Creative Teaching & Learning

Weather Literacy Project Plans

A series of Literacy project plans to support the teaching of the Weather topic. Projects include: Weather Comprehension and Weather forecasts.

weatherliteracyprojectplans.pdf

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      string(467) "... Resources, download all Project Plans and activities from the links below.Weather Literacy Project Plans:Literacy Project 1: Weather comprehension (Key Stages 1 and 2)Literacy Project 2: Describing the weather (Key Stages 1 and 2)Literacy Project 3: Poetic weather (Key Stages 1 and 2)Literacy Project 4: A ..."
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      string(3355) "days with only 30 per cent normal rainfall, a ‘dry spell’ is reclassified as a drought. During a drought more and more moisture is taken from the air as water literally ‘dries up’. If the drought lasts a long time, and plants begin to die tings get even worse. As the plants die and soil dries, large areas of land can turn to dust. The opposite of a drought (sort of) is a flood. When water falls onto or covers the land in the form of rain, or there are high tides or rising levels in rivers, some is absorbed into the land and some evaporates into the air. Any water that is not absorbed or evaporated is left on the land. This water is called surface run-off and, when there is a lot of surface run-off and nowhere for it to go, floods can be caused.Did you know?A tornado’s spinning speed can reach up to 300 miles per hour.The biggest snowflake on record measured 8 inches in width.The biggest hailstone recorded weighed 2¼ pounds.A bolt of lightning can strike the Earth with a force of 100 million volts.Poplar trees flip up their leaves when air pressure is low and rain is imminent.Some scientists believe moisture (impending rain) makes your nose more sensitive – so some people can smell rain coming!Why are storm clouds dark? Because they have high ice crystal content, light has trouble passing through them, making the clouds appear dark.Existing subscribers to Project-Based Learning Resources, download all Project Plans and activities from the links below.Weather Literacy Project Plans:Literacy Project 1: Weather comprehension (Key Stages 1 and 2)Literacy Project 2: Describing the weather (Key Stages 1 and 2)Literacy Project 3: Poetic weather (Key Stages 1 and 2)Literacy Project 4: A cloudy word search (Key Stage 2)Literacy Project 5: Words and pictures (Key Stages 1 and 2)Literacy Project 6: Weather forecasts (Key Stages 1 and 2)Weather Numeracy Project Plans:Numeracy Project 1: Rainy maths games (Key Stage1)Numeracy Project 2: Weather problems (Key Stage 2)Numeracy Project 3: Numbers in words (Key Stage 1) Numeracy Project 4: Tempting temperatures (Key Stage 2)Numeracy Project 5: Probability (Key Stage 2)Numeracy Project 6: Thermometers (Key Stages 1 and 2)Weather Science Project Plans:Science Project 1: Extraterrestrial weather (Key Stage 2)Science Project 2: Sensational seasons (Key Stage 2+)Science Project 3: Plants and the weather (Key Stages 1 and 2)Science Project 4: The water cycle (Key Stage 2)Science Project 5: Atmospheric science (Key Stage 2)Science Project 6: Lightning strikes (Key Stages 1 and 2)Non-subscribers:Click here to subscribe to the Creative Teaching and Learning service and gain access to these resource packs.Purchase the above project plans by subject for £15.00 each (incl. VAT – simply follow the links above), or alternatively,purchase the entire packfor a one-off fee of £42.00.Related Articles/OrganisationsMet Office EducationNational Geographic"
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Creative Teaching & Learning

The Weather Cross Curriculum Project

6 Aug 2013

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      string(305) "... to 89˚. Dogs frequently on trot. Some giganticrafters but not in our path.4 AprilHit the trail again before midnight after a short sleep. If weather holds good shall be ableto make get in the extra march. The day a duplicate of day before yesterday as to weather& going. The ..."
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      string(3179) "yesterday and the day before. In anyevent, we are now beyond the 88th parallel, and I am a tired and satisfied man.3 AprilGot on the trail 3 hours earlier this morning after a small sleep. Am going to try andwork in an extra march. Am training down. Took up another hole in my belt thismorning. Weather fine, clear & calm. Ice as yesterday except at beginning of march it wasrougher requiring use of pickaxes. This & a brief delay at a narrow lead cut down ourdistance some. Ten hours. (20 m.) half way to 89˚. Dogs frequently on trot. Some giganticrafters but not in our path.4 AprilHit the trail again before midnight after a short sleep. If weather holds good shall be ableto make get in the extra march. The day a duplicate of day before yesterday as to weather& going. The latter even better. The surface is as even (except for the pressure ridges) asthe glacial fringe from Hecla to Columbia, & harder. Something over 10 hours on a directcourse, 25 dogs often on the trot, occasionally on the run. 25 miles. Near end of marchcrossed a hundred yard lead on thin young ice. As I ran ahead to guide the dogs obligedto slide my feet & travel wide, bear style. One runner of one sledge cut through for somedistance but the sledge kept up. The men let sledges & dogs come on by themselves andcame gliding across where they could. The last two came over on all fours. Sledge ran overside of my right foot as result of my stumbling while running but think it will give me notrouble. Am tired but satisfied with our progress. We are in sight of 89 .̊  Give me three daysmore of this weather.Information sheet: Peary DiaryRobert Edwin Peary was an American explorer who claimed to have been the first person, on 6 April1909, to reach the geographic North Pole. However, there is much controversy as to whether (or not)he was the first person to reach the geographic North Pole.Ernest Shackleton’s Discovery DiaryNov 1902/Jan 1903Boxing Day.Similar weather but we only did five miles today, Billy’s right eye being so badthat we camped in the afternoon. The poor chap suffered agonies all theafternoon, in spite on temporary relief by cocaine. He bore it very well though. Itwas pitiful that he should have to lie there, shaking with pain, while we coulddo nothing for him.I killed Brownie tonight to feed the other dogs; he had no trouble, I luckily got hisheart first dig.There is a huge mountain to the South of us which I suppose will be namedMount Longstaff.28 DecemberWeather fine and clear all day; I am still leading, Billy going blindfolded.30 DecemberThick fog all day, but we did four miles to the South. Started to blow at6 pm from the South. Very hungry.31 DecemberLast day of the old year. We turned back. Had a very blowy night. Dogs utterlyuseless, not pulling at all. Clarence died this morning.Went into the land on ski at 2pm, leaving camp. Found the place full ofcrevasses; roped together and tried to cross, spending three hours and crossingsnow bridges and chasms. Brought up by sheer over hanging ice cliff, aboutseventy feet high. It is a great pity we cannot get geological specimens."
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Creative Teaching & Learning

Pole to Pole Literacy Project Plans

26 Jul 2012

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      string(394) "... a great pity we cannot get geological specimens.40NUMERACY PROJECT PLANS ■ POLE TO POLEteaching & learning  ■  december 2006/january 2007Numeracy Project PlansPOLE TO POLEThese project plans are designed to be used in association with yourPole to Pole CD-ROM, located inside the front cover of this magazine.Numeracy Project ..."
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      string(5746) "pupils to compare the geographyof the two poles. How are they similar? How are theydifferent?Next, ask the pupils how difficult they think itwould be to get to one of the poles. Brainstorm howexplorers could travel there, and what supplies theywould need to survive in the extreme polarenvironment. Review with the pupils the historicpolar expeditions of the early 1900s, when fourexplorers set out on perilous journeys to a pole, allcompeting to be the first to reach their destination.Make sure students understand that Admiral RobertPeary and Dr Frederic Cook were in a race to reach theNorth Pole, while Captain Robert Falcon Scott andRoald Amundsen were in a race to reach the SouthPole. Ask the pupils to recall specific examples ofhardships and obstacles the explorers and their crewsfaced.Whilst they are at the pole, they are going to keepa diary. Ask the pupils to think about what they wouldwrite in their diary.■ Would they note any animals and plants seen onthe journey?■ Would they note the weather conditions?■ Would they note how they felt and what it is liketo deal with such extreme cold?■ Would they note what they ate and drank duringthe journey?Once the class has brainstormed diary writing andthe North and South Poles, ask them to write theirown diaries.Other ideas: The page opposite shows arepresentation of  Ernest Shackleton’s Discovery diary.This is a very famous expedition diary and lots ofother extracts can be found on the Internet. A copy ofthis page can be found in the Literacy Project 5folder on the accompanying CD. The folder alsoincludes some extracts from Robert Edwin Peary’sdiary of his controversial journey to the geographicNorth Pole on 6 April 1909.The Internet offers many more examples of realdiaries written by real explorers. Modern-dayexplorers also offer website-based ‘live’ diaries. Theselive diaries allow pupils to read the accounts ofexplorers first-hand. Some of the websites also have‘live’ camera feeds so the pupils can see theenvironment for themselves.STARRESOURCESVisit the Scott PolarResearch Institute websiteat www.spri.cam.ac.uk  for fantastic diaryand letter resources.Ernest Shackleton’s Discovery DiaryNov 1902/Jan 1903Boxing Day.Similar weather but we only did five miles today, Billy’s right eye being so badthat we camped in the afternoon. The poor chap suffered agonies all theafternoon, in spite on temporary relief by cocaine. He bore it very well though. Itwas pitiful that he should have to lie there, shaking with pain, while we coulddo nothing for him.I killed Brownie tonight to feed the other dogs; he had no trouble, I luckily got hisheart first dig.There is a huge mountain to the South of us which I suppose will be namedMount Longstaff.28 DecemberWeather fine and clear all day; I am still leading, Billy going blindfolded.30 DecemberThick fog all day, but we did four miles to the South. Started to blow at6 pm from the South. Very hungry.31 DecemberLast day of the old year. We turned back. Had a very blowy night. Dogs utterlyuseless, not pulling at all. Clarence died this morning.Went into the land on ski at 2pm, leaving camp. Found the place full ofcrevasses; roped together and tried to cross, spending three hours and crossingsnow bridges and chasms. Brought up by sheer over hanging ice cliff, aboutseventy feet high. It is a great pity we cannot get geological specimens.40NUMERACY PROJECT PLANS ■ POLE TO POLEteaching & learning  ■  december 2006/january 2007Numeracy Project PlansPOLE TO POLEThese project plans are designed to be used in association with yourPole to Pole CD-ROM, located inside the front cover of this magazine.Numeracy Project 1: Freezing maths (Key Stage 2/3)Numeracy Project 2: Miraculous measurements (Key Stage 2+)■ Linked to theNumeracy Projectfolder 1 on theaccompanying CD.Folder includes a raftof data tables,graphs andinformation sheetson the Arctic andAntarctic. The folderalso includes somebasic maps of theAntarctic and theArctic areas.■ Linked toNumeracy Project 2folder on theaccompanying CD.Folder includes anInformation Sheetoffering some basicmeasurements onAntarctica and amap of thecontinent.CD RESOURCECD RESOURCEAims of the lesson: To develop basic numeracy skills(handling data) through investigating polartemperatures.Activity: Antarctica is the coldest, windiest and driestcontinent on Earth.Its harsh weather kept human travellers awayuntil the 19th century and even today no human cansurvive long there without a sturdy, warm shelter and‘extreme cold weather’ clothing.The Antarctic is colder than the Arctic, wherehumans have lived since prehistoric times.Antarctica’s harsh weather defines the continent thatthose who work there call ‘The Ice’. The Arctic, eventhough it receives no more sunlight during thecourse of the year than Antarctica, is warmer.For this activity, explain to the pupils that they aregoing to use some polar data (for the Arctic andAntarctic) to create different data charts (bar graphs,scatter graphs etc). The Numeracy Project 1 folderon the accompanying CD includes some informationon polar climates (Information Sheet: Arctic vAntarctic) and some data tables. The Internet offers avast range of data on polar temperatures etc and thepupils could find their own data before presenting itin a mathematical format. The folder also includes acopy of the map of Antarctica, shown opposite. Thismap shows three weather stations, marked with ‘X’.Data for these stations can be found atwww.coolantarctica.com – but for your ease ofreference data on these stations can also be"
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Creative Teaching & Learning

POLE TO POLE - Creatively teaching across the curriculum

2 Mar 2007

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      string(5650) "WE Intro.pdf30 Teaching & Learning March/April 2005WorldenvironmentsTeaching & LearningCreative teachingIntroductionTo coincide with World Environment Day, commemorated eachyear on 5 June, this issue’s Creative Teaching section has takenthe theme of World Environments. It is critically important forchildren (and adults) to understand and appreciate their own(and others’) environments and an awareness of how we affectour environment should be encouraged. This section offersactivities to support the teaching of Literacy, Numeracy andScience through the theme of World Environments or as part ofa wider environmental topic. Whilst there are obvious linkswith geography, our direction for this section comes from theNational Curriulum and QCA Schemes of Work for Literacy,Numeracy and Science.Teachers’ notesOur world has seven continents:❖ Africa❖ Antarctica❖ Asia❖ Australasia❖ Europe❖ North America❖ South AmericaOn each of these continents can be found a huge variety ofenvironments, and this section will look at three types:❖ Mountain environments❖ Rainforest environments❖ Desert environmentsMountain environmentsMountains form some of the world’s most spectacular, remoteand beautiful landscapes and cover about a quarter of theEarth’s surface. Two of the world’s most famous mountainranges are in the Americas – the Rockies in North America andthe Andes in South America. As you cross over to Europe, youfind the Alps, which cover parts of France, Switzerland, Austriaand Italy, and the Pyrenees which separate France and Spain.However, it is in Asia that the world’s highest mountains canbe found – in Nepal and China. The Himalayas is home to theworld’s highest mountain: Mount Everest, whose summit is8,848 metres above sea level.With regards to a mountain environment, the weather canvary considerably depending on the mountains’ distance fromthe Equator and height above sea level. However, allmountains that are high enough will have a permanentcovering of snow. Even Mount Kilimanjaro in Tanzania, whichsits on the Equator, has snow on its top all year round. This isbecause the higher up a mountain you travel, the colder itgets. In fact, the temperature roughly falls by 6.5 degreesCelsius every 1,000 metres. Many mountains are also very wet.As warm, moist air rises up over mountains, the air cools,condenses and forms clouds. Clouds, of course, equal rain.Rainforest environmentsThe world’s rainforests are some of the most humid places onEarth and the heat and moisture makes the – ideal places forplant growth. This means that rainforests are packed full of ahuge variety of plants, and with the plants come an equallyhuge variety of animals, birds and insects. This range of livingthings is called biodiversity and a rainforest’s biodiversity isthe greatest on Earth. Tropical rainforests contain more thanhalf of the world’s species of plants and animals.If you look at the poster on pages 32 to 33, you will see anillustration of a rainforest, showing the different layers. Therainforest can be divided into horizontal bands.Literacy, numeracy and sciencethrough the topic of WorldEnvironments.Creative Teaching andLearning Project BasedLearning plans 31March/April 2005 Teaching & LearningForest floorAt the bottom is a dark and moist forest floor. Here deadleaves collect and rot and there are many insects and fungi.Larger animals like jaguars and armadillos live here as well.Shrub layerAs you move up, a little more light makes shrubs appear.Again, it is still pretty moist and dark here, so it is a havenfor insects.Under storeyThis is the halfway point (roughly) between the forest floorand the tops of the trees. Here you will find the bare trunks oftrees, often linked by great vines called lianas. Few animalslive here except frogs and insects.CanopyThis is the area where all the leaves form the tops of therainforest trees join together to form a vast green sea ofleaves. It is home to many different animals and birds,including many types of monkeys, sloths, macaws, toucansand even snakes.Emergent layerFinally at the top of the rainforest, a few trees burst out fromthe canopy and attract even more types of monkeys and birds.Desert environmentsThe worlds’ driest places are its hot deserts. However, the hotdeserts are not found along the Equator. The Equator is veryhot, but is also very wet. Instead the world’s hot deserts arefound mainly on the edge of the Tropics. Here is a list of someof the worlds’ major deserts:❖ Arabian – covering most of the Arabian peninsula.❖ Kalahari – covering much of the southeastern tip of Africa.❖ Namib – running down the southwestern coast Africa.❖ Patagonian – in southeastern South America.❖ Saharan – a huge desert covering much of northern Africa– the biggest desert in the world.❖ Takla Makan-Gobi – a continental desert in central Asia.❖ Thar – in northwest India.The world’s largest desert is the Sahara Desert. The Saharacovers most of north Africa, more than a third of thecontinent, and an area around the same size as the UnitedStates. It is a desert of extraordinary variety. Temperatures inexcess of 55° Celsius have been recorded in parts of Libya,while in some places frost can be seen during the winter. Allthe standard desert landscape types are present in the Sahara,from great fields sand dunes to vast plains filled with rocks.Deserts are very harsh places to live in. Plants and animalsthat live in hot deserts have become adapted to theirenvironment. With so little water, plants need to be"
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Creative Teaching & Learning

Project Based Learning - World Environments - Full Plan

22 Aug 2017