Local visit to Landkey stream to source local rocks and compare.

Transcription

1 Key Question: What are the effects of volcanoes on our planet? Memorable Learning Experience Local visit to Landkey stream to source local rocks and compare. Links to Values Caring, considerate and respectful about the Pompeii situation. We will look at real-life families who risk their lives to live by volcanoes and earthquakes etc and be empathetic about their circumstances. Community Links Visiting local stream in Landkey. Visiting local area of interest (Valley of the Rocks) to explore local landforms. Open afternoon for parents to view our volcanoes and to share information. End Product: Design and make your own volcano along with informative fact files. Invite parents in to demo volcanoes and share information learnt.

2 Science Essential Skills Children could. Programme of Study Identify the similarities and differences between manmade and natural rocks. Sort images into two different piles. Discuss 3 different types of rocks and where they are found. I can name the three different types of rocks. I can explain the difference between natural and man-made rocks. I can use the appearance of rocks to group and compare them. Spoken language Explain a task or experience showing clear understanding of the main points. Science Discuss enquiry methods and describe a fair test. Present findings from the fieldwork expedition to the rest of the class. Discuss the rocks found, describing how they look and feel and where they were found, using a descriptive vocabulary. Children could be organised into groups to cover different aspects so that all areas are covered and there are no repetitions. Technical vocabulary might include: rough, smooth, sharp, rounded, bumpy, lumpy, jagged, polished, crumbly, grainy, speckled, pitted and streaked. Collect children s descriptive vocabulary and display on labels with the rocks. Carry out investigations into the properties of rocks. Test whether a rock is permeable or non-permeable, durable or non-durable and able or unable to float. Plan their own investigations and make predictions. Ask children to suggest ways to record results to compare different rock types and suggest how they could ensure fair tests. En SL 5 Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. Sc R 1; Co 6; Ge HP 1; En W C 1b Sc WS 2 Set up simple practical enquiries, comparative and fair tests. Sc WS 1, 3, 4, 5, 7

3 Essential Skills Children could. Programme of Study Explain how the physical processes of erosion, transportation and deposition affect the environment. Survey the local area to assess how different types of rock are used. Take digital images to record their observations and make a photographic montage of Rocks in our environment. Add notes and captions giving information about each photograph. Encourage children to think about how rocks and stones in the locality have changed over time. Look for examples of weathering and erosion and describe how this might have happened. Highlight the differences between man-made and natural building materials like cement and brick which can be confused with rock. Ge HP 1 Describe and understand key aspects of physical geography, including: volcanoes and earthquakes. Co 6; Ge LK 2 Art & design Take photographs and explain their creative vision. Arrange different types, size and colour of rocks and crystals into interesting sculptural forms. Capture digital images of these arrangements from different viewpoints such as below, close up and from above. Work on a small or large scale, indoors or outdoors to achieve exciting and creative effects. Provide opportunities for children to download a favourite image. Then experiment with digital packages to change colour or scale and create interesting and dynamic effects. Examples of sculptural stone work by Andy Goldsworthy could provide ideas and inspiration. AD 2 Improve their mastery of art and design techniques, include sculpture with a range of materials (e.g. pencil, charcoal, paint, clay). Co 6; AD 3

4 Use technical and geological vocabulary to describe geographical processes. Make comparisons of the same geographical feature in different countries. Use technical and geological vocabulary to describe geographical processes. Use models and diagrams to find out about the Earth s layers. Use various resource materials to learn about each layer and present this verbally to the class. Record their findings in an accurate, detailed and clearly labelled diagram. Add written facts about each layer. Children should name each layer including crust, mantle and core (outer liquid and inner solid). Explain that the crust is the part that we live on and is split into sections called tectonic plates. Use a world map, globe or atlas to identify the locations of volcanoes, including the remarkable Ring of Fire. Make simple sketch maps to show volcano locations, indicating main towns, cities and continents, oceans and other significant geographical features. Famous volcanos to locate might include Mount Vesuvius, Krakatoa, Mount St Helens, Mount Tambora, Mauna Loa, Eyjafjallajokull, Mount Pelée, Thera, Nevado del Ruiz and Mount Pinatubo. Find out what causes a volcano to erupt. Look at diagrams, animations, models and geographical source materials to understand the process. Make labelled diagrams to explain their findings using geographic vocabulary such as lava, vent, magma, force, gas, mantle, crust and effusive and explosive eruptions. Ge HP 1 Describe and understand key aspects of physical geography, including: volcanoes and earthquakes. Sc R 1; En SL 5; Sc WS 5 Ge SF 1 Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. Ge LK 1, 2 Ge HP 1 Describe and understand key aspects of physical geography, including: volcanoes and earthquakes. Sc WS 5; En R C 1c, 3; Co 5, 7

5 Challenge children to find out the meaning of the following geographical terms: pyroclastic flow, ash clouds, lava flow, mudflow, magma, parasitic cone, sill, vent, flank, crater, conduit, summit and throat. Music Use written symbols both standard and invented to represent sounds. D&T Build models incorporating circuits with buzzers and bulbs. History Choose the most important source material for a task, Listen to recordings of volcano noise. Work in groups to develop an atmospheric volcano soundscape from rumbles to explosion. Explore ways of combining layers of sound for dramatic effect. Encourage children to explore the potential of different sounds by choosing, making, playing and ordering a range of noises. Record the compositions and play them back for appraisal. Use a range of modelling materials and tools to construct their own 3-D model volcano. Add special effects, perhaps creating lava that lights up or a volcano that rumbles and shakes. There s a wealth of initial questions that children can consider in the design process. What type of volcano will you make? What shape should it be? Will your volcano move or light up? How? Can you think of a good way to make a switch? Become archaeologists, discovering the ashen casts of the Pompeii bodies. What stories do the images tell? Mu 2 Improvise and compose music for a range of purposes using the interrelated dimensions of music. En SL 7 DT M 2 Select from and use a range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities. DT D 2; DT TK 1, 3 Hi 2 Learn about the Roman Empire and its impact on Britain.

6 showing awareness of a range of sources. Draw sketch maps and plans using agreed symbols for a key. History Use labelled diagrams, recounts, stories, diaries and pictures to illustrate understanding about historical events and famous people. What evidence do they give about the eruption? Make a list of deductions, then check out their accuracy using a range of historical sources. Take turns to pose as the bodies of Pompeii. Make sketches of figures and suggest poses for models, adding realistic detail. Use sketches to form figures made of clay. When dry, dust or wash the figures with white paint to create a haunting Bodies of Pompeii installation. Take digital photographs as children create their poses. These can be used for reference as they work on their clay sculptures. Use world maps and atlases to locate the province of Naples in Italy and the location of Mount Vesuvius. Make a sketch map to show the region, local towns, seas and oceans and map co-ordinates. Produce a key for their map. Use a web mapping tool for a satellite view of the area. Provide aerial images of Mount Vesuvius to help children appreciate the volcano s vast size. Find out what a busy Roman town would have looked like at the time of the explosion. What kind of people would have lived there? What type of jobs would they have done? What was life like for children in Roman En R C 3; Co 5, 7 AD 2 Improve their mastery of art and design techniques, include drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay). AD 1; Co 6 Ge LK 1 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. Co 5, 7 Hi 2 Learn about the Roman Empire and its impact on Britain. En R C 3; Co 5, 7; PSHE 4b

7 times? Use a range of historical resources (including ancient firsthand accounts of the eruption) to gather their information. Children could create mind maps, mini books or scrapbooks in which they collate their images, text, notes, photographs, downloaded images and information. Locate appropriate information needed for a task from a source material. PSHE Ask and answer questions, giving a view on a local (or world) issue. Study and discuss a range of images of earthquake damage. Describe what happens during and after an earthquake. How do earthquakes affect people and the environment? Discuss ideas, share existing knowledge and pose questions for further research. Introduce and remind children of key vocabulary relating to the theme such as seismic, tectonic plate, crust, epicentre, fault, intensity, liquefaction, magnitude, and Richter Scale. Watch news reports and documentary footage of the Great East Japan Earthquake in What is a tsunami and what is it caused by? Use different media reports and sources to research the devastating impact on human life. Find out about the aid that people need after such an event and identify the agencies that provide it. Then discuss the question Does the world do enough to help people rebuild their lives after such natural disasters? Ge HP 1 Describe and understand key aspects of physical geography, including: volcanoes and earthquakes. PSHE 2a, 4b; En SL 7, 11 PSHE 2a Research, discuss and debate topical issues, problems and events. Ge HP 1; PSHE 4b

8 According to Japan s Ministry of Foreign Affairs, 116 countries and 28 international organisations offered assistance following the disaster. Japan specifically requested assistance from teams in Australia, New Zealand, South Korea, the United Kingdom, Canada and the United States. Science Draw, with help, a simple conclusion based on evidence from an enquiry or observation. Computing Recognise which information is suitable for their topic. Watch simulations of tsunami formation and discuss the process, explaining how the waves are caused. Work in groups to plan a simulated demonstration of seismic and tsunami activity. Work together to decide how they might create the waves and the resources they would need. Experiment with their model until an effective demonstration can be presented to others. Resources to prepare and suggest might include a water trough, buckets, Lego or thick card to create buildings, sand or blocks to create land and pumps, levers, sheet materials and other mechanisms to create the force of the earthquake. Work in groups to create a digital presentation for parents and carers to show what they have learned during the project. Rather than cover all aspects of the project, children could choose a favourite topic such as Pompeii, rocks or volcanoes. Sc WS 8 Identify differences, similarities or changes related to simple scientific ideas and processes. Sc WS 9; En SL 5, 7, 11 Co 6 Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. Sc R 1; Ge HP 1

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