciation. Donewell it can help a child to understand where they camefrom and understand the place where they live as it fitsin with the rest of the world. Done poorly, it can restricta child’s perspective to one where their immediateenvironment is the only place of real concern with noappreciation of dependence or interdependence withthe rest of the world.The Mission for History and GeographyOur objectives for the pilot programme with the Isle ofWight schools were to develop the history and geographyleaders’ confidence, skills and subject understanding.We believed that this would enable them to presenttheir subjects to children with an internationally mindedperspective, exploring interconnections between people,places and events. Through this route our intention wasfor children to develop a greater understanding of theirrelationship to the wider world and how that relationshipimpacts on where they are today and what their futureholds.Kick-Start ActionIn addition to development and leadership training, eachparticipant established a personal subject leadershipproject within their school. This provided kick-startaction that is continuing and cascading throughout eachof the primaries and gave the teachers a chance to seeimmediate impact.Family LinksSonia Webb is the geography coordinator at St. John’sPrimary. Her project was to work with the families inreception who had links to different countries and tobring their first-hand experiences into the classroom: “Iworked with five families,” she explains. “Each week wedid a project that had a direct link to one of the childrenand their parent came into the class and talked abouttheir home country. This introduced the use of atlasesand globes to the reception class and we used GoogleEarth to travel from the Isle of Wight to each of thesecountries. The children were amazing with the map work.Having used the atlases we made our own mini atlaseswhere we focused on each individual country and drewand wrote reminders on our atlases of what was specialabout that country from a geographical point of view.”The training helped Sonia to realise that, as a schoolthey need to concentrate more on the geographical linkswhen they are"
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Leadership

History and Geography

2 Apr 2009

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      string(4600) "and ‘responsible’ in the videos that they accepted for transmission. In one rather extreme example, a Year 4 boy suggested that safety would be increased by blocking Google from every computer.To conclude, the pupils in our study were apparently aware of a need to be careful when using digital technologies. Nevertheless, our findings suggest that their understandings of the potential risks and dangers are underdeveloped and they would greatly benefit from more e-safety guidance in school. Moreover, the majority of pupils wanted more guidance in their schools, particularly those who were younger and also less frequent users of digital technologies.70 Vol 1.1 n www.teachingtimes.co.ukResearch ICTA positive finding of this study was that children’s experiences of risk, which informed their responses, were often mundane and represented inconvenience rather than actual dangers or risks per se. However, many children expressed anxiety about the potential risks, underpinned by abstract and sometimes fantastic ideas, which lacked clear and realistic understandings of the risks they are most likely to encounter such as cyberbullying, age-inappropriate content and so on.These children’s apparent lack of understanding is certainly cause for concern. The findings suggest that ongoing e-safety initiatives in schools require rethinking in ways that recognise more pragmatically what might happen to children when using digital technologies. Children’s awareness needs to be refocused away from the more extreme, extraordinary understandings of risk that they have and/or the more prosaic, mundane inconveniences they suffer, towards the more probable risks. While the risks of cyberbullying, accessing inappropriate content and so on were part of the schools’ e-safety provision in the study, it appeared that such messages were not being internalised by pupils as well as they might have been.It could be argued that our findings provide support for rethinking how primary schools go about teaching pupils when using digital technologies. In particular, schools might introduce media literacy programmes which embed safety guidance within a wider consideration of technology use. It is quite possible that the current standalone or ‘bolt-on’ e-safety initiatives emerge as a kind of deterrent to children’s enthusiasm for digital technologies. It may be more effectiveto embed e-safety messages within a more empowering digital media literacy programme, which develops children’s skills for using digital technologies and which includes e- safety guidance enabling them to successfully negotiate the everyday risks of use.These suggestions require further thinking and careful development in light of the Byron review. We hope that this article provides a useful point for further debate and development of practice.Dr Sue Cranmer is a researcher at the University of Oxford exploring learners’ uses of digital technologies for informal learning. Previously she worked at the University of London on the social uses of technology and on countering social exclusion.This article is drawn from a Becta-funded project carried out by Sue Cranmer, John Potter and Neil Selwyn at the London Knowledge Lab, Institute of Education, University of London. For the full project report go to partners.becta.org.uk/index.php?section=rh&catcode=_ re_rp_02&rid=14837Further readingBecta (2006), ‘Safeguarding children in a digital world’Byron review (2008), ‘Safer children in a digitalworld [The Byron Review]’, DCSF/DCMSAre you feeling left behind with your schools ICT teaching, management and administration?The list of requirements for schools regarding the utilisation of technology gets longer each year: VLE’s, Web-based learning, game-based learning, online assessment, new equipment, SEN learning…etc, etc.e-Learning Today magazine exists to help school leaders and ICT teachers understand the issues involved and the best way forward.Each issue brings you all the latest news and best practice to ensure your school is not left behind in the rapidly changing world of digital development.SUBSCRIBE NOW Enjoy 3 issues per year for only £32 paCall 0121 224 7578 ref EL09 or Visit www.teachingtimes.co.ukIn the current issue:ICT Access in Special Needs Digital revolution in examination Enabling Environments Setting new challenges for eagerlearners Ten from TEEM●●●●●Sign up today to guaranteereceiving e-LearningToday"
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Leadership

Safety online: the pupils’ view

10 May 2009