Creative Teaching & Learning

Project Based Learning – World Environments – Poster

The poster for Project Based Learning: World Environments.

pbl-worldenvironments-poster.pdf

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      string(493) "... be photocopied for use only within the purchasing institution. March/April 2005 Teaching & LearningScience Lesson 2 – Desert animalsTeaching & Learning SCIENCE Lesson plansGreen Iguana GerbilPenguinCamel46 Teaching & Learning March/April 2005These lessons have been specifically written to support the teaching of sciencethrough the theme of World Environments.Teaching & LearningSCIENCELesson plansWorld EnvironmentsScience Lesson ..."
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      string(5689) "How many different shapes do they need to draw a camel?Differntiation: This activity should be suitable for children of all abilities.Numeracy Lesson 6: Expedition costsAims of the lesson: To solve world problems involving numbers in ‘real life’ money, using one or more steps, including finding a total.Activity: Provide the pupils with a copy of the sheet opposite, which lists some expedition costs. This sheet is a starting point only as thereare other costs that the pupils will need to take into account, such as tents, clothing,boots etc. Begin by asking the class what other costs they think they would need toaccount for if they were mounting an expedition. Then give the pupils the chanceto look up the prices of the other items they think they will need. This can bedone by the pupils looking in brochures or catalogues advertising suchequipment. Then the children need to complete a full list of what they needfor their expedition and total the amount up.Plenary: As an additional activity, the pupils could be assigned abudget. Then, once they have totalled up their costs, they can workout whether or not they were within budget and then record how theywould pay for the equipment etc, in pounds sterling, noting what notesand coins they would use.Differentiation: The list of equipment can be shortened or lengtheneddepending on the ability of the children.45March/April 2005 Teaching & LearningTeaching & Learning NUMERACY Lesson plansTeaching & Learning NUMERACY Lesson plansTHE CANOE EXPEDITIONItem Cost Portage Cost2 canoes £50 each £10016 bearers £10 each –1 guide £50 each –50 gifts £2 each £100125 rations £2 each £250THE MOUNTED EXPEDITIONItem Cost Portage Cost11 horses £50 each £5501 guide £50 each –2 bearers £10 each –20 gifts £2 each £4065 rations £2 each £130THE FOOT EXPEDITIONItem Cost Portage Cost1 guide £50 each –17 bearers £10 each –20 gifts £2 each £40140 rations £2 each £280WE Poster.pdfDevised by Juliet Smith, designed by Peter Bull Art Studio, Poster © Questions Publishing Company Limited,321 Bradford Street, Digbeth, Birmingham B5 6ET. Tel: 0121 666 7878 www.education-quest.comThe RaiCanopyUnder storeyForestEmergent layerTeaching & Learning Issue 13 March/April 2005nforestfloorShrub layerWE Science.pdf47This page may be photocopied for use only within the purchasing institution. March/April 2005 Teaching & LearningScience Lesson 2 – Desert animalsTeaching & Learning SCIENCE Lesson plansGreen Iguana GerbilPenguinCamel46 Teaching & Learning March/April 2005These lessons have been specifically written to support the teaching of sciencethrough the theme of World Environments.Teaching & LearningSCIENCELesson plansWorld EnvironmentsScience Lesson 1: What lies beneath?Aims of the lesson: To learn that beneath all surfaces there is rock.Activity: Show the class a variety of different images of mountains. Ask them what they think lies beneath the mountains. Covering thebottoms of many mountains will be soil, but the children may not be aware that soil comes from rocks. Ask the class if they know how rocksturn to soil. Natural processes that occur on the surface of Earth, as well as alterations made to earth material over long periods of time,form thousands of different soil types. In the United States alone there are over 50,000 different soils! Specific factors are involved informing soil and these factors vary worldwide, creating varied soil combinations and soil properties worldwide. There are five principle soilforming factors:1. Parent material: the main material from which the soil is formed.2. Weathering forces such as heat, rain, ice, snow, wind, sunshine, and other environmental forces, break down parent material andaffect how fast or slow soil forms.3. All plants and animals living in or on the soil affect its creation.4. The location of a soil on a landscape can affect how the climatic processes impact it.5. All of the above factors assert themselves over time, often hundreds or thousands of years.Plenary: As an additional activity, ask the class to research the different types of rocks seen on the Earth. Types of rocks include:❖ When molten rocks far below the Earth’s surface move away from the sources of heat and cool, igneous rocks are formed.❖ Sedimentary rocks are formed when older rocks are broken apart by plant roots and earth movements and become transported byglaciers, waves, currents, and wind.❖ Metamorphic/crystalline rocks form when pressures and temperatures, below Earth’s surface are great enough to change the chemicalcomposition of sedimentary and igneous rocks.Differentiation: This activity is most suitable for more able children.Science Lesson 2: Desert animalsAims of the lesson: To understand how animals can adapt to their local environment.Activity: Deserts cover about 20 per cent of the Earth. The desert is a harsh environment with very little rainfall and extreme temperatures.Desert plants (like cacti) are not abundant; neither is animal life. Some deserts get both very hot (during the day) and very cold (during thenight, when temperatures can drop well below freezing). Some deserts, however, are always cold (for example, the continent of Antarctica).Different animals live in the different types of deserts. Animals that live in the desert have adapted to cope with the lack of water, theextreme temperatures and the shortage of food. Distribute a copy of the sheet opposite. It contains four images of desert animals. Ask thechildren if they can find out how these animals cope with life"
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Creative Teaching & Learning

Project Based Learning - World Environments - Full Plan

22 Aug 2017

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      string(5643) "charitable foundation, the Sir Edmund Hillary Himalayan Trust, he has constructed 27schools, two hospitals, many bridges, freshwater pipelines, and supported and rebuilt many Buddhist monasteries. He has also constructedseveral airfields in the Solu Khumbu area.Plenary: As an extension to this activity, the pupils could imagine that they have conquered a mountain, explored a rainforest or trekkedacross a desert. They could then write a short account of their journey, including details of the plants and animals they saw, the weatherconditions and the landscape.Differentiation: This activity should be suitable for children of all abilities.Literacy Lesson 4: Come and visitAims of the lesson: To design an advertisement, such as a poster.Activity: Ask the pupils to think of reasons as to why people would visit a mountain, a desert or a rainforest. The task sheet opposite could beused to help the class generate ideas. This can be photocopied for distribution. Then explain to the children that in many areas tourism isvitally important to the survival of the people that live in the area and helps to fund the environmental protection and upkeep of the area.Advertising is an excellent way to tell people about a place and encourage them to visit. The class will have first-hand experience of a range ofadvertisements and may have been asked to produce an advertisement before. However, explain that they are going to design a posteradvertisement for a mountain, desert or rainforest of their choice. The class could design the advertisement for a real place and would need todo some research about the place before theybegin; or they could create their own imaginarymountain, desert or rainforest and write about thatinstead. Try to raise awareness of the type oflanguage used in advertising such as:❖ extreme adjectives;❖ superlative phrases;❖ ‘glowing’ idioms; and❖ travel vocabulary.Plenary: As an extension activity, the class couldfind real advertisements for holidays in deserts,rainforests or mountains and compare their ownadvertisements to professionally produced ones.Differentiation: More able children could producea leaflet instead of a poster and could evenproduce a finished leaflet using a desktoppublishing program on a computer.37March/April 2005 Teaching & LearningName: Date:Teaching & Learning LITERACY Lesson plansThis page may be photocopied for use only within the purchasing institution.Literacy Lesson 4 – Come and visitActivities availableFacilities availableLocationSizeClimateHow to get thereWildlifeInteresting factsName of placeTeaching & Learning March/April 200538Literacy Lesson 5: Cracking cactiiAims of the lesson: To develop literacy skills through research.Activity: Begin by spending about 45 minutes looking through as many different books about deserts you can find. Then ask the pupils tocreate a list of five questions that they have relating to the information they have found. As a group discuss these questions and collatethem to produce a class list of questions. Once the list is complete, then as a class look at a map of the world and ask the pupils to predictwhere deserts might be found, giving reasons for their predictions. Then begin a class fact file on deserts, answering the questions theyposed after their research and categorising their facts.Plenary: As an extension activity, tell the class that one of the most common plants in a desert is the cactus. Ask the pupils as a class to drawa huge cactus and then research other plants and desert animals to adorn the cactus.Differentiation: This activity should be suitable for children of all abilities.Literacy Lesson 6: An adventure diaryAims of the lesson: To write a diary detailing a week’s adventure in the Amazon Rainforest.Activity: Explain to the children that theyare going to find out about the AmazonRainforest. Using the information gatheredthey are then going to plan a weekly diarydeciding what they would like to see, wherethey would like to go, what sort of food theywould like to try and what sort of peoplethey might meet. The task sheet oppositegives a template for the finished diary, whichcan be completed once all the research hasbeen done. The information given below onthe Amazon Rainforest is for your own easeof reference.Amazing AmazonThe Amazon Rainforest is the largest in theworld, covering most of the Amazon basin,chiefly in Brazil, but extending intoneighbouring countries. Its total area isapproximately 4 million km2. The rainforestclimate is hot, wet and sticky. It rains everyday and the rain comes down suddenly andstops just as suddenly. This is calledconvectional rainfall, meaning that the sun heats the ground, which heats the air nearest the ground causing it to expand and rise. Whenthe air gets to a certain height it condenses to dew point and forms clouds, then it rains. Storms are common with convectional rainfall. Theplants in the rainforest have had to adapt to the unusual weather conditions. 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Creative Teaching & Learning

Project Based Learning - World Environments - Literacy

22 Aug 2017

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      string(446) "30 Teaching & Learning March/April 2005WorldenvironmentsTeaching & LearningCreative teachingIntroductionTo coincide with World Environment Day, commemorated eachyear on 5 June, this issue’s Creative Teaching section has takenthe theme of World Environments. It is critically important forchildren (and adults) to understand and appreciate their own(and others’) environments and an awareness of ..."
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      string(5760) "30 Teaching & Learning March/April 2005WorldenvironmentsTeaching & LearningCreative teachingIntroductionTo coincide with World Environment Day, commemorated eachyear on 5 June, this issue’s Creative Teaching section has takenthe theme of World Environments. It is critically important forchildren (and adults) to understand and appreciate their own(and others’) environments and an awareness of how we affectour environment should be encouraged. This section offersactivities to support the teaching of Literacy, Numeracy andScience through the theme of World Environments or as part ofa wider environmental topic. Whilst there are obvious linkswith geography, our direction for this section comes from theNational Curriulum and QCA Schemes of Work for Literacy,Numeracy and Science.Teachers’ notesOur world has seven continents:❖ Africa❖ Antarctica❖ Asia❖ Australasia❖ Europe❖ North America❖ South AmericaOn each of these continents can be found a huge variety ofenvironments, and this section will look at three types:❖ Mountain environments❖ Rainforest environments❖ Desert environmentsMountain environmentsMountains form some of the world’s most spectacular, remoteand beautiful landscapes and cover about a quarter of theEarth’s surface. Two of the world’s most famous mountainranges are in the Americas – the Rockies in North America andthe Andes in South America. As you cross over to Europe, youfind the Alps, which cover parts of France, Switzerland, Austriaand Italy, and the Pyrenees which separate France and Spain.However, it is in Asia that the world’s highest mountains canbe found – in Nepal and China. The Himalayas is home to theworld’s highest mountain: Mount Everest, whose summit is8,848 metres above sea level.With regards to a mountain environment, the weather canvary considerably depending on the mountains’ distance fromthe Equator and height above sea level. However, allmountains that are high enough will have a permanentcovering of snow. Even Mount Kilimanjaro in Tanzania, whichsits on the Equator, has snow on its top all year round. This isbecause the higher up a mountain you travel, the colder itgets. In fact, the temperature roughly falls by 6.5 degreesCelsius every 1,000 metres. Many mountains are also very wet.As warm, moist air rises up over mountains, the air cools,condenses and forms clouds. Clouds, of course, equal rain.Rainforest environmentsThe world’s rainforests are some of the most humid places onEarth and the heat and moisture makes the – ideal places forplant growth. This means that rainforests are packed full of ahuge variety of plants, and with the plants come an equallyhuge variety of animals, birds and insects. This range of livingthings is called biodiversity and a rainforest’s biodiversity isthe greatest on Earth. Tropical rainforests contain more thanhalf of the world’s species of plants and animals.If you look at the poster on pages 32 to 33, you will see anillustration of a rainforest, showing the different layers. Therainforest can be divided into horizontal bands.Literacy, numeracy and sciencethrough the topic of WorldEnvironments.Creative Teaching andLearning Project BasedLearning plans31March/April 2005 Teaching & LearningForest floorAt the bottom is a dark and moist forest floor. Here deadleaves collect and rot and there are many insects and fungi.Larger animals like jaguars and armadillos live here as well.Shrub layerAs you move up, a little more light makes shrubs appear.Again, it is still pretty moist and dark here, so it is a havenfor insects.Under storeyThis is the halfway point (roughly) between the forest floorand the tops of the trees. Here you will find the bare trunks oftrees, often linked by great vines called lianas. Few animalslive here except frogs and insects.CanopyThis is the area where all the leaves form the tops of therainforest trees join together to form a vast green sea ofleaves. It is home to many different animals and birds,including many types of monkeys, sloths, macaws, toucansand even snakes.Emergent layerFinally at the top of the rainforest, a few trees burst out fromthe canopy and attract even more types of monkeys and birds.Desert environmentsThe worlds’ driest places are its hot deserts. However, the hotdeserts are not found along the Equator. The Equator is veryhot, but is also very wet. Instead the world’s hot deserts arefound mainly on the edge of the Tropics. Here is a list of someof the worlds’ major deserts:❖ Arabian – covering most of the Arabian peninsula.❖ Kalahari – covering much of the southeastern tip of Africa.❖ Namib – running down the southwestern coast Africa.❖ Patagonian – in southeastern South America.❖ Saharan – a huge desert covering much of northern Africa– the biggest desert in the world.❖ Takla Makan-Gobi – a continental desert in central Asia.❖ Thar – in northwest India.The world’s largest desert is the Sahara Desert. The Saharacovers most of north Africa, more than a third of thecontinent, and an area around the same size as the UnitedStates. It is a desert of extraordinary variety. Temperatures inexcess of 55° Celsius have been recorded in parts of Libya,while in some places frost can be seen during the winter. Allthe standard desert landscape types are present in the Sahara,from great fields sand dunes to vast plains filled with rocks.Deserts are very harsh places to live in. Plants and animalsthat live in hot deserts have become adapted to theirenvironment. With so little water, plants need to be able tocollect"
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Creative Teaching & Learning

Project Based Learning - World Environments - Intro

22 Aug 2017

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      string(368) "... of woodland animals(endangered and not endangered) can be ‘hidden’within the leaves. Once finished, these collages can bephotographed and used to make a digital poster.Aims of the project: Selecting from a list ofendangered animals, pupils will think about whichanimal best fits their own personality traits and createmasks based ..."
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      string(5801) "54ART & DESIGN PROJECT PLANS ■ CONSERVATIONteaching & learning  ■  november/december 2005Art & Design Project PlansCONSERVATIONThese project plans are designed to be used in association with yourConservation CD-ROM.Art & Design Project 1: Special Sculptures (Foundation and Key Stage 1)Art & Design Project 2: African Animal Masks (All stages)■ Linked to the Art& Design Project 1folder on theaccompanying CD,which includes a listof some famoussculpture.■ Linked to the Art& Design ProjectFolder 2 on theaccompanying CD,which includesillustrations ofendangered speciesand a lion masktemplate.CD RESOURCECD RESOURCEAims of the project: To produce a collage orsculpture of an endangered species.Activity: Ask the pupils if they know what a collageor sculpture is. Then ask if they know what materialscan be used to make collages or sculptures (such aswood, metal or stone). You may have some ‘sculptures’in the classroom. If not, the Art & Design Project 1folder on the cover CD includes an information sheeton some of the world’s most famous sculptures. Oncethe pupils have an understanding of what a collageor sculpture is, ask them to pick an endangeredanimal and produce their own collage using textilesof their choice, or a sculpture using plasticine ormodelling clay that represents that animal. The pupilscan use any materials they choose for the collage andcould even use a mixture of natural materials (such astwigs, leaves and grass). Using natural materialsenhances the link to the natural environment.Plenary: As an extension to this activity, explain to thepupils that some very old sculptures have to beprotected and conserved. How would they protect theirown collages or sculptures? Would the collages needframing in glass? Would their sculptures need to be keptwarm or cold? Additionally, in autumn the pupils cancreate leaf collages. Pictures of woodland animals(endangered and not endangered) can be ‘hidden’within the leaves. Once finished, these collages can bephotographed and used to make a digital poster.Aims of the project: Selecting from a list ofendangered animals, pupils will think about whichanimal best fits their own personality traits and createmasks based on that animal.Activity: Begin this activity, by asking the in pupils to lookat the illustrations of endangered species the CD  imagebank and select which one they think best fits theirpersonality. For example, elephants are intelligent andhave good memories, lions and tigers are very brave,rhinos are very determined, etc. The page opposite showsa basic template for a lion’s mask. This is also located inthe Art & Design Project Folder 2 on the CD.Ask the pupils to consider what natural materials theycould use to create their mask and how thosematerials could help to portray their chosen animal.For example, orange and yellow leaves could be usedto create the colour on a lion mask. Demonstrate howto measure and mark the spaces for the eyes of themask. Then show the pupils how to punch holes onthe side of the mask that are level with the eyes, andtie strings on each side and then in the back of thehead so that the mask could be worn. Some pupilsmay prefer to portray masks that are set on top of thehead instead of covering the face, and these childrenwould need to be shown how to make a headband inwhich to attach the rest of the mask. After the maskshave been completed, the pupils should wear theirmasks and explain to the rest of the class why theychose the animal they did.Plenary: As an extension, the pupils could wear theirmasks during a class assembly on conservation, witheach child saying what animal they are and how manyare left in the wild.Lion mask56ART & DESIGN PROJECT PLANS ■ CONSERVATIONteaching & learning  ■  november/december 2005Art & Design Project 3: A sustainable lunch (Key Stage 2)Art & Design Project 4: Captivating calendars (Key Stage 1)■ Linked to the Art& Design Project 3folder on theaccompanying CD,which includes thesustainablepackaging surveysheet.■ Linked to the Art& Design Project 4folder on theaccompanying CD,which includes 12colouring sheets forthe year and twocovers.CD RESOURCECD RESOURCEAims of the lesson: To consolidate an appreciation ofendangered species and develop art and design skillsby creating a calendar.Activity: This activity asks the pupils to colour in anillustration of an endangered species for eachmonth of the year. The Art & Design Project 4folder on the accompanying CD includes 12 sheets –one for each month of the year – and a cover. Eachmonthly sheet not only includes the illustration tobe coloured in, but also includes a small calendar forthat month. Once all the months have beencoloured, they can be collated together and makeexcellent Christmas presents. Alternatively, the classcan be divided into 13 groups (with one groupworking on the cover). Each group can beresponsible for a different month and a whole-classcalendar can be produced. The page oppositepresents an alternative cover, focusing on Africananimals. A copy of this page has also been placed inthis project’s folder on the accompanying CD.Plenary: As an extension to this activity, the classcould produce a yearly calendar that used pictures ofbiomes instead of pictures of animals. The Earth hasmany different environments, including deserts,tropical rainforests and ponds. Ask the pupils toresearch 12 biomes and then draw pictures of themfor their calendars.STARRESOURCEYour CD includesall the sheets youneed for a yearlycalendarAims of the lesson: To"
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Creative Teaching & Learning

Art & Design Project Plan on Conservation

1 Nov 2006