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(785) "... more freely available … (and)conferences where you are saying look this is EBL – it’s important,we believe it’s important.”Project based and enquiry based learning ■■■■■18……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………3. Facilitating networksThere is significant networking between schools, butthis is often at headteacher and senior leader level andoften either based on geographical ..."
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      string(5258) "theirefforts to those of others. Knowing that their activity hasa name and a rationale provides some encouragement.Furthermore encountering examples devised by otherssparks ideas and leads to rapid hybridisation andcreativity. This is captured in some comments from asenior leader in a Project Based Learning consortium:“The resource book was useful (containing descriptionsof school projects) – you draw on that and then show itto colleagues. Keri Facer was good (keynote speaker at aconference) and I use that in staff meetings because you goback to why we are doing this…”2. Offering teachers and school leaders an alternativediscourse allied to theory.For some individuals it is important to have anarticulated underpinning theoretical frame. They seemto need this partly as a justification against critique oftheir practice but also to provide some bearings in orderto evaluate their efforts. But this only reaches a limitednumber of people:“(Teachers need) more information about enquiry – whatis a good model to follow because it is a process of going into theunknown. I’m lucky because I get it at the university and I canread about it but it needs to be more freely available … (and)conferences where you are saying look this is EBL – it’s important,we believe it’s important.”Project based and enquiry based learning ■■■■■18……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………3. Facilitating networksThere is significant networking between schools, butthis is often at headteacher and senior leader level andoften either based on geographical proximity, sector(e.g. primary) or personal relationships. The universityis responsible for some additional ‘diagonal’ networking– between disparate schools, between individual teachersand between schools and other partners with aninterest in PBL/EBL. This has been achieved throughconferences, higher degree modules, receptions, emailbulletins and involving schools in funded projects.This was referred to by one interviewee as “building acoalition of support”.An interviewee from a charity that works with schoolson outdoor learning and schools grounds explained thata conference that she had attended had been valuablebecause she works on her own and she had beenprovided with a wider perspective of what others weredoing and saying. However the limits to the networkingefforts are also perceived, first by an educational officerand then by a teacher:“There needs to be something like Blackboard (a VLE)that contains examples (of E/PBL) and where you couldbroker partnerships – a shop front in effect.”It would be good to have some outside agencyinvolvement or developing resources – a universityhub or an online hub to have a place to share ideas andresources and give ideas for enquiry topics.We are currently working to provide this support.4. Providing practical toolsThe university also provides some practical tools forteachers and schools, such as Project Tuning andSOLES. Although the use of Project Tuning was beingintroduced through the visits of teachers from HighTech High to some of the region’s schools, it wasalso offered through conference sessions and mastersmodules. Self-Organised Learning Environments(SOLEs), based on the work of Sugata Mitra were alsodemonstrated at a variety of settings. This is in additionto a variety of enquiry pedagogical strategies.However the relative strength of the efforts by theuniversity is reflected in this contribution:“There is a need to encourage and support teachers andgive them space, the permission, time and confidence totry these things. Teachers are being failed in their initialtraining and CPD. ITT is crucial and is an issue whenit comes to working innovatively – many teachers arejust not used to working in this way and they are underpressure from Ofsted, SATs…”If we want to see a change in education there are threelevels of influence – lobbying policy makers, as theinfluence of research is important here; it is importantto work at leadership level and ITT and CPD.Our efforts to this date do not match suchaspirations, but we are still working on it.David Leat is Professor of Curriculum Innovation,Research Centre for Learning and Teaching School ofEducation, Communication and Language Science,Newcastle University: david.leat@newcastle.ac.ukUlrike Thomas is Research Associate at NewcastleUniversity: u.thomas@ncl.ac.ukRachel Lofthouse is Head of Teacher Learning andDevelopment (Education). Communication andLanguage Sciences (ECLS) at Newcastle University:rachel.lofthouse@ncl.ac.ukReferences: Alexander, R. et al. (2009) Children, their World, their Education, London: Routledge. ■ Anderson, R. (2014) Making EducationWork – A Report from an Independent Advisory Group,"
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Professional Development

Project-based and enquiry-based learning - the professional development challenge

27 Jun 2014

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      string(332) "... this.Minecraft is both an extremely popular6 game and ideal for communicating concepts7,8, as it contains a range of features which relate to real-world processes and environments and can be used to engage children with various topics. It is a construction-based game which allows players to build ..."
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      string(5764) "It is hugely important that we find and develop effective ways to encourage young people to engage with science1 – children’s interests in science tend to decline from 10 years of age2 and are usually established by 14 years3. This can be mitigated by engaging children in practical, investigative, activities associated with science4; computer games, being played by 69% of 6–10 year olds and 81% of 11–14 year olds in the UK5, provide a way to do this.Minecraft is both an extremely popular6 game and ideal for communicating concepts7,8, as it contains a range of features which relate to real-world processes and environments and can be used to engage children with various topics. It is a construction-based game which allows players to build a huge range of structures and items with a variety of blocks of different properties and textures. Players can play individually in single virtual worlds, or collaboratively in shared worlds on secure servers. Commands can be entered, offering opportunities to practise basic coding skills. There are multiple opportunities for scaffolding learning, employing collaborative learning approaches9,10 and supporting children to construct meaning with each other through dialogue during learning and play11. Children often feel a sense of expertise and ownership in using a game that they are familiar and experienced with for learning12. Minecraft is used as a pedagogical tool around the world across a spectrum of subjects, from Science to English to Art11-13 and has been described as one of the most important games of the current generation7.There are two key modes of Minecraft, ‘Survival’ and ‘Creative’. Both can be utilised in educational settings; it is important to understand the features of each mode in order to effectively select the most appropriate for the intended learning outcomes. There are also three other modes, ‘Adventure’, ‘Hardcore’ and ‘Spectator’, which are modifications of the two key modes. In all cases, students are supplied with virtual worlds that can range from containing no specific pre-built content, requiring players to construct relevant creations, to fully pre-constructed worlds relevant to the topic covered and students are able to explore.These modes, and illustrations of how they can be used in educational settings through examples from Science Hunters, an outreach and research project based at the University of the West of England and Lancaster University which follows a constructivist pedagogy utilising anchored instruction and constructionism to engage children with science through Minecraft14, are explained below.Survival modeIn Survival mode, players must collect resources, build structures, fight off hostile mobile entities (‘mobs’), explore the world they find themselves in and eat in order to survive and stay healthy. They have an inventory which they populate by gathering items. These resources are finite; players can only gather what they come across, with specific blocks only found in particular places. As they obtain more of an item, its availability increases in their inventory and will then decrease again, and eventually run out unless replaced, as the item is used. Items can be used to create other items and tools through various processes (known as ‘crafting’).Survival mode also features ‘health’ and ‘hunger’ bars, which affect players’ progress. The hunger bar is represented by ten drumsticks (equivalent to 20 hunger points) which replenish as players consume food. If the hunger points are low, the player will lose abilities such as sprinting. If it is at zero, the health bar, represented by ten hearts, will deplete. When sufficient hunger points have been gained, the health bar regenerates.Players can be damaged by the environment (e.g. lava flows) and mobs. The 20 hit points of the health bar can also be depleted through sustaining such damage, as well as by diminished hunger points. When health points run out, the player ‘dies’ and must respawn to continue playing; the items in the inventory will be lost. These harmful entities can be disabled using the ‘Peaceful’ difficulty level when creating the world, which will also enable the hunger and health bars to replenish automatically; other difficulty levels are ‘Easy’, ‘Normal’ and ‘Hard’.Minecraft operating in Survival mode. The health (hearts) and hunger (drumsticks) bars are visible at the bottom of the image. If the player gets hurt or hungry the hearts and drumsticks deplete. The row of squares beneath them is the hotbar, where players place the items they are currently using in the game.Survival mode can be used, for example, to introduce understanding of how to withstand extreme outdoor environments, and the body’s physiological response to stressors such as lack of water, shelter and food. In the ‘Science of Survival’ Science Hunters session water filters, heat blankets and outdoor gear are shown and discussed as examples of items which support outdoor survival. No pre-built content is provided; a virtual Minecraft wilderness is generated at random, and students must plan, craft and forage in order to build a shelter and find food to thrive in the environment in which they find themselves. The parameters of the world are set to ‘Peaceful’ difficulty allowing players to concentrate on the session tasks; this can be altered for experienced players, or to provide an extra challenge. Students are tasked with crafting an item to support their survival in the wilderness, such as a"
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Creative Teaching & Learning

Utilising The Various Modes Of Minecraft In Teaching

13 Mar 2021