Frozen Planet Can you become a naturalist like David Attenborough and create your own video documentary showing the lives of different animals in different environments?
A cross-curricular project using: Literacy, Science, Geography, Art, ICT, Maths in context, RE and PSHE
ICT environment
To be a writer I will need to:
Project specific Bloom’s taxonomy questions will be printed and displayed in the ICT area with a list of useful age
Video clips of ‘Frozen planet’ and geographical documentaries
different environments the animals live
Igniting and Inspiring
appropriate websites for the project.
in and how this affects them (to be used
Project question:
will be uploaded to the class drive or the links will be
for the documentary).
Would mammoths survive in the Arctic today?
accessible to view supporting materials/useful inspiration. SC and learning behaviours can be recorded and kept as a
Project product:
bank for children to refer to.
Attenborough’s ‘Frozen Planet’, which compares the survival of animals in the Ice
We will create a documentary, inspired by David
Age and Alaska and the environments they live in.
Blooms questions to guide stage of your project
To be a good Speaker and Listener: The children will be able to clearly and concisely explain their understanding and information,
Science, Art and Geography C
considering their audience and the purpose of the
communication. The children will be able to adapt their communication and information dependant on their
audience. The children will be able to listen to others and give constructive feedback where appropriate.
E
understanding.
The children will require opportunities to verbalise their ideas before being able to internalise their
A
Learning environment During the ignite, the children will have taking a trip to the Natural History Museum to view the Mammoth exhibition. They will learn about the mammoths adaptations, the climate and landscape they lived in and why they are no longer alive today. The children will also have the resources that they will require to learn accessible including: Blooms project questions, maths resources, literacy ladders and resources and project books.
What will a successful learner be like? The learners will:
Be engaged, motivated and inspired
Learn in a level 4 or 5 learning zone
Ask deep questions and reflect
Take ownership of their learning
Use talk as an effective learning tool
A
Can you create a vision for the environment if the temperature was to rise in your two locations? Can you create a list of adaptations that the animals may have to undergo if the temperature rises? How many ways can you use watercolour paints to communicate ideas? Do you think adaptation to the life cycles of some animals is a good thing or a bad thing? How effective are the animals life cycles adapted to suit their environments? Can you compare the life cycles and reproduction of your two chosen animals? What are some of the problems some animals face living in your climate? Can you distinguish the different physical features and how they are formed in your locations?
From the learning so far, can you explain how
the life cycle and reproduction of your chosen animals are effected by their climate?
Maths
Can you create your own graph using data that you can measure or research about an animal in your chosen environments?
What is your graph displaying? How effective is your graph in displaying your data?
Can you read and interpret a graph with two sets of data and extract information?
Can you group your data into sets using two separate characteristics?
What would happen if your Ice Age animal
U
R
travelled in time to live in modern day Arcitc and vice versa? How many stages are there in the life cycle of most animals? Where would you be most likely to find climates that support polar bears to live?
What occurs in the life cycle of your animal? What other animals have the same life cycle? What physical features does your landscape have? What processes can you use to create colour and tone on your page?
What graphs have you seen in real life that compares information? Can you convert measures to compare different sized animals? What is an effective method of displaying your data? What measure would be appropriate for the mass and length of your animal?
What does a quality documentary look like? The videos and images, language and effects will: Be relevant to the purpose and the audience Be edited successfully
Be engaging for the audience
Be rooted in evidence and questioning
Write an explanation text about the
To be a reader… Core texts:
Write a narrative from the point of view of an animal in one of the environments.
Prove its 3 pieces including: an explanation text, narrative and a biography.
Home learning The home learning for maths and reading will be personalised based upon the children’s needs. Children can complete research about the life of a chosen animal from the environment they are studying and how and why the environment has changed over time before presenting this to the class. (Cross curricular homework encompassing lengths, mass, time and science in the developing animals and time, data and enquiry skills in geography)
To be a scientist: Animals life cycles and processes. How do these differ for different animals? How do the environments affect the animals life cycles? To be a Geographer: Comparison of a locality and a location in North America. How are the locations similar and different? Can I locate the locations on a map and describe the key features of the environment? To be a documentary producer (ICT): Use a variety of software and hardware to create a documentary. What are the most effective pieces of software for the purpose? How can I use it safely? To be an artist: Create a watercolour in the style of Joe Dowden. What are the main features of your location? How can you use watercolours to create different effects? To be a mathematician: Cross curricular maths using data and graphs for environments and the growth of the animals within them.
National Curriculum coverage for Frozen planet Statutory requirements for Literacy, Science, Geography, ICT, Art, Maths in context, RE and PSHE Literacy outcomes: Narrative – explorer/ adventure story inspired by stories such as: ‘An Explorer’s Code’ by Kitty Pilgrim Explanation text – in style of David Attenborough’s Frozen Planet exploring the lives of two animals/amphibians/birds etc (1 in MK & 1 in Alaska) – aiming to answer the project question Poetry – Workings of the wind 9Science – studying two animals - linking to Geography with a comparative study of MK and Alaska. Focus first on the life cycles and reproduction of these animals and then look further by analysing how the differing climates of these places directs/controls life cycles and reproduction – look also at how the animals adapt to survive
% of children achieved the statements
ICT – Context: Creating a documentary of their explanation in the style of David Attenborough’s ‘Frozen Planet’ Pupils will be taught to: Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. Art – Context: Watercolour paintings of Alaskan landscapes in the sytle of Joe Dowden, e.g.
Google: Joe Dowden watercolour landscapes
Geography – comparative study of the climates of MK and Alaska, and how adaptability of animals differs – link to how climate inlfuences life span/cycle,reproduction of these animals Pupils will be taught to: Locational knowledge Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities Place knowledge Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America. Describe and understand key aspects of: Physical geography, including: climate zones, rivers, mountains and the water cycle Human geography, including: types of settlement and land use, economic activity including trade links. Geographical skills and fieldwork Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
Maths in context – data handling: recording and comparing the lifespans and timing and duration of reproduction of study animals
RE – Believing in Islam (taken from RE Brooklands Entitlement) Possible questions about believing in Islam How do people’s beliefs about God, the world and others impact on their lives? What do Muslims believe about God (Allah)? How do different names for Allah help Muslims to understand Allah? What does the Qur’an teach about Allah, the world and human life?
How do sacred texts and other sources help people to understand God, the world and human life? How are the Sunnah and the Hadith of The Prophet Muhammad (pbuh) used to guide a Muslim’s everyday life? Why is the Qur’an the core of everything a Muslim believes? How do Muslims show this?
Level 3 Can I statements from LA syllabus Pupils working at level 3 will be able to use some religious words and phrases to do some of the following Can I make links between Muslim texts and beliefs about God (Allah), the world and human life? Can I describe Muslim beliefs about God (Allah); how the Qur’an, Sunnah and Hadith are used by Muslims? Can I Identify what/who influences their beliefs about God, the world and human life; how and to what/who they show respect/reverence?
Believing and Islam Possible Content Learn about the Shahadah as the cornerstone of Muslim belief and the concept of tawhid (unity) - Explore some of the 99 names of God - Explore the concept of khalifah (trusteeship) - Encounter and discuss texts from the Qur’an about Allah, the world and human life - Find out about Muslim use of the Sunnah and the Hadith - Find out about the origins and significance of the Qur’an, how it is used and revered.
Some pupils will have progressed further and will: • be able to identify the imbalance of power in a bullying situation. • be able to compare and contrast the different ways in which girls and boys have a tendency to bully. • be starting to understand the role of stereotyping in identity based /prejudice driven bullying. • be able to suggest simple strategies to make the local community a safer place where bullying is less likely to occur.
Brooklands Farm entitlement – To be an Scientist, the children must be able to:
Level 4 Can I statements from LA syllabus Pupils working at level 4 will be able to use some religious words and phrases to do some of the following Can I describe and show understanding of Muslim beliefs about God (Allah), the world and human life; some similarities/differences between these and the beliefs of other religions; how the Qur’an, Sunnah and Hadith are used by Muslims? Can I raise, and suggest answers to, questions about who/what influences/inspire
PSHE – Myself and my relationships unit 17 (taken from Cambridgeshire scheme) ‘Anti-Bullying’ Section A: Identifying changes 1. To be able to identify a range of situations which involve loss and change. Section B: Coping with emotions in loss and change situations 2. To recognise emotions associated with loss and change, and understand how these themselves can change. 3. To be able to identify what might help when experiencing difficult emotions, how to get support and how they could support others. Section C: Ways to manage change 4. To recognise that a range of changes take place throughout everyone’s lifetime and that people manage change in different ways. 5. To reflect on their own experiences of change and how they have affected them. 6. To develop strategies for coping with future changes that they may experience. Section E: processing the learning 7. To understand what they have learned and be able to share it with others. At the end of this unit most pupils will: • be able to describe the key characteristics and forms of bullying. • be able to talk about personal reasons why someone may engage in bullying. • be beginning to identify and describe specific types of identity based on prejudice driven bullying. • be able to describe the different roles of those involved in a bullying situation. • be able to describe how peer pressure affects a situation, and demonstrate simple strategies to intervene in a bullying situation and defend a person who is being bullied. • be able to describe confidently and demonstrate a number of assertiveness techniques. • be beginning to identify places where bullying may take place in the community. Some pupils will not have made so much progress and will: • be able to describe the different forms of bullying but will need support to describe the key characteristics of bullying. • need support to describe the nature of specific types of identity based or prejudice driven bullying. • need support to use more advanced assertiveness techniques. • be starting to describe the different roles of those involved in a bullying situation. • need support to understand how peer pressure can affect a bullying situation and how to use simple strategies to intervene and defend a person who is being bullied.
Level 3 Considering Evidence and Evaluating. • Can I give reasons for my observations? • Can I look for patterns in my data and try to explain them? • Can I suggest how I can make improvements to my work?
Ideas and Evidence In Science. • Can I recognise why it is important to collect data to answer questions? Obtaining and Presenting Evidence • Can I use scientific vocabulary to describe my observations? • Can I record my observations, comparisons and measurements using tables, charts, text and labelled diagrams? Scientific Enquiry: Planning. • Can I predict what might happen before I carry out any tests? • Can I measure length, mass, time and temperatures using suitable equipment?
Level 4 Considering Evidence and Evaluating. • Can I use my data to interpret patterns in my data? • Can I relate my conclusions to these patterns? • Can I use appropriate scientific language? • Can I suggest improvements to my work and give reasons. Ideas and Evidence In Science. • Can I recognise that scientific ideas are based on evidence? Obtaining and Presenting Evidence • Can I record my observations using tables and bar charts? • Can I plot points to make line graphs?
% of the children achieved this statement Level 3 Level 4
Scientific Enquiry: Planning. • Can I make predictions? • Can I select which information to use from sources provided for me (print and screen)?
Entitlement statements for Geography – To be a Geographer Level 3 Geographical Enquiry Can I ask, “Which PHYSICAL features does this place have?” • Can I ask, “Which HUMAN features does this place have?” • Can I give reasons for why some of those features are where they are? • Can I describe different points of view on an environmental issue affecting a locality? • Can I find out about places and the features in those places by either going to that place to observe or by looking at information sources? • Can I use my writing skills to communicate what I know? • Can I use my maths skills to help me record and present my observations. (Charts, graphs, tables, scales etc) Can I use my ICT skills to help me find out
Level 4 No level 4 was on the entitlement grid at stage of producing booklet
% of the children achieved this statement Level 3 Level 4
information and present what I have found out? Geographical Skills • Can I make detailed sketches of the features of a location? • Can I look at maps of areas I am studying and identify features? • Can I use the contents and index pages of an Atlas to find places quickly? • Can I use the internet to help find out about a location, including aerial photographs (e.g.. Google Earth) Knowledge and understanding of places • Can I compare places that I have studied using the physical and human features for my comparisons? • Can I name the significant places and features of a location I am studying (and of my country of birth) Knowledge and understanding of patterns and processes • Can I use both physical and human factors in my explanation? Can I compare places where people live and give reasons for the differences? Knowledge and understanding of environmental change and sustainable development • Can I summarise an environmental issue either in the local area or an area I am studying? • Can I suggest solutions to different points of view as to how a locality can be improved?