Space Will man ever be able to take a great leap from Earth to Mars? 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 the moon landing, space presentations and 3d
explaining different aspects of the
Igniting and Inspiring
appropriate websites for the project.
relationships in the solar system.
Project question:
Will man ever be able to take a great leap from Earth to Mars?
models of Space. Use the ipad apps for the night sky.
Write a non-chronological report –
Write a sci-fi narrative.
Prove its 3 pieces including: a non-chronological text,
SC and learning behaviours can be recorded and kept as a
Project product:
bank for children to refer to.
narrative and ?????.
Plan and teach a lesson to impart the learning to year 3 and 4 children!
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, considering their audience and the purpose of the communication. The children will be able to adapt their
Science 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.
The children will require opportunities to verbalise
A
their ideas before being able to internalise their
understanding.
Learning environment During the ignite, the children will have the opportunity to create scale models with shapes of the planets cut out and hung in the corridor. In the classroom, the reading corner can be created into a space control centre with graphs and data about distances and times between planets, orbits and rotations. 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?
A
U
R
Can you create a list of steps or instructions for what we need to do to land on Mars? Do you think the relationship between the Earth and the Sun is effective for our planet and human beings? Judge the value of the NASA space mission to Mars. Why is Houston effective for NASA to continue its operations from there? What do you see as possible outcomes if a planet orbited the Sun too fast? Can you compare your knowledge of the different types of planets to their relative distances from the Sun?
Would it ever be possible for two planets in our solar system to collide? Would it ever be possible for the Moon to collide with the Earth? Can you explain why Houston was chosen as a base for NASA? Why does the Moon’s shape change? Why doesn’t day and night happen at the same time around the world? Why doesn’t every country on the Earth experience a season at the same time? How did scientists prove that the Earth was spherical before they were able to go to space? How do we get day and night? What are the planets in our Solar System called? What shape are the Earth, Sun, Moon and other planets/ moons in our Solar System? Where is Houston (NASA control station)?
Be engaged, motivated and inspired
Learn in a level 4 or 5 learning zone
Ask deep questions and reflect
Take ownership of their learning
Guide the learners through some new learning and
Use talk as an effective learning
give clear explanations for things they don’t
tool
understand
Create your own method of measuring and recording the difference in your shadows throughout the day. Compare the amount your shadow changes throughout the day to someone of a different size.
Can I predict the position of the Sun in the sky throughout the day using compass points? Can I predict the shape the Moon will be today/ tomorrow/ next week? Can I apply my understanding of the Earth’s orbit to calculate the distance/ time of the orbits of other planets? By how much does my shadow change throughout a day? Does it change by the same amount every hour? Will it change in exactly the same way tomorrow? Describe how you can work out how many minutes are in one full rotation of the Earth.
How long does it take for the Earth to complete one full rotation? How long does it take for the Earth to orbit once around the Sun? How long does it take for the Moon to orbit the Earth?
Home learning The home learning for maths and reading will be personalised based upon the children’s needs. Children can complete research about the relationships in the solar system and present these to their peers. They can make models of the solar system and find creative methods of explaining how an element of the solar system works.
To be a scientist: Understand the Earth, Sun and Moon’s relationship. What are the effects of the relationship and how does that affect human being’s lives? To be a Geographer: Comparison of a locality and a location in North America. How are the locations similar and different? What are the human features of this place? To be a documentary producer (ICT): Use a variety of software and hardware to effectively communicate your points and explanations. This should be involved within the teaching of the lesson element. To be an artist: Create a painting using a variety of methods and processes. Focus on Van Gogh’s ‘starry night’ and analyse his techniques. To be a mathematician: Problem solving involving measures. This is to include, speed, time and distance.
What does a quality lesson look like? The activities and demonstrations will: Be visual – use models and images Give the learners the skills/ knowledge they need to complete the tasks as a team or as an individual Be practical
The learners will:
Maths
To be a reader… Core texts:
Art – study Vincent Van Gogh’s “Starry Night” and produce pictures of the night sky in his style using a different materials e.g. charcoal, oil paintings, ink National Curriculum coverage for Space Statutory requirements for Literacy, Science, Geography, ICT, Maths in context, Art, RE and PSHE
% of children achieved the statements
Literacy outcomes: Poetry (discrete/block) “The Star” Narrative – astronaut story written by Rebecca Snowdon (see Space project folder on Googledrive) Non-chronological report – purpose to choose a number of questions from the project pyramid to act as subheadings to be answered in a paragraph. Last year we wrote an explanation text using ‘How the ear works’ as an explanation example and innovated for purpose (see Space project project folder on Googledrive). Purpose for non-chron is the same this year except explanation is now more appropriate for the Frozen Planet project – how the ear works could be used for either. Science
Geography - Locational Knowledge (3rd bullet point)
ICT – present explanation texts on Prezi
Maths in context – measure (length) investigation into how our shadows change througout the day. also use conpass points (Geog – Geographical skills and fieldwork, part of point 2)
RE – Behaving in Islam (taken from RE Brooklands Entitlement) Possible questions about behaving in Islam Possible questions about behaving in Islam Why and how are people influenced and inspired by others? � Who was Muhammad (pbuh) and why is he so important to Muslims? � What, why and how do Muslims learn from the life of the Prophet Muhammad (pbuh)? � What, why and how do Muslims learn from the lives of other prophets and inspiring leaders? What influences the ways people behave and what is expected of a person in following a religion or belief? � How do Muslims express their beliefs through the ways they live their lives? � What is expected of a Muslim who has committed him/herself to their religion? How do religious families and communities practise their faith, and what contributions do they make to local life? � How is Islam practised and passed on in families and communities? � How do Muslim beliefs about life after death influence the way life is lived? � What difference do Muslims make to their local communities? How and why do religions and beliefs respond to global issues of human rights, fairness, social justice and the importance of the environment?
Behaving and Islam Possible Content Learn about key events in the life of the Prophet Muhammad (pbuh) and Muslim belief that he was God’s final prophet � Hear stories from the life of Muhammad (pbuh) from which Muslims learn how best to live their lives � Hear stories about other prophets eg Ibrahim, Isa and consider what Muslims learn from these examples � Explore the Five Pillars of Islam, dress conventions, dietary regulations, ways of living encouraged by the Prophet Muhammad (pbuh) (Sunnah and Hadith) and how young Muslims learn about these � Find out about your most local Muslim communities � Examples of Muslim contributions to society locally and further afield, past and present and their influence on others.eg the Red Crescent, Muslim Aid; Islamic declaration about the environment, Assisi in 1986. Draw on local examples where possible. Make links between beliefs and practice
� How do Muslims respond to global issues of human rights, fairness, social justice and the importance of the environment? 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 describe ways in which being a Muslim affects how people live within their families, local communities and the wider world; what, why and how Muslims learn from the Prophet Muhammad and other prophets and teachers � Can I recognise similarities/differences between following Islam and following some other religions � Can I identify what/who influences how they live within their families, local communities and the wider world
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 ways in which being a Muslim affects how people live within their families, local communities and the wider world; what, why and how Muslims learn from the Prophet Muhammad (pbuh) and other prophets and teachers � Can I describe similarities/differences between following Islam and following some other religions � Can I describe what/who influences how they live within their families, local communities and the wider world
PSHE – Myself and my relationships unit 18 (taken from Cambridgeshire scheme) ‘Managing change ’ 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 identify a range of situations which involve loss and change. • recognise emotions associated with loss and change, and understand how these feelings can change. • be able to identify what might help when experiencing difficult emotions. • know how they can access support and how they can support other people. • be able to reflect on their own experiences of change and describe some ways they have affected them. • have developed strategies for coping with future changes, including transition to secondary school Some pupils will not have made so much progress and will: • be able, with support, to identify some examples of situations which involve loss and change. • be able to name some emotions associated with loss and change. • be able to answer questions about what might help when they are experiencing difficult emotions. • know who is on their Network of Support and how to ask them for help. • be able to describe an experience of change and how they felt when it happened. • have developed, with support, some strategies for coping with transition to secondary school. Some pupils will have progressed further and will: • be able to identify a wide range of situations, from their own and others’ experience, which involve loss and change. • recognise emotions associated with loss and change, and understand how feelings can change and overlap. • be able to identify what might help when experiencing difficult emotions, and to support others to do the same.
• know how they can access support differently in a range of situations, and be able to describe and demonstrate ways they can support their peers. • be able to reflect on their experiences of change, and describe some ways they have been affected by and have learned from them. • have developed strategies for coping with a range of future changes,
Brooklands Farm entitlement Space – 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)?
Space – To be a geographer, the children must be able to: Level 3
Level 4
Geographical Enquiry Can I ask, “Which PHYSICAL features does this place have?” • Can I ask, “Which HUMAN features does this place have?”
No level 4 was on the entitlement grid at stage of producing booklet
% of the children achieved this statement Level 3 Level 4
% of the children achieved this statement Level 3 Level 4
• 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 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 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? • Have I looked at how a map is a flat representation of a place on the globe. I have used a globe to explore the nature of our world and can point out the North and South poles? • 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 use the 8 points of the compass to describe its position? • 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? Can I compare places where people live and give reasons for the differences? Knowledge and understanding of environmental change and sustainable development Can I keep a class weather chart throughout the school year and discuss
weather around the world? • 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? • Do I know how I can contribute to a reduction in climate change?