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.

pbl-worldenvironments-science.pdf

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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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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. 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Student Voice and Student Choice at the center of Learning

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      string(5645) "only 30% of birds are wild, the rest (70%) are farmed poultry. We know that animal farming is responsible for at least 18% of the world’s climate changing gases. What is less well known is the health risks associated with intensive animal farming, for example, salmonellosis, avian flu, swine flu, bovine spongiform encephalopathy and foot-and-mouth disease. These diseases are part and parcel of the ecological breakdown crisis. Factory farming of animals in particular is a cause for concern. Industrial methods of farming using antibiotics to promote growth and prevent disease in animals and fish means much antimicrobial waste is released into the environment through water courses. The NHS is concerned that agricultural antibiotic use is driving up levels of antibiotic resistance leading to new ‘superbugs’. Clear links have been established between antibiotic use in food production and resistance in humans. The extent to which we are causing the shrinking, deteriorating or vanishing of ecosystems is frightening and is a direct threat to biodiversity and human well-being. In this issue we pick up some of the links between climate change and biodiversity. What Can We Do About It?The good news is we have the technologies and capacity to change direction and prevent this catastrophe. In schools our job is to promote a holistic understanding of the visible connections between human, other animals and the biodiversity of the Earth so students can understand what is happening, why and what we can do about it. The Planning Tool is deigned to help us foster a sense of awe and wonder for the natural world and use the arts to express this through Aesthetic Understanding. Closely related to this is understanding of the world’s ecosystems and how they work through Ecological Understanding. Once children feel connected to nature and wildlife and have some understanding of ecosystems they can address the three core questions: ‘What is Happening?’ ‘Why is it happening?’ and ‘What can we do about it?’ .A theme running through this issue is our relationship with animals and the natural world. It is important that the Foundation Phase and Key Stage 1 have the chance to gain direct experience of looking after animals and in that process develop an understanding of their life cycles. Whether it is a guinea-pig, a stick insect or chickens in the garden, proximity to animals and concern for their well-being is a vital experience for young children. The ActivitiesIn the first activity, OK/Not OK, young children are asked to consider how humans use animals for work. Considering the lives of some of the sentient beings that share this planet with us and our relationship with them is an important moral issue that helps children to think about what we owe ethically to other animals. Children in Lower KS2 are invited to visit a woodland, to experience this ecosystem through their senses to help them feel a part of not apart from the natural world. A woodland or even some trees in a park or the school grounds can help children understand the inter relatedness and interdependence of all living things on the planet. In a follow-up activity they gain Ecological Understanding of a broadleaved forest as they learn about the relationship between the sun, the soil, green plants, bacteria, fungi, insects, invertebrates, birds and mammals and see how all are connected in the woodland ecosystem. Teachers of Upper KS2 are introduced to the topic of Plastics in the Ocean and its impact on ecosystems and animals. Key information about what is happening and why is it happening is included with activities to promote Aesthetic Understanding and to explore What we can do about it. We also refer you to a previous edition of CTL, Vol.2.2, P. 56-71 where you will find a range of activities to support children’s Ecological Understanding of Ocean Environments. We are also preparing guidelines for carrying out a field study of a beach which will be on the website. In the Council of All Beings we give children and young people the opportunity to foster compassion for all living beings on the planet and develop awareness of the difficulties and dangers they face. Beginning with a story –‘The Lorax’, the activity is excellent for growing Ecological Understanding as it brings a sense of solidarity with all life and awareness of the damage caused by our own human species and through making masks, they develop Aesthetic Understanding. Continuing our theme related to ecological breakdown KS3 are given a mystery to solve regarding our production and consumption of intensively reared animals and ask: Should we change our animal rearing and/or meat-eating habits? The second part of Dragon’s Den considers how we use the land and suggests three more solutions to climate change and ecological breakdown. Finally, KS4 consider who should take responsibility for carbon emissions – the consumer or producer? Teachers should bring holistic thinking to this activity and remind students of the processes of resource extraction necessary for the production of our everyday goods. Digging minerals, metals and hydrocarbons from the ground disrupts the landscape. 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        string(49) "Project-Based Learning"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(3) {
          [0]=>
          string(7) "project"
          [1]=>
          string(5) "based"
          [2]=>
          string(8) "learning"
        }
      }
      [3]=>
      array(4) {
        ["value"]=>
        string(16) "Science"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(7) "science"
        }
      }
    }
  }
}

Climate Curriculum

Teaching The Climate Emergency and Ecological Breakdown

12 Nov 2020