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Suggested Teaching Strategies Unit on Scientific method Use resource book E ARTHSCIENCE FOR
| Chapter/Unit | Lesson Topic | Objective Number | Approximate Days Needed |
|---|---|---|---|
| *Scientific Method | Student pages x-xxiv Reference RI-R6 | Inquiry: 1. Explain and use skills necessary to conduct scientific inquiry. (DOK3) 1.a-g (see framework) | 10-15 days (flexible) |
| Unit A-1 Lesson 1 | What are cells and what do they do? | 3. Analyze the characteristics, structures, life cycles, and environments of organisms. 3.f. Describe the structural | 5 days |
| Unit A-1 Lesson 2 | What are Animals? (vertebrate/invertebrate) | Review of 3rd : 3.a. Research and explain life forms (including vertebrates/invertebrates) that live in different environments. | 1-2 days |
|---|---|---|---|
| Unit A-1 Lesson3 | What are plants and with seeds? | 3. Analyze the characteristics, structures, life cycles, and environments of organisms. 3.c. Compare characteristics of organisms, including growth and development, reproduction, acquisition and use of energy, and response to the environment.(DOK2) | 1-2 days |
| Unit A-1 Lesson 4 | What are Fungi? | 3. Analyze the characteristics, structures, life cycles, and environments of organisms. 3. a. Describe the cause and effect relationships that explain the diversity and evolution of organisms over time. (DOK 2) • Observable traits due to inherited or environmental adaptations • Variations in environment (over time and from place to place) • Variations in species as | 1-2 days |
| Unit A-3 Lesson 1-3 | Plant Growth and Adaptations | 3. c. Compare characteristics of organisms, including growth and development, reproduction, acquisition and use of energy, and response to the environment. (DOK 2) | 5 days |
|---|---|---|---|
| Unit A-4 Lesson 1-3 | Human Body Systems | 3. Analyze the characteristics, structures, life cycles, and environments of organisms. 3. b. Classify the organs and functions of the nervous, circulatory, and respiratory systems of the body. (DOK 1) 1. f. Explain why scientists and engineers often work in teams with different individuals doing different things that contribute to the results. (DOK 2) | 5-10 days |
| Chapter/Unit | Lesson Topic | Objective Number | Approximate Days Needed |
|---|---|---|---|
| Unit B-1 Lesson 2 &3 | What makes up an Ecosystem? What are Habitats | 3. Analyze the characteristics, structures, life cycles, and environments of organisms. | 5-7 days |
| Unit C - 1 | Earthquakes and Volcanoes | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. b. Compare and contrast Earth’s geological features and the changes caused by external forces. (DOK 2) • Bodies of water, beaches, ocean ridges, continental shelves, plateaus, faults, canyons, sand dunes, and ice caps • External forces including heat, wind, and water • Movement of continental plates | | 5 -7 days |
|---|---|---|---|---|
| Unit C-2 Lesson 1-3 | Fossils and Fossil Fuels | Review of 3rd: 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. g. Explain how fossil records are used to learn about the past, identify characteristics of selected | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. g. Summarize the process that results in deposits of fossil fuels and conclude why fossil fuels are classified as nonrenewable | 2 – 3 days |
| | Rocks | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. a. Classify sedimentary, metamorphic, and igneous rocks. (DOK 2) | 1-2 days |
|---|---|---|---|
| Unit D – 1 Lesson 1-3 | Weather Conditions | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. c. Investigate, record, analyze and predict weather by observing, measuring with simple weather instruments (thermometer, anemometer, wind vane, rain gauge, barometer and hygrometer), recording weather data (temperature, precipitation, sky conditions, and weather events), and using past patterns to predict future patterns. (DOK 2) 1.c. Demonstrate the accurate use of simple tools to gather and compare information (DOK 1) • Tools (English rulers [to the nearest eighth of an inch], metric rulers [to the nearest centimeter], thermometers, scales, hand lenses, microscopes, balances, clocks, calculators, anemometers, rain gauges) • Types of data (height, mass/weight, | 9 days |
| | | temperature, length, distance, volume, area, perimeter) | | |
|---|---|---|---|---|
| Unit D-2 Lesson 1-3 | The Oceans | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. c. Investigate, record, analyze and predict weather by observing, measuring with simple weather instruments (thermometer, anemometer, wind vane, rain gauge, barometer and hygrometer), recording weather data (temperature, precipitation, sky conditions, and weather events), and using past patterns to predict future patterns. (DOK 2) Review 3rd grade 4.c. | 5 – 7 days | ●Create the water cycle in a Ziploc bag ●Use technology to show the water cycle using MDE website(see slideshows) |
| Chapter/Unit | Lesson Topic | Objective Number | Approximate Days Needed |
|---|---|---|---|
| Unit D -3 Lesson 1 | How Do Earth and Its Moon Move? | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. e. Compare and contrast the seasons and explain why seasons vary at different locations on Earth. (DOK 2) | 3 days |
| Scientific Method (Review) | Inquiry | 1. Explain and use skills necessary to conduct scientific inquiry. a. Form hypotheses and predict outcomes of problems to be investigated. (DOK 3) | 4 days |
|---|---|---|---|
| Unit E –1 Lesson 1 | States of Mater | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. b. Distinguish between physical and chemical changes and between objects composed of a single substance from those composed of more than one substance. (DOK 2) | 2 – 4 days |
| Unit E – 1 Lesson 2 | How Can Matter Be Measured and Compared? | 1.c. Demonstrate the accurate use of simple tools to gather and compare information (DOK 1) • Tools (English rulers [to the nearest eighth of an inch], metric rulers [to the nearest centimeter], thermometers, scales, hand lenses, microscopes, balances, clocks, calculators, anemometers, | 2 – 4 days |
| Unit E – 1 Lesson 3 | What Are Some Useful Properties of Matter? | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. b. Distinguish between physical and chemical changes and between objects composed of a single substance from those composed of more than one substance. (DOK 2) | 2 days |
|---|---|---|---|
| Unit E – 1 Lesson 4 | What Are Chemical and Physical Changes? | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. b. Distinguish between physical and chemical changes and between objects composed of a single substance from those composed of more than one substance. (DOK 2) | 3 days |
| E – 2 Lesson 1 -3 | Heat – Energy on the Move | 2. Use the properties of objects and materials, | 7 – 9 days |
| | | to a bulb or bell to its surroundings as light, sound, and heat (thermal) energy | |
|---|---|---|---|
| Unit E – 4 Lesson 1 – 2 | Light | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. d. Explain how energy flowing through an electrical circuit can be converted from electrical energy to light, sound, or heat energy. (DOK1) • Parts of an electric circuit and resulting actions when circuits are opened or closed • Construction and uses of electromagnets • Energy transferred through an electrical circuit to a bulb or bell to its surroundings as light, sound, and heat (thermal) energy | 5 -7 days |
| Chapter/Unit | Lesson Topic | Objective Number | Approximate Days Needed |
|---|---|---|---|
| Unit F – 1 Lesson 3 – 4 | What is a Magnet? What Is an Electromagnet? | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. d. Explain how energy flowing through an electrical circuit can be converted from electrical energy to light, sound, or heat energy. (DOK1) • Parts of an electric circuit and resulting actions when circuits are opened or closed • Construction and uses of electromagnets • Energy transferred through an electrical circuit to a bulb or bell to its | 5 days |
| Unit F – 2 Lesson 1 – 3 | Motion – Forces at Work | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. c. Determine the causes and effects of forces on motion. (DOK 2) • Force exerted over a distance causes work to be done and that the result (work) is the product of force and distance • Friction on moving objects and actions that increase or decrease friction • Momentum and inertia | 8 - 10 days |
|---|---|---|---|
| Unit F – 3 Lesson 1 -3 | Simple Machines | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. c. Determine the causes and effects of forces on motion. (DOK 2) • Force exerted over a distance causes work to be done and that the result (work) is the product of force and distance | 8 days |
| |
This policy is based on statutory expectations from the New Curriculum 2014. Year groups have not been included, to allow the School flexibility in deciding appropriate methods for different groups of children.
Mereworth Community Primary School Progression towards a standard method of Calculation January 2015
Introduction:
The National Curriculum 2014 provides a structured and systematic approach to the teaching of calculation. At Mereworth Community Primary School, we have developed a consistent approach to the teaching of written calculation methods in order to establish consistency, continuity and progression throughout the school.
Aims:
Children should be able to choose an efficient method, mental, written or ICT (calculator) appropriate to the given task. By the end of Year 6, children working at Age Expected or Exceeding will have been taught, and be secure with, a compact standard method for each operation.
General Progression:
- Establish mental methods, based on a good understanding of place value
- Develop use of empty number line to help mental imagery and aid recording
- Use of informal jottings to aid mental calculations
- Use partitioning and recombining to aid informal methods
- Develop expanded methods into compact standard written form
- Introduce expanded written methods
Before carrying out a calculation, children will be encouraged to consider :
- Can I do it in my head? (using rounding, adjustment)
- The size of an approximate answer (estimation)
- Could I use jottings to keep track of the calculation?
- Do I need to use an expanded or compact written method?
When are children ready for written calculations?
Addition and subtraction:
- Do they know addition and subtraction facts to 20?
- Can they add three single digit numbers mentally?
- Do they understand place value and can they partition numbers?
- Can they add and subtract any pair of two digit numbers mentally?
- Can they explain their mental strategies orally and record them using informal jottings?
Multiplication and Division:
- Do they know the 2,3,4,5,6,7,8,9,10,11 and 12 times tables and corresponding division facts?
- Do they understand 0 as a place holder?
- Do they know the result of multiplying by 1 and 0?
- Can they multiply two and three digit numbers by 10 and 100?
- Can they double and halve two digit numbers mentally?
- Can they use multiplication and division facts they know to derive mentally other multiplication and division facts that they do not know?
- Can they explain their mental strategies orally and record them using informal jottings?
These lists are not exhaustive but are a guide for the teacher to judge when a child is ready to move from informal to formal methods of calculation. It is also important that children's mental methods of calculation are practised and secured alongside their learning and use of an efficient written method for each operation.
Point to note:
The correct terminology should be used when referring to the value of digits to support the children's understanding of place value.
E.g. Tens and Ones and 68 + 47 should be read 'sixty add forty' not 'six add four' Teachers should refer to the key vocab document for key vocabulary for each year group.
Progression of Written Calculations
Progression in Addition
Stage 2 Develop pencil and paper methods for additions that cannot be done mentally
35 + 52
5 + 2 = 7
30 + 50 = 80
80 + 7 =87
(no formal layout, informal jottings)
- Continue informal partitioning, reinforce use of empty number line.
- Expanded written method, horizontal layout. (NO 'carrying').
Progression in Subtraction
Stage 1 Understand the operation of subtraction and use the related vocabulary
- Use of pictures and visual aids to record calculations
- Record simple mental subtractions in a number sentence using – and =
- Use jottings to support mental subtractions (empty numberline)
- Develop use of vocabulary
Children to decide how to set out numberlines i.e. the number of steps to use
34 - 27
Stage 2 Develop pencil and paper methods for subtractions that cannot, at this stage, be done mentally (two-digit numbers)
67 – 25
Counting on to find a difference
Using multiples of 10
-
Subtraction can also be recorded using partitioning to answer equivalent calculations that could then be carried out mentally
74 – 27 = 74 – 20 – 7 = 54 – 7 = 47
Children need to be introduced to the concept of the unknown number:
62 - = 27
Stage 3 Expanded written methods showing vertical layout but with no decomposition
- Expanded decomposition
- Extend to 3-digit number and hundreds to tens decomposition
Once children are aware that tens or hundreds are brought across, they can cross numbers out and write the adjusted amount in each column, to make this method less time consuming
Stage 4 Compact written methods involving decomposition
- Provide examples where children deal with 0 as a place holder
503 – 278
Here 0 acts as a place holder for the tens. The adjustment has to be done in two stages. First the 500 + 0 is partitioned into 400 + 100 and then the 100 + 3 is partitioned into 90 + 13.
- Extend written methods for subtraction, to include decimal numbers with up to 2 decimal places and larger numbers up to 10 000
- Choose the most efficient and appropriate method for each calculation
Stage 5
Progression in Multiplication and Division
Concepts in multiplication and division are very closely linked, and should be developed together
Stage
Progression in multiplication
Progression in division
| Foundation | Real life contexts and use of practical equipment to count in repeated groups of the same size: Count in twos, fives, tens | Share objects into equal groups Use related vocabulary |
|---|---|---|
| Stage 1 | Draw pictures to show equal sets: 3 sets of 3 make 9 2 sets of 4 make 8 Count in twos, fives and tens Identify patterns of 2s, 5s, 10s on a hundred square Solve practical problems that combine groups of 2s, 5s and 10s. | Draw pictures to show sharing and grouping: 9 shared between 3 How many groups of 4 in 8? Count in twos, fives and tens Solve practical problems sharing groups of 2, 5 and 10. |
Stage 3
Learn additional multiplication facts and work on different ways to derive new facts from those that they already know
- Know by heart multiplication facts for x2, x3, x4, x5, x6, x7, x8, x9, x10, x11 and x12.
- Understand effect of multiplying by 10
- Recognise multiples of 2, 5 and 10 up to 1000.
- Multiply a single digit by 1, 10, 100
- Double any multiple of 5 up to 50
- Derive related facts
7 x 5 = 35
5 x 7 = 35
355 = 7
357 = 5
Develop and refine written methods for multiplication, based on mental strategies:
- Multiply a 2-digit number by a single digit number, multiplying the tens first
- Using multiples of 10 (mentally) 4 x 30 = (4 x 3) x 10 = 120
- Use jottings to show stages of calculation e.g.
(Tens Ones x Ones) 32 x 3
NB: It is important that children continue to use jottings to support mental calculations for multiplication and division, throughout KS2
Derive quickly division facts corresponding to 2, 5, and 10 times table
- Continue to use empty number lines for division and introduce remainders.
- Divide a 3-digit multiple of 100 by 10 or 100
- Understand effect of dividing by 10
800100 = 8
30010 = 30
- Halve any multiple of 10 up to 100
502 = 25
- Given three numbers such as 4, 5, 20; say or write four different multiplication and division statements.
- Round remainders up or down depending on the context.
- Solve division calculations by using multiplication strategies
Develop and refine written methods for division, building upon mental strategies.
- Divide a 2-digit number by a single-digit, by using multiples of the divisor
Either:
- Use informal jottings
E.g.: 847=
70 + 14
7
10 + 2 =12
Or: use a method linked to the grid method for multiplication
As the mental method is recorded, ask: ‘How many sevens in seventy?’
and: 'How many sevens in fourteen?'
Or: Record mental division using partitioning:
Stage 4 Develop the extended written method of the grid method Tens Ones x Ones
Stage 5 Extend written methods, encouraging estimation first.
Grid method (HTOnes x Ones) e.g. 246 x 7
1400 + 280 + 42 = 1722
Grid method (TOnes x TOnes)
e.g. 62 x 36
This will then lead to a compact written method for multiplication;
Develop use of short division method
Short division
- short division giving quotient as fraction e.g. 90 7 = 12 6 /7
- giving quotient as decimal
- short division of numbers involving decimals (87.5 7)
Short division method can be used when children are confident to divide two and three digit numbers by a single digit.
Stage 6
Double digit multiplication
24 x17
Extend written methods for multiplication, encouraging estimation first.
- continue to use grid method as an expanded written method
- develop short multiplication
- leading to multiplication of numbers involving decimals
Pupils will be taught the more compact method of multiplication if and when the teacher feels they are ready for it.
27
35 x
Long Division:
Extend written methods, encouraging estimation first
So2 8 12/15 or 28.8
15 ) 4313 2
For fractions guidance please visit:
http://nrich.maths.org/2550/index?nomenu=1
Please contact the Maths Subject Leader for any clarification on any further methods to be used.
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Lesson: Two Carpets
Essential Questions: Why are carpets important in Islamic cultures? What are the basic characteristics of West Asian carpet design? What are the similarities and differences between the Ottoman Turkish and Iranian carpets discussed in this lesson?
Learning experience: Students will become familiar with two roughly contemporaneous carpets, one from Ottoman Anatolia and one from Iran. They will analyze their design and learn about some of the aesthetic priorities of the people who created them.
Anticipatory set: In your house, your apartment, or your room: what kind of objects do you surround yourself with? Which are useful? Which are decorative? Which are both?
Context: Carpets have been made for thousands of years throughout Central and West Asia. Flat-woven textiles (kilims—carpets without pile) were made in Turkey at least as early as 7000 BCE. The oldest surviving woolen pile carpet dates from the fifth century BCE, found in a burial site in the Altai mountains of southern Siberia.
For pastoral nomadic inhabitants of the Eurasian steppe, carpets served as "floor coverings, prayer mats, tent decorations, canopies, as symbols of power, privilege and riches" (Abas 2004: 11).
In the sedentary world of cities, towns, and farming villages, carpets were also more than floor covering. They were "an integral part of one's living arrangements, one which took the place of chairs, beds, and sometimes tables" (www: Erdmann).
Carpets, in short were necessities, not merely decorations, and so were worth the great care that was lavished on them. Those belonging to the wealthy never remained in one place all the time. At the Seraglio in Constantinople, for instance, they were changed every three months. The ones removed were first expertly cleaned and then sent to a treasure chamber for safekeeping. In Persia there were special "carpet houses" where the valuable carpets that needed a rest were stored. They were looked after by the house's own permanent staff and the director (custodian) also decided which carpets should be used, where and on which occasion (www: Erdmann).
An account of the visit of Byzantine ambassadors to the Abbasid dynasty's (750-1258) capital at Baghdad shows how carpets contributed to the display of royal wealth and power:
The number of the carpets and mats. . .was twenty-two thousand pieces; these were laid in the corridors and courts, being spread under the feet of the nobles, and the Greek Envoys walked over such carpets all the way from the limit of the new Official Gate, right to the presence of the Caliph—but this number did not include the fine rugs in the chambers and halls of assembly. . .spread over the other carpets, and these were not to be trodden with the feet (Grabar 1978: 168).
All three of the early modern Islamic empires—the Ottomans (1281-1924), the Safavids (1501-1739), and the Mughals (1526-1858)—developed thriving carpet industries.
Carpet weaving was transformed from a minor craft based on patterns passed down from generation to generation into a statewide industry with patterns created in court workshops. In this period [1600-1800], carpets were fabricated in greater quantity than ever before. They were traded to Europe and the Far East where, too precious to be placed on the ground, they were used to cover furniture or hung on walls. Within the Islamic world, especially fine specimens were collected in royal households (www: Sardar 2003).
Trade with Europe is reflected in the hundreds of paintings, both sacred and secular, where carpets appear. Such paintings are important to scholars, so much so that some carpet styles are labeled with the names of Western painters. Carpets such as the Ushak design (1) in this lesson "were being imported into Europe as early as the beginning of the sixteenth century" (Rogers 1995: 198).
Although individual domestic weavers and nomad households simplified the process, workshop production required considerable division of labor. One source lists the products of seven crafts—spinning thread and dyeing fabric, for instance—that were necessary before weaving could begin (Wulff 1966: 195).
Weaving itself was a complex process involving either a preparatory drawing or an actual knotted sampler. These indicated the sequence and density of knots. Sometimes a professional design caller was used to call out the knotting sequence (www: Ittig 1990).
Women played a central role in carpet-making:
In Anatolia and Iran, many women were employed as spinners, dyers, and knotters in a craft that tended to adhere to a strict gendered division of labor. While the precise assignment of tasks might differ from one locale to another. . .carpet making in general was a heavily feminized craft (Tucker 2006: 398).
Carpet-making shared the same visual vocabulary as the rest of Islamic art: vegetal design ("arabesque") and geometric patterning. Moreover, one writer suggests that carpets were central to the development of this aesthetic:
Carpets represented the most ancient and the most meaningful art form in the population that first embraced Islam. . .Long experience of carpet weaving gave tent dwellers skill and passion fortessellations [patterns made of interlocking parts fitting together with no gaps between them], interlaced patterns and the all-over covering of surfaces (Adapted from Abas 2004: 11).
Carpet patterns, with their wealth of vegetal decoration, have been compared to gardens. Some carpets were even made to look like stylized gardens.
The ruler of the last pre-Islamic dynasty to control Iran, the Sassanians (224-651), had a carpet called "The Spring Garden." It measured almost ninety feet to a side and was
embroidered with precious stones and gold. Victorious Arab soldiers found it too heavy to carry away, so it was cut up and the pieces awarded as booty (www: Morony).
The two carpets discussed here are different in style and visual impact. The Ottoman "Star Ushak" carpet is based on repetitions of an eight-pointed star design. The Safavid carpet has a central medallion surrounded by four lions and a calligraphic inscription. Both, however, encourage students to think critically about the importance of color and pattern in the arts of Islam.
Rationale: Carpets embody important aspects of Islamic visual culture. Also, since they are an art form admired for centuries in both East and West, they introduce students to a world of beauty that, on one hand, is specific to Islam and, on the other, transcends cultural boundaries.
Instructional resources: Two carpets, one from Turkey and one from Iran; four other carpets for comparison (1A, 1B; 2A, 2B); "Parts of a Carpet" (diagram); "Teacher's Background Sheet: Basic Carpet Terms."
(A) "Star Ushak" Carpet Ushak, Anatolia 1450-1500
(B) "Star Ushak" Carpet Ushak, Anatolia 16 th -17 th century
* Ushak was a carpet-producing center in northwestern Anatolia.
* These designs are believed to have been royal commissions.
* The multiple medallion design of (1) consists of an eight-pointed star repeating across the carpet's field. (1A) and (1B) are variations of this style.
* The eight-pointed star of (1) is simple: two superimposed squares.
* All three carpets are dominated by the deep blue of the star motifs and the red of the main field. The stars on all three are outlined in white.
* "Surprisingly, few Ushak carpets survive in Turkey compared with the numbers found in Western Europe, particularly in Italy" (Rogers 1995: 198).
* The stars of (1) and (1A) are filled with palmettes.
* Encourage students to look closely. Notice the subtle touches of color—tiny areas of white, pale blue, and yellow on the flowers in (1), for instance. These are probably translations in knotted wool yarn of a painted master design.
2. Safavid Medallion Carpet Iran, Kashan, Safavid 16 th century (KHAL.2006.0048)
Medallion Rug with a Field of Flowers
(A)
(Details)
Iran, Safavid Probably Kirman 17 th century
(B) The Sely Carpet Iran, Safavid Late 16 th century
* The Safavid dynasty was an important era in the arts of Islam:
The high point in Persian carpet design and manufacture was attained under the Safavid dynasty (1501-1739). It was the result of a unique conjunction of historical factors—royal patronage, the influence of court designers at all levels of artistic production, the wide availability of locally produced and imported materials and dyes. . .and commercial acceptance, particularly in foreign markets. . . Although there is no direct evidence that royal weaving workshops had yet been established [during the first century of Safavid rule], the influence of court designers on carpet weaving is clear. The two key design features of rugs in this period, the medallion design and figural elements, were borrowed directly from the arts of the book as practiced in the royal atelier (www: Walker).
* The carpet has a central medallion surrounded by four lions. The lions symbolize Ali (c. 600-661), the first Shi'ite caliph. Called the "Lion of God," he was a son-inlaw of Muhammad and the person Shi'ites believe is the Prophet's true successor. Shi'ism was established as Iran's state religion under the Safavids.
* Notice the pale blue stems of the vegetal scrolls in the main field and the use of gray in the border.
* A calligraphic inscription surrounds the carpet's medallion and central field.
* Carpet (2A) is a directional design. The medallion is couched in a garden-like spray of flowers.
* Carpet (2B) is dominated by the medallion and the four spandrels. Notice the prominent use of white in the border and inner stripe.
Procedure: Students will analyze and compare three Ottoman "Star Ushak" carpets (1), (1A), and (1B); and three Safavid medallion carpets (2), (2A), and (2B).
* Internet homework assignment: The class will (1) read about the two basic features of Islamic design that inform carpet-making: "Plant Motifs in Islamic Art" (Victoria and Albert Museum) and "Geometric Decoration"(Museum With No Frontiers); and (2) read the brief thematic essay on "Carpets from the Islamic World, 1600-1800" from the Heilbrunn Timeline of Art History. Students will be assigned to give brief reports on each of these readings.
* The class is divided into four groups. Groups can be assigned in advance of the homework assignment.
* In class, students give their reports on the homework readings. The teacher goes over some of the basics of carpet history and design.
* The teacher leads a whole class discussion about design formats and important motifs.
* The whole class then compares and contrasts (1) The "Star Ushak" carpet with (2) the Safavid medallion carpet.
* Each group reports. They compare and contrast carpets (1) and (2) with their respective related carpets.
| Group 1 | Group 2 | Group 3 | Group 4 |
|---|---|---|---|
| (1) Ottoman “Star Ushak” Carpet | | (2) Safavid Medallion Carpet | |
| Carpet (1A) | Carpet (1B) | Carpet (2A) | Carpet (2B) |
Whole group reflection: Islamic carpets share decorative styles with architecture, the arts of the book, painting, ceramics, and metalwork. What special characteristics do carpets have that distinguish them from these other arts?
Instructional modification: These activities may take more than one class session.
Application: Using the internet, students assemble "collections" of carpets. They create PowerPoints discussing the background of their chosen carpets and the reasons for their choices. This can also be done in groups.
Bibliography
Abas, S. Jan. Islamic Geometrical Patterns for theTeaching of Mathematics of Symmetry. Ethnomathematics Digital Library, 2004.
<http://www.ethnomath.org/resources/abas2001.pdf>
Erdmann, Kurt. "Carpets East Carpets West." Saudi Aramco World. March/April 1965. <http://www.saudiaramcoworld.com/issue/196502/carpets.east.carpets.west.htm>
Grabar, Oleg. The Formation of Islamic Art. Yale University Press, 1978.
Ittig, Annette. "CARPETS iv. Knotted-pile carpets: Designs, motifs, and patterns." Encyclopedia Iranica, 1990.
<http://www.iranicaonline.org/articles/carpets-iv>
Morony, M.G. "Bahar-e Kesra." Encyclopedia Iranica, 2011.
<http://www.iranicaonline.org/articles/bahar-e-kesra-the-spring-of-kosrow-tabari-fars-ezamestani-winter-carpet-balami-or-baharestan-spring-gar>
Rogers, J.M. Empire of the Sultans—Ottoman Art from the Collection of Nasser D. Khalili.Muséed'Artetd'Histoire, Geneva/The Nour Foundation, 1995.
Sardar, Marika. "Carpets from the Islamic World, 1600-1800." Heilbrunn Timeline of Art History. The Metropolitan Museum of Art.
<http://www.metmuseum.org/toah/hd/crpt/hd_crpt.htm>
Tucker, Judith. "Rescued from Obscurity: Contributions and Challenges in Writing the History of Gender in the Middle East and North Africa." In Teresa A. Meade and Merry E. Weisner-Hanks (eds.). A Companion to Gender History. Wiley- Blackwell, 2006.
Verde, Tom. "Threads on Canvas."Saudi Aramco World. January/February 2010. <http://www.saudiaramcoworld.com/issue/201001/threads.on.canvas.htm#sbbeginner>
Walker, Daniel. "CARPETS ix. Safavid Period." Encyclopedia Iranica.
<http://www.iranicaonline.org/articles/carpets-ix>
Wulff, Hans E. The Traditional Crafts of Persia. The M.I.T. Press, 1966.
Acknowledgements
This lesson was created by Eve Eisenstadt, its academic content approved by Kristina Richardson, and the final lesson edited by Martin Amster.
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Introduction to the School Power Naturally Solar Learning Lab™
Virtual Array Tour: Lesson II in the Series
TEACHER INFORMATION
LEARNING OUTCOME
After experiencing the second of four routes through the Heliotronics SunViewer™ software application, students are able to interpret data from and cite environmental advantages of their school's solar array system.
LESSON OVERVIEW
In this lesson, students continue to investigate the components and functions of a solar array system, and enhance that learning through interpretation of data that helps them answer the question, why choose solar?
GRADE-LEVEL APPROPRIATENESS
This Level II and III lesson is appropriate as an introduction to solar energy for students in grades 5–12.
MATERIALS
A computer or computer lab that has Heliotronics SunViewer™ software installed and receiving data from a Heliotronics Feynman™ data logger Protractors
Sufficient copies of Student Handouts One and Two
SAFETY
No safety precautions are necessary for this lesson.
ADDITIONAL SUPPORT FOR TEACHERS
There are 64 School Power Naturally (SPN) lessons available for downloading at www.SchoolPowerNaturally.org. Some of the lessons that would mesh well with this solar array tour are listed below, along with a brief description of content. (Note: In addition to this new lesson (lesson II), three other new lessons that are closely related to lesson II are described in the Teaching the Lesson section.)
* SPN Lesson #2, Our Dependence on Fossil Fuels (Through a simulation, students become aware of their dependence on fossil fuels.)
* SPN Lesson #3, To Go Solar or Not to Go Solar (Through participating in a role-play of a community meeting, students decide on the feasibility of photovoltaics as an alternative source of energy.)
* SPN Lesson #5, Energy Resources: Where Are They and How Do We Get Them? (Students learn, through models and interpretive skills, the nature of various energy resources, how they form, and the science that allows them to be discovered and extracted.)
* SPN Lesson #6, Energy Solutions: A Brochure (Students communicate to others the benefits of photovoltaic systems as an alternative source of energy, as evidenced by brochures they develop.)
* SPN Lesson #8, The Absorption of Solar Energy (Students interact with a simplified model of photosynthesis that explores the relationship between energy transfer and the chemical reactions that produce energy-containing foods in green plants.)
* SPN Lesson #10, Solar Energy in New York (Students decide if increasing the amount of energy from photovoltaic systems would be a wise investment in New York State.)
* SPN Lesson #19, What Is pH and Why Is It Important? (After using pH paper to test liquids and soluble solids, researching acid deposition, and checking DAS emissionsavoidance data, students explain the comparative relationship of fossil fuels and PV systems to acid deposition.)
* SPN Lesson #20, Using Environmental Models to Determine the Effect of Acid Rain on an Ecosystem (After completing a reading on acid precipitation and pH, and conducting small-scale investigations of the effect of acid on ecosystems, students predict the environmental effects of acid precipitation.)
* SPN Lesson #21, An Environmental Puzzle: The Carbon Cycle (Through completing readings on our ultimate energy source and completing a carbon dioxide puzzle, students are able to describe the operation of the oxygen–carbon dioxide cycle and relate the use of alternative forms of energy to maintaining levels of oxygen and carbon dioxide in the atmosphere.)
* SPN Lesson #30, Chemical Consequences of Burning Fossil Fuels (Students are introduced to the chemical consequences of burning fossil fuels, as they complete chemical reactions such as forming acids, and show that fossil fuel combustion produces acid-forming oxides.)
* SPN Lesson #31, Avoiding Carbon Dioxide Emissions from Burning Fossil Fuels (After performing stoichiometric calculations for various alkanes that comprise fossil fuels and working with the emissions-avoidance component of the school's DAS system, students cite quantitative evidence showing how nonfossil fuel sources help to reduce air pollution created by carbon dioxide.)
* SPN Lesson #36, Fossil Fuels (Part II), The Geology of Oil: Topographic Mapping, Crustal Deformation, Rock Porosity, and Environmental Pollution (As part of this lesson, students use emissions-avoidance data supplied by the school's DAS system to evaluate the environmental cost of our dependence on petroleum-derived energy.)
* SPN Lesson #37, Fossil Fuels (Part III), The Geology of Coal: Interpreting Geologic History (As part of this lesson, students use emissions-avoidance data from the school's DAS system to calculate the environmental cost of coal energy.)
* SPN Lesson #38, Temperature and the Tomato (Students are provided experiences that help them predict whether given sets of conditions are conducive to tomato growth. As part of this lesson, they also relate energy production in tomato plants to energy production in photovoltaic panels.)
* SPN Lesson #39, Where Do Plants Get Their Food? (In this lesson about the historical development of the scientific method, students replicate van Helmont's classic experiment, and describe the role of light in plant growth.)
* SPN Lesson #40, A Photosynthesis Timeline (Students are led to understand that van Helmont's work was limited by the thinking of society at the time and the equipment available to him. They see that even though his conclusion was incorrect, his approach to science and his experiment showing that plants do not obtain food from the soil were significant contributions to our understanding of photosynthesis.)
* SPN Lesson #42, Permit Trading (Through a simulation that involves infusing renewable energy resources into the "mix" for electricity generation by employing a "renewable portfolio standard," students explain market-oriented regulation and its impact on the transition to alternative energy sources.)
* SPN Lesson #44, Prospects for a Sustainable Energy Future (After exposure to the term sustainable as defined by Thomas B. Johansson and José Goldemberg, students are able to cite criteria that characterize a sustainable energy system. They also evaluate the degree of support for sustainability in the recommendations of Johansson and Goldemberg in Energy for Sustainable Development.
* SPN Lesson #45, Heat Pollution and Communities (Students examine the issue of thermal pollution in the broad context of environmental impact, and distinguish between opinions and claims as opposed to facts and data. As part of this lesson, they also collect and compare data from their school's and other schools' DAS systems, citing differences in waste heat amounts for contrasting environments.)
TEACHING THE LESSON
This is the second in a series of three tour lessons that make use of the Heliotronics SunViewer™ software application. (A fourth lesson makes use of inquiry teaching and learning, using the online School Power Naturally database [SunViewer.net™] developed by Heliotronics. This database presents and archives data from your school's solar array and that of other participating schools throughout New York State.)
The first lesson in the series features a virtual array tour that includes screen shots and commentary. In this, the second lesson, the software application is used to facilitate navigation through, and understanding of, the second of four pathways—"Why Choose Solar?"—which provides students their first look at data from an operational photovoltaic array and prompts them to see how their solar array is having a positive impact on the environment. The third lesson features pathways 3 and 4 and includes a projected set of images and pages that relate to data display. In the fourth lesson, such things as portions of the software application that display real time and stored operational data are explored.
Lesson I usually is completed before lesson II is begun.
In advance, run copies of the Student Handouts for the students in your classroom.
In some portions of this lesson, the information provided for teachers suggests that the students expand their learning using the Internet. Typically, ideas have been offered for criteria to be entered into search engines. When dealing with more advanced students, the teacher may not want to provide the search criteria, but rather allow the students to come up with their own. Search criteria in this section are identified with the following font style: SEARCH CRITERIA.
The third lesson in the series explores such things as portions of the software application that display real time and stored operational data. The pathways "What Is It Doing?" and "How Well Is It Working?" are included in this lesson.
If you did not launch the Heliotronics SunViewer™ software application as part of the initial tour, do so now. Find the SunViewer™ icon (see figure 1).
Click the icon to launch the Heliotronics SunViewer™ software application. Watch the home page pop up (see figure 2):
Locate the "end" button (see figure 3):
You may click "end" to end the program now, or if you have time, follow the pathway suggested for this lesson. Note that you may end the program at any time by clicking the "home" button and then "end." For now, let's go on. We see that there are four buttons (see figure 4) on the home page:
This lesson is limited to the "Why Choose Solar?" pathway (the other three pathways are for use in the other lessons in the series). So we will click the "Why Choose Solar?" button. This takes us to figure 5:
The text boxes on the "Why Chose Solar?" page provide data on the electrical energy production of your solar array and the pollution that it prevents:
* Cumulative system energy (energy production)
* Carbon dioxide (pollution prevented)
* Nitrogen oxides (pollution prevented).
* Sulfur oxides (pollution prevented), and
Since your school's solar array is producing some of the electricity used by your school, the school does not need to purchase that amount of electricity from the utility company. Therefore, the utilities' fossil fuel power plants do not need to produce quite as much electricity, and the noxious emissions from those plants are reduced by the amounts shown.
Distribute Student Handout One, and have your students copy the data from the screen graphic (figure 5) onto the appropriate locations. Either carry out the following discussion now, or come back to it after you complete the "Why Choose Solar?" pathway of the tour. Guide the students by asking the following questions:
Virtual Array Tour: Lesson II
* How was the quantity recorded beside "Cumulative System Energy in Kilowatt-Hours" arrived at? (See figure 5.1 note, page 12.) Will the quantity increase, decrease, or stay the same over time? (See figure 5.2 note, page 12.)
* How were the quantities for the next three items—carbon dioxide in kilograms, sulfur oxides in kilograms, nitrogen oxides in kilograms—determined? (See figure 5.3 note, page 12.)
Have students solve the three items listed on page 3 of Student Handout One to determine how much carbon dioxide (as well as sulfur oxides and nitrogen oxides) is saved by the production of one kWh of electricity from solar energy. (See item 3 below and figure 5.4 note, page 12.)
Discuss with your students how electricity is typically produced in your area. Follow these steps as you lead the discussion:
1. Use brainstorming and a chart, chalkboard, or overhead projector to generate a list of possible methods by which your electricity is generated at the present time. A site that will provide teachers and students with a useful overview of energy generation types is http://www.powerfrontiers.com/index.html. Have the students list the generation types (e.g., "fossil fuel plants") in three columns—Conventional, Renewable, Other—on Student Handout Two. (See electricity production note #1, page 12.)
2. Using the list generated by the students, discuss which of these are available now and which are still being researched or are in pilot use. Strive to find out from students which are available in your area, which are not, and why. (See electricity production note #2, page 13.)
3.
Have the students use the website http://www.epa.gov/cleanenergy/energy-and-you/how
clean.html
to determine the current mix of energy sources for generating electricity for your zip code.
4. Have your students use the circle provided on Student Handout Two, along with protractors, to make a pie chart that represents your energy mix for generating electricity. For a review of pie charts, go to http://bdaugherty.tripod.com/KeySkills/pieCharts.html. (See electricity production note #3, page 13.)
5. Now have your students think about some other areas of the country that might be of interest to them, and also might have different proportions in their mix of energy sources. Use the website listed in step #3 above to learn more. Compare the mix that is present in your area with that of other areas and see if the students can explain the differences. For instance, proximity to Hoover Dam or to Niagara Falls could explain an increase of hydroelectricity in the mix and reduced emission of pollutants. (See electricity production note #4, page 13.)
Now that the students have accumulated knowledge about electricity generation and the mix of energy resources for your region, you should be able to prompt them for the question, why choose solar?, and expect an enhanced response to the question,—percentage increases in the component alternative energies within the mix of resources used to generate energy lessens degradation of the environment.
When you are ready to return to the tour, there are three graphics on this window that serve as buttons to choose from (see figure 6):
Click the first graphic on the left (see figure 7):
That choice results in the following window, which relates how global warming occurs and describes the long-term effects of solar warming (see figure 8):
You may want to have your students research and report on the long-term effects of global warming (typically referred to as "global climate change") that are described in figure 8.
Click "close," and then choose the second graphic as the one to click (see figure 9):
Virtual Array Tour: Lesson II
The window that comes up provides a narrative on emissions from automobiles (see figure 10):
The narrative for figure 10 describes the typical emissions from an automobile. Help the students see that reducing carbon dioxide emissions by 4,800 kilograms through the use of solar energy is equivalent to taking one car off the road for a year.
You might want to have the students record the cumulative amount of CO2 avoided by your solar array (go back to figure 5 to get this figure). A month from now, have them record the amount again and determine the difference to reinforce the positive environmental impact of using renewable solar energy. (See figure 10 note, page 14.)
Click "close" to return to the previous window, and then select the third graphic to click (see figure 11):
Clicking that graphic will bring up figure 12, "Plants and Carbon Sequestration":
You might want to consider using the following SPN lessons, which deal with plants and carbon sequestration:
* SPN Lesson #8, The Absorption of Solar Energy
Temperature and the Tomato
* SPN Lesson #38,
* SPN Lesson #39, Where Do Plants Get Their Food?
Click "close" and then "home" to end this tour.
Invite the students into a classroom discussion about why this pathway is entitled "Why Choose Solar?" Some ideas that may help you guide the discussion follow:
* The use of solar energy might impact climate change.
* PV-generated electricity is usually two to three times more expensive than conventionally generated electricity.
* Use of PV doesn't pollute.
* PV systems are like flat-panel computer displays and other manufactured products, in terms of how production is related to expense: the more you produce, the less expensive each item becomes.
* Some areas offer subsidies to help pay for solar energy. What are the arguments for and against this? See whether students can name some industries that are vital to the economy that have or are receiving subsidies. (See subsidy note #1, page 14.)
BACKGROUND INFORMATION
Virtual Tour Notes for the Teacher
Figure 5.1 Note: A component of the photovoltaic array measures and records the amount of electrical energy produced by the solar array.
Figure 5.2 Note: It is a cumulative amount so it will increase.
Figure 5.3 Note: If students know the components of their solar array, they will realize that no component of the solar array directly measures and records quantities for these items. You might have to ask the students leading questions to get them to realize that, since the display states that these pollutants have been avoided due to electricity being generated by the solar array, the array's software must be able to mathematically estimate and record how much of each pollutant has been avoided. There is a direct relationship between the solar energy produced and the fossil fuels containing pollutants whose use has been avoided.
Figure 5.4 Note: If, in figure 1 of Student Handout One, the "Cumulative System Energy in Kilowatt-Hours" reads 34,567, and "Carbon Dioxide in Kilograms" reads 12,904, how much carbon dioxide would be saved by the next kWh of solar energy produced?
34,567 kWh are equivalent to 12,904 CO2 kg
1 kWh is equivalent to x kg CO2
Solving the equation for x gives an answer of .37 kg of CO2 per kWh.
Electricity Production Note #1: Older students should be able to come up on their own with lists that resemble the following:
a. CONVENTIONAL (Fossil fuel plants heat water to spin turbines, which turn generators. Such plants also burn gas to turn turbines similar to those that power jet planes. These turbines, in turn, turn electrical generators.)
i. Coal-fired power plant (COAL-FIRED POWER PLANT)
ii. Oil-fired power plant (OIL, ELECTRICITY)
iii. Gas-fired power plant (GAS ELECTRICITY GENERATION)
iv. Gas turbine (COMBINED CYCLE GAS TURBINE)
b. RENEWABLE
i. Wind (ELECTRIC WIND TURBINE MW MEGAWATT)
ii. Solar photovoltaic cells
1. Flat plate (GRID-CONNECTED PV)
2. Tracking (PV TRACKING ARRAYS)
3. Concentrating (PV CONCENTRATORS)
iii. Solar thermal
1. Parabolic trough (PARABOLIC TROUGH)
2. Dish Stirling (DISH STIRLING)
3. Power towers (SOLAR POWER TOWER)
iv. Biomass (BIOMASS POWER GENERATION)
c. OTHER
i. Nuclear (NUCLEAR POWER PLANT)
ii. Geothermal (GEOTHERMAL POWER GENERATION)
The classification of geothermal energy as "other" is debatable in that this kind of energy has been typically considered renewable. Discuss why the classification is debatable, asking questions such as the following: Where is the energy coming from? How does it renew? Can it be depleted? This likely will invite a discussion of physical geology.
Electricity Production Note #2: For example, dish Stirling engines are being deployed in commercial quantities in California but not in the East. In the East, the diffuse irradiance from frequent cloud cover renders such engines uneconomical. But in the Southwest, sparse cloud cover yields direct sunlight that is readily concentrated using mirrors; abundant sunshine makes the use of these engines very effective.
Electricity Production Note #3: Pie charts are circles sliced into segments whose areas represent proportions. Should you prefer not to work with protractors, have the students simply estimate and then check their estimates, or have them compare and correct each other's estimates. For instance, you might ask the question, approximately how much of our electricity is generated from nuclear energy? Then you could elicit that, for instance, 22% is a little less than one-fourth of the whole, and ask them to mark a little less than one-fourth of the circle as nuclear. Should oil and gas turn out to be 46%, which is a little less than half, they should make the oil and gas part a little less than half of the circle. Coal is likely to be most of the remaining part of the circle. Let's say that coal is 31%, which is a little less than one-third, so the coal wedge will be slightly less than one-third of the circle. Remind students to leave a little space for hydro, which might be 1%. If something is off, they can try again, adjusting the size of the wedges as necessary.
Electricity Production Note #4: For example, students might look up the zip codes 97221(Portland, OR), 02173 (Lexington, MA), or 80002 (Denver, CO). Expect your students to come up with other sites to check, and have them use search engines to look them up. You might want to prompt students with questions such as:
* Why does Portland have low CO2 emissions?
* What is a city name that interests you and what is its zip code?
* What are the relative proportions of the various power sources for that area?
* How do the emissions for that area relate to the national average? Why is this so?
Figure 10 Note: To determine the difference, subtract the two to determine how much CO2 has been avoided due to the power production from the solar array. Then have the students consider how many miles would have to be driven to produce that same amount of CO2.
Subsidy Note #1
Against Subsidies: Subsidies skew the market. Some say "let the market decide" and feel that subsidies are harmful to the economy. This assumes that we have a free market that monetizes all aspects of a purchase decision.
For Subsidies: In many cases, not all aspects of the purchase decision are monetized. For example, nuclear power producers only are required to insure for $500 million to cover accidents. In the unlikely event that a large accident were to occur, there could be $10s of billions in damages. Cleanup for larger accidents will be paid for by the federal government. So this risk is borne by the taxpayer even if they choose renewable energy that does not have this risk. In a fully monetized market, the nuclear power plant operator would be required to carry much more insurance and the cost of that insurance would be passed on to the ratepayer. And if someone chose a renewable energy source for their electricity, they would not need to pay for the insurance.
Those who favor subsidies point out that it is impractical to monetize all aspects of the purchase transition so it is typically easier to frame things differently and build in subsidies designed to achieve objectives such as cost reduction of clean energy. The majority of infrastructure industries that are of vital importance to our economy have been or are being subsidized. Examples include electric, aviation, rail, banking, farming, the Internet, housing, forestry, and auto.
SOURCE FOR THIS ADAPTED ACTIVITY
This activity is based on the Heliotronics SunViewer™ software that was provided to SPNparticipating schools.
LINKS TO MST LEARNING STANDARDS AND CORE CURRICULA
Standard 1—Analysis, Inquiry, and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
M1.1b: Identify relationships among variables including direct, indirect….
M1.1c: Apply mathematical equations to describe relationships among variables in the natural world.
S1.1a: Formulate questions about natural phenomena.
S3.1a: Organize results, using appropriate graphs, diagrams, data tables, and other models to show relationships.
S3.2h: Use and interpret graphs and data tables.
T1.2: Locate and utilize a range of printed, electronic, and human information resources to obtain ideas.
Standard 4—Science: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
4.1a: The Sun is a major source of energy for Earth. Fossil fuels contain stored solar energy and are considered nonrenewable resources. They are a major source of energy in the United States. Solar energy, wind, moving water, and biomass are some examples of renewable energy resources.
4.1b: Fossil fuels contain solar energy and are considered nonrenewable resources. They are a major source of energy in the United States. Solar energy, wind, moving water, and biomass are some examples of renewable energy resources.
4.1c: Most activities in everyday life involve one form of energy being transformed into another. For example, the chemical energy in gasoline is transformed into mechanical energy in an automobile engine. Energy in the form of heat is almost always one of the products of energy transformation.
4.1d: Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways.
4.4d: Electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy.
4.5a: Energy can not be created or destroyed, but only changed from one form into another.
5.1d: The methods for obtaining nutrients vary among organisms. Producers such as green plants use light energy to make their food….
6.1c: Matter is transformed from one organism to another and between organisms and their physical environment. Water, nitrogen, carbon dioxide, and oxygen are examples of substances cycled between the living and nonliving environment.
6.2a: Photosynthesis is carried on by green plants and other organisms containing chlorophyll. In this process, the Sun's energy is converted into and stored as chemical energy in the form of sugar….
7.1e: The environment may contain dangerous levels of substances (pollutants) that are harmful to organisms. Therefore, the good health of the environment and individuals requires the monitoring of soil, air, and water and taking care to keep safe.
7.2c: Industry brings an increased demand for and use of energy and other resources including fossil and nuclear fuels. This usage can have positive and negative effects on humans and ecosystems.
7.2d: Since the Industrial Revolution, human activities have resulted in major pollution of air, water, and soil. Pollution has cumulative ecological effects such as acid rain, global warming, or ozone depletion. The survival of living things on our planet depends on the conservation and protection of Earth's resources.
Standard 5—Technology: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
Standard 7—Interdisciplinary Problem Solving: Students will apply knowledge and thinking skills of mathematics, science and technology to address real-life problems and make informed decisions.
1.1: Make informed consumer decisions by seeking answers to appropriate questions about products, services, and systems, determining the cost-benefit and risk-benefit trade-offs; and applying this knowledge to a potential purchase.
Produced by the Research Foundation of the State University of New York with funding from the New York State Energy Research and Development Authority (NYSERDA) www.nyserda.org
Special thanks to Heliotronics, Inc. for their contribution in developing the content for this lesson
Should you have questions about this activity or suggestions for improvement, please contact Bill Peruzzi at firstname.lastname@example.org
(STUDENT HANDOUT SECTION FOLLOWS)
Name__________________________________________
Date___________________________________________
Introduction to the School Power Naturally Solar Learning Lab™ Virtual Array Tour: Lesson II in the Series
STUDENT HANDOUT ONE
Background Information
Your school, which participates in the School Power Naturally (SPN) program, has been provided:
* a Solar Learning Lab™, which includes a solar array that generates electricity from sunlight
* an educational data-monitoring system that monitors and displays the energy and power production of the solar array, the meteorological quantities that affect its output and the emissions avoided by use of the solar array
* a site license for Heliotronics SunViewer™ educational data display software.
In addition, archived data has been displayed on the Internet for viewing by anyone in the world.
Your teacher has been introducing you to the Solar Learning Lab by conducting a virtual tour by means of the Heliotronics SunViewer™ software application. This lesson is a continuation of that tour.
DEVELOP YOUR UNDERSTANDING
Materials
A computer or computer lab that has Heliotronics SunViewer™ software installed
Protractors
Sufficient copies of Student Handouts One and Two
Procedures
1. When your teacher pauses in the tour and tells you to record the numbers displayed on the "Why Choose Solar?" screen graphic, use figure 1 on Student Handout One to do so. Then use those numbers to respond to the three other items on page 3 of Student Handout One.
2. When your teacher pauses in the tour and asks you to gather information to construct a pie chart, use Student Handout Two for that purpose. Your teacher will expect you to gather information on energy resources for generating electricity in your area and the percentages of that energy mix in order to construct the pie chart.
Name__________________________________________
Date___________________________________________
WHY CHOOSE SOLAR? Avoiding Pollutants
Figure 1
Use the array tour's figure 5 to fill in the blank areas on figure 1 above. Consider that recorded information in responding to these items:
1. 1 kWh is equivalent to _____kg CO2
Show your work here:
Then, use the actual figures you recorded in figure 1 to complete items #2 and #3 below. Again, show your work.
2. 1 kWh is equivalent to _____kg sulfur oxides
Work:
3.
1 kWh is equivalent to ______kg nitrogen oxides
Work:
Name__________________________________________
Date___________________________________________
STUDENT HANDOUT TWO
WHY CHOOSE SOLAR?
Renewable Energy
What are the ways by which electricity is generated in your area at the present time? List the generation types (e.g., "fossil fuel plants") for your area in the three columns below:
CONVENTIONAL RENEWABLE OTHER
Fossil Fuel Plants
Once you know how electricity is generated in your area, your teacher will help you determine the amounts for the energy mix that produces electricity in your area. Record those amounts below as percentages, arranging them from greatest to smallest. The energy mix percentages for your area are as follows:
(Note: You may need more or less than five sources and percentages.)
Source 1 and percentage:
Source 2 and percentage:
Source 3 and percentage:
Source 4 and percentage:
Source 5 and percentage:
Lesson II: Student Handout Two
4
Using those percentages for your various energy sources, convert the circle below into a pie chart that displays the sources and their percentages:
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Ages of Famous Personalities
Junior Level
Part 1: Data Collection:
You will be seeing photographs of twenty famous people. As you see the photos, record the names of each individual and your best estimate as to the person's age. If you do not know the person, take your best guess as to the age from observing the photo. Actual ages will be the age at the end of the current year.
| Famous Personality | Estimated Age |
|---|---|
| 1 | |
| 2 | |
| 3 | |
| 4 | |
| 5 | |
| 6 | |
| 7 | |
| 8 | |
| 9 | |
| 10 | |
| 11 | |
| 12 | |
| 13 | |
| 14 | |
| 15 | |
| 16 | |
| 17 | |
| 18 | |
| 19 | |
Name________________________________
Ages of Famous Personalities
Junior Level
Part 2: Analysis of the Data:
1. Using the grid below, prepare a scatter plot using the estimated age on the x-axis and the actual age on the y-axis. Be sure to label your axes and scale, and place a title on the graph.
2. Choosing two points, find the equation of the line of best fit (model equation) for your data.
3. If you had guessed all of the ages correctly, what would be the equation of the line representing these correct guesses?
Name________________________________
4. Based upon your scatter plot, did you, in general, overestimate or underestimate the ages? _____________________ Explain how you made this decision by examining the scatter plot.
5. a. What percent of your estimated ages were correct?
b. What percent of your estimated ages were above the actual ages?
6. Interpolate: If you guessed that a person’s age was 26, what would the exact age be based upon your model equation from question #1?
7. Interpolate : If a person’s actual age was 37, what would have been the estimated age based upon your model equation from question #1?
8. Extrapolate: If a person’s estimated age was 80, what would have been the actual age based upon your model equation from question #1?
9. a. What is your age? __________
b. Based upon the your model equation from question #1, what would have been your estimated age?
10. a. Which personality had the greatest difference between the estimated age and the actual age?
b. What is the AVERAGE of the differences between the actual ages and the estimated ages for all of the personalities?
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AVIAN ETHOGRAM AND RESEARCH PROJECT AT THE ZOO
Mildred Sears Funk Department of Biology Roosevelt University Chicago, IL 60605
INTRODUCTION
This ethogram and behavioral research project will be enjoyable for you, if you are interested in animal behavior, and will also help you learn how to more closely observe behavior. Observational skills will be helpful in many careers (e.g., clinical psychology, medicine, law, public relations, to name a few) that require closely watching behavior, accurately describing it, and understanding it in its context. You will practice these skills in the first part of the exercise, constructing an ethogram (a listing and description of species behavior). In this exercise, you will choose a particular species and, together with another student, you will describe the species' activities. The second part of the project, the behavioral research, helps you gain a better understanding of how scientists use the "scientific method." Scientists get their information by observing, experimenting and analyzing. You will choose a research question about some behavior of interest that can be answered through more specific observations of one or two individuals of the species. After collecting and analyzing data, you will interpret the results for the class in a poster session in which you display and discuss your work. You need to actively participate, carrying out observations and designing your project and planning your time well.
LEARNING OBJECTIVES
You will:
* On the basis of the observation, construct a research question
* Practice skills of close observation and detailed description
* Design an experiment to answer this research question
* Graph experimental data and the research process on a poster
* Explain what you did and why to the class and what you'd do differently next time
MATERIALS
Field notebook and pen or pencil for observations and diagrams Timepiece (a second-hand is helpful but not necessary)
Optional: tape recorder, camera or camcorder, binoculars
2
2
METHODS
Getting started on your subjects
Choose an active species. Try to be unobtrusive and quiet because your behavior may affect the birds' activities. Stay close enough to see all the activities but not so close that you disturb your subjects by your proximity or staring at them or by any noise you make. They may flee or become immobile, neither of which is helpful for your data collection. They may become habituated to your presence after some time and then behave in their normal fashion even though aware of your presence. Describe the birds. Field guides in the library will be helpful. Diagram the habitat.
After your description of the birds, you need to familiarize yourself with the behavioral repertoire of your chosen species. Observing for an ethogram gives you the time and a framework in which to gain understanding of the animals by noting what they do and how they do it. To get started, watch the birds for an hour and take notes of their different activities. In your field notebook, note the date and time, conditions such as weather, crowd numbers, etc. and then keep track of the time and behavior you see. This is called AD LIB sampling, an informal note-taking procedure of as many behavior patterns as you see. You will be trying to describe at least a dozen. One student can describe the actions and the other can write them down and time them. The behavior may be motoric (e.g., flying and climbing, or concerned with body maintenance [feeding and elimination, bathing and preening] or exploratory, such as searching or scanning, or social: affiliative (friendly) or agonistic (threatening), or other behavior. Talk to the keepers. When are the birds most active? Consult two or three articles in scientific journals about the natural history of the species you have chosen. Then you are ready to begin your ethogram.
What is an ethogram?
An ethogram is a catalogue of the different action patterns of your species such as those listed above. When you think you are familiar with many of the species behavior patterns that are repeated in their daily routine, start listing these patterns as you watch the animals. Try not to be subjective or label the patterns at the beginning. Use descriptive names. Pretend that you are describing your chosen species and its behavior to a Martian who has never seen the species. Write down careful descriptions of the movements so that others could read your descriptions and recognize those exact same movements. Exactly how was the movement done? Was there any sound? (EXAMPLE: Open beak thrust. One bird is opening its beak and thrusting it in the direction of another bird.) Is there any movement of the rest of the body toward the other bird? Any change in the eyes or in the plumage? Any sound? Any other movement that goes along with the open beak? The above behavior could be a begging movement by young or by a mate for food or it may be a threat display. What was the context of the behavior? Your label for a behavior does not describe the behavior. If you call a behavior a "threat behavior" that label does not tell us what the actions were; it tries to tell us something about the situation, it passes judgment on the action. One must exercise care in labeling behavior patterns. Sometimes the movements may belong also to a different pattern of behavior and then they may be done for different reasons. So, try to keep a human bias out of your observations in the beginning. Simply note that one bird is opening its beak at another and describe what happens. Later, you can label the behavior when you are more familiar with it and the context in which it is performed.
Using your list of behavior patterns, you need to find out the frequency of those patterns in an hour's time. For this type of record, you will use FOCAL ANIMAL SAMPLING. You cannot record all activities of a group of animals at the same time, but you can get good behavior notes on one animal for a short period of time. Be sure you can identify the one subject --how does it differ from the rest? Choosing a time when the animals will most likely be active, simply note how the activity is done and when it changes. Again, write down date, time and conditions and then list behavior patterns and times. Abbreviations save time (feeding-FD), but provide a key to your abbreviations. Each person takes a turn at observing or recording activities until you have 3-4 hours of data so that you can calculate the time your subjects spend on the activities you have listed in their behavioral repertoire.
The teacher should check your ethograms before you begin the research question part of
the project. (No need to re-write all the descriptions if they are legible.) You may need a category for "Other" behavior, such as some activity done when your subject is out of sight. Be sure that all the behavior patterns you see will fit in one of your categories.
How will you display the data?
Using your data, make an activity chart with percentages of time devoted to each activity.
Add up the time spent on each behavior during the time you watched your subjects. Then divide the number of minutes spent in an activity by the total number of minutes spent in all the observations to get the percent of time spent on each activity. Make a Pie Chart of the percentages of time spent in various activities so that the observer can quickly understand the interrelationships of the behavior patterns and their relative frequency in the daily routine of the subject (Figure 2). The percentages on the Pie Chart should add up to 100%.
PERCENT OF T IME IN ACTIVITY
So far, you have 1) chosen a species, 2) observed group activities, 3) observed individuals for a time budget analysis, and 4) made activity charts and graphs. Now you are ready for the Research Project.
Research project: What is your hypothesis?
Figure out a question about behavior you have seen that you can eventually answer through tallying more observations. What question do you want to study about your subject? These observations will be taken on one or two animals and you will be looking for "ALL OCCURRENCES OF A SELECTED BEHAVIOR", another sampling method. Familiarized with your chosen species, you should design a simple research question, one that you will be able to answer with several more hours of data collection on the behavior in which you are interested. This question should be framed as a hypothesis, a statement that predicts a set of observations. You should be able to test your hypothesis with a limited set of data. Here are some possibilities:
(2) Another question might be comparative in nature: compare time spent on preening behavior (or other types of maintenance behavior) in two species. Null hypothesis: There is no difference in time spent preening in the ___ species and the ____species. Alternative hypothesis: There is a significant difference ................ Describe preening. What parts of the body are preened? Why do birds preen? When? Is there a precise timetable to preening? Do birds in your species allopreen (preen others)? Why would they do this? Does one species preen more often but for shorter periods?
(1) The question might concern time budgets: Is feeding intensity the same at noon as in late afternoon? You will then suggest a tentative or "null hypothesis" to be tested: There is no difference between feeding intensity at noon and in late afternoon. The alternative hypothesis: There is a significant difference between feeding intensities at noon and in late afternoon. In such a study, you may also want to consider comparing the zoo birds to what you observe of feeding behavior at your backyard feeder. Find out some of the factors that determine how long a bird in the wild remains in one spot to feed.
(3) There is no difference in vocal and motor activity between male and female (species)
(5) Juveniles are more exploratory (or playful or aggressive, etc.) than adults.
(4) Do juveniles stay closer to each other than to their parents? (There is no difference in proximity of the juvenile to the mother than in proximity to the other young.)
(6) _____- (Parrot) species is left-footed (or right-footed) when feeding.
Your hypothesis will be supported by your data or disproved. If it is rejected (still a result!), then the statement needs to be changed. Would more data be helpful? What is your new hypothesis?
DISCUSSION
The poster: How will you present the data?
After you collect your data, tabulate your results. You should calculate a statistical measure to determine if your findings can reject your null hypothesis. For help on statistics see Zar (1984) or Hailman and Strier (1997) for a short text on research writing and planning. Graph your data. Do sketches or take pictures of the area and the birds.
For the research project, you have (1) chosen your research question, (2) observed individuals to gather data, (3) analyzed that data. Now you are ready to design your poster. Your finished poster (22" X 28" is appropriate) should have 7 parts:
(1) Title.
(2) Abstract: a paragraph that summarizes your research question and findings.
(3) Methods: describe subjects, what you did for the project, where, how often, when.
(4) Results: what you found. Include ethogram: one or two sentences to describe each behavior. Draw the time budget graph and chart and give any other data.
(5) Discussion: Conclusions. What would you do differently next time?
(6) Brief natural history of subjects and bibliography of articles you read about your species.
(7) Picture of birds and a diagram of the habitat.
When you explain your poster to the class, you can tell them any other information you learned about your species in your research.
Special Terms
AD LIB (AD LIBITUM) sampling is an informal type of observation and note-taking; describing all the activity that is seen. This method is good at getting information on what leads up to an event and what happens during and after the event. It is a first step in finding out all you
can about the activities of various subjects.
FOCAL ANIMAL SAMPLING concentrates on getting all possible information about one subject's activities and how those activities are performed.
SAMPLING ALL OCCURRENCES OF A SELECTED BEHAVIOR gives the viewer data on just the one behavior of interest to the observer.
PIE CHART has each segment of the circle proportional to the frequency of a particular behavior.
ACKNOWLEDGEMENTS
I thank Bob Shonk for the illustration of morphological terms for birds and Rebecca Popovich and Ben Messmer for use of the activity charts of a mammal.
REFERENCES
Altmann, J. 1974. Observational study of behavior: sampling methods. Behaviour 49:227-267.
Hailman, J. P. and K. B. Strier. 1997. Planning, Proposing, and Presenting Science Effectively. Cambridge University Press, Cambridge.
Washington Park Zoo and Minnesota Zoological Garden. 1947. Research methods for studying animal behavior in a zoo setting: Parts 1 and 2 {VHS}. University of Minnesota film and video catalogue.
Zar, Jerrold. 1984. Biostatistical Analysis. Prentice-Hall, Englewood Cliffs, NJ.
ADDITIONAL SOURCES
Brooks, R. and K. Yasakawa. Laboratory exercises in animal behavior. K. Yasakawa: Department of Biology, Beloit College, Beloit, WI 53511.
DeCoursey, P. 1994, July. A laboratory exercise: zoo ethograms. Paper presented at the Animal Behavior Society, Seattle, WA.
SUGGESTIONS FOR INSTRUCTORS
The main campus of Roosevelt University is located a short bus ride from Lincoln Park Zoo in Chicago. Lincoln Park Zoo offers free admission to the public so students can return to observe their chosen subjects whenever they want. If the zoo closest to your school does not have free admission, the instructor can very likely work out arrangements for a free pass for students for a limited time.
This exercise could also be adapted for use in watching birds at bird-feeders or watching ducks on a pond or pigeons in a park.
Expenditures for this project consist of transportation and posterboard, perhaps some photos of the animals and their enclosure.
Students need to understand the time requirements of this exercise. Figuring on groups of 2, each pair should gather 3-4 hours of data to compile for the ethogram activities and then the same amount of time for the research question. They'll need to spend more time finding other information on their chosen species and putting the data and results together and deciding on statistics and the design of the poster.
Students should understand that the time budget of a captive animal is not the same as that of a wild animal. This can be a part of a general discussion on zoos: benefits zoos offer (preservation of rare and endangered species, the chance to view these rare animals) and problems (captivity and boredom, excess animals, breaking up mated pairs in order to increase their reproductive potential, etc.).
Methods of data gathering should be discussed. Would they prefer to keep a running count of all behavior of one animal or do a "behavior scan" every minute or 30 seconds and record what the animal is doing at that time? Interesting discussions could be based on which method is better for getting duration of a behavior or for getting unusual behaviors, or catching a stimulus for a behavior. This exercise can introduce the many ways of sampling behavior. See discussion in Altmann (1974).
A helpful video on ethograms is from Washington Park Zoo (1947).
Ethograms are often assigned in animal behavior courses and only that part of the exercise may be done if time is short. When only the ethogram is used in the short session, students may work individually. They try to get an exhaustive catalogue of behavior for their subject species and also locate resources on the natural history of that species. A semester offers sufficient time to combine the ethogram with the research question. This combined exercise is an easy and enjoyable way to acquaint the nonBiology major with scientific investigation. I find that the several parts of the project (the ethogram, research project, oral presentation, and the poster), also make it easier to grade.
Students have enjoyed this research at the zoo and everyone seems very interested in the poster session at the end of the class.
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Ages of Famous Personalities
Name________________________________
Algebra 1 Level
Supplies: Graphing Calculator, PowerPoint presentation
Task: You will be seeing photographs of twenty famous people. As you see the photos, record the names of each individual and your best estimate as to the person's age. If you do not know the person, take your best guess as to the age from observing the photo. Actual ages will be the age at the end of the current year.
| Famous Personality | Estimated Age |
|---|---|
| 1 | |
| 2 | |
| 3 | |
| 4 | |
| 5 | |
| 6 | |
| 7 | |
| 8 | |
| 9 | |
| 10 | |
| 11 | |
| 12 | |
| 13 | |
| 14 | |
| 15 | |
| 16 | |
| 17 | |
| 18 | |
| 19 | |
| 20 | |
1. Using your graphing calculator, prepare a scatter plot using the estimated age on the x-axis and the actual age on the y-axis. Sketch the scatter plot on the grid at the right. Be sure to label your axes and scale.
2. Choosing two points, find the equation of the line of best fit (model equation) for your data.
Points: ( , ) & ( , ) Slope: __________
Equation:____________________________________
3. Using your graphing calculator, find the linear regression equation, the calculator’s line of best fit, for your data. _____________________________________________
4. What is the correlation coefficient? ___________ What does it tell you about the fit of the calculator’s linear regression?
5. What is an appropriate domain for graphing age data in general? _______________________
6. If you had guessed all of the ages correctly, what would be the equation of the line representing these correct guesses?___________________________________________________________
7. Did you, in general, overestimate or underestimate the ages? ____________________________
8. a. What percent of your estimated ages were correct?__________________________________
b. What percent of your estimated ages were above the actual ages?______________________
9. Interpolate: If you guessed that a person’s age was 26, what would the exact age be based upon the calculator’s model equation? ______________________________________________
10. Interpolate : If a person’s actual age was 37, what would have been the estimated age based upon the calculator’s model equation?____________________________________________
11. Extrapolate: If a person’s estimated age was 80, what would have been the actual age based upon the calculator’s model equation?___________________________________________
12. a. What is your age? __________
b. Based upon the calculator’s model equation, what is your estimated age? _____________
13. a. Which personality had the greatest difference between the estimated age and the actual age?
___________________________________________________________________________
b. What is the AVERAGE of the differences between the actual ages and the estimated ages for all of the personalities? ________________________________________________________
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BEAUMARIS PRIMARY SCHOOL BULLYING POLICY
(Student, Staff and Parent)
Definition:
A person is bullied when someone, or a group of people, deliberately upsets or hurts another person or damage their property, reputation or social acceptance on more than one occasion. There is an imbalance of power in incidents of bullying with the bully or bullies having more power at the time due to age, size, status or other reasons.
Rationale:
The school will provide a positive culture where bullying is not accepted, to ensure that all will have the right of respect from others, the right to learn or to teach, and a right to feel safe and secure in their school environment at all times.
Aims:
- To alert everyone within the school community about the signs and evidence of bullying and to ensure bullying is reported whether a person is a bystander or a victim.
- To reinforce within the school community what bullying is, and the fact that it is unacceptable.
- To ensure that all reported incidents of bullying are followed up appropriately.
- To seek parental and peer-group support and co-operation at all times.
Implementation:
- Bullying may consist of physical harm, harassment, verbal insults or hurtful remarks, or actions designed to hurt somebody's reputation, social standing or to cause humiliation. Bullying may be carried out directly or indirectly and may include the use of digital technologies such as social network sites, websites or on-line chat rooms.
- Our school has adopted a zero tolerance position on bullying.
- We have adopted a four-phase approach to bullying.
- Our school will combat bullying by providing a safe, secure and stimulating learning environment.
1. Primary Prevention:
- Each classroom teacher to clarify with students the types of bullying, as well as the consequences and impact of bullying.
- Professional development for staff relating to bullying, harassment and proven counter measures.
- Community awareness and input relating to bullying, its characteristics and the school's programs and responses, complemented by clear processes for reporting suspected bullying.
- Teachers will be trained in cybersafety. Cybersafety awareness programs will be provided for parents (biannually) and cybersafety will form part of each student's ICT curriculum.
- The provision of programs that promote inclusiveness, resilience, life and social skills, assertiveness, conflict resolution and problem solving will form an integral part of our curriculum. In particular, assertiveness training and bystander training that builds skills in students to challenge and/or report unacceptable behaviour will be central to our curriculum.
2. Less Serious Incidents:
- Parents are encouraged to contact the school if they suspect a bullying or behaviour problem.
- All instances of suspected bullying or inappropriate behaviour must be responded to by staff.
- The school will reinforce with students the importance of appropriately reporting incidents of inappropriate behaviour involving themselves or others, and it is imperative that staff respond appropriately and
proportionally to each allegation consistent with the school's Student Code of Conduct, including the proper reporting and recording of the incident on our on-line behaviour tracker.
- Parents are to be contacted if their child is alleged to have been bullied or experienced inappropriate behaviour, or if their child appears to have behaved inappropriately or bullied someone else.
- Appropriate and proportional consequences may include a verbal apology, writing a letter of regret, completing a Think Paper, loss of privileges etc.
3. Serious Incidents:
- Serious incidents and/or repetitive incidents of bullying or unacceptable behaviour must be reported, responded to by staff and documented.
- All such incidents or allegations will be properly investigated and documented. Depending upon the nature of each incident, they may also be reported to police, reported to the Student Critical Incident Advisory Unit, and/or reported to the Department's Emergency and Security Management Unit.
- Serious incidents are those that include physical assault, sexual assault, criminal activity involving theft or serious damage of property, serious threats, racial, religious or homophobic bullying etc.
- The school may contact support professionals such as Welfare officers, Welfare coordinators or Councillors and/or Student Support Officers for assistance and support.
- Both bullies and victims will be offered counselling and support.
- Students and staff and parents identified by others as bullies will be informed of allegations.
- All repetitive or serious incidents must be brought to the attention of the principal class members of the school.
- Regional Office will provide support as appropriate, and the Principal will monitor the investigation and review the situation until matters are appropriately resolved.
- The most appropriate staff member will contact parents of the targeted student. Principal class members will contact alleged bullies unless advised by police or other relevant authority not to do so.
- Consequences of repetitive or serious incidents may include criminal charges, suspension, expulsion, loss of privileges, counselling, conciliation or any other consequences consistent with the school's Student Code of Conduct.
- A management strategy for all parties will be developed in consultation with the students and parents involved.
- Parents or community members who bully or harass or abuse staff will be provided with official warnings, and if necessary referred to the police, and/or have trespass restrictions placed upon them by the Principal consistent with the Summary Offences Act.
4. Post Incident:
- conciliation meetings between all parties
It is important that appropriate strategies are put in place after the incident has been resolved for all students involved. Appropriate strategies may include:-
- ongoing monitoring of students involved.
- follow-up meetings regarding each student's management strategy.
- identification of an agreed key contact staff member for each student involved.
- ongoing communication with parents.
- reinforcement of positive behaviours and appropriate behaviour strategies.
- counselling from appropriate agencies of support officers etc for both parties.
- support and counselling will be offered in the event of malicious or fictitious claims.
Evaluation:
This policy will be reviewed as part of the school's review cycle.
Support materials: http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/students.aspx
Ratified by School Council:
2016
To be reviewed: 2019
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SEISMIC WAVES
Seismology is the study of earthquakes and seismic waves that move through and around the earth. A seismologist is a scientist who studies earthquakes and seismic waves. Seismic waves can be defined as, "the waves of energy caused by the sudden breaking of rock within the earth or an explosion" 1 . They are the energy that travels through the earth and is recorded on seismographs.
Types of Seismic Waves
There are several different kinds of seismic waves, and they all move in different
Body and surface waves
Source: http://eqseis.geosc.psu.edu/~cammon/HTML/Classes
/IntroQuakes/Notes/waves_and_interior.html ways. The two main types of waves are body waves and surface waves. Body waves can travel through the earth's inner layers, but surface waves can only move along the surface of the planet like ripples on water. Earthquakes radiate seismic energy as both body and surface waves. Recordings of seismic waves from earthquakes led to the discovery of the earth's core and eventual maps of the layers of the Earth's inside. Just as the prism below refracts light at its faces,
seismic waves bend, reflect and change speed at the boundaries between different materials below the Earth's surface 2 .
Body Waves
Traveling through the interior of the earth, body waves arrive before the surface waves emitted by an earthquake. These waves are of a higher frequency than surface waves.
P Waves
The first kind of body wave is the P wave or primary wave. This is the fastest kind of seismic wave, and, consequently, the first to 'arrive' at a seismic station. The P wave can move through solid rock and fluids, like water or the liquid layers of the earth. It pushes and pulls the rock it moves through just like sound waves push and pull the air. Have you ever heard a big clap of thunder and heard the windows rattle at the same time? The windows rattle because the sound waves were pushing and pulling on the window glass much like P waves push and pull on rock. Sometimes animals can hear the P waves of an earthquake. Dogs, for instance, commonly begin barking hysterically just before an earthquake 'hits' (or more specifically, before the surface waves arrive). Usually people can only feel the bump and rattle of these waves.
P waves are also known as compressional waves, because of the pushing and pulling they do. Subjected to a P wave, particles move in the same direction that the wave is moving in, which is the direction that the energy is traveling in, and is sometimes called the 'direction of wave propagation.
S Waves
The second type of body wave is the S wave or secondary wave, which is the second wave you feel in an earthquake. An S wave is slower than a P wave and can only move through solid rock, not through any liquid medium. It is this property of S waves that led seismologists to conclude that the Earth's outer core is a liquid. S waves move rock particles up and down, or side-to-side perpendicular to the direction that the wave is traveling in (the direction of wave propagation).
Surface Waves
Travelling only through the crust, surface waves are of a lower frequency than body waves, and are easily distinguished on a seismogram as a result. Though they arrive after body waves, it is surface waves that are almost entirely responsible for the damage and destruction associated with earthquakes. This damage and the strength of the surface waves are reduced in deeper earthquakes.
Love Waves
The first kind of surface wave is called a Love wave, named after A.E.H. Love, a British mathematician who worked out the
mathematical model for this kind of wave in 1911. It's the fastest surface wave and moves the ground from side-to-side. Confined to the surface of the crust, Love waves produce entirely horizontal motion.
Rayleigh Waves
The other kind of surface wave is the Rayleigh wave, named for John William Strutt, Lord Rayleigh, who mathematically predicted the existence of this kind of wave in 1885. A Rayleigh wave rolls along the ground just like a wave rolls across a lake or an ocean. Because it rolls, it moves the ground up and down and side-to-side in the same direction that the wave is moving. Most of the shaking felt from an earthquake is due to the Rayleigh wave, which can be much larger than the other waves.
Seismic Wave Speed
Seismic waves travel fast, on the order of kilometers per second (km/s). The precise speed that a seismic wave travels depends on several factors; most important is the composition of the rock 3 . Temperature tends to lower the speed of seismic waves and pressure tends to increase the speed. Pressure increases with depth in Earth because the weight of the rocks above gets larger with increasing depth. Usually, the effect of pressure is larger and in regions of uniform composition, the velocity generally increases with depth, despite the fact that the increase of temperature with depth works to lower the wave velocity.
References
1 http://www.geo.mtu.edu/UPSeis/waves.html
2http://www.colorado.edu/physics/phys2900/homepages/Marianne.Hogan/waves.ht ml
3http://eqseis.geosc.psu.edu/~cammon/HTML/Classes/IntroQuakes/Notes/waves_a nd_interior.html
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10 Science Lesson Plan
Lesson Title: History of the Periodic Table
Content Descriptor
Year Level: 10
The atomic structure and properties of elements are used to organise them in the Periodic Table (ACSSU187)
Learning Outcomes / Target
I will understand the development and refinement of the periodic table over time
Real world connections in Learning Targets
Mixing fuels together, working with different metals around binding agents or chemicals, hairdressers use chemicals to change hair colours etc…
Other considerations – Indigenous students / medical/ students with disabilities
Equipment
Activity 1 : History of the periodic table info sheets, blank timeline (A3 size) – 5 copies
Activity 2 : Chemical Equations Worksheet, Molymods
Activity 3 : Element Flash Cards
Task cards 1, 2, 3 (Details of the activities – printed, laminated and left on the tables for students)
Exit tickets – printed and cut up
Safety procedures and risk assessment
N/A
| Time | Lesson Sequence - What is ‘going on’ or happening in the classroom? What pedagogical strategies will you use to engage students? | What teacher will be doing/ saying? (questioning, movement etc) | Evidence of student learning- what will students be ‘doing’? |
|---|---|---|---|
| 00:00 | Welcome and settling • Use wait time and cueing with parallel acknowledgeme nt to settle class Revise last lessons content Learning target | “Good morning year 10, please take your seats” “Who can tell me what we did last lesson?” “Today’s learning target is… [read from board]” | Students to respond Students to copy learning target into their books |
| Time | Lesson Sequence - What is ‘going on’ or happening in the classroom? What pedagogical strategies will you use to engage students? | What teacher will be doing/ saying? (questioning, movement etc) | Evidence of student learning- what will students be ‘doing’? |
|---|---|---|---|
| 00:10 00:15 | Explain to students that there are 3 stations and they must rotate through them throughout the lesson. Organise students into 3 groups | “Today our lesson will work a little differently. We will be rotating through 3 activities.” “If there is any silliness then the activity will stop and we will copy pages from the textbook for the remainder of the lesson” | Students to get into groups |
| Time | Lesson Sequence - What is ‘going on’ or happening in the classroom? What pedagogical strategies will you use to engage students? | What teacher will be doing/ saying? (questioning, movement etc) | Evidence of student learning- what will students be ‘doing’? |
|---|---|---|---|
| 00:60 | Exit ticket questions: • Who is Mendeleev? | Checks students have packed up all equipment appropriately | Students to answer questions to get out of class |
Post-Lesson Reflection
History of the Periodic Table
In this activity, you must use the text provided (orange cards) and create a timeline that details the history of the periodic table.
Include dates and the names of any important people.
History of the Periodic Table
In this activity, you must use the text provided (orange cards) and create a timeline that details the history of the periodic table.
Include dates and the names of any important people.
Categorising the Elements
In this activity, you must use the element cards provided and find a way to organise them into a table that makes sense.
Once you are done, copy your table into your workbook and explain why you organised the elements the way you did.
Categorising the Elements
In this activity, you must use the element cards provided and find a way to organise them into a table that makes sense.
Once you are done, copy your table into your workbook and explain why you organised the elements the way you did.
Balancing Chemical Equations
In this activity, you must copy the equations from the white card into your workbook and use the molymods to help you find a balanced solution.
The rules for balancing equations are listed at the top of the sheet. If you need help raise your hand.
Balancing Chemical Equations
In this activity, you must copy the equations from the white card into your workbook and use the molymods to help you find a balanced solution.
The rules for balancing equations are listed at the top of the sheet. If you need help raise your hand.
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PHYSICS INTRODUCTION TO SIMPLE HARMONIC OSCILLATORS LAB
( CAPT STYLE!... work together, hand in individually!)
For each section:
(Be sure to indicate independent and dependent variables)
Design the experiment to measure
Write a procedure
Make a prediction
Make a data table
Carry out the experiment and collect the data Note any problems and/or difficulties Graph all results Make general conclusions
A) For a string pendulum: Find a mathematical relationship to predict the period of a pendulum. Find the determining factor (weight, length, angle <<15 degrees)
Measure its distance, height, or velocity vs time. Measure time accurately (10 swings, then divide by 10)
Once you have found the property that determines the period, find the exact mathematical relationship (linear, quadratic, etc...), so use at least three to seven points. (Hint: 0,0 is a point).
Plot at least three points to decide the most direct relationship. Use data from regression equations and correlations to prove your results.
Check your result with the theoretical relationship as described in your text.
** In at least one of your trials try to measure distance,height, velocity vs. time
B) For a weight hanging off a spring, Find the determining factor (weight, spring size, initial distance).
Measure its height, velocity, acceleration vs. time. Measure time accurately (10 swings, then divide by 10)
Plot at least three points to decide the most direct relationship. Use data from regression equations and correlations to prove your results.
Check your result with the theoretical relationship as described in your text.
Once you have found the property that determines the period, find the exact mathematical relationship (linear, quadratic, etc...), so use at least three to seven points. (Hint: 0,0 is a point).
** In at least one of your trials try to measure distance,height, velocity vs. time
C) Use a circular object to turn and measure displacement vs time. Try different rates and radii. Use your results to explain how this is simple harmonic oscillation.
1. In your own words, clearly state the problem you are going to investigate. Include a clear definition of the independent and dependent variables that will be studied.
2. Design an experiment to solve the problem. Your experimental design should match your statement of the problem, should control the variables, and should be clearly described so that someone else could easily replicate your experiment. Include a control if appropriate. Show your design to your teacher before you begin your experiments.
3. After receiving permission from your teacher, work with your partner to carry out your experiments. Your teacher's approval does not necessarily mean that your teacher thinks your experiments are well designed. It simply means that in your teacher's judgement your experiments are not dangerous or likely to cause an unnecessary mess.
4. While conducting your experiments, take careful notes. Make sure to use appropriate charts, tables, or graphs. Your notes will not be scored, but they will be helpful to you later as you work independently to write about your experiments and the results. You must keep your own notes because you will not work with your lab partner when you write your report.
Directions for Writing Your Laboratory Report
Working on your own, summarize your experiments and results. You may use your own notes that you took previously while working with your partner. You may wish to write a first draft of your lab report on scratch paper.
Your report should include the following general sections:
* A clear statement of the problem you investigated. Include a clear identification of the independent and dependent variables that were studied.
* A description of the experiment you carried out. Your description should be clear and complete enough so that someone could easily replicate your experiment.
* The results of your experiment. Tables, charts, and/or graphs should be used where appropriate and should be properly labeled.
* Your conclusions from your experiment. Your conclusions should be fully supported by data, and include appropriate calculations and analysis.
* Comments about how valid you think your conclusions are. In other words, how much confidence do you have in your results and conclusions? Any factors that contribute to a lack of confidence in the results or conclusions should be discussed. Also, include the ways that your experiment could be improved if you were to do it again.
| |
Walker Books Classroom Ideas
Guinea Pig Town and other Animal Poems
*Notes may be downloaded and printed for regular classroom use only.
Ph +61 2 9517 9577
Fax +61 2 9517 9997
Author: Lorraine Marwood
ISBN: 9781922077424
ARRP: $16.95
NZRRP: $18.99
April 2013
Outline:
A beautiful collection of poems about animals.
Squawk! Snuffle! Bark! Roar!
Feathers, fins, scales, claws.
Running, hopping, crawling, soaring.
All creatures are celebrated in this new collection of poetry by Lorraine Marwood.
Author Information:
Lorraine Marwood was born and raised in rural Victoria and has lived for most of her married life on a dairy farm with her husband and their six children. Lorraine now lives in a rural town with plenty of bush around. Lorraine is an award-winning poet who has been widely published in literary magazines across Australia, as well as magazines in the UK, USA, New Zealand and Canada. She has also published several children's novels and collections of poetry. She loves to take writing workshops and encourages others to write their own poems.
Her titles with Walker Books Australia include A Ute Picnic and Other Australian Poems, Ratwhiskers and Me, Note on the Door and Other Poems about Family Life which recieved a Notable mention in the Children's Book Council of Australia Awards and Star Jumps, which was short-listed for the Speech Pathology Australia Book of the Year Awards 2010, Lower Primary Category; received a Notable mention in the Children's Book Council of Australia Awards, 2010; and won the Prime Minister's Literary Awards, Children's Fiction, 2010.
For more information about the author, please visit her website: www.lorrainemarwood.com.
How to use these notes:
This story works on many levels. The suggested activities are therefore for a wide age and ability range. Please select accordingly.
These notes are for:
Example of:
Themes/ Ideas:
National Curriculum Focus:*
Key Learning Areas:
* Primary years 2-4
* English
* Poetry
* English
* Ages 7+
www.walkerbooks.com.au/teachers
* Australia
* Animals
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English content descriptions include:
These notes were created by Steve Spargo. For enquiries please contact: email@example.com
Walker Books Australia Locked Bag 22 Newtown, N.S.W., 2042
Notes © 2013 Walker Books Australia Pty. Ltd. All Rights Reserved
Classroom Ideas
Lorraine Marwood on Guinea Pig Town
Inspiration comes in many forms. Here are some great moments that inspired some of the individual poems.
* A visit to the rooftop gardens of a restaurant in London to see the flamingos and ponds. Of course a poem resulted from observation.
* A castle in Scotland that had a narwhal tusk as the top of a long staircase, sent me off in a scurry to research the narwhal and its history.
In fact once an observation, or an idea came to mind, I researched until I knew the characteristics of that animal and could weave them poetically in a poem. Often the characteristics of the animal itself gave me the entry into the format of the poem itself.
For example, in the Cheetah poem on page 129, I use the animal's distinct markings and its characteristic speed to be the main focus the poem.
Some poems become the embodiment of a little observed incident and poems that fall into this category are While on Holiday and An Incident. These two poems are based on actual fact and I'm sure many children and adults could recall such an incident – this is ideal material for a poem.
See if you can find the acrostic poem in the collection or have a go at writing a two-word poem like Penguins in 2 on page 23. Strong nouns and verbs are the best to use in this poem. Two-word poems also make great read aloud poems.
Of course many poems come from experience like Having words with our Puppy or Routine. Now there's a challenge, see if you can write a one-word to one-line poem. Following the pathway of an action like a dog's walk is a great way to do this.
I love the diversity of ways to write poetry and the diversity of the animals we have been gifted in the world.
For me, observation, comparison and research are the forerunners to writing a poem. I am armed with material to allow the tone and emotion of the poem to work its magic.
My webite is www.lorrainemarwood.com
My blog site: http://lorrainemarwoodwordsintowriting.blogspot.com.au www.walkerbooks.com.au/teachers
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Discussion Questions and Activities
Classroom
Poetry
Ask students to visit the school library and find a short poem that they like. Have students write this poem on a piece of paper and then fold it in half (make sure that they record the title of the poem and the book that they found it in). Then ask students to put their chosen poems into a hat or box at the front of the classroom. Throughout the week select random poems from the box and read aloud. Ask students to discuss why they like/ dislike this poem and what type of poem it is. Choose interesting words from the poem for further discussion.
Discuss different forms of poetry with students. What style of poetry is used in Guinea Pig Town? Look at Lorraine Marwood's other titles: A Note on the Door, Ratwhiskers and Me and Star Jumps. How does this book differ?
Reading aloud
Locate the poetry section in your school or local library. Choose a poem that you like and practise reading it aloud. Read the poem aloud to your class and then explain what interested you about the poem.
Ask students to choose a poem from Guinea Pig Town to recite to the class. After they have recited the poem ask them to share why they chose this particular poem.
Ask groups of students to take turns reading a line each of a particular poem. When they have practised a few times ask the group to perform their poem to the class. How does a poem change with different voices reading it?
www.walkerbooks.com.au/teachers
3
Ideas
Discussing the book
What is the purpose of a table of contents? Why would one be included in this book?
Locate the contents then read the titles of the poems in your section of the book. Choose one title which intrigues you and write your own poem using that title. (You may like to use the words and phrases you have brainstormed as inspiration.) After you have written your poem, compare it with Lorraine Marwood's version. Was hers like you expected? How were the subjects, themes and poetic style similar and different to your poem?
Look at the section titles in the contents ("Bird Screech Street", "Aussie Animal Avenue", etc.) and write a poem that would fit a section of your choice. You can either write in Lorraine Marwood's style or your own unique style.
Create a collage or other visual representation of Guinea Pig Town. This should use pictures and found objects, font, colour and composition to reflect the main subjects and themes of the book. Display these in the classroom.
Choose one poem and rewrite as if it were prose (ordinary grammatical structure). Compare the poem and your prose adaptation and use it as a base for a class discussion on the difference between poetry and prose.
Write a poem about a pet that you own or someone else's pet that you know well. Think of interesting or funny things that this animal does to include in your poem.
Write a book review on Guinea Pig Town. Discuss what you liked about it, reference books that are similar and recommend who you think would like the book.
Research Lorraine Marwood and prepare a PowerPoint (or similar) presentation about her.
Have a class "scavenger hunt" and see who is first to locate the language techniques and types of poems listed below. (You may like to work in pairs for this activity – and make sure you remember to write down the quotes and/or page numbers!) After completing this activity, use the quotes you've found to create a memory card game where you match up the following techniques with examples from the book.
Language techniques
* rhyme
* rhetorical question (a question that doesn't really seek an answer)
* repetition
* pun (a play on words)
* hyperbole (extreme exaggeration)
* alliteration (where the first letters of words near each other are repeated for poetic effect)
* direct speech (something someone says aloud)
* onomatopoeia (where a word imitates the sound it represents)
* simile (a comparison using "like" or "as")
* metaphor (a comparison where one thing is said to be another)
* first person ("I")
* aural imagery (description which appeals to sound or hearing)
* visual imagery (description which appeals to how something looks)
* olfactory imagery (description which appeals to how something smells)
* tactile imagery (description relating to the sense of touch)
* italics
* enjambment (where a sentence continues from one line to the next without punctuation)
* ellipsis ( … )
* parentheses (brackets)
* sentences made of one word
* words written in CAPITAL LETTERS
* three verbs (action words) in a row
Other books by Lorraine Marwood
Ratwhiskers and Me 9781921150395 AU$15.95/NZ$17.99
Star Jumps
9781921150722
Classroom ideas available
AU$15.95/NZ$17.99
Classroom ideas available
www.walkerbooks.com.au/teachers
Types of poems
* a prose poem (a poem set out as if it was not a poem, with the lines stretching all the way across the page)
* a poem with stanzas
* a poem written in a child's voice
* a poem which uses different fonts (lettering)
* a humorous poem
* a sad poem
A Ute Picnic and Other Australian Poems
9781921529771
AU$15.95/NZ$17.99
Classroom ideas available
4
A Note on the Door and Other Poems about Family
Life 9781921720611 AU$15.95/NZ$17.99
Classroom ideas available
| |
Curriculum Guide for 5
th Grade English
Sentences
15 days
Curriculum Objectives – 5.3, 5.5, 5.6
Biblical Worldview Essential Questions
What has God said in His Word that relates directly or indirectly to our speech?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Identify sentences • Differentiate the four kinds of sentences • Compose a prayer using the four kinds of sentences • Recognize the subject and predicate of a sentence • Distinguish simple and complete subjects and predicates • Identify you as the subject of an imperative sentence • Recognize compound subjects and predicates • Recognize compound sentences • Identify sentence fragments and run-on sentences • Compose sentences avoiding sentence fragments and run- ons • Diagram simple sentences • Use context clues to understand unfamiliar words • Locate sentences in selected Bible passages | • Group work • Class games • Complete worksheets individually, in pairs, and as a class • Student writing • Board activities • Review games • Activities using overhead transparencies • Assign workbook pages • Scripture search | • Teacher’s text (HBJ Language, 1990 ed.) • Student text (HBJ Language) • Practice Workbook (instructional Fair, ed.) • Sentence strips – A Beka Books • Overhead projector transparencies • Review game materials • Teacher-made quizzes • Teacher-made test • Newspaper articles • Magazine articles • Restaurant menus • Church bulletins • Holy Bible • Index cards • Charts, posters • Hershey Kisses • Notebook paper • A Beka Books language charts |
14 Days
Curriculum Objectives – 5.2, 5.5, 5.8 Biblical Worldview Essential Questions
After God created the world, He said it was "good." What is still "good" about a fallen world?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Identify nouns • Use exact nouns in writing • Differentiate singular and plural nouns • Locate nouns in selected Bible passages • Form irregular plural nouns • Differentiate common and proper nouns • Capitalize proper nouns • Locate names of God in Scripture • Determine abbreviations for nouns • Form possessives of singular and plural nouns • Examine three types of compound words • Identify words in Psalm 119 that refer to the Word of God | • Take tour around the school • Plural noun spelling bee • Assign workbook pages • Group discussion • Review games completing worksheets, individually, in pairs and as a class • Board activities • Highlighting scripture • Activities using overhead transparencies • Compound word search • People/Things on Parade activity | • Teacher’s text (HBJ Language, 1990 ed.) • Student ext (HBJ Language) • Practice Workbook (Instructional Fair Grammar, Gr. 5 and 6, 1990 ed.) • Pictures from magazines • Newspapers • Holy Bible • Notebook paper • Index cards – noun • Cereal boxes • Bulletin board paper – 8 ft. • Art supplies • Sentence strips – A Beka Books • Overhead projector • Transparencies • Review game materials • Teacher-made quizzes • Teacher-made test |
Pronouns
12 Days
Curriculum Objectives – 5.2, 5.5, 5.8 Biblical Worldview Essential Questions
How does God describe himself in the Bible by using "I am?"
Verbs
24 Days
Curriculum Objectives – 5.2, 5.5, 5.8
Biblical Worldview Essential Questions
Where can we find passages where God uses verbs in the Bible?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Identify action and linking verbs • Use clear and exact action verbs in writing • Differentiate main verbs and helping verbs • Discuss the eternal nature of God • Recognize present, past, and future tense verbs • Spell verbs of all tenses • Determine correct subject-verb agreement • Identify forms of the verbs be and have • Distinguish synonyms and antonyms • Identify irregular verbs • Identify direct objects • Identify easily confused verbs • Identify contractions • Identify and use prefixes • Diagram sentences containing verbs • Locate verbs in selected Bible passages | • Group discussion • Complete worksheets, individually, in pairs, and as a class • Present mock TV newscast • Play “Simon Says” • Class games • Role play • Group work • Scan newspaper headlines • Window words activity • Fishing for contractions • Direct object scramble • Board activities • Review games • Activities using overhead transparencies • Scripture search | • Small red, blue, yellow dots for each student • 2” red, yellow, blue dots • Selected sentences • Class games • Construction paper • Scissors • Holy Bible • Coin labeled with H & M • Flashcards • Magazines • Newspapers • Index cards • A Beka Language charts • A Beka sentence strips • Teacher’s Text (HBJ Language, 1990 ed.) • Student Text (HBJ Language • Practice workbook – (Instructional Fair Grammar, Gr. 5 & 6, 1990 ed.) • Overhead projector • Transparencies • Teacher-made quizzes • Teacher-made test • Notebook paper |
Adjectives
13 Days
Curriculum Objectives – 5.2, 5.5, 5.6, 5.8 Biblical Worldview Essential Questions
How does God use adjectives in the Bible to describe Himself to us?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Identify adjectives • Understand that adjectives describe nouns and pronouns • Use clear and vivid adjectives in writing • Identify articles and demonstrative adjectives • Understand that articles and demonstrative adjectives tell which one about a noun • Identify proper adjectives • Understand that proper adjectives are formed from proper nouns • Use articles, demonstrative adjectives, and proper adjectives in writing • Identify adjectives that follow linking verbs • Understand that adjectives may appear in different places in a sentence • Identify adjectives that compare nouns • Understand that adjectives can be used to compare two or more people, places, things or ideas • Identify and use suffixes • Diagram sentences containing adjectives • Locate adjectives in selected Bible passages | • Group activities • Class games • Design greeting cards • Draw pictures of most/least favorite lunch • “hearing Things” activity • Board activities • Review games • Complete worksheets individually, in pairs, and as a class • Activities using overhead transparencies • Diagram sentences | • Cardboard box • Pens of various shapes, sizes and kinds • Hand-drawn map of classroom • Large coin • Magazines • Menus from different restaurants • Twist tie for each student • Index cards • Used greeting cards • Art supplies • Construction paper • Holy Bible • Teacher’s Text (HBJ Language, 1990 ed.) • Student Text (HBJ) • Practice workbook (instructional Fair, ed.) • A Beka Language charts • A Beka sentence strips • Overhead projector • Transparencies • Review game materials • Teacher made quizzes • Teacher-made test • Notebook paper |
Adverbs
11 days
Curriculum Objectives – 5.2, 5.5, 5.6, 5.8 Biblical Worldview Essential Questions
What adverbs are used in the Bible to describe how sin affects us?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Identify adverbs • Understand that an adverb describes a verb, adjective, or other adverb • Identify adverbs that are used to compare • Identify negatives • Understand that negative means “no” or “not” • Discriminate between similar adjectives and adverbs • Identify and use homophones and homographs • Design a flyer describing a special event • Discuss how one’s words and actions affect others for good or bad • Diagram sentences containing adverbs • Locate adverbs in selected Bible passages | • Class games • Play Bingo Blast • Design a flyer • Diagram sentences • Class discussion • Board activities • Make lists of homophones/homo graphs • Group work • Review games • Complete worksheets individually, in pairs, and as a class • Activities using overhead transparencies | • Index cards • Masking tape • Newspapers • Bingo markers • Kitchen timer • Art supplies • Construction paper • Holy Bible • A Beka Language charts • A Beka sentence strips • Teacher’s Text (HBJ Language, 1990 ed.) • Student Text (HBJ) • Practice workbook (instructional Fair, ed.) • Overhead projector • Transparencies • Review game materials • Teacher-made quizzes • Teacher-made test • Adjective/adverbs poster • Notebook paper |
Prepositions, Conjunctions, Interjections
13 Days
Curriculum Objectives – 5.2, 5.3, 5.5, 5.8
Biblical Worldview Essential Questions
Where can we find examples of interjections, prepositions, and conjunctions in the Bible? How do these parts of speech help us understand what God is saying in the Bible?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Memorize a list of common prepositions • Understand that prepositions relate nouns and pronouns to other words in a sentence • Identify prepositional phrases • Understand that a prepositional phrase includes a preposition, its object, and the words between them • Use vivid prepositions in writing • Determine whether a word is used as a preposition or as an adverb • Identify conjunctions and interjections • Understand that a conjunction connects words of groups of words in a sentence • Understand that interjections are words or groups of words that express strong feeling • Assess the importance of using self-control with our words • Identify and use word origins • Diagram sentences containing prepositions and conjunctions | • Play Charades • Diagram sentences • Draw/label park scene with characters and prepositions • ACSI visit story • Oral drill • Board activities • Bible search • Class games • Complete worksheets individually, in pairs, and as a class • Activities using overhead transparencies • Group discussion | • Photos from magazines/newspapers • Index cards • Conjunction cards • Slips of paper naming prepositional phrases • Illustrations for hiding in classroom • Stopwatch or timer • Holy Bible • A Beka sentence strips • A Beka language charts • Teacher’s Text (HBJ Language, 1990 ed.) • Student Text (HBJ) • Practice workbook (instructional Fair, ed.) • Overhead projector • Transparencies • Teacher-made quizzes • Teacher-made test • Notebook paper |
Mechanics Wrap-up
25 Days
Curriculum Objectives – 5.2, 5.3, 5.5, 5.6, 5.8 Biblical Worldview Essential Questions
Where can we find examples of letters written in the Bible?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Discuss value of good grammar in communicating with others • Identify correct punctuation for all kinds of sentences • Correctly use capital letters, punctuation, and abbreviations in writing sentences • Understand that commas are used to separate parts of sentences • Identify proper nouns and proper adjectives • Understand that proper nouns, proper adjectives and the pronoun I are always capitalized • Associate abbreviations and the words from which they are formed • Understand that most abbreviations begin with capital letters and are followed by a period • Recognize parts of a friendly letter • Identify the return address and receiver’s address on an envelope • Write a friendly letter and address an envelope • Identify parts of an outline • Locate different kinds of titles • Identify direct quotations and dialogue • Summarize dialogue in selected Bible passages | • Pantomime • Group activity • Outline a section/chapter from a textbook • Compile a comma booklet • Student writing • Act out comma rules • Board activities • Class games • Complete worksheets individually, in pairs, and as a class • Activities using overhead transparencies | • Abbreviation cards • Punctuation cards • Index cards • Magazines • Construction paper • Cancelled envelopes from various addresses • Friendly letter cut into puzzle pieces • Outline parts labeled on index cards • Yarn • Copy of reproducible – Mailbox, 4/5, 1997, pg. 55 • Art supplies • Envelopes • Unlined paper • Overhead projector • Overhead transparencies • Holy Bible • Teacher’s Text (HBJ Language, 1990 ed.) • Student Text (HBJ) • Practice workbook (instructional Fair, ed.) • Teacher-made test • Notebook paper • Friendly letter poster |
Persuasive Paragraphs
13 Days
Curriculum Objectives – 5.1, 5.4, 5.5, 5.6, 5.8, 5.9
Biblical Worldview Essential Questions
How can persuasive writing affect a Christian's view of the future?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Discuss harmful effects of smoking • Compare a Christian’s body to a temple • Read excerpts from Ramona and Her Father by Beverly Cleary • Analyze how effectively a write uses reasons to support opinions • Understand the different uses of business letters • Identify reasons that support an opinion • Recognize that writers of business letters use beginning and ending sentences to capture the reader’s interest • Brainstorm, select topic, gather and organize information for a persuasive paragraph in a business letter • Discuss tips on how to recognize propaganda techniques • Draft/revise a persuasive paragraph in a business letter • Proofread/publish a persuasive paragraph for capitalization, punctuation, grammar, and spelling | • Group discussion • Scan materials for information about smoking • Group and individual reading • Student writing • Proofreading written work • Brainstorming • Guest speaker • Board activities • Proofreading written work | • Leaflets, posters, etc. about smoking • Commercial clips • Ads from newspapers/magazines • Stationary/envelopes • Junk mail • Charts/posters • Ramona and Her Father by Beverly Cleary • Doctor or school nurse • Holy Bible • Teacher’s text (HBJ Language, 1990 ed.) • Student text • Notebook paper |
Paragraphs of Comparison & Contrast
14 Days Time Allotted
Curriculum Objectives – 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9
Biblical Worldview Essential Questions
If you were God, what would you say to society about cultural differences?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Recognize that paragraphs of comparison/contrast show similarities and differences • Evaluate things in order to compare and contrast them • Brainstorm, select topic, gather information, organize facts, draft, and revise paragraph • Analyze how writers change tone to fit audience purpose • Use conjunctions to combine two sentences into one compound sentence • Proofread paragraph for capitalization, punctuation, grammar, and spelling • Proofread paragraph to see if proper nouns have been capitalized • Proofread for correct use of apostrophes in possessive nouns • Discuss tips for giving and listening to an oral report • Research various cultures’ similarities and differences • Design a bulletin board depicting similarities and differences in various cultures • Practice listening and speaking in a response group • Prepare to explain to someone how they may be saved | • Group and individual reading • Conduct research using reference materials • Brainstorming • Compare/contrast selected Bible characters • Group work • Board activities • Proofreading written work • Group discussion • Student writing • Activities using overhead | • Reference materials • Library books • Art • Supplies construction paper • Holy Bible • Teacher’s text (HBJ Language, 1990 ed.) • Student text (HBJ Language) • Index cards • Notebook paper • Overhead projector |
News Story
13 days
Curriculum Objectives – 5.1, 5.4, 5.5, 5.6, 5.8, 5.9 Biblical Worldview Essential Questions
How do you think God feels about our news today?
If you were God, what would you do about some of the stories and words that are used in articles and songs today?
| Objectives | Methods | Resources | Assessment |
|---|---|---|---|
| The students will • Read and respond to news stories • Analyze how effectively writers include details that provide enough information • Recognize that a news story gives facts about a newsworthy event • Discuss how the Bible is God’s Good News to man • Identify parts of a news story (headline, lead, and body) • Classify facts and opinions • Recognize that facts, not opinions, should be presented in a news story • Recognize that writers of news stories use precise words to tell exactly what happened • Brainstorm, select topic, gather information, organize facts, draft, and revise a news story • Discuss tips on how to interview • Identify and revise sentences to delete wordy language • Proofread for capitalization, punctuation, grammar, spelling, and correct use of quotation marks • Create a class newsletter using completed news stories | • Role play an interview situation with a partner • Examine newspapers • Invite a guest speaker to class • Group and individual reading • Brainstorming • Student writing • Group discussion • Proofreading written work • Board activities • Group work | • Newspapers/news magazines • Holy Bible • Reporter from local newspaper • Teacher’s text (HBJ Language, 1990 ed.) • Student text (HBJ Language) • Notebook paper | • Class newsletter • Oral responses • Participation in the creation of class newsletter • Individual news stories • Teacher-made rubric for news stories • Responses to questions in text • Responses during interview with partner |
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Design and Technology Whole School Progression Document
Design and Technology in the Early Years
Nursery
Throughout the year, children will develop their own ideas and will decide what materials they need to express them. Children talk to adults about what they want to create and adults skillfully model and offer suggestions to extend/support the children as required. Children have free access to materials and tools, such as scissors, glue, paper clips and fastenings that they may need to make their ideas.
Skill
| | Term 1 | | Term 2 |
|---|---|---|---|
| To show a preference for a dominant hand. To use one handed tools and equipment. To join materials. | | To use one handed tools and equipment. To join different materials and explore different textures. To explore different materials freely, to develop their ideas about how to use them and what to do. | |
| To cut using tools. To join materials. To join materials in different ways. In weekly baking/cooking: To peel using tools to cut, spread, mix and peel food. | | To my imagination to build. To talk about my ideas. To cut using tools. To join materials. To join materials in different ways. To make a simple model In weekly baking/cooking: To peel using tools to cut, spread, mix and peel food. | |
| As Designers, hold scissors and a hole punch correctly. As Designers, make snips with scissors. As Designers, use scissors to cut along a straight line. As Designers, join paper together using glue and tape. | | As Designers, hold scissors correctly. As Designers, use scissors and a hole punch correctly. As Designers, use scissors to cut out a shape. As Designers, join 3D containers and boxes together using glue and tape to create a model. | |
Reception
Reception will continue to access their continuous provision where they can independently use resources, practise skills and display knowledge and understanding of design and technology principles. Adults in the foundation stage unit will facilitate and model skills, as well as providing the resources, materials and equipment the children require. Adults will continue to model how to use resources, materials and equipment accordingly through allocated provision time.
There will be some enhancement and focused teaching to ensure design and technology skills are being taught and implemented effectively. These adult-led projects will occur throughout the year and adults will teach by modelling the activity and provide support for the child to independently apply skills in their allocated provision time. In the EYFS, we often go with the child's interests and so children choose and select their own materials and resources, as well as identifying a product to create. Adults in the provision may also model and encourage skills/products to make , to move learning forward.
Skill
How does EYFS prepare for future learning in NC D&T Disciplines?
| | Term 1 | | Term 2 |
|---|---|---|---|
| To develop their small motor skills so that they can use a range of tools competently, safely and confidently. To explore different materials freely, to develop their ideas about how to use them and what to do. To return to and build on their previous learning, refining ideas and developing their ability to represent them. | | To develop their small motor skills so that they can use a range of tools competently, safely and confidently. To return to and build on their previous learning, refining ideas and developing their ability to represent them. | |
| To use my imagination to build. To talk about my ideas. To use my senses to explore different materials. To make models for specific purposes. To join materials in different ways. To choose the most effective materials, tools and techniques for a purpose. To explain my choices. To work with my friends. | | To hold mark making tools with increasing control. To plan and design a product. To talk about my ideas. To join materials in different ways. To explain my choices. To work with my friends. To choose the most effective materials, tools and techniques for a purpose. To choose techniques and apply them. To use cutting skills safely. To fold and join paper. | |
| As Designers, understand that strong and stable models need to have bigger and heavier blocks/boxes at the bottom. As Designers, learn the skill of overlapping to make structures strong and stable. As Designers, investigate different joining techniques to allow paper to be secure (glue, tape, staple) and to move (treasury tag, split pin) | | As Designers -share their ideas about how they will make a part of their puppet move. -draw a design of a puppet with a moving part and identify tools and resources needed to make it. -using drawing, cutting and joining skills to make a puppet that has a moving part. -apply finishing techniques to their puppet. - learn about Margaret Knight, the first woman to design a paper bag. Learn that she was from America and went on to founder the Eastern Paper Bag Company. Learn to fold and glue paper to make a paper bag. | |
| Join Build 3D Blocks Biggest Heaviest Bottom Strong Secure. Overlap Secure Move Glue Tape Staple Treasury tag Hole punch Split pin | | Join Move Cut Draw Design Hole punch Split pin Finishing techniques Paint Margaret Knight America Paper bag Fold Glue | |
Design, Make,
Evaluate
I can develop my own ideas about which materials to use and what to make. Gain some experience of designing, making and evaluating products for a specified user and purpose. I can share the purpose in mind before I create my product, with a friend or adult. I can confidently share my creation, explaining the process I have used to create it.
Progression in KS1 and KS2
Below is an outline of progression for the designing, making and evaluating process of D&T; as well as progression in technical knowledge. Underneath this progression plan, is a more in-depth breakdown of knowledge and skills for each year group in KS1 and phase cycle in KS2 with an overview of each project.
Health and safety –Risk assessments are carried out prior to undertaking D&T activities. All health and safety policy and guidance are followed.
| UKS2 |
|---|
| Understanding |
| contexts, users and |
| purposes |
Generating, developing, modelling and communicating ideas
Across UKS2 pupils should:
* generate innovative ideas drawing on research
* use a range of drawing skills, discussion, prototypes, pattern pieces and computer-aided design.
| Food |
|---|
| preparation, |
| | Autumnn | | Spring |
|---|---|---|---|
| Year 1 | | Food Preparing Fruit and Vegetables Why is a fruit salad a suitable snack for children? | |
| | Why should I use scissors correctly and | | |
| | safely? | | |
| | Revisit previous learning and ensure all can | | |
| | use scissors correctly | | |
| | | Structures Why do we need bridges? | |
| Textiles 2-D Shape to 3D Product Why is a small teddy bear a good toy for a child? | | Food Healthy and Varied Diet How do you make a healthy sweet snack? |
|---|---|---|
| Structures Shell Structures inc CAD How do gift boxes work? | | Food Healthy and Varied Diet cont... How do you make a healthy wrap? |
| | Textiles | Food Celebrating Culture and Seasonality How do you make a healthy energy snack? |
| | Combining Different Fabric Shapes | |
| | Why might we need a wallet? | |
| Mechanical Systems Gears or Pulleys Kapow – How can I make a toy vehicle move? | | Structures Structures CAD designs TBC |
| | Term 1 | | Term 2 |
|---|---|---|---|
| Why should I use scissors correctly and safely? | Why should I use scissors correctly and safely? | | Food Preparing Fruit and Vegetables |
| | | | Why is a fruit salad a suitable snack for |
| | | | children? |
| Reception: To use cutting skills safely. | | Baking skills in EYFS To peel using tools. To cut, spread, mix and peel food. | |
| Continue to access activities where they can independently practice skills and display knowledge and understanding of design and technology principles. Adults will facilitate and model skills, as well as providing resources, materials and equipment the children require. Adults will continue to model how to use resources, materials and equipment accordingly through allocated curriculum time. | | To know where fruits and vegetables are grown. To know which parts of fruits we eat. To handle, smell and taste fruit. To know basic food hygiene practices. To know how to use simple utensils and equipment: peel, chop, and slice. To know how to prepare a fruit salad. | |
| Recap Reception: Join Build 3D Blocks Biggest Heaviest Bottom Strong Secure. Overlap Secure Move Glue Tape Staple Treasury tag Hole punch Split pin | | Taste, texture, bitter, sharp, tangy, sour, juicy, leafy, smooth, hygiene | |
| Year 1 Summer sliders and levers | | Y2 – human diet LKS2 – preparing food hygienically UKS2 – use a heated appliance | |
| | Term 1 | | Term 2 |
| | Textiles Templates and Joining Techniques | Structures Why do we need bridges? | Structures Why do we need bridges? |
| | How do you turn a fabric into a hand puppet toy? | | |
| EYFS – threading beads and laces. Gained some experience of designing, making and evaluating products for a specified user and purpose. | EYFS – use of construction kits |
|---|---|
| To thread a metal needle and tie a knot. To complete a running stitch. To know how to finish off. To know what buttons are used for. To fasten a button on a piece of fabric. To attach two pieces of fabric using a simple running stitch. | To know the parts of a bridge – foundation, deck, towers, cables. To know and discuss how to make structures strong and stable. To evaluate existing famous bridges. To know how to use drawings to show ideas. To know how to make joints. To know how to make towers/ foundations. To know what will make a structure weaker or stronger. To know how to test the strength and evaluate their bridge. |
| Needle, thread, knot, seam, fabric | Freestanding, function, beam, weak, strong, stability, base, foundation, join, fix |
| LKS2 – cutting fabric, seam allowance and a range of stitches UKS2 – create a bag with a fastening, more complex stitches | UKS2 – make a 3D construction frame |
| | Term 1 | | Term 2 |
|---|---|---|---|
| Textiles 2-D Shape to 3D Product Why is a small teddy bear a good toy for a child? | Textiles 2-D Shape to 3D Product | Food Healthy and Varied Diet How do you make a healthy sweet snack? | Food Healthy and Varied Diet |
| | Why is a small teddy bear a good toy for a child? | | How do you make a healthy sweet snack? |
| Y2 – toy puppet unit learnt running stitch, threading needles, tying knots. | | Y1 - designing and making a healthy fruit salad PSHE and Science – healthy diets for wellbeing/growth | |
| To evaluate existing products. To know the intended user and purpose. To draw ideas and choose a design. To add labels to their chosen design. To produce and use a template. To understand seam allowance. To know how to join two pieces of felt with an overhand or simple stitch. To evaluate the product and discuss possible improvements. | | To design and make a sweet dish, such as fairy cake or fruit tarts, for a target audience and for a particular purpose e.g., party, celebration. Pupils will begin by investigating a range of food products containing wheat and comparing seasonal food in other areas of the world. We will then investigate a range of sweet dishes and evaluate them against what is essential for a healthy and varied diet, using our knowledge of the eatwell plate. They will consider how ingredients can be swapped or altered slightly to cater for a healthy and balanced dish. Pupils will explore a variety of fairy cakes and fruit tarts and their texture and taste, recording their results on a table. Pupils will also explore the ingredients needed to make these sweet dishes and the recipe they follow. Pupils can choose a sweet dish to create from a variety of recipes for fairy cakes or fruit tarts. | |
| Pattern, template, needle, thread, knot, stiffen, seam, allowance | | | |
Prepares for
UKS2 – create a bag with a fastening, more complex
LKS2 - Healthy wrap
Year 5 Mechanical Systems: Gears or Pull
| | Term 1 | | Term 2 |
|---|---|---|---|
| | Structures | Food Healthy and Varied Diet How do you make a healthy wrap? | |
| | Shell Structures How do gift boxes work? | | |
| Year 1 Mechanisms Sliders and Levers unit with moving parts | | Y1 - designing and making a healthy fruit salad PSHE and Science – healthy diets for wellbeing/growth | |
| To design and make a moving card/storybook, based on an imaginary storybook character and for a particular purpose. This topic will teach our children to bring stories to life. Children will begin by investigating, analysing and evaluating books and, where available, other products which have a range of lever and linkage mechanisms. Pupils will learn how to recreate some of these moving parts using a variety of tools and techniques before investigating different types of fonts and graphics. The children will design, create and evaluate their very own moving card/storybook with moving mechanisms. | | To design and make flatbreads/wraps for someone and for a particular purpose. Pupils will acquire the knowledge, skills and understanding about seasonal food in the UK and seasonal food around the world. Children will be able to differentiate between ingredients that are grown, reared, caught and processed and will combine these ingredients to make a meal with multiple processes and a variety of skills. When exploring food around the world, children will focus on creating flatbread/wraps and how the ingredients can be adapted according to and in line with the country they are made in (e.g. burrito, gyros, falafel tortilla wraps etc.) Pupils will create a design criteria and will adapt their design, ingredients and cooking method in line with the design criteria. Pupils will be expected to design, prepare and make a wrap containing meat/meat substitute filling, vegetables and relish/sauce. Pupils will evaluate their finished savoury meal against design criteria. | |
| series circuit, fault, connection, toggle switch, push-to- make switch, push-to-break switch, battery, battery holder, bulb, bulb holder, wire, insulator, conductor, crocodile clip control, program, system, input device, output device user, purpose, function, prototype, design criteria, innovative, appealing, design brief | | texture, taste, sweet, sour, hot, spicy, appearance, smell, preference, greasy, moist, cook, fresh, savoury hygienic, edible, grown, reared, caught, frozen, tinned, processed, seasonal, harvested healthy/varied diet | |
in…
| | Term 1 | | Term 2 |
|---|---|---|---|
| Textiles Combining Different Fabric Shapes Why might we need a wallet? | | | Food |
| | | | Celebrating Culture and Seasonality |
| | | | How do you make a healthy energy snack? |
| LKS2 – basic stitching techniques, threading a needle, fastening a row of stitches. | | LKS2 – healthy wraps and snacks | |
Vocabulary
stiffen, strengthen,
reinforce, temporary,
| | Term 1 | | Term 2 |
|---|---|---|---|
| Mechanical Systems Gears or Pulleys Kapow – How can I make a vehicle move? | Mechanical Systems Gears or Pulleys | Structures Structures CAD designs | Structures Structures |
| | Kapow – How can I make a vehicle move? | | CAD designs |
| Yr2 | | Yr 4 Structures | |
| To design and make a controllable toy vehicle with gears or pulleys, for example a dragster, off-road vehicle, sports car, lorry etc. Pupils will begin by investigating, analysing and evaluating existing everyday products and existing or pre-made toys that incorporate gear or pulley systems. Year 5 will design, make and evaluate their toy vehicle with gears or pulleys against design criteria. Pupils will be encouraged to evaluate throughout and the final product in use, comparing it to the original design specification. Critically evaluate the quality of the design, the manufacture, functionality, innovation shown and fitness for the intended user and purpose. | | tbc | |
Function, pattern, template, reinforce, seam frame
structure,
| |
Improvise and Compose - Year A, Term 1
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Participate in creating a dramatic group performance using kitchen-themed props. | Compose a pentatonic ostinato. |
| Compose music to march to using tuned and untuned percussion. | Create rhythm patterns using the durations crotchet, crotchet rest, pair of quavers. |
| Experiment with sounds (timbre) to create aquarium-inspired music and draw the sounds using graphic symbols. | Transfer rhythm patterns to tuned instruments to create rising and falling phrases using just three notes. |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
1
Improvise and Compose - Year A, Term 2
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Compose word patterns in groups and melodies in pairs using mi-re-do (E-D-C). | Compose a 4-beat rhythm pattern to play during instrumental sections. |
| Compose new lyrics and create short body percussion patterns to accompany the song. | Working in small groups, sing a call-and- response song with an invented drone accompaniment. |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
2
Improvise and Compose - Year A, Term 3
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Create rhythm patterns, sequencing them, and ‘fixing’ them as compositions using simple notation. | Invent simple patterns using rhythms and notes C-D-E. |
| Attempt to record compositions with stick and other notations. | Compose music, structuring short ideas into a bigger piece. |
| Create musical phrases from new word rhythms that children invent. | Notate, read, follow, and create a ‘score’. |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
3
Sing and Play - Year A, Term 1
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Sing a cumulative song from memory, remembering the order of the verses. | Sing a call-and-response song in groups, holding long notes confidently. |
| Play classroom instruments on the beat. | Play melodic and rhythmic accompaniments to a song. |
| Copy a leader in a call-and-response song, show the shape of the pitch moving with actions, and sing using mi-re-do. | Rap accurately and rhythmically with dynamic contrasts. |
| Sing a unison song rhythmically and in tune. | Perform crotchet and quaver actions (‘walk’ and ‘jogging’) on the beat and adapt these actions when the speed of the music changes. |
| Play percussion instruments expressively, representing the character of their composition. | |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
4
Sing and Play - Year A, Term 2
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Chant together rhythmically, marking rests accurately. | Sing the syncopated rhythms in Latin dance and recognise a verse/chorus structure. |
| Play a simple ostinato on untuned percussion. | Play a one-note part contributing to the chords accompanying the verses. |
| Sing an echo song while tapping the beat, and clap the rhythm of the words, understanding there is one beat for each syllable. | |
| Sing familiar songs in low and high voices, recognising higher and lower. | |
| Play a partner clapping game while singing a song. | |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
5
Sing and Play - Year A, Term 3
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Perform actions to music, reinforcing a sense of beat. | Perform call-and-response rhythms vocally, by ear, using word rhythms, then transfer rhythms to body percussion/instruments. |
| Sing and chant songs and rhymes expressively. | Perform vocal percussion as part of a group. |
| Sing either part of a call-and-response song. | Play the chords of Fly with the stars on tuned percussion as part of a whole-class performance. |
| Play the response sections on tuned percussion using the correct beater hold. | Sing solo or in a pair in call-and-response style. |
| Echo sing a line independently with teacher leading, then move on to pair singing in echo format. | |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
6
Listen and Appraise - Year A, Term 1
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Listen and move in time to the song. | Listen and identify where notes in the melody of the song go down and up. |
| Respond to musical characteristics through movement. | |
| Describe the features of a march using music vocabulary (e.g. that it has a steady beat, that soldiers ‘march’ to music, naming the instruments playing in the clips). | |
| Listen to ‘Aquarium’, reflecting the character of the music through movement. | |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
7
Listen and Appraise - Year A, Term 2
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Recognise the difference between a pattern with notes (pitched) and without (unpitched). | Listen to a range of Cuban pieces, undestanding influences on the music and recognising some of its musical features. |
| Listen to and copy short rhythm patterns by ear. Mark rests in the song with actions, their voices, and instruments. | Develop active listening skills by responding to musical themes through movement. |
| | Understand the structure of rondo form (A-B-A-C-A). |
| | Develop a sense of beat and rhythmic pattern through movement. |
| | Experience call-and-response patterns through moving with a partner. |
| | Listen and compare how different composers have approached creating word-based compositions. |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
8
Listen and Appraise - Year A, Term 3
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Respond to musical signals and musical themes using movement, matching movements to musical gestures in the piece. | Recognise and copy rhythms and pitches C-D-E. |
| Develop awareness of duration and the ability to move slowly to music. | Move in time with the beat of the music. |
| Create art work, drawing freely and imaginatively in response to a piece of music. | Talk about what they have learnt about Brazil and Carnival (e.g. samba batucada instruments, playing in call-and-response, samba schools, that in Brazil music helps communities thrive, that word rhythms are an important way to learn rhythm patterns, that you can freely express yourself at Carnival). |
| Listen to and copy rhythm patterns. | Respond to and recognise crotchets and quavers and make up rhythms using these durations to create accompaniment ideas for the song. |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
9
Improvise and Compose - Year B, Term 1
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Improvise rhythms along to a backing track using the note C or G. | Improvise with the voice on the notes of the pentatonic scale D-E-G-A-B (and B flat if you have one). |
| Compose call-and-response music. | Identify, play from, and combine rhythm patterns to make a sequence using crotchets, quavers, and crotchet rests. |
| Select instruments and compose music to reflect an animal’s character. | |
| Create, interpret, and perform simple graphic scores. | |
Improvise and Compose - Year B, Term 2
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Compose 4-beat patterns to create a new rhythmic accompaniment, using a looping app. | ‘Doodle’ with voices over the chords in the song. |
| Create action patterns in 2- and 3-time. | Improvise and compose, exploring how timbre, dynamics, and texture can be used for impact in a fanfare. |
| Compose a soundtrack to a clip of a silent film. | Invent a melody. |
| Understand and use notes of different duration. | |
| Understand and use notes of different pitch. | |
| Understand and use dynamics. | |
Improvise and Compose - Year B, Term 3
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| | Compose a pentatonic melody. |
| | Create ostinatos. |
Sing and Play - Year B, Term 1
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Play the melody on a tuned percussion instrument. | Sing in a Gospel style with expression and dynamics. |
| Sing with good diction. | Play a bass part and rhythm ostinato along with This little light of mine. |
| Create, interpret, and perform simple graphic scores. | Sing Part 1 of a partner song rhythmically. |
| | Perform a whole-class ‘rondo’ made up of playing and singing. |
| | Sing a stepping melody accurately and with clear articulation and diction. |
Sing and Play - Year B, Term 2
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Chant Grandma rap rhythmically, and perform to an accompaniment children create. | Sing swung rhythms lightly and accurately. |
| Chant and play rhythms using the durations of ‘walk’ (crotchet), ‘jogging’ (quavers), and ‘shh’ (crotchet rest) from stick notation. | Learn a part on tuned percussion and play as part of a whole-class performance. |
| Learn a clapping game to Hi lo chicka lo that shows the rhythm. | Sing Part 2 of a partner song rhythmically. Adopt a rhythmic accompaniment while singing. |
| Create action patterns in 2- and 3-time. | Play repeating rhythmic patterns. |
| Compose a soundtrack to a clip of a silent film. | Count musically. |
| Understand and use notes of different duration. | |
| Understand and use notes of different pitch. | |
| Understand and use dynamics. | |
Sing and Play - Year B, Term 3
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Learn an interlocking spoken part. | Sing with expression and a sense of the style of the music. |
| Sing a rock ‘n’ roll-style song confidently. | Understand triads and play C, F, G major, and A minor. |
| Play an introduction on tuned percussion. | Play an instrumental part as part of a whole-class performance. |
| Demonstrate an internalised sense of pulse through singing games. | Sing a part in a partner song, rhythmically and from memory. |
| Sing confidently in Polish, and play a cumulative game with spoken call-and-response sections. | |
| Play an accompaniment on tuned percussion and invent a 4-beat body percussion pattern. | |
Listen and Appraise - Year B, Term 1
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Recognise and play echoing phrases by ear. | Listen and move in time to songs in a Gospel style. |
| Listen with increased concentration to sounds/ music and respond by talking about them using music vocabulary, or physically with movement and dance. | Move to music, marking the pulse with action durations: ‘walk’ (crotchets), ‘jogging’ (quavers), ‘stride’ (minims), ‘skipty’ (dotted quaver/ semiquaver), and ‘shh’ (crotchet rest). |
| Identify different qualities of sound (timbre) e.g. smooth, scratchy, clicking, ringing, and how they are made. | |
| Recognise and respond to changes of speed (tempo), the length of notes (duration – long/ short), short/detached/smooth (articulation), and pitch (high/low) using music vocabulary, and/or movement. | |
| Recognise how graphic symbols can represent sound. | |
Listen and Appraise - Year B, Term 2
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Show the following durations with actions ‘walk’ (crotchet) and ‘jogging’ (quavers). | Listen and identify similarities and differences between acoustic guitar styles. |
| Listen actively and mark the beat by tapping, clapping, and swinging to the music. | Listen and appraise, recognising and talking about the musical characteristics of a fanfare using music vocabulary. |
| Listen and move, stepping a variety of rhythm patterns (‘walk’, ‘jogging’, ‘skipty’). | |
| Understand and explain how beats can be grouped into patterns and idenitfy them in familiar songs. | |
| Move freely and creatively to music using a prop. | |
Listen and Appraise - Year B, Term 3
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Listen actively and learn about rock ‘n’ roll music. | Compare music extracts and understand that the pentatonic scale features in lots of music traditions and cultures. |
| Listen and match the beat of others and recorded music, adapting speed accordingly. | Watch a film and analyse it in a musical context. |
| Listen to traditional and composed music from Poland. Begin to understand how music helps people share tradition and culture. | Identify similarities and differences between pieces of music in a folk/folk-rock style. |
Improvise and Compose - Optional units
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Explore using sound quality (timbre), dynamics, and pitch to tell a story. | Compose a simple song using symmetry to develop a melody, structure, and rhythmic accompaniment. |
| Compose new words for the greeting section of the song. | Improvise and compose, creating atmospheric music for a scene with a given set of instruments. |
| Invent simple patterns using voices, body percussion, and then instruments. | Create short sounds inspired by colours and shapes. |
| Follow signals given by a conductor/leader. | Structure musical ideas into a composition. |
| Structure compositional ideas into a bigger piece. | Create and read graphic scores. |
| Improvise solos using instruments. | |
| Improvise and compose, structuring short musical ideas to form a larger piece. | |
| Begin to understand duration and rhythm notation. | |
| Structure musical ideas into a whole-class composition. | |
| Improvise and compose a sequence of sounds in response to a given stimulus. | |
| Compose an accompaniment using tuned percussion, playing chords and, creating sound effects. | |
Sing and Play - Optional units
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Sing a simple singing game, adding actions to show a developing sense of beat. | Sing by improvising simple melodies and rhythms. |
| Change voice to suit different characters while performing appropriate actions. | |
| Play contrasting accompaniments to reinforce the verse structure. | |
| Sing a song that includes a time change from march to a jig. | |
| Play untuned percussion instruments and use movement to show the beat changing. | |
| Perform a song and dance simultaneously. | |
| Sing and play, performing composed pieces for an audience. | |
| Learn a simple rhythm pattern and perform it with tempo and volume changes. | |
| Learn about the musical terms crescendo, diminuendo, accelerando, ritenuto. | |
| Follow signals from a conductor. | |
| Sing small intervals accurately and confidently, and vary dynamic contrast. | |
| Play a piece, following a graphic score. | |
| Sing clearly articulated words, smoothly, and together in time. | |
| Match voices accurately in a singing game. | |
Listen and Appraise - Optional units
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Listen actively by responding to musical signals and musical themes using appropriate movement. | Begin to develop an understanding and appreciation of music from different musical traditions. |
| Create a musical movement picture. | Identify that the songs are from different places in the world, use different instruments, have a different beat, and are different speeds. Pupils can use some musical vocabulary to describe these things. |
| Identify a simple song structure and rhyme pattern. | Understand that a folk song is music that belongs to the people of a particular place. |
| Listen to a jig and move in time to the music. | Identify how the pitch and melody of a song has been developed using symmetry. |
| Listen and appraise, with focus and attention to detail, recalling sounds and patterns. | Listen and appraise, recognising elements of the music that establishes the mood and character e.g. the rhythm. |
| Listen to and analyse four pieces of music inspired by travel/vehicles. | Talk about the effect of particular instrument sounds (timbre). |
| Listen to and appraise music in a minor key, recognising small steps in the music. | Understand that instruments can be used individually and in combination to create different effects of timbre and texture. |
| Listen to the music and create a ‘minibeast’- inspired dance. | |
| |
BEEPS, CHIRPS & BLASTS
Science and Engineering Education Center
The University of Texas at Dallas
Challenge
Explore how bats use sound to communicate and to navigate their environments.
Activity 1
⚫clicker⚫bandana
Select one "bat" and one "mosquito" (bat prey). In an open space, blindfold the bat with a bandana. Give the mosquito the clicker. Let the remaining learners stand as "obstacles" who are allowed to clap only when directly faced by the bat. The obstacles do not move. The mosquito can move to avoid the bat, but must make sounds frequently. The objective is for the bat to avoid the obstacles and tag the mosquito. Repeat the activity with different bats and mosquitoes.
Activity 2
⚫ 2– 4 balls with bells
Go to an empty room (like a gym) or hallway. Holding to jingle bells, close your eyes and spin in a circle a few times. Keeping your eyes closed, stop and roll your bell in front of you. Listen how long it takes to hit the wall. Turn to the right and roll the other ball. Which wall is closer. How do you know? You just used echolocation!
Activity 3
⚫ Bandanas for all
Most female bats give birth to one or two pups at a time. A pup is born without fur; it stays warm by clinging to its mother when it nurses or by sharing body heat with other pups as they roost together in a nursery colony.
A female doesn't nurse just any pup. She locates her own pup by recognizing its unique call and scent. When she returns to the nursery colony after an evening flight, she calls her pup, listens for its call, and then sniffs her pup when united.
In an open area, divide the learners into 2 groups: mothers and pups. Create mother and pup pairs and assign each pup a distinct call. Allow for practice time for the mothers to listen to their pups calls, then blindfold and spread out the mothers. Have the pups call for their mothers using the assigned call. Continue until each pair is united.
Calls:
1) single hand clap, 2) 2 quick hand claps, 3)3 quick hand claps, 4) single snap of fingers, 5) 2 quick snaps of fingers, 6) 3 quick snaps of fingers, 7) single hand clap followed by a snap of fingers, 8) 2 hand claps followed by a snap of fingers.
Science Scoop
Bats are capable of making many different sounds. Pups often chirp, and roosting bats tend to squeak and squeal. Some bats emit warning calls, and others croak loudly during mating season.
Bats also emit sounds too high in frequency for people to hear. They are created in the bat's larynx and emitted through the mouth or nose. Called echolocation, these ultrasonic clicks bounce off objects in a bat's path and return to the bat's ears.
Many bats that eat insects have a piece of cartilage, or tragus, at the base of each ear thought to provide better sound definition.
By echolocating, a bat can create an image of its completely dark environment. With this image, it can avoid obstacles and locate food.
A bat flying and searching for insects might emit 10-50 ultrasonic sounds per second. A bat that has located an insect might emit 200 or more sounds per second!
Science and Engineering Education Center The University of Texas at Dallas 800 W. Campbell Road, FA 31 Richardson, Texas 75080 www.utdallas.edu/seec email@example.com
| |
TEXT SET TOPIC: Black and Native American Perspectives During the American Revolution
Grade Level Recommendation: Grades 4–5
Key Focus Areas for Design:
Counternarratives Current Events Identity Language Perspectives Social Justice
Topic: This text set is about Black and Native American perspectives during the American Revolution.
Curriculum Connection: This text set can be done as is but is also suggested as a companion resource for any grades 4–5 curriculum unit that focuses on the American Revolution, such as:
* Teachers College, Reading Workshop, Grade 4, Unit 3
* EL Education, Grade 4, Module 3
* Wit & Wisdom, Grade 4, Module 3
Context/Rationale/Reflections: In this unit, students build knowledge of the American Revolution, which often centers the dominant narrative of Loyalists vs. Patriots in published materials and resources. This narrative typically includes limited African American and Native perspectives (e.g., discussion of the enslavement of African Americans and the colonization of Native land).
Important teacher notes for this text set
* Consider language: Discuss with students using the term "enslaved" to acknowledge the humanity of enslaved people (see more from Anthony Bogues). Additionally, talk with students about Native peoples' language preferences (see more at Native Knowledge 360°),
* Consider how to engage students in conversation about these topics, especially for students who relate to the identities centered in this text set. See Let's Talk: Facilitating Critical Conversations with Students (Learning for Justice) for support.
Resources to build teacher background knowledge:
Teaching Hard History, Learning for Justice (formerly Teaching Tolerance): In particular, see Objective 5, which centers on the roles that slavery, Native nations, and African Americans played in the Revolutionary War.
An American Secret: The Untold Story of Native American Enslavement (NPR): Andrés Reséndez discusses the history of as many as five million enslaved Native Americans.
A note for multilingual students:
Text Sets are meant to support knowledge building! Support opportunities for student translanguaging while using this text set by encouraging students to write, discuss, and present in their home language(s), English, or a combination while they are learning.
Text set authors: Educator authors—Tawna Jordan, Tanya Hill; Additional author—Tori Filler
| Text/ Resource | Author/ Creator | Brief Description/Notes | Why use this resource? |
|---|---|---|---|
| The Untold Story of Black Patriots VIDEO | Kareem Abdul Jabar | 3-minute video centered on questioning why the dominant narratives about the American Revolution do not showcase the essential contributions or perspectives of African Americans. | Considers how which information is included or left out of historical retellings impacts our understanding of events. |
| Excerpt from Stamped: Racism, Antiracism, and You SHORT TEXT | Jason Reynolds and Ibram X. Kendi | Book excerpt questions who was included in Thomas Jefferson’s notion of “all men are created equal.” | Expands on the narrative about Thomas Jefferson and freedoms. |
| Created Equal (0:00–9:15 only) VIDEO (THEATER) | Colonial Williamsburg | A museum theater exploration of African American perspectives on the Declaration of Independence, including that “all men” were not really equal in the Founders’ eyes. | Complicates dominant narrative of the Founders/founding documents. |
| Text/ Resource | Author/ Creator | Brief Description/Notes | Why use this resource? |
|---|---|---|---|
| Invasion of America INTERACTIVE MAP | Claudio Saunt | Interactive map demonstrating the seizing of tribal land from 1776–1867. | Expands on the idea that “the United States continued to take Indians lands by treaty and by force” (included in one of unit texts). |
| Native Americans in Colonial America ARTICLE | National Geographic | Discusses native resistance to the seizing of tribal land and impact of disease and enslavement. | Counters the often-shared idea that Native Americans passively accepted colonizers or supported the seizing of their lands; explains the challenges that impacted their ability to engage in resistance. |
Options for culminating experiences:
* At the beginning of the unit, ask students to jot down things they may already think or believe about the American Revolution, in addition to surveying at least one family member, older sibling, or other member of the school community. Analyze the results of that initial survey as a class. After the unit/text set, ask students to create a "Did you know?" piece (e.g., writing piece, poster, podcast, presentation) to demonstrate some of their new understandings and reflect on which understandings from the initial survey were most present. Share these "Did you know?" pieces with families or school community members.
* Create a student-accessible bulletin board with the guiding question prompt:"How does which information is included or left out of historical retellings impact our understanding? Whose perspective is included? Whose perspective is being left out?" Invite students to post onto the bulletin board their ongoing reflections to this question/reactions to other students' ideas and then to reflect at the end of the unit/text set.
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Design and Technology Curriculum
Intent
At Holy Family R.C school we aim to provide all children with a broad and balanced curriculum which prepares them for life beyond primary education. We encourage children to use their creativity and imagination, to design and make products that solve and relevant problems within a variety of contexts, considering their own and other's needs, wants and values. Design Technology is an inspiring and practical subject. It can be found in many of the objects children use each day and is part of children's immediate experiences. It encourages children to learn to think and intervene creatively to solve problems both as individuals and as members of a team.
At Holy Family R.C the design and Technology curriculum combines skills, knowledge, concepts and values to enable children to tackle real problems. It can improve analysis,
problem solving, practical capability and evaluation skills. We aim to where ever possible, link work to other subjects such as mathematics, science, topic, art and computing. The children are encouraged to become innovators and risk takers. High quality design and Technology education makes an essential contribution to the creativity, culture, wealth and wellbeing of the nation.
Aims
At Holy Family R.C the curriculum for Design Technology aims to ensure that all pupils:
* Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
* Build and apply a repertoire of knowledge, understanding and skills in order to design and make high quality prototypes and products for a wide range of users
* Critique, evaluate and test their ideas and products and the work of others
* Understand and apply the principles of nutrition and learn how to cook
Implementation
Teachers need to plan the following:
* A bank of vocabulary all children can master
* A cycle of lessons for each subject, which carefully plans for progression and depth
* Challenge questions for pupils to apply to their learning
* Trips and visiting experts who will enhance the learning experience
* A means to display and celebrate the pupils work
Impact
Our Design Technology curriculum is well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum they are deemed to be making good or better progress. We measure the impact of our curriculum through the following methods:
* A reflection on standards achieved against the planned outcomes;
* A celebration of learning for each term which demonstrates progression across the school;
* Pupil discussions about their learning; which includes discussion of their thoughts, ideas, processing and evaluations of work.
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Geography Curriculum Map from September 2022
Through the study of geography, St Mary's children will have an understanding of the human and physical features of their local area and the wider world. They will be able to identify and name the countries and continents of the world, where to locate them and know how to care for it
relation to the Equator and the
1,2,3
| | North and South Poles. | | | | | |
|---|---|---|---|---|---|---|
| | 3 | | | | | |
| | Seasonal Changes – throughout the year (link to science) | | | | | |
| Year 2 | | Passport and compass | | Mexico – (Human and Physical | | Geography of London |
| | | direction – inc 7 | | geography – Place knowledge | | inc. ariel photographs |
| | | | | contrasting non-European | | |
| | | continents and oceans | | | | and mapping skills |
| | | | | location) | | |
| | | (Location knowledge, | | | | (Geographical skills and |
| | | | | 2, 3 | | |
| | | geographical skills and | | | | fieldwork) |
| | | fieldwork) | | | | |
| | | 1, 4 | | | | |
| | | | | | | 4 |
| LOWER KEY STAGE 2 | | | | | | |
| Year 3 | Region of the UK (Lake | | Europe – in trade | | Rainforests | |
| | District- Place knowledge) | | links (location knowledge) | | Skills- (Human Geography) | |
| | 1,2,3,4 | | | | | |
| | | | 1,2,3,4 | | 1,2,3 | |
| Year 4 | | Rivers, Mountains and | | Earthquakes and | | Italy – In depth |
| | | the Water Cycle | | Volcanoes (Physical | | European study- Place |
| | | (Physical geography) | | geography) | | knowledge (additional |
| | | 1,2,3,4 | | 1,2 | | |
| | | | | | | learning location of Arctic and |
| | | | | | | Antarctic Circles & 4 figure grid |
| | | | | | | references) |
| | | | | | | 1,2,3,4 |
| Year 5 | | Counties and cities of | | Crystal Palace - Local | | North American Study – |
| | | the UK, geographical | | geography inc. human | | Canada including |
| | | regions, rivers and land | | geography | | Volcanoes and |
| | | use activity inc. 6 figure | | 1,2,3,4 | | earthquakes. (Place |
| | | grid (Location knowledge) | | | | knowledge, physical geography) |
| | | | | | | 1,2,3,4 |
| | | 1,2,3,4 | | | | |
| Year 6 | Physical geography – | Geography – Human | Rivers and Mountains |
|---|---|---|---|
| | climate zones, biomes, | geography economic | (Geographical skills) |
| | | | 3,4 |
| | vegetation. (Focus on | activity – trade links | |
| | Tundra to arctic and world time | 1,2,3,4 | |
| | zones.) | | |
| | 1,3,4 | | |
National Curriculum Key Skills for Geography
| Skill Key | KS1 | Lower KS2 + (KS1) |
|---|---|---|
| 1. Locational knowledge | Name and locate the world’s seven continents and five oceans. Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. | 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. Identify human and physical characteristics: Mountains and rivers. Identify the position and significance of the Equator, Northern Hemisphere, Southern Hemisphere, the tropics of Cancer and Capricorn, Arctic and Antarctic Circle. |
| 2. Place knowledge | Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European county. | Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region in a European country. |
| 3. Human and Physical Geography | Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles. Use basic geographical vocabulary to refer to: Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather. Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop. | Describe and understand key aspects of : Rivers, mountains, volcanoes and earthquakes, and the water cycle. Human geography including types of settlement and land use. |
| 4. Geographical skills and fieldwork | Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage. Use simple compass directions (North, South, East and West) and locational and directional language (e.g. near and far; left and right) to describe the location of features and routes on a map. | Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. |
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English
Texts: One Snowy Night, Non Chronological Reports on Polar Animals, The Snow Queen
Reading: Children will take part in guided reading sessions and whole class reading sessions.
Writing: Children will learning to write and adapt stories. They will also be learning to write letters and their own non-chronological report about an arctic animal.
Grammar Year 2: Sentence types, Word classes,
Apostrophes, Tenses, Suffixes
Handwriting:
Form lower-case letters of the correct size relative to one another. Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
Cursive – Journey to cursive scheme
Geography
Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied.
* Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.
* Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom and of a contrasting nonEuropean country.
History
* Learning about different arctic explorers
* Show an awareness of the past, using common words and phrases relating to the passing of time
* Sort artefacts from 'then' and 'now'
* Discuss the lives of significant individuals in the past who have contributed to national and international achievements and use some to compare aspects of life in different periods
Robins Curriculum
Music
* Music Express units –
* Water, Our Bodies, Animals, Pattern
Computing
* Create a topic- based e-book
* Sequencing simple algorithms and programs
PE
* Invasion games skills (attacking and defending focus)/Basketball
* Health and Fitness
Polar Explorers Spring term
RE & PSHE incl diversity
RE-Families & Worship and Ceremonies PSHE- Happy and Healthy me, Me and my safety.
Maths
White Rose Maths Scheme
Multiplication & Division, Statistics, Properties of shape, Fractions
Science
Living things and their habitats
* Explore and compare the difference between things that are living, dead and things that have never been alive
* Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of animals and plants, and how they depend on each other.
* Identify and name a variety of plants and animals in their habitats, including micro- habitats.
* Describe how animals obtain their food from plants and other animal
Materials
* Describe how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.
* Identify and compare the suitability of a variety of everyday materials for particular uses
DT
Make a diorama:
* Create products using levers, wheels and winding mechanisms.
* Design products that have a clear purpose and an intended user.
* Make products, refining the design as work progresses. Explore and use mechanisms such as wheels, axels, levers and sliders.
Art
Draw lines of different sizes and thickness. Colour (own work) neatly following the lines. Show pattern and texture by adding dots and lines. Show different tones by using coloured pencils.
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Name:
Section:
Score: _____/5
Art History
Art of the Islamic World
Directions: Read the following article on Art in the Islamic World and answer the thought questions at the end.
What is Islamic Art?
The Dome of the Rock, the Taj Mahal, a Mina'i ware bowl, a silk carpet, a Qur'an; all of these are examples of Islamic Art. But what is Islamic Art?
Islamic Art is a modern concept, created by art historians in the nineteenth century to categorize and study the material first produced under the Islamic peoples that emerged from Arabia in the seventh century.
Today Islamic Art describes all of the arts that were produced in the lands where Islam was the dominant religion or the religion of those who ruled. Unlike the terms Christian, Jewish, and Buddhist art, which refer only to religious art of these faiths, Islamic art is not used merely to describe religious art or architecture, but applies to all art forms produced in the Islamic World.
Thus, Islamic Art refers not only to works created by Muslim artists, artisans, and architects or for Muslim patrons. It encompasses the works created by Muslim artists for a patron of any faith, including Christians, Jews, or Hindus, and the works created by Jews, Christians, and others, living in Islamic lands, for patrons, Muslim and otherwise.
One of the most famous monuments of Islamic Art is the Taj Mahal, a royal mausoleum, located in Agra, India. Hinduism is majority religion in India; however, because Muslim rulers, most famously the Mughals, dominated large areas of modernday India for centuries, India has a vast range of Islamic art and architecture. The Great Mosque of Xian, China, is one of the oldest and best preserved mosques in China. First constructed in 742 CE, the mosque's current form dates to the fifteenth century CE and follows the plan and architecture of a
contemporary Buddhist temple. In fact, much Islamic art and architecture was—and still is—created through a synthesis of local traditions and more global ideas.
Islamic Art is not a monolithic style or movement; it spans 1,300 years of history and has incredible geographic diversity—Islamic empires and dynasties controlled territory from Spain to western China at various points in history. However, few if any of these various countries or Muslim empires would have referred to their art as Islamic. An artisan in Damascus thought of his work as Syrian or Damascene—not as Islamic.
As a result of thinking about the problems of calling such art Islamic, certain scholars and major museums, like the Metropolitan Museum of Art, have decided to omit the term Islamic when they renamed their new galleries of Islamic Art. Instead, they are called "Galleries for the Art of the Arab Lands, Turkey, Iran, Central Asia, and Later South Asia," thereby stressing the regional styles and individual cultures. Thus, when using the phrase, Islamic Art, one should know that it is a useful, but artificial, concept.
In some ways, Islamic Art is a bit like referring to the Italian Renaissance. During the Renaissance, there was no unified Italy; it was a land of independent city-states. No one would have thought of one's self as an Italian, or of the art they produced as Italian, rather one conceived of one's self as a Roman, a Florentine, or a Venetian. Each city developed a highly local, remarkable style. At the same time, there are certain underlying themes or similarities that unify the art and architecture of these cities and allow scholars to speak of an Italian Renaissance.
Themes
Similarly, there are themes and types of objects that link the arts of the Islamic World together. Calligraphy is a very important art form in the Islamic World. The Qur'an, written in elegant scripts, represents Allah's (or God's) divine word, which Muhammad received directly from Allah during his visions. Quranic verses, executed in calligraphy, are found on many different forms of art and architecture. Likewise, poetry can be found on everything from ceramic bowls to the walls of houses. Calligraphy's omnipresence underscores the value that is placed on language, specifically Arabic.
Geometric and vegetative motifs are very popular throughout the lands where Islam was once or still is a major religion and cultural force, appearing in the private palaces of buildings such as the Alhambra (in Spain) as well as in the detailed metal work of Safavid Iran. Likewise, certain building types appear throughout the Muslim world: mosques with their minarets, mausolea, gardens, and madrasas (religious schools) are all common. However, their forms vary greatly.
One of the most common misconceptions about the art of the Islamic World is that it is aniconic; that is, the art does not contain representations of humans or animals. Religious art and architecture, almost from the earliest examples, such as the Dome of the Rock, the Aqsa Mosque (both in Jerusalem), and the Great Mosque of Damascus, built under the Umayyad rulers, did not include human figures and animals. However, the private residences of sovereigns, such as Qasr 'Amra or Khirbat Mafjar, were filled with vast figurative paintings, mosaics, and sculpture. Cairo, Egypt
Minarets of Al-Azhar Mosque, Cairo, Egypt (photo: Ahmed Al.BadawyThe study of the arts of the Islamic World has also lagged behind other fields in Art History. There are several reasons for this. First, many scholars are not familiar with Arabic or Farsi (the dominant language in Iran). Calligraphy, particularly Arabic calligraphy, as noted above, is a major art form and appears on almost all types of architecture and arts. Second, the art forms and objects prized in the Islamic world do not correspond to those traditionally valued by art historians and collectors in the Western world. The so-called decorative arts—carpets, ceramics, metalwork, and books—are types of art that Western scholars have traditionally valued less than painting and sculpture. However, the last fifty years has seen a flourishing of scholarship on the arts of the Islamic World.
Arts of the Islamic World
Here, we have decided to use the phrase "Arts of the Islamic World" to emphasize the art that was created in a world where Islam was a dominant religion or a major cultural force, but was not necessarily religious art. Often when the word "Islamic" is used today, it is used to describe something religious; thus using the phrase, Islamic Art, potentially implies, mistakenly, that all of this art is religious in nature. The phrase, "Arts of the Islamic World," also acknowledges that not all of the work produced in the "Islamic World" was for Muslims or was created by Muslims.
Macaulay-Lewis, Elizabeth. "Art of the Islamic World." Khan Academy. Arts of the Islamic World, 2013. Web. 26 Oct. 2014.
Thought Questions:
Name:
Score: _____/5
1. What type of art is actually categorized as Islamic Art? In the 19 th Century? Today?
2. Why is it so difficult to categorize Islamic art in only way? Explain why using an explanation of the Geographic and time factors.
3. How is the term “Islamic Art” similar to the term “Italian Renaissance”
4. What types of artistic patterns are most prevalent throughout the Islamic world? (list and explain 3 with examples.
5. For what reasons has Islamic art not been heavily studied in the past?
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