Harry Potter Magic v Science How can you create magical powers? A cross-curricular project using: Literacy, Science, Geography, DT, 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 magic tricks and illusions for the children to investigate how they work and are created. Links to visual effects studios and films that use computer generated
Project question:
effects.
Project product: We will create a persuasive advert using our own magic, green
SC and learning behaviours can be recorded and kept as a
screen and computer generated effects. We will design the scene and build the
bank for children to refer to.
props ourselves to create magic.
The children will be able to clearly and concisely explain their understanding and information,
Blooms questions to guide stage of your project
considering their audience and the purpose of the communication. The children will be able to adapt their
Science, IT, DT and Geography C
E
communication and information dependant on their audience. The children will be able to listen to others and give constructive feedback where appropriate.
A
The children will require opportunities to verbalise their ideas before being able to internalise their
A
understanding.
Learning environment Create a ‘magic or science’ corner. Use objects that use pulleys, levers and forces to move/that create magic tricks and set these up as an interactive resource to prompt questioning.
U
R
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
Can you create a persuasive advert using different ICT effect and your knowledge of forces to create the illusion of magic? How effective are visual effects that are used in films that are being released now? Is there a better solution to creating pulleys and levers in moving objects? Can you analyse the impact of different adverts and their effects on the viewers? Can I compare the physical and human features of Scotland, Bulgaria and France? From the learning so far, can you develop a set of instructions about how to use forces to create visual effects? Can I apply my findings from my research to other aspects of learning? Why are the techniques useful in the film? Can you provide an example of how the science of forces has supported the effects in the film? Can you find Scotland, Bulgaria and France on a globe? What is the purpose of the Warner Bro’s Studio tour? How were the effects created? What effects and techniques were used in the filming of Harry Potter?
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?
will: Be relevant to the purpose and the audience Be edited successfully
Be engaging and intriguing for the audience
Use computer effects to create a ‘Wow’ effect for the viewers.
3 pieces including: a persuasive text, narrative and ??????.
Home learning The home learning for maths and reading will be personalised based upon the children’s needs. Children can complete research about magic tricks, forces and levers/pulleys. They can create their own magic tricks/demonstrate a phenomenon they have found out about. They could write a persuasive pitch to the teacher as to why their object/trick is the best.
Can you group your data into sets using two separate characteristics?
What graphs have you seen in real life that compares information?
What is an effective method of displaying your data? What methods could you use to collect your data?
To be a scientist: Forces. What are the different forces? How do they affect us? To be a Geographer: Comparison of a location in Scotland, France and Eastern Europe. What are the different features in each place and why are they like they are? 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 a designer and creator: Levers, cams and pulleys. How do they work in real life and how can we use them? To be a mathematician: Statistics. What are the most important aspect for people? How can you display why someone would want to visit the WBST?
What does a quality advert look like? The videos and images, language and effects
Write a fantasy narrative.
Prove its
Could I have magical powers? (Can I create a magical scene as a persuasive advert for WBST?)
To be a good Speaker and Listener:
people to visit the WBST
Igniting and Inspiring
appropriate websites for the project.
Write a persuasive text, persuading
To be a reader… Core texts:
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
National Curriculum coverage for Harry Potter Statutory requirements for Literacy, Science, Geography, DT, ICT, Maths in context, RE and PSHE Literacy outcomes: Persuasion – persuasive poster to convince Miss Low to always keep the trip to the Warner Brothers’ Studio tour as a trip for year 5 children because of its impact on learning. Narrative – setting descriptions Poetry – The Witches’ Spell Science
ICT – design a professional persausive poster Pupils will be taught to: Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration 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. Geography – comparative study of three different countries that appear in the Harry Potter series (Scotland – Hogwarts, Bulgaria – Durmstrang, France – Beauxbatons). 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 Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics including key topographical features (including hills, mountains, coasts and rivers) 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, biomes and vegetation belts and the water cycle Human geography, including: types of settlement and land use, economic activity including trade links Geographical skills and fieldwork
% of children achieved the statements
Design and Technology – apply forces learning to design and build a moving prop that could go on display at the Warner Brothers’ Studio tour Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make Select from and use a wider range of tools and equipment to perform practical tasks for example, cutting, shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate Investigate and analyse a range of existing products Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Technical knowledge Apply their understanding of how to strengthen, stiffen and reinforce more complex structures Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] Maths in context – Data - carry out questionnaire asking children who have been to the WBST how much the ignite grew their learning. Record data and apply to persuasive poster
RE – Belonging in Islam (taken from RE Brooklands Entitlement) Possible questions about Belonging in Islam Why, where and how do people worship? How do Muslims worship in mosques and elsewhere? How do features of mosques illustrate key Muslim beliefs? Why and how do Muslims perform pilgrimage? What makes places of Muslim pilgrimage (Makkah, Medina, Iraq/Iran, Husan/Hussain, the sacredsites of Najaf and Kerbala) sacred? Why are some occasions sacred to believers? Why and how do Muslims celebrate, or otherwise mark, important times in the year and life? What do people believe about life after death and how are these beliefs reflected in the ways in which they mark death? What do Muslims believe about life after death and how are these beliefs reflected in the ways in which they mark death? How and why are religious and spiritual ideas expressed and in the ways they are? How and why is calligraphy used to express and celebrate Muslim beliefs? How are Muslim beliefs expressed through food and clothes? 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
Belonging and Islam Possible Content Learn about worship and preparation for worship eg wudu, salah Learn about the key features of mosques and their significance Learn about Hajj and other forms of pilgrimage in Islam Ramadan, Eid-ul-Fitr, Eid-ul-Adha etc Birth and marriage ceremonies. Funerals Explore Islamic beliefs about life after death Explore use of calligraphy as an art form in Islam
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 features of Muslim worship; places of worship; festival celebrations; rites of passage; beliefs about the purpose of life and life after death; pilgrimage; calligraphy? Can I make links between Muslim festivals, rites of passage, places of worship, pilgrimages, art and the beliefs which underpin them? Can I ask important questions about my own and Muslim beliefs about life and death; experiences of worship, celebration, expression of ideas through art?
following Can I describe and show understanding of features of Muslim worship; places of worship; festival celebrations; rites of passage; beliefs about the purpose of life and life after death; pilgrimage; calligraphy? Can I Show understanding of the links between Muslim festivals, rites of passage, places of worship, pilgrimages, art and the beliefs which underpin them? Can I raise, and suggest answers to, questions about my own and Muslim beliefs about life and death; experiences of worship, celebration, expression of ideas through art?
PSHE – Healthy and Safer lifestyles (taken from the Cambridgeshire scheme) unit 22: Drug education Section A: Drug types and effects 1. To know about different categories of drugs including medicines (both prescribed and overthe-counter), legal recreational and illegal. Section B: Medicines 2. To understand the role of medicines in promoting, improving and sustaining health. Section C: Other substances 3. To develop their knowledge, understanding and attitudes relating to alcohol, its effects and associated risks and consequences. 4. To develop their knowledge, understanding and attitudes relating to cigarettes, their effects and associated risks and consequences. 5. To develop their knowledge, understanding and attitudes relating to solvents, their effects and associated risks and consequences. 6. To begin to learn about the law relating to the use and misuse of legal and illegal drugs. 7. To develop attitudes and beliefs about the use of legal and illegal drugs, who uses them and why and possible alternatives. Section D: Risks, Influences and support 8. To recognise a range of different risky situations related to drugs, explore personal reactions to risk and being assertive in decision making around these drug related situations. 9. To recognise peer influence and its effect on decision making and behaviour. 10. To develop attitudes towards media and advertising of alcohol, nicotine and other legal drugs. 11. To begin to distinguish between fact and opinion in relation to drugs and to know where to check information and advice. Section E: Processing the learning 12. 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 categorise drugs as medical, non-medical, legal and illegal. • understand the possible physical and psychological effects of drugs • be able to distinguish between the reality of drug use and media representations. • understand some of the laws relating to drugs. • be able to identify risk and risk management strategies and know where they can get support. • have begun to recognise influence and pressure and have related this to peers and the media. • have found sources of reliable and accurate information. Some pupils will not have made so much progress and will: • be able to categorise key drugs as medical, non-medical, legal and illegal. • have a basic understanding of the possible physical and psychological effects of drugs. • be able to distinguish, with adult support, between the reality of drug use and media
representations. • show a basic understanding of some of the laws relating to drugs. • be able to identify clear risks and choose simple risk management strategies knowing where they can get support. • have begun to understand how they can be influenced and persuaded by others. • know, with support, how to judge whether an information source can be trusted. Some pupils will have progressed further and will: • be able to categorise, with confidence, a wide variety of drugs as medical, non-medical, legal and illegal. • show understanding of the possible physical and psychological effects and harm caused by drugs on users and others in society. • be able to analyse and exemplify differences between the reality of drug use and media representations. • have a more detailed knowledge of the laws relating to drugs. • be able to identify risk and risk management strategies and know where they can get support. • be able to offer support and information to their peers. • understand influence and pressure and have related this to peers and the media. • make confident judgements about sources of reliable and accurate information. Brooklands Farm entitlement Harry Potter – To be an Scientist, the children must be able to: 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 act on suggestions and put forward my own ideas about how to find the answer to a question? • With help can I carry out a fair test and explain why it was fair? • 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 consider how changing one variable can alter another and use the convention of ‘er’ words to describe this (e.g. The heavier the load, the longer the spring)? • 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 make observations using materials and equipment that are right for the task? • Can I record my observations using tables and bar charts? • Can I plot points to make line graphs? Scientific Enquiry: Planning. • Can I decide on the most appropriate approach to an investigation (e.g. a fair test) to answer a question? • Can I describe how to vary one factor while keeping others the same? • 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
% of the children achieved this statement Level 3 Level 4
% of the children achieved this
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 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 information and present what I have found out? Geographical Skills Can I use the terms PHYSICAL and HUMAN accurately and can describe these features? • 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? • When I describe where a place is, Can I use country, region and names of towns, cities, and rivers? • 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 identify how a place where people live (settlement) has changed over time and give some reasons for this, giving precise observations or research as evidence for this? • Can I use both physical and human factors in my explanation?
Knowledge and understanding of environmental change and sustainable development • Can I suggest solutions to different points of view as to how a locality can be improved?
Level 4 No level 4 was on the entitlement grid at stage of producing booklet
statement Level 3
Level 4