Creative Teaching & Learning

Project Based Learning – World Environments – Science

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

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      string(400) "... 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(3499) "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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Creative Teaching & Learning

Project Based Learning - World Environments - Intro

22 Aug 2017

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      string(335) " Primary teachers can use the British Science Association’s free CREST Award activities to put science into context in the classroom and at home, encouraging pupils to think like scientists and get stuck into practical investigations. Naila Bachour, Deputy Headteacher at Nash Mills C of E Primary School, explains."
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      string(355) "pandemic, where teachers have had to factor in cleaning of science equipment to ensure that pupils can learn in a safe environment. Looking ahead, we plan to run more outdoor activity projects with children to help them continue learning and engaging with STEM.Project-based learning equips children with a ..."
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      string(4807) "pandemic, where teachers have had to factor in cleaning of science equipment to ensure that pupils can learn in a safe environment. Looking ahead, we plan to run more outdoor activity projects with children to help them continue learning and engaging with STEM.Project-based learning equips children with a broad range of skills, from independent thinking to problem-solving and real-world understanding. The CREST activities also include a booklet which allows the children to earn their ‘star’ for completed projects, which is a great incentive and can be further enhanced by special badges. Project-based learning lends itself well to the wider curriculum; we have found it particularly important in building resilience, as there are many discoveries and stories you can tell the children about how science conclusions were only reached after many attempts – and some even by coincidence.For any school interested in fostering a positive relationship with science amongst pupils, building a growth mindset and encouraging and supporting the development of resilience, perseverance and team building, project-based learning is a highly effective tool.CREST Award Star activity – Plant Detectives lesson planLesson objectiveHelp pupils think about where and why plants grow using the Plant Detectives CREST Star Award activity.Lesson introductionThis Plant Detectives lesson plan is designed to help younger pupils understand how plants grow and learn about the optimum conditions for growing healthy plants. Pupils can take ownership of their learning as they solve the scientific mystery about why and where plants thrive.What pupils will learnPractical science in a real-world contextIndependent and critical thinkingDiscussion and teamwork skillsCuriosityReporting and communicationResearch and decision makingResilienceKit listCREST Star challenges collection (which includes the Plant Detectives Organiser’s Card and pupil Activity Card)Access to a safe outdoor environment, ideally with a variety of surfaces such as brick walls, paving, concrete and grassMagnifying glass or digital microscope (optional)Identification guideCamera(s) or drawing equipmentMain lessonHow and why do plants grow?Become a plant detective and help Cosmic and Gem solve the mystery of where plants grow.Set up pupils in small groups with the following resources:Plant Detectives Activity Card for pupilsAccess to a safe outdoor environmentMagnifying glass or digital microscope (optional)Identification guideCamera(s) or drawing equipmentTo begin, give pupils time to read through the story about Cosmic and Gem on the Activity Card and talk about their initial ideas with their peers. Next, read through the story as a class and encourage the children to talk to each other about the questions and opinions of Aunt Stella, Cosmic and Gem.Once pupils have completed this step, talk with them about where they can hunt for plants to investigate. Encourage them to think of unusual environments to look.Next, discuss with pupils how they will record their findings and make sure everyone stays safe.Ask pupils to collect samples, take photographs or create drawings of their plant findings. Teachers can create a map or plan of the environment so that pupils can add stickers or their images to record where plants were found.For more confident and able children, ask them to create their own maps or plans to record their findings.Getting started outsideAsk pupils to have a good look around outside; up and down; in corners; on buildings and in patches of landEncourage pupils to search for unusual places where plants might be hiddenMake sure that pupils are aware not to eat any part of the plants they find and that they wash their hands after being outsideQuestion timeThroughout the investigation, ask pupils to consider the following questions:Can you name the plants you have found?Did you find any plants with flowers?What is the strangest place you found a plant growing?Can you decide with your group how the plants got to their locations?Do plants always need soil to grow?Would you find different plants at different times of the year?What other clues did you find along the way?How did you make sure everyone stays safe?Keywords for the lessonPlantsSeedsSamplingNatureExtending the lesson: what makes a plant?While searching for plants, pupils will likely find other things growing such as mosses, lichen and fungi. All of these are classified separately from the common plants, such as trees, flowers and grasses. Ask pupils to consider what makes a plant and whether lichen and fungi can be classed as plants."
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Creative Teaching & Learning

The Plant Detectives: Bringing Science To Life For Primary Pupils In The Classroom And At Home

1 Feb 2021

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      string(5875) "The Association for Learning Environments’ SchoolsNEXT programme has grown up in many ways. In its initial years, 2006-2013, SchoolsNEXT was known as the School of the Future Competition, engaging middle school students across the globe. With the intent to bring the student voice into the planning and design of innovative and resilient 21st century learning environments, the SchoolsNEXT programme began with a holistic approach to learning through the arts – integrating all areas of study, engaging all learners and offering an opportunity for students to demonstrate critical thinking and creativity in achieving solutions to real-world problems. To create and facilitate the structures and opportunities for these powerful connections is a significant part of working thoughtfully with student-centred educational and social systems in which they are genuinely affirmed and encouraged to build self-confidence.  Working as a collaborative team, the programme encourages them to use their “visual arts” voice to design and effect change in the world.“Rebranded in 2015 as SchoolsNEXT, nearly 3000 students from across the globe participated in the programme that now includes secondary schools with plans to include university levels in the future.  As the face of education around the world continues to evolve to better prepare students to succeed, the SchoolsNEXT competition enhances learning opportunities that extend beyond the classroom, providing real-world learning experiences and opportunities for students to ask questions, problem solve and collaborate on solutions.  SchoolsNEXT promises to be an internationally connected programme that encourages cultural collaboration between groups around the world.”Barbara Worth, Director of Strategic and Private  Development , Association for Learning Environments. We featured in our last edition the top honor of the Award of Excellence for SchoolsNEXT given to Lakeridge Junior High School Innovative Home of Potential (IHOP). The young design team was passionate about the connection between learning and the global community. They challenged traditional thinking and used the building as a teaching tool, placing science classrooms in the trees, adding maker spaces and developed the organization of teaching and learning into more flexible and adaptable groupings. They were not the only teams presenting through SchoolsNEXT at the LearningSCAPES & LEsolutions conference in Atlanta and attendees had the opportunity to meet and hear from the young designers from those teams that had been selected as finalists from the qualifying chapter and regional meetings held during the year.This year saw SchoolsNEXT moving into the secondary education age range with Middletown High School, Frederick, Maryland presenting in Atlanta and being given Special Recognition as the Inaugural High School entry.The team were experiencing a learning community that had become somewhat stagnant and sluggish in the current context of educational teaching and learning. They believed that things needed to change away from the reliance on turn of the century thinking to the recognition of the importance of the way that young people needed to learn through new concepts such as collaboration, critical thinking and problem-solving. Identifying the shift in learning from lecture-driven classrooms to project based learning they decided to transform their 45 year old high school.They created the Frederick County Career & Technology Center in Maryland and transformed the factory model, poorly lit and outdated facility into a 21st century collaborative, innovative, flexible learning environment.Impassioned teams from Gulliver Academy Middle School, Miami, Florida and McAuliffe International School, Denver, Colorado tied for second place, sharing the Award of Distinction. The Gulliver Academy team was seriously impacted by Hurricane Irma in their preparations but came through with strength and determination placing great emphasis on student success and community interaction in their presentation.Their 21st century STEM building incorporated modern technology in a sustainable, comfortable learning environment and stressed the importance of colour and mood on improving learning conditions. The McAuliffe International School students exhibited rigorous research and extensive use of the International Baccalaureate (IB) design cycle and Revit to accomplish their comprehensive planning and design process. Integral to this process was the establishment of a research and development team which established sound evidence based principles to create a truly “learning–led” design brief for their project. The Award of Merit went to Hudson Bend Middle School, Austin, Texas. They included multiple surveys, school and community tours and worked with a sustainability consultant as part of their planning process. The Hudson Bend team demonstrated great insight into how challenging it is to design a learning environment for the future when living in the present building. Minnewashta Elementary School, Excelsior, Minnesota and St. Michael’s Academy, Springfield, Massachusetts received Awards of Commendation.Minnewashta Elementary school demonstrated an exceptional planning process and included an architect mentor for their group-based charrette. They used recycled materials on their current property in the renovation of their outdoor classroom. St. Michael’s Academy displayed great presentation skills and a thorough planning process including"
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ECO Friendly Design

Student Voice and Student Choice at the center of Learning

1 Feb 2018

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