Learning Spaces

Timber does it in a hurry

A new-build housing estate brought rising roll numbers and an urgent need for more classroom space at a village primary school near Chippenham.

Staff at Sutton Benger CE Aided Primary School knew they needed a more permanent solution than that offered by mobile classrooms, but were also constrained by the design of the school building which left them with nowhere obvious to extend.

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      string(357) "... that is disconnecting acontact, we have invented … the switch!Ask the class how long it would take todraw the circuits they have made, then, witha timer at the ready, draw a simple diagramto illustrate the connections. Finally, discussthe merits of such a simplified drawing.25May/June 2005 Teaching & LearningScienceElectricityHow is ..."
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      string(5460) "out’ we wouldn’trealise until about nine minutes later, which ishow long it would take that last ‘parcel oflight’ to reach us on Earth some 93 millionmiles away.CircuitryA nice way to open this topic is with someopen experimentation. Give each child orgroups of two a bulb, a battery and a coupleof wires (or circuit blocks) and ask them tomake the bulb light up. It is amazing howmany different circuits will be concocted inthe process!Throw in a couple more bulbs and lengthsof wire and see if they can light all of the bulbs.Probably they will succeed by joining the bulbsin a simple series circuit, which will work butwill result in the lights being dimmer. To makethem shine equally brightly you need tointroduce the idea of a parallel circuit – eitherthrough hints, diagrams or demonstration. Askthe class to discover what the advantages of thissystem are, compared to the series. Other goodquestions to pose are:❖ What happens if a bulb blows or a wireis removed?❖ Which system would be more useful forwiring the lights of a house?Introduce the idea that by intentionallybreaking the system, that is disconnecting acontact, we have invented … the switch!Ask the class how long it would take todraw the circuits they have made, then, witha timer at the ready, draw a simple diagramto illustrate the connections. Finally, discussthe merits of such a simplified drawing.25May/June 2005 Teaching & LearningScienceElectricityHow is electricityconducted? Whatmaterials can beused? Set up a simplesystem with a bulbagain, then test a range ofmaterials (wood, plastic,glass, string, metal – many ofwhich can be found in a pencilcase) by using them to connect thecircuit. Begin by making a prediction as towhich ones will light the bulb and whichwill resist the electricity and break thecircuit. A plastic sharpener will not make theconnection but its blade should; a fabricpencil case won’t, but its zip – if not plasticcoated – could; a wooden pencil won’t, but tryits graphite centre.Finally, putting this new knowledgetogether in the form of a game is a fun way toconsolidate the knowledge gained andcombine it with a little maths and art. Usingcardboard boxes, wires, bulbs or buzzers andbatteries design an electrical game ofprobability; the contestant has to guess whichbutton will light up which light, or buzzwhich buzzer. It’s a game of chance: thecreator starts by selecting the circuit, then the‘punter’ takes a guess. Or draw up mathsquestions on the box and design the circuit tolight up the correct answers. The variationsand possibilities are endless.Changing soundsBegin with a quiz. From behind a screen(or with pupils wearing blindfolds), createa series of noises which pairs or groupsshould try to identify: bells, guitar, tin can,bottle, wooden box – anything that makesa sound. Can the sounds be grouped(sounds metallic, wooden, glass, air)? Howdo these sounds reach us? Introduce theidea of vibrations producing sounds by‘playing’ with drum skins and rice, orpinging wooden/metal/plastic rulers on theedge of the desk. A fascinating experimentis to take a tuning fork, tap it, then insertinto a shallow tray of water and watch theripples. Replace the water with a metalplate scattered with sand or salt and repeatthe process – watch the sand move intopatterns. Set up a sound lab with all of theabove experiments, divide the class intogroups and have them rotate through,following instructions on cards laid outthen bringing back their findings to theplenary. Or, assign groups to onedemonstration then get them to show andexplain to other visiting groups fromwithin school.Other problems relating to sound include:❖ How do sounds reach us?❖ What medium to the travel across?❖ Can we hear sounds underwater, and dothey sound different?❖ Can we hear sounds through solids?❖ How do they sound?Put your ear on the desk and listen tothe class. Make a string telephone with tincans or yoghurt pots. How effective is it? Toemphasise how sound travels, tryinvestigating how to suppress it.Try out different methods and ratetheir effectiveness. It might be useful touse a simple explanation of how the earhears by picking up vibrations on theeardrum and transforming them into anelectrical signal which links to the brain.Using a simple bell or buzzer inside acardboard box, assess the efficiency of variousinsulating materials. Which muffles thesound best? Start by predicting which onewill – bubblewrap, tissue, cotton wool,polystyrene, old clothes, etc, andhypothesising why. Try newspaper in variousguises, e.g. scrunched up tightly,concertinaed, loose sheets.ConclusionsAll in all, there is an almost unlimitedsupply of inspiring science activities thatcan be used to help pupils develop andunderstanding of physics – and, with 2005being the year of Einstein, this subjectshould be ‘top of the list’.This article has tried to offer as manyideas and as much inspiration covering agood deal of the Year 6 curriculum as it ispossible, and my thanks go to Justus Hattamfor providing both the information andenthusiasm which will hopefully spill outfrom these pages. Like all good scienceteachers, he creates ‘young Einsteins’ byencouraging them to keep asking questions –no matter how silly they may at first seem –and feeds their very natural appetite forknowledge with resources, open-endedprojects and the confidence to experiment.Happy Einstein Year – have fun!"
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Creative Teaching & Learning

Science In Action

1 Nov 2006

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      string(5611) "Everyobservation is different but the principle remains thesame.Change of paceA second teacher’s experience of observation – we’ll callher Lyndsey – presents an interesting contrast to Harry’s.Before teaching Lyndsey worked for an internationalcompany well known for its game products; she arrivedat the school with an infectious attitude and lots ofcreative thinking. Strangely, she was rather nervous aboutbeing observed, but was happy enough to participate. Shehad been working well with the students in the precedingweeks and I thought that the process would be purely anaffirmation of her abilities. This was not so. One of theimperatives about any observation is not to pre-judge, asthe results are often surprising.Lyndsey’s non-verbal behaviour was very good; thestudents clearly knew where they stood and who was incharge. However, the pace of her teaching was frenetic, asshe was never standing still and never sitting down for amoment. 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Continually whizzing around theclassroom leaves little room for periods of quiet andindividual work to occur without physical interruptions.The pace of Lyndsey’s teaching had to be slowed downto a sensible one so that everyone could learn effectively.The camera and phone enabled me to deal with thisissue in ‘real time’. Guiding her about every 30 seconds forfive minutes, I could point out to her where she should belooking while helping students at her desk. Non-verbalbehaviours are Lyndsey’s strong point, so showing thestudents the necessary ‘faces’ proved to be easy for her.The right startOur third example comes from the observation of ateacher I will call Deepesh. Despite having previousexperience he came into the school with preconceivedideas about how he should teach. The class was a toughone: Year 9, waiting to be taught by someone interestingand who was interested in them as people.The lesson started badly with Deepesh not able to getthe attention or the silence he needed to start teachingeffectively. He had either decided, or someone had toldhim, that if you stand their long enough with your armsfolded then eventually the pupils will be quiet. Bad move.To take this stance in the early days of taking a new groupis like demanding quiet without explaining why. Far betterin the early days to have a combination of strategies goingon to see what works with individual groups.I had to intervene quickly and direct him to get a startertask in front of the pupils, and to quickly go around theroom issuing the same instructions to small areas of theroom, that they had just three minutes to finish the task.As I knew he was knowledgeable about the electronicwhiteboard I told him to use the ‘countdown timer’ toillustrate the three minutes he had mentioned, and toremind them every 30 seconds of the time left on theboard as he kept on going around the room getting orkeeping them on task. The other important thing I toldhim to say was how well and efficiently they werecompleting the task.Slowly but surely most of the students completed thetask. 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Leadership

Someone to watch over me

4 Nov 2007

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      string(2450) "apprenticeships. Universities are also embracing technology and there is significant growth in online degrees. Learning online will be a big part of the experience for many students in bricks and mortar universities; that will have a big cultural impact down the line for education.Shonogh:     The shifts will only be permanent if we can demonstrate that they have been successful. If we can demonstrate that our kids have not lost as much learning as many commentators insist they have then we have a chance of convincing government that there is a different way of doing things. The difficulty we face is that we still measure everything in a narrow and systemically biased way, using exams which are biased towards certain types of learners. It’s going to be hard to demonstrate how successful these have been when the measure of success is so narrow. During lockdown we had student who concentrated her learning in the morning and then went kayaking in the afternoon. That worked for her as a learner but that is not going to be measurable when it comes to her GCSEs. What I do know is that I won’t be able to live with myself if we leave these new approaches at the roadside and go back to what we’ve always done. Blended learning has unlocked the potential for some children and enabled them to be successful. I can’t ignore what has worked for them. What message would you give school leaders as they settle into a challenging new school year?Jim:   First, look after yourself and your ownmental health so that you are in the right place to look after everyone else’s.Have the confidence to lead. Don’t wait to be led by the system because thesystem is really struggling to cope right now. Shonogh:     Slow down and take your timeto think before you act. Don’t just jump on the latest guidance and thenrealise that you are miles away from where you believed you should be as a school.Know where you want to go and judge every decision against that. Be rigorousand don’t be in a hurry to act on everything that we are told to do. Lord Jim Knight is Chief Education and External Officer at TesGlobal, an international education businesssupporting schools in their work to improve children’s lives through education.He is a Member of the House of Lords and was schools minister in the lastLabour government. Shonogh Pilgrim is Principal of Ansford Academy inSomerset."
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Leadership

Don’t Leave Lockdown Changes At The Roadside!

9 Oct 2020

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      string(312) "... the trees go all this will go too. Story 3My research at the university is to study tree physiology and hybridisation in more detail. The timber company that help finance the faculty wants us to produce strains of the best timber for use in the ever-expanding building industry. My ..."
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      string(5634) "and those who see local needs as a priority to be satisfied first; between those who see nature’s wealth being used to meet basic needs and those who want to privatise it for profit. Alongside this are two types of scientist, the one who wishes to breed trees with ‘superior’ characteristics to meet the needs of industry, and those who are silviculturalists and forest managers who participate in nature’s processes by depending on the forests. The fourth extract represents a deep ecology view which regards nature as sacrosanct, wilderness which has a right to exist without human interference (such views can be found in the re-wilding movement growing in the UK and across the world). Children writing on clipboards in woodsIn discussing these stories students will gain some understanding of the debate about the different value systems which drive our use of the forests. This debate is very important if our students are to understand the implications of entering the Anthropocene where our species is now the most significant on the planet. Climate change and species extinction are driven by human activities and our very large ecological footprint. We now know that our industrial model, aided and abetted by science, has driven 75% of the planet’s biodiversity to extinction and much of that has been caused by the way we interact with our forests. Our reductionist model has led to the destruction of the world’s forests or their replacement with monocultures for industrial purposes.  The ecological destruction of the forests which represent our natural capital of soil, water, biodiversity and air maybe the undoing of our species. Many now believe hope for the future lies in changing our attitudes towards trees and nature. All over the world communities are calling for massive reforestation to help us sequester carbon, create sustainable livelihoods and prevent further loss of biodiversity and ecosystem destruction.The StoriesStory 1He is like a man in a dream who has discovered a treasure.He has come upon a forest untrod by human beings for hundreds of years.A dream.Transformation.In a trance, he makes the figures.The numbers of the trees. Their size. Three to four million board feet for every forty acres, he whispers to himself.Centuries of growth.Centuries of rainfall.The very moisture of the air is golden. Machinery, boilers, engines, pumps, axes, chain saws, hauled in from the city.Sawmills, cookhouses, bunkhouses.The woods are alive.The harbour is a thick forest of masts, this is the last and greatest timber bonanza.Clear cutting the virgin stand and replanting the desired species is recommended.By autumn, trees falling, moving upstream.Two thousand board feet a day. They see $70,999 and each year increasing.Story 2What forests bring us – soil, water and clean air; the basis of our life.Trees provide us with so many of our basic needs.All our buildings are made from timber and a thatch of leaves provides a strong and waterproof roof.Our animals feed on the leaves, branches and fruits of the trees, the pigs clear areas of the forest which we would fence and plant crops in.The time spent in the forest gathering wood and tending animals teaches us the many uses of trees including providing fibres for cloth, mat-making and basketry.Many trees are used as a source of food, offering vegetables, nuts and fruit and even vines. We also know the medical uses of the various trees and plants.The rich forests provide berries and wild fruit, firewood, fodder and fibres.If the trees go all this will go too. Story 3My research at the university is to study tree physiology and hybridisation in more detail. The timber company that help finance the faculty wants us to produce strains of the best timber for use in the ever-expanding building industry. My research has shown that Eucalyptus can withstand and thrive in this climate. It is among the fastest growing species; it grows straight and makes excellent wood pulp for the growing market in builder’s chipboard. It will meet the primary demand of commercial forestry for profitable extraction. Many years of laboratory work have provided us with a strain that displays a high and sustained rate of cell division in the growing tips of the roots; and the further experiments are aiming to produce a more widely branched root system in order to withstand the periodic heavy rains and maximise their water uptake.The best strains are now being grown in large nurseries at the plant research faculty, and they will soon be transferred to the village where they will be planted in allocated areas to provide employment. This is in line with government policy on forestry.Story 4The way we stand, you can see we have grown up this way together, out of the same soil, with the same rains, learning in the same direction.How the dead limbs of one of us rest in the branches of another.How those branches have grown around the limbs.How the two are inseparable. And if you look you can see the different ways we have taken this place into us.Oak, Beech, Ash, Birch; wherever we grow, there are many of us: Pine, Yew, Cherry, Maple, Hazel, Alder, Elm, Willow, Holly, Rowan.And we are various and amazing in our variety, and our differences multiply, so that edge after edge of the endlessness of possibility is exposed. You know we have grown this way for years.And to no purpose that you can understand.Yet what you fail to know, and the knowing is in us, how we have grown this way, why these years were not one of them"
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Climate Change

Stories About Nature, Stories Of Our Time

8 Jul 2020