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      string(5615) "49Western Hemlock(Tsuga heterophylla) 30.5 46Black Cottonwood(Populus trichocarpa) 18.3 37Red Alder(Alnus rubra) 12 31Douglas Fir(Pseudotsuga menziesii) 24 61Western Redcedar(Thuja plicata) 30 53MountainsMountain Place Height in metresMount Everest China/Nepal 8,850Mount Kilimanjaro Tanzania 5,895Mount Blanc France 4,807Ben Nevis Scotland 1,344Snowdon Wales 1,085DesertsDesert Location Square kilometersSahara North Africa 9,065,000Gobi Mongolia-China 1,295,000Kalahari Southern Africa 582,000Great Sandy Australia 338,50042 Teaching & Learning March/April 2005Numeracy Lesson 3: Weather stationsAims of the lesson: To decide which data to collect to answer a question and the degree of accuracy needed. Then draw line graphs tocompare the data.Activity: Weather stations are havens for mathematics. Some schools may have their own weather stations; if not, recordings of temperaturein the local environment can easily be taken either during a day (morning, lunch and afternoon) or over a longer period. Explain to thechildren that they are going to collect data relating to the temperature around their school and then compare that to temperature datacollected at weather stations located on Mount Snowdon in Wales. Some data relating to Mount Snowdon has been provided below. Moredata can be obtained from the Met Office’s website.Range of temperatures at Snowdon taken on one day in May, 2000.Weather station site Minimum temp Maximum temp RangeSummit 6.8 degrees Celsius 13.8 degrees Celsius 7 degreesLlanberis 9.3 degrees Celsius 15.5 degrees Celsius 6.2 degreesClogwyn station 9.3 degrees Celsius 22.0 degrees Celsius 12.7 degreesSource: Met Office.Once the class has compared their own data to the data relating to Mount Snowdon, ask them to produce a graph clearing comparing theresults and explain why the two sets of temperatures are likely to be different.Plenary: As an additional activity, ask the children to research average daily temperatures in rainforests and deserts. Similar data handlingactivities to the one outlined above can be carried out using their own data.Differentiation: This activity should suit children of all abilities and, as part of the task involves the taking of temperatures, all pupilsshould enjoy the practical aspects of this task.Numeracy Lesson 4: Rainforest TrailAims of the lesson: To develop the ability to understand and use co-ordinates. Also to develop the ability to understand geographical/mathematical language.Activity: Using the map opposite, explain to the children that they are going to follow instructions to move around a map and decide whatthey then can (or cannot) see. They are then going to look at the map and note down co-ordinates for specific items. Begin by familiarisingthe pupils with the map given opposite. Then read the instructions below. After each instruction the pupils should note down theiranswers/responses.Instructions:1. From the starting point, walk North to Pepe’s house. What are the co-ordinates for Pepe’s house?2. Turn right. What is in front of you?3. From your current position, which is nearer, Pepe’s or Davo’s house?4. Walk North again to the river bank, cross the river by the bridge. What are the co-ordinates for the bridge?5. Go west to the hill. What are the co-ordinates for the hill? Walk to the top of the hill. Which is nearer, Pepe’s or Davo’s clearing?6. Go down the North side of the hill and face East. What is in front of you?7. What is behind you?8. What are the co-ordinates for Davo’s house?Once the pupils have completed this task, responses can be swapped for marking.Plenary: As an extension activity, the pupils could set out their own rainforest trail in the school hall or playground. Using paper to denotespecific places or even models of houses and trees they have made, the children could make their own trail and then take it in turndirecting each other to find specific things, using vocabulary such as, North, South, East, West etc.Differentiation: Whilst this activity should be suitable for children of all abilities, less able children could just concentrate on answering thequestions that do not involve giving a set of co-ordinates for an answer.43March/April 2005 Teaching & LearningThis page may be photocopied for use only within the purchasing institution.Teaching & Learning NUMERACY Lesson plans5432100 1 2 3 4 5Activity based on ‘The Rainforest Trail’ published within The Complete Rainforest Resources Box, published by Questions Publishing and Newman College.44 Teaching & Learning March/April 2005Numeracy Lesson 5: Bedouin shapesAims of the lesson: To use different shapes in the design of a Bedouin tent decoration.Activity: The Bedouins who live in the desert adorn their tents with rugs and cloths. The rugs and cloths are ornate and very beautiful andoften incorporate lots of different shapes, including diamonds, triangles, circles and squares. Show the pupils the picture of a Bedouin tentshow below. If you would like a copy of this illustration for class presentation, then please email jsmith@questpub.co.ukOnce the pupils appreciate the complexity of Bedouin tent decoration, explain that they are going to design their own Bedouin rug or tentwall hanging. They need to use lots of different shapes and colours and can also use tesselation and reflection of the shapes in their design.The finished designs can be used as the basis for a whole class display.Plenary: As an additional activity, ask the children to see if they can draw a camel using different shapes, such as circles, rectangles,cylinders etc."
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Creative Teaching & Learning

Project Based Learning - World Environments - Full Plan

22 Aug 2017

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      string(5608) "40 Teaching & Learning March/April 2005These lessons have deen specifically written to support the teaching of numeracythrough the theme of World Environments.Teaching & LearningNUMERACYLesson plansWorld EnvironmentsNumeracy Lesson 1: Environmental chanceAims of the lesson: To discuss the chance or likelihood of particular events.Activity: Begin the session by introducing or revising the concept of probability and the vocabulary associated with it, such as likely, unlikely,certain, uncertain, good, fair, even chance or no chance, etc. Then ask the children, either individually or in groups, to draw a probability lineon a A3 piece of paper. Explain that they are going to imagine the likelihood of certain events in different environments. Call out the followingevents one by one for each type of environment (desert environment, rainforest environment and mountain environment):1. Insects will get inside my tent.2. It will rain.3. I will go skiing.4. I will see monkeys leaping through trees.5. I can get a pizza delivered here.Ask the children to write down the likelihood of each event in a table such as the one given here.Event Likelihood in a desert Likelihood in a rainforest Likelihood in a mountain1. Insects will get inside my tent.2. It will rain.3. I will go skiing.4. I will see monkeys leaping through trees.5. I can get a pizza delivered here.Then ask the children to pick one ofthe environments and write downthe probability of each event on theprobability line. When the task isfinished, the pupils can comparetheir sheets.Plenary: As an extension activity, ask the children to pick one of the three environments (desert, rainforest or mountain) and write downevents that would be likely, not likely, certain, not certain and impossible.Differentiation: This activity should be suitable for children of all abilities.Numeracy Lesson 2: Environmental dataAims of the lesson: To interpret a range of data and represent the data in a variety of ways.Activity: There is an enormous wealth of data available on rainforests, deserts and mountains. The sheet opposite offers some data onrainforests, deserts and mountain heights. This is only a tiny proportion of the data available, so the class could begin a data handlingactivity by carrying out their own research to see what statistics they can find out about the different world environments. Once a collectionof data has been gathered, the class can interrogate the information in whatever way they feel is best. Options include graphing minimumand maximum heights of rainforest trees or presenting different mountain heights as a pie chart or bar chart.Plenary: As an extension activity, ask the class to research temperature charts or rainfall charts for specific areas (also see Numeracy Lesson 3).Differentiation: This activity should be suitable for children of all abilities.Creative Teaching andLearning Numeracy LessonPlans41March/April 2005 Teaching & LearningThis page may be photocopied for use only within the purchasing institution.Environmental dataTeaching & Learning NUMERACY Lesson plansRainforestsRainforest tree Minimum height Maximum height(in metres) (in metres)Sitka Spruce(Picea sitchensis) – 49Western Hemlock(Tsuga heterophylla) 30.5 46Black Cottonwood(Populus trichocarpa) 18.3 37Red Alder(Alnus rubra) 12 31Douglas Fir(Pseudotsuga menziesii) 24 61Western Redcedar(Thuja plicata) 30 53MountainsMountain Place Height in metresMount Everest China/Nepal 8,850Mount Kilimanjaro Tanzania 5,895Mount Blanc France 4,807Ben Nevis Scotland 1,344Snowdon Wales 1,085DesertsDesert Location Square kilometersSahara North Africa 9,065,000Gobi Mongolia-China 1,295,000Kalahari Southern Africa 582,000Great Sandy Australia 338,50042 Teaching & Learning March/April 2005Numeracy Lesson 3: Weather stationsAims of the lesson: To decide which data to collect to answer a question and the degree of accuracy needed. Then draw line graphs tocompare the data.Activity: Weather stations are havens for mathematics. Some schools may have their own weather stations; if not, recordings of temperaturein the local environment can easily be taken either during a day (morning, lunch and afternoon) or over a longer period. Explain to thechildren that they are going to collect data relating to the temperature around their school and then compare that to temperature datacollected at weather stations located on Mount Snowdon in Wales. Some data relating to Mount Snowdon has been provided below. Moredata can be obtained from the Met Office’s website.Range of temperatures at Snowdon taken on one day in May, 2000.Weather station site Minimum temp Maximum temp RangeSummit 6.8 degrees Celsius 13.8 degrees Celsius 7 degreesLlanberis 9.3 degrees Celsius 15.5 degrees Celsius 6.2 degreesClogwyn station 9.3 degrees Celsius 22.0 degrees Celsius 12.7 degreesSource: Met Office.Once the class has compared their own data to the data relating to Mount Snowdon, ask them to produce a graph clearing comparing theresults and explain why the two sets of temperatures are likely to be different.Plenary: As an additional activity, ask the children to research average daily temperatures in rainforests and deserts. Similar data handlingactivities to the one outlined above can be carried out using their own data.Differentiation: This activity should suit children of all abilities and, as part of the task involves the taking of temperatures, all pupilsshould enjoy the practical aspects of this task.Numeracy Lesson 4: Rainforest TrailAims of the lesson: To develop the ability to understand and use"
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Creative Teaching & Learning

Project Based Learning - World Environments - Numeracy

22 Aug 2017

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I will see monkeys leaping through trees.5. I can get a pizza delivered here.Ask the children to write down the likelihood of each event in a table such as the one given here.Event Likelihood in a desert Likelihood in a rainforest Likelihood in a mountain1. Insects will get inside my tent.2. It will rain.3. I will go skiing.4. I will see monkeys leaping through trees.5. I can get a pizza delivered here.Then ask the children to pick one ofthe environments and write downthe probability of each event on theprobability line. When the task isfinished, the pupils can comparetheir sheets.Plenary: As an extension activity, ask the children to pick one of the three environments (desert, rainforest or mountain) and write downevents that would be likely, not likely, certain, not certain and impossible.Differentiation: This activity should be suitable for children of all abilities.Numeracy Lesson 2: Environmental dataAims of the lesson: To interpret a range of data and represent the data in a variety of ways.Activity: There is an enormous wealth of data available on rainforests, deserts and mountains. The sheet opposite offers some data onrainforests, deserts and mountain heights. This is only a tiny proportion of the data available, so the class could begin a data handlingactivity by carrying out their own research to see what statistics they can find out about the different world environments. Once a collectionof data has been gathered, the class can interrogate the information in whatever way they feel is best. Options include graphing minimumand maximum heights of rainforest trees or presenting different mountain heights as a pie chart or bar chart.Plenary: As an extension activity, ask the class to research temperature charts or rainfall charts for specific areas (also see Numeracy Lesson 3).Differentiation: This activity should be suitable for children of all abilities.41March/April 2005 Teaching & LearningThis page may be photocopied for use only within the purchasing institution.Environmental dataTeaching & Learning NUMERACY Lesson plansRainforestsRainforest tree Minimum height Maximum height(in metres) (in metres)Sitka Spruce(Picea sitchensis) – 49Western Hemlock(Tsuga heterophylla) 30.5 46Black Cottonwood(Populus trichocarpa) 18.3 37Red Alder(Alnus rubra) 12 31Douglas Fir(Pseudotsuga menziesii) 24 61Western Redcedar(Thuja plicata) 30 53MountainsMountain Place Height in metresMount Everest China/Nepal 8,850Mount Kilimanjaro Tanzania 5,895Mount Blanc France 4,807Ben Nevis Scotland 1,344Snowdon Wales 1,085DesertsDesert Location Square kilometersSahara North Africa 9,065,000Gobi Mongolia-China 1,295,000Kalahari Southern Africa 582,000Great Sandy Australia 338,50042 Teaching & Learning March/April 2005Numeracy Lesson 3: Weather stationsAims of the lesson: To decide which data to collect to answer a question and the degree of accuracy needed. Then draw line graphs tocompare the data.Activity: Weather stations are havens for mathematics. Some schools may have their own weather stations; if not, recordings of temperaturein the local environment can easily be taken either during a day (morning, lunch and afternoon) or over a longer period. Explain to thechildren that they are going to collect data relating to the temperature around their school and then compare that to temperature datacollected at weather stations located on Mount Snowdon in Wales. Some data relating to Mount Snowdon has been provided below. Moredata can be obtained from the Met Office’s website.Range of temperatures at Snowdon taken on one day in May, 2000.Weather station site Minimum temp Maximum temp RangeSummit 6.8 degrees Celsius 13.8 degrees Celsius 7 degreesLlanberis 9.3 degrees Celsius 15.5 degrees Celsius 6.2 degreesClogwyn station 9.3 degrees Celsius 22.0 degrees Celsius 12.7 degreesSource: Met Office.Once the class has compared their own data to the data relating to Mount Snowdon, ask them to produce a graph clearing comparing theresults and explain why the two sets of temperatures are likely to be different.Plenary: As an additional activity, ask the children to research average daily temperatures in rainforests and deserts. Similar data handlingactivities to the one outlined above can be carried out using their own data.Differentiation: This activity should suit children of all abilities and, as part of the task involves the taking of temperatures, all pupilsshould enjoy the practical aspects of this task.Numeracy Lesson 4: Rainforest TrailAims of the lesson: To develop the ability to understand and use co-ordinates. Also to develop the ability to understand"
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Creative Teaching & Learning

World Environments Numeracy

1 Nov 2006

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      string(5617) "23Sponsored by Capita Education Services23Sponsored by Capita Education ServicesIn this issue:Could do better?Good use of pupil data can have a significant impact on teaching, explains Bob Hardwickof Parkstone Grammar School.The difference between good and greatJohn Christian feels data is essential in helping teaching staff to identify where they needto target their teaching efforts.Teaching and learning – Help sheetA step-by-step guide on how to get the data you hold in your management informationsystem out to the teachers that need it, in an easy-to-understand format.STRATEGICLEADERSHIPSUPPLEMENTThis is the second in a series of six featuresproduced in conjunction with CapitaEducation Services which, combinedtogether, will provide schools with acomprehensive plan of action to achievetheir long-term improvement goals.Part Two: Teaching and learning24Sponsored by Capita Education ServicesThe subject of school improvement is a hottopic amongst heads, governors and manypoliticians. Often the debate is concentrated onpoor-performing or mediocre schools, but accordingto the team at Parkstone Grammar School in Poole,the debate is just as relevant for schools that arealready strong performers.The school is a selective, all-girl grammar school ofover 1,000 pupils. Central to the school’s philosophyis that improvement should be part of the culture.“We live by the adage that there is always room todo better and I think this creates a desire withinthe teaching staff to constantly search for new waysto help our students learn more effectively,” saysassistant headteacher Bob Hardwick.The school prioritises the use of pupil data intheir SIMS management information system topinpoint, easily and accurately, exactly what eachstudent is capable of and identify if they are under-performing. A mix of past assessment informationand predication data from organisations such asYellis and Fischer Family Trust is imported intoSIMS and, using analysis tools within the system,a child’s ongoing progress is plotted against theirpredicted results.“It helps identify those pupils that often goundetected under less formal targeting systems.We are more likely to uncover whether the quietstudent who always hands her homework in onCoulddo better?This issue’s case studylooks at how makingbetter use of pupil datastored on amanagementinformation system canhave a real impact onpupil performance.time and gets average grades is actually fulfillingher full potential. Once the analysis has identifiedwhich students can do better, the teaching teamcan then spend time encouraging them to haveconfidence in their true ability and challenge themto extend their learning,” says Hardwick.Individual accessEvery teacher has direct access to the target datain SIMS, either from their laptops or a desktop PCin the classroom, and this has been vital to thesystem’s success. Previous paper-based systemswere not referred to as frequently and target sheetswere often mislaid. Thanks to individual access,many of the teachers are using SIMS daily to recordhomework and assessment marks, so that they cantrack progress against targets on a week-by-weekbasis and therefore see immediately whenintervention is required.Once the system has identified students thatneed support, a number of strategies areemployed to help them. One of the simplest isapparently one of the most successful: “We havea number of students who are what I call passivelearners. Their class notes are what they use tounderstand a subject, rather than their ownanalysis of the information presented to them.They are learning information effectively butperhaps lack the confidence to take a sidewayslook at what they are learning to question it toany great degree and therefore develop a trueunderstanding of the subject. These cansometimes be the pupils with the greatestpotential. Simply sharing the prediction datawith these students is one way of encouragingthem to achieve more. When they see theprediction graphs in black and white, it isdifficult for them to deny what they are capableof, and this external confirmation of theirabilities boosts self-esteem and engages themwith the learning process.”The data analysis has also been helpful inidentifying those pupils who are gifted andtalented in certain subjects and in improvinglearning provision for them. “Once we inform themthat we think they may be gifted in one area, ithas an amazing effect on their self-confidence.They respond better in the classroom and becomemore engaged with their learning.”Some departments in the school started to usethe data in SIMS to identify where best practice ishappening within the classroom. The next stage is touncover what it is these teachers are doing differentlyso that the whole school can learn from them.Virtual learningThe school also uses a Virtual LearningEnvironment (VLE) to extend learning past the25Sponsored by Capita Education ServicesThe challenge for schools today is to create an environment that develops youngpeople ready for a modern workplace, where individual thoughts and contributionsare held at a premium. To do this, we need to constantly assess the teachingoffered in our schools and ask whether we are accurately assessing the needs,learning styles and talents of each individual pupil and allowing them to flourish.There are schools that are successful and those that are less successful indelivering excellent quality teaching and learning. The surprising thing is thatthere may not be a great deal of difference, in terms of resources, pupil intake orteacher skill set, between the"
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Digital Learning

Part Two: Teaching And Learning

1 Jan 2005

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