Lesson

Subject

Lesson Title

Skill

Core Knowledge

Lesson Brief

1

Science lesson

Giant icebergs

In this lesson children will:

Plan and carry out a range of enquiries, including writing methods, identifying and controlling variables, deciding on equipment and data to collect and making predictions based on prior knowledge and understanding.

Make a giant iceberg. Freeze water in a large balloon or clear plastic bag overnight. Once frozen, remove and place in a large container of water. Observe how the iceberg sits in the water and how it changes over time. Explore questions, such as ‘What happens if you add salt to the iceberg? Why do you think there are air bubbles in your iceberg? Why do you think the ice moves as it melts? Is there anything else that you want to try out on your iceberg? Which part melts more quickly? The part above or below the surface?’ Record children’s observations and ideas using photographs, notes or videos. Children could also create smaller individual icebergs and make comparisons between them

2

English

Weird and wonderful icebergs

In this lesson children will:

Consider and evaluate different viewpoints, attending to and building on the contributions of others.

By the end of this lesson children should know:

Evaluating different viewpoints can help you to shape or redefine your opinions.

In many discussions, it is beneficial to have an open mind, whereas, in other discussions, you may wish to defend strong beliefs.

If you agree with someone in a discussion, you may be able to build on their explanation with your own evidence or anecdotes.

Look at a range of weird and wonderful images of icebergs and ice formations. Compose research questions, such as 'How do icebergs form? Where do they go? Are icebergs dangerous?' Think of words to describe them and make an iceberg vocabulary list. Share ideas with others in the group and see who comes up with the most effective describing word.

Note: Where possible, show children iceberg images on a whiteboard in a darkened room. This will emphasise the power and scale of the ice formations, encouraging more vivid descriptions.

3

English

Specialist vocabulary

In this lesson children will:

Ask targeted, well-worded questions to improve their understanding of a text, giving focused explanations, presentations and detailed reasons for their views.

By the end of this lesson children should know:

Different question types are suitable for different purposes, such as a closed question for a retrieval exercise and funnelling questions to get to the root of a complicated answer.

Key words or precise vocabulary choices can help with asking targeted questions that produce detailed answers evidenced from the text.

A presentation is a talk that gives information.

Notes can help to maintain focus when giving a presentation.

Use a range of non-fiction texts to answer their questions. Check out the meanings of specialist vocabulary, such as ice shelf, calve, glacier, melt ponds and growlers, as they encounter them. List any interesting iceberg facts they discover during their reading.

Note: Recap on the features of non-fiction texts, including the use of headings, subheadings, diagrams, illustrations and paragraphs.

4

English

Titanic timeline

In this lesson children will:

Make detailed notes on an appropriate planning format, drawing on reading and research where necessary

By the end of this lesson children should know:

Plans can be added to and amended as new research is carried out during the planning stage.

Turning research into notes can help to create a clear plan and avoid plagiarism, which means copying someone's work without referencing it.

Plans can be adapted as new ideas occur during the writing process.

Read a range of factual accounts of the sinking of the RMS Titanic on 15th April 1912. Use the information to put together a timeline of events that led to the disaster. Write sentences to describe each point on the timeline.

Note: Develop children’s appreciation by watching film versions of the story or the spooky documentary evidence of the ship resting on the sea bed.

5

English

Investigating engineers

In this lesson children will:

Use a range of organisational and presentational devices effectively, adapting their text to suit the audience and purpose, selecting the appropriate form and using similar writing as models for their own.

By the end of this lesson children should know:

A text can be adapted for different audiences and purposes. For example, the level of formality can be increased by writing in the third person, using the passive voice and making precise, ambitious vocabulary choices.

Bullet points can be used instead of paragraphs to emphasise, simplify or condense a large or complicated body of text.

Imagine that they are investigating engineer, commissioned to produce a report for the American Senate on the sinking of the Titanic. Write a chronological report, identifying how the disaster occurred, how many people died, the status of the equipment and evacuation drills followed.

Note: Ask children to debate whether their research suggests that the tragedy was a terrible accident or an avoidable disaster caused by negligence.

6

Geography

Polar regions

In this lesson children will:

Identify the position and explain the significance of latitude, longitude, equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, the Arctic and Antarctic Circles, the Prime (or Greenwich) Meridian and time zones (including day and night).

Use globes and atlases to find and name both polar regions and other significant geographical features of the world. Make a simplified global map showing the locations of these features. Add a key for information. Identify and record the longitude and latitude of both polar regions, specifically the geographic North Pole and South Pole.

Note: Before adding detail, children could trace the basic outlines and positions of countries and continents. They could add detail and labels, using existing maps as a guide and reference.

7

Geography

Making comparisons

In this lesson children will:

Describe the climatic similarities and differences between two regions.

Work in research teams to identify the similarities and differences between the Arctic and Antarctic. Record data and information in simple charts, tables or spreadsheets, using headings, such as Climate, Population, Settlements, Animal life, Plant life and Seasonal change. Discuss and share their findings with another team.

Note: Discuss and consider how life in either region compares to that of life in the UK. What are the major differences? Are there any similarities? Add an additional column to record their ideas.

8

History

Conditions aboard

In this lesson children will:

Think critically, weigh evidence, sift arguments and present a perspective on an aspect of historical importance.

Find out what conditions were like aboard the ‘unsinkable’ Titanic, describing how the accommodation differed for rich and poor passengers. Imagine that they are one of the passengers, setting off for a new life in America. Write a wireless telegraph to someone at home describing their experiences, hopes and fears.

Note: The passengers aboard the Titanic included some of the wealthiest people in the world, as well as hundreds of emigrants from Great Britain, Ireland and other parts of Europe, all hoping for a new life in North America.

9

Computing

Digital scrapbooks

In this lesson children will:

Select, use and combine a variety of software, including internet services, to meet a goal.

By the end of this lesson children should know:

A variety of software, such as word processing software, image editing software or internet services, can be selected, used and combined to meet a goal.

Use the internet to download images of icebergs and other icy geological features, such as ice shelves, ice sheets, sea ice and glaciers. Save in a digital scrapbook, adding notes where appropriate. Think about and describe how they might organise their work as they add more files, information and images throughout the project.

Note: To start a digital scrapbook, set up files for each child and encourage them to think about how they will organise their content. Encourage children to share their ideas about how they will organise their work.

10

English

Gold rush!

In this lesson children will:

Analyse the meaning of words, including figurative language, and consider the impact of language on the reader.

By the end of this lesson children should know:

Language choices can have different effects on the reader, such as those produced by emotive, persuasive, formal or informal language. For example, formal language can evoke a serious attitude in a reader.

Listen to the opening paragraph from the novel  The Call of The Wild. Discuss what clues the paragraph gives to the novel’s theme, brainstorming their ideas and sharing them with a reading partner.

Note: Provide additional resources and web access so that the children can find out what life was like in the 1880s Gold Rush territory of North America. Continue reading  The Call of The Wild throughout the project, linking reading activities to the Love to Read guide.

11

English

Animal characters

In this lesson children will:

Make detailed notes on an appropriate planning format, drawing on reading and research where necessary.

By the end of this lesson children should know:

Plans can be added to and amended as new research is carried out during the planning stage.

Turning research into notes can help to create a clear plan and avoid plagiarism, which means copying someone's work without referencing it.

Plans can be adapted as new ideas occur during the writing process.

Choose a favourite animal from either the Arctic or Antarctic regions and consider what the animal’s character might be like. Use photographs and information texts and make notes to build up their character ideas. Use their notes to develop a paragraph introducing their animal.

Note: Children could analyse character descriptions from  The Call of The Wild, highlighting words, phrases and actions that the author uses to build up the animal’s character.

12

English

Story maps

In this lesson children will:

Select appropriate sentence structures, grammar and vocabulary to change and enhance meaning.

By the end of this lesson children should know:

You can change the tone of a sentence, for example, by using formal grammatical structures such as the passive voice and the subjunctive tense.

Shades of meaning can be achieved by selecting vocabulary from a wide range of terms. For example, choosing from a sliding scale of adjectives and verbs and adding adverbs to state degrees of possibility.

Precise punctuation choices can help you to be clear and unambiguous, such as colons, semi-colons, hyphens and dashes.

Use a story map to plot the remainder of their story, including its setting, the buildup, problem or dilemma, the resolution and the conclusion. Talk through their ideas with a writing partner, making adjustments and improvements where necessary.

Note: Ask children to consider some key questions, such as 'What can we do to make our story exciting to read? Will the story make sense to the reader? Will it interest them? Have you given a satisfactory ending?'

13

English

Building excitement

In this lesson children will:

Consider how authors have developed characters and settings in what children have read, listened to or seen performed. Describe settings, characters, plot and atmosphere using well-chosen vocabulary, integrating dialogue effectively.

By the end of this lesson children should know:

The atmosphere of a narrative is its mood or tone.

The tone of a text is the attitude put across by the narrator's words. For example, a narrator can appear omniscient, arrogant or friendly.

The mood of a text is the feeling it evokes in the reader. For example, a dark, stormy night can evoke anxiety or curiosity.

An atmosphere can be maintained by the use of well-chosen vocabulary. Integrated dialogue can speed up or slow down the pace of the plot.

Key events in a plot can be foreshadowed by the earlier presence of an object or a character's actions.

Plot elements can affect the atmosphere. For example, flashbacks and comedic sections can cause a contrast in emotional intensity.

Develop their stories, maintaining the appropriate point of view and tense throughout. Use a range of techniques to build up excitement, creating a convincing character that the reader cares about. Include dialogue to convey character and give the story movement and pace.

Note: Think ahead. Have I remembered to use capital letters for names and at the start of sentences? Have I remembered to use paragraphs? Have I used speech marks to show when a person is talking and started a new line each time a new person talks? Have I got a great last line?

14

English

Closing our stories

In this lesson children will:

Assess the effectiveness of their own and others’ writing, proposing and making changes to spelling, grammar, vocabulary and punctuation to enhance effects and clarify meaning, including the correct subject and verb agreement and choosing the appropriate register. Proof-read for spelling and punctation errors.

By the end of this lesson children should know:

Writing techniques can clarify the meaning of a text and add extra impact to different types of writing. For example, repetition and summaries can clarify the main points in a persuasive text. Adding or removing detail or technical language can clarify meaning. If the subject and verb does not agree, rewrite the sentence so the meaning is clear. For example, 'she were excited' should be 'she was excited'. If the register is inconsistent, choose the level of formality required and amend the text to suit.

Consider how they want the reader to feel after closing their story. Happy? Sad? Relieved? Read their stories through, making sure that there is cohesion and flow between paragraphs and sections and proposing improvements to vocabulary, grammar or punctuation.

Note: Emphasise the importance of the ending to a piece of fiction; it can make or break your story. Use examples of story endings to model effective and ineffective techniques. Perhaps use the ending of  The Call of The Wild. How was Buck’s story resolved and how did the resolution make them, the readers, feel?

15

Science

Polar adaptations

In this lesson children will:

Identify how animals and plants are adapted to suit their environment, such as giraffes having long necks for feeding, and that adaptations may lead to evolution.

Choose a favourite animal from either of the polar regions and use a range of non-fiction materials to find out more about it. Describe how it is adapted to suit its habitat. Consider how it might need to adapt in the future as the human and environmental threats in polar regions increase.

Note: Provide children with a range of information books to enable them to read and explore.

Alternatively, take a research trip to the local library.

16

Science

Food chains and webs

In this lesson children will:

Choose an appropriate approach to recording accurate results, including scientific diagrams, labels, timelines, classification keys, tables, models and graphs (bar, line and scatter), linking to mathematical knowledge.

Construct food chains for a chosen animal or plant from a frozen land, to show how species are dependent on each other as food sources. Describe their diagrams using scientific vocabulary, such as energy source, autotroph or primary producer, herbivore or primary consumer, secondary consumer and top or apex predator. Interlink individual food chains into a food web. Consider what impact the removal of one of the components in the food chain or web would have.

Note: Recap on the process of constructing a food chain, using other familiar animals as examples. Remind children that a network of many food chains is called a food web.

17

Art and design

Artwork of the Inuit

In this lesson children will:

Use the work of a significant printmaker or printmaking technique to influence artwork.

Discover the beautiful artwork of the Inuit, the Arctic’s indigenous people. Find examples of Inuit prints and carvings of birds, Arctic mammals, polar bears, seals, caribou and wolves. Taking inspiration from their native style, make a simple block print, combining two or three colours. Add surface detail using black ink.

Note: Children could extend their ideas in 3-D, replicating traditional, figurative carved works. You could use soap instead of stone.

18

Science

Biodiversity

In this lesson children will:

Research unfamiliar animals and plants from a range of habitats, deciding upon and explaining where they belong in the classification system.

Find out about the biodiversity of the Arctic or Southern Ocean, using information books and other sources of information. Make a list of similarities and differences. Select a favourite sea creature to research further. Find facts, make drawings, label diagrams and keep notes about their favourite creature, creating a short information sheet about it for a classroom display.

Note: The Arctic Ocean is inhabited by animals such as zooplankton, fish, walrus, seals, sharks, octopus and jellyfish. The Antarctic is the coldest, windiest place on Earth and holds approximately 70 percent of the fresh water on the planet.

19

English

Scott of the Antarctic

In this lesson children will:

Consider and evaluate a range of different contributions and viewpoints.

By the end of this lesson children should know:

Evaluating is determining the quality or significance of something.

Summarising a person's speech can help you to reiterate the key points that have been made.

Evaluating a person's speech can help you to formulate your own opinions.

Look at a range of images of the explorer Robert Falcon Scott, known as Scott of the Antarctic, and make notes about what they can see. Discuss who this man might be, why he might be important, why he is wearing his particular clothing and when he might have lived.

Note: Share the children’s ideas and reveal who this man is, highlighting key facts about him and his adventures. How close were they to guessing the truth?

20

English

Fact finding

In this lesson children will:

Retrieve, record and present a range of relevant information from fiction and non-fiction texts, focusing on the evidence from the text.

By the end of this lesson children should know:

Evidence cited from a text can be written inside inverted commas.

Rereading the question and answer can help you to check the relevance of your information.

Use a range of non-fiction books and other historical source materials to consider the following questions: What would it have been like for Scott and his team as they travelled across the Antarctic? What conditions would they have faced? Why would things have been even harsher in Scott’s day? Use a range of information sources to find out more about Scott, adding their findings to their initial notes.

Note: Captain Robert Scott’s journal of the final months, days and hours of his doomed 1911–1912 expedition to the South Pole was found buried in his tent with the bodies of his remaining team. Choose an extract, available online from  The British Library, to read to the children.

21

English

Features of diaries

In this lesson children will:

Use a range of organisational and presentational devices effectively, adapting their text to suit the audience and purpose, selecting the appropriate form and using similar writing as models for their own.

By the end of this lesson children should know:

A text can be adapted for different audiences and purposes. For example, the level of formality can be increased by writing in the third person, using the passive voice and making precise, ambitious vocabulary choices.

Bullet points can be used instead of paragraphs to emphasise, simplify or condense a large or complicated body of text.

Imagine that there is a section missing from Scott’s diary, torn out and lost in the snow. If it were written in the last week of his doomed 1911–1912 expedition, what might it say? What sequence of events might have led to the expedition’s devastating ending? Write a plan of their ideas, in chronological order.

Note: Before the children begin their task, recap key features of diary writing, such as a personal and informal tone, rhetorical questions, reflective sentences, a first person narrative, short sentences, time adverbials and chronological order.

22

English

Developing our ideas

In this lesson children will:

Consider how authors have developed characters and settings in what children have read, listened to or seen performed. Describe settings, characters, plot and atmosphere using well-chosen vocabulary, integrating dialogue effectively.

By the end of this lesson children should know:

The atmosphere of a narrative is its mood or tone.

The tone of a text is the attitude put across by the narrator's words. For example, a narrator can appear omniscient, arrogant or friendly.

The mood of a text is the feeling it evokes in the reader. For example, a dark, stormy night can evoke anxiety or curiosity.

An atmosphere can be maintained by the use of well-chosen vocabulary. Integrated dialogue can speed up or slow down the pace of the plot.

Key events in a plot can be foreshadowed by the earlier presence of an object or a character's actions.

Plot elements can affect the atmosphere. For example, flashbacks and comedic sections can cause a contrast in emotional intensity.

Develop their diary writing, using a checklist to ensure their writing shows the required features. Make sure that they add enough detail to keep the reader interested, including varied sentence structures, rhetorical questions, vocabulary and punctuation. Consider what Scott might have been thinking and feeling at this time, including both his hopes and his fears. Read their developing work to a partner, exchanging constructive comments for improvement.

Note: It might be useful to draw up a checklist together at the start of the session.

23

English

Presenting our work

In this lesson children will:

Write legibly, fluently and with increasing speed by choosing the appropriate letter shape and joining method where appropriate.

By the end of this lesson children should know:

You can develop a personal handwriting style, such as writing upright or inclined letters.

You can decide whether printing or joining is appropriate, such as printing a title on a poster.

Review and edit their diaries, then present their work in a small, handmade, diary style booklet, using a fountain pen for authenticity.

Note: Display their diaries alongside historical images of Scott and his fellow explorers.

24

History

Timeline of polar exploration

In this lesson children will:

Articulate and present a clear, chronological world history narrative within and across historical periods studied.

Create a digital timeline to show the history and development of polar exploration. Use the web and other resources to find information and images. Write a short sentence or paragraph about each explorer to explain their significance.

Note: Discuss with the children how polar exploration has changed over time. Why have these changes happened?

25

Physical education

Shelters and dens

In this lesson children will:

Use and apply strategies for solving problems, listening to others and being a good team player when engaged in outdoor or adventurous activities.

By the end of this lesson children should know:

When engaged in outdoor and adventurous activities, a range of problem-solving and resilience skills can be employed to help complete a task effectively, such as sharing ideas with others and asking questions. Being a good team player means working well with others to achieve a shared goal. It involves various skills, such as valuing the ideas and opinions of others, recognising others' strengths and involving everyone.

Construct outdoor shelters and dens, using materials such as rope, tarpaulins, plastic sheets, blankets and pegs. Take the temperature inside and outside with a thermometer. Is there a difference?

Note: As an alternative, try putting up simple two man tents. How quickly can they create a shelter for themselves and their team? Can they put up a tent before the snow storm starts? They’ll have to be quick.

26

Geography

Polar travel

In this lesson children will:

Present a detailed account of how an industry, including tourism, has changed a place or landscape over time.

Read a range of specialist polar travel brochures and websites, making a list of activities available and special things to see on a polar trip. Write an imaginary postcard as if on a polar holiday, telling someone at home about their exciting, icy activities.

Note: Consider what aspects of tourism could threaten the environment. The  IAATO Guidance and recommendations for eco-friendly travel and tourism will be helpful resources for this

27

Physical education

Orienteering challenges

In this lesson children will:

Use and apply strategies for solving problems, listening to others and being a good team player when engaged in outdoor or adventurous activities.

By the end of this lesson children should know:

When engaged in outdoor and adventurous activities, a range of problem-solving and resilience skills can be employed to help complete a task effectively, such as sharing ideas with others and asking questions. Being a good team player means working well with others to achieve a shared goal. It involves various skills, such as valuing the ideas and opinions of others, recognising others' strengths and involving everyone.

Take part in orienteering challenges, following directions to navigate in sequence between control points marked on a map. Work in teams to decide the route most likely to help them beat the other explorers, placing their flag at the summit first.

Note: There are lots of good places to try orienteering: woodland, open spaces or even the school playground.

28

English

Aurora!

In this lesson children will:

Select and use appropriate registers for effective communication.

By the end of this lesson children should know:

Register refers to the level of formality of the language used in a text.

Formal language is usually used in serious, professional or academic situations.

Informal language is usually used in relaxed situations.

Look at a range of images and excerpts of film showing the amazing colours and formations of the Northern Lights. Work in pairs to collect words and phrases that describe what they observe and share these with the whole class. Build up a useful word bank that can be used for future work.

Note: Once collected, children could use a dictionary or thesaurus to find additional and alternative words, adding them to their individual or group word banks.

29

English

Examples of haiku

In this lesson children will:

Analyse the meaning of words, including figurative language, and consider the impact of language on the reader.

By the end of this lesson children should know:

Language choices can have different effects on the reader, such as those produced by emotive, persuasive, formal or informal language. For example, formal language can evoke a serious attitude in a reader.

Discuss the literary form of haiku poetry. What is it? Where does it come from? What does it try to do? Read some examples of haiku poetry and clap out the syllables to mark them. Discuss the effect that a haiku poem has on the reader and identify some of the techniques used by the poet.

Note: Model the form of a haiku, following its syllabic structure of 5-7-5. Haiku poetry often focuses on nature. Read examples together and begin to think about how some of their collected vocabulary could be used in their own haiku poem about the Northern Lights.

30

English

Reading aloud

In this lesson children will:

Use a range of organisational and presentational devices effectively, adapting their text to suit the audience and purpose, selecting the appropriate form and using similar writing as models for their own.

By the end of this lesson children should know:

A text can be adapted for different audiences and purposes. For example, the level of formality can be increased by writing in the third person, using the passive voice and making precise, ambitious vocabulary choices.

Bullet points can be used instead of paragraphs to emphasise, simplify or condense a large or complicated body of text.

Write a haiku poem about the Northern Lights, creating one or two verses. Ask a partner to check their use of syllables. Read their poems aloud to the group, explaining what they think works well and suggesting ways in which they could improve their haiku.

Note: Some children might prefer to use a writing framework for composition or clap out their syllables when checking their poems.

31

English

Creating a haiku

In this lesson children will:

Select appropriate sentence structures, grammar and vocabulary to change and enhance meaning.

By the end of this lesson children should know:

You can change the tone of a sentence, for example, by using formal grammatical structures such as the passive voice and the subjunctive tense.

Shades of meaning can be achieved by selecting vocabulary from a wide range of terms. For example, choosing from a sliding scale of adjectives and verbs and adding adverbs to state degrees of possibility.

Precise punctuation choices can help you to be clear and unambiguous, such as colons, semi-colons, hyphens and dashes.

Choose a polar topic and create a haiku about it. What subject matter will they choose. An animal? The weather? An explorer? Collate a vocabulary list and explore possibilities with ordering and placement of words. Include other literary features such as alliteration to add impact to their poem.

Note: Recap on examples of alliteration, encouraging children to contribute their ideas in discussions. Children can write individual words on pieces of paper and swap them around when playing with compositional ideas.

32

English

Completing our haiku

In this lesson children will:

Perform their own compositions effectively, using appropriate intonation, volume and movement so that meaning is clear.

By the end of this lesson children should know:

Speaking with a dialect or accent can help bring your characters to life.

An effective performance engages with the audience using a variety of techniques, such as manipulating the volume, speed, tone and intonation of your voice.

Annotating your writing with performance notes can help you to plan your performance with the audience in mind.

Make a presentation copy of their haiku and illustrate with drawings or downloaded images of the subject matter. Practise reading their poems aloud, or even learning it by heart to perform to an audience.

Note: Invite parents of another class to hear the children’s poems. Children could record their Northern Lights haiku and use them as a backing track for their presentations (see the 'Multimedia presentations' computing activity).

33

Art and design

Photography!

In this lesson children will:

Create art inspired by or giving an environmental message.

Use digital cameras to photograph ice and snow, capturing their beauty at close range. Explore a variety of effects that enhance the photography, including shining a torch on the ice, photographing it in bright or natural light or adding food colouring to create exciting shots.

Note: If seasonal restrictions apply, create snow and ice using crushed or cubed ice.

Many digital cameras now have a snow scene mode, so remember to set the camera to this if it has one.

34

Art and design

Paintings of the Northern Lights

In this lesson children will:

Create landscape art with or without typical perspective.

Use Brusho or similar dyes to create skyscape paintings of the Northern Lights, experimenting with different ways of application. Drip onto a wet surface, blow watery mixtures and apply dye with different sized brushes and sponges. Experiment with colours and transparency to achieve the desired effects.

Note: Brusho is a water based paint medium which is highly pigmented, unpredictable and lots of fun to paint with.

35

Music

Soundtracks

In this lesson children will:

Compose and perform a group score using a wide variety of timbres, textures, rhythms and motifs.

By the end of this lesson children should know:

A score contains all the information musicians need to rehearse and perform a piece of music, including separate lines for each instrument or voice part, notation showing pitch and duration of sounds and markings to show dynamics, such as mp and mf.

Create a soundtrack that captures the beauty of the Northern Lights, using a range of everyday and found objects from around the classroom. Consider which sounds would best paint the picture of the light’s luminescence and movement, layering sounds for effect. Record their compositions in a simple musical score.

Note: Listen to examples of music for inspiration, such as  Music for Winter: Northern Lights by Ola Gjeilo. Instruments might include glass bottles of different sizes, bells, wind chimes, a triangle and their voices.

36

Computing

Multimedia presentations

In this lesson children will:

Select, use and combine a variety of software, including internet services, to meet a goal.

By the end of this lesson children should know:

A variety of software, such as word processing software, image editing software or internet services, can be selected, used and combined to meet a goal.

Use a presentation program to prepare a multimedia presentation of Arctic phenomena. Search for photographs and images, selecting the most appropriate for the task and using software to add sound effects and transitions.

Note: Watch children’s movies on an IWB, discussing the features and effects achieved by the film makers.

37

Geography

Step 1

In this lesson children will:

Use lines of longitude and latitude or grid references to find the position of different geographical areas and features.

Use a world map, atlas or globe to locate the last known position of the Sub Zero. Calculate the distance in miles and kilometres from Deception Island to the South Shetland Islands.

38

English

Step 2

In this lesson children will:

Make detailed notes on an appropriate planning format, drawing on reading and research where necessary.

By the end of this lesson children should know:

Plans can be added to and amended as new research is carried out during the planning stage.

Turning research into notes can help to create a clear plan and avoid plagiarism, which means copying someone's work without referencing it.

Plans can be adapted as new ideas occur during the writing process.

Make a list of supplies needed to take on your rescue mission. Remember you will need food, extra clothing, and life-saving equipment.

39

Computing and RHE

Step 3

In this lesson children will:

Critically evaluate search engine results and identify factors that may affect ranking, such as how long the site has existed, the number of links to the site and whether the organisation has paid to have their site promoted.

By the end of this lesson children should know:

Search engines take many factors into account, such as the quality of the site, number of updates or number of matches to keywords. However, search engines do not consider whether the content is true, age-appropriate or relevant, and so users need to be aware of these things when searching.

What are the effects of extreme cold on the human body? What should you do if you or one of your party begins to suffer from the effects of extreme cold? Use the web to source the most up-to-date and relevant information

40

Science

Step 4

In this lesson children will:

Choose an appropriate approach to recording accurate results, including scientific diagrams, labels, timelines, classification keys, tables, models and graphs (bar, line and scatter), linking to mathematical knowledge.

All food and water supplies aboard the Sub Zero have been lost. How can passengers source fresh food and clean water? Record your data in the most appropriate form for passengers, choosing from scientific diagrams and labels, classification keys or a table.

41

Physical education

Step 5

In this lesson children will:

Use and apply strategies for solving problems, listening to others and being a good team player when engaged in outdoor or adventurous activities.

By the end of this lesson children should know:

When engaged in outdoor and adventurous activities, a range of problem-solving and resilience skills can be employed to help complete a task effectively, such as sharing ideas with others and asking questions. Being a good team player means working well with others to achieve a shared goal. It involves various skills, such as valuing the ideas and opinions of others, recognising others' strengths and involving everyone.

Create a detailed 12-hour plan of action organising both people and resources for the rescue. Remember to check the impact of the Antarctic daylight hours (time zones) when making your plan.

42

English

Step 6

In this lesson children will:

Control the manner in which descriptions, explanations and narratives are articulated.

By the end of this lesson children should know:

Manipulating your volume, expression and tone of voice can influence the listener's perception of your speech, such as shocking or persuading the listener.

Passengers are panicking! Create a ‘face time’ message or radio transmission to restore calm. Remember to speak audibly and fluently in Standard English as some of the passengers speak English only as a second language.

43

Computing

Step 7

In this lesson children will:

Select, use and combine a variety of software, including internet services, to meet a goal.

By the end of this lesson children should know:

A variety of software, such as word processing software, image editing software or internet services, can be selected, used and combined to meet a goal.

Check the weather forecast! Use the web to find out the temperatures and weather conditions for the next 12 hours. Is it safe for your team to travel? What safety precautions might you need to take?

44

Geography

Step 8

In this lesson children will:

Present a detailed account of how an industry, including tourism, has changed a place or landscape over time.

Engine oil from the Sub Zero has leaked into the ocean surrounding the vessel. What might be the effect of this on the surrounding wildlife and habitat?

45

Physical education

Step 9

In this lesson children will:

Use and apply strategies for solving problems, listening to others and being a good team player when engaged in outdoor or adventurous activities.

By the end of this lesson children should know:

When engaged in outdoor and adventurous activities, a range of problem-solving and resilience skills can be employed to help complete a task effectively, such as sharing ideas with others and asking questions. Being a good team player means working well with others to achieve a shared goal. It involves various skills, such as valuing the ideas and opinions of others, recognising others' strengths and involving everyone.

Rehearse your rescue mission! Follow navigational instructions, practising your orientation skills. Can you be the first to reach the passengers of the Sub Zero? Take a picture of the rescued passengers to send back to base.

CONGRATULATIONS! You have completed your Innovation Challenge.

46

English

Interviews

In this lesson children will:

Consider and evaluate a range of different contributions and viewpoints.

By the end of this lesson children should know:

Evaluating is determining the quality or significance of something.

Summarising a person's speech can help you to reiterate the key points that have been made.

Evaluating a person's speech can help you to formulate your own opinions.

Meet the captain of the Sub Zero, and interview him about the rescue ordeal. Prepare questions beforehand and be prepared to ask those that arise during conversations.

Note: The captain should try to emphasise the fears and concerns of the passengers as they were trapped aboard the ship. He’ll also express his own fears about what might have happened if they couldn’t be found.

47

English

Letters of complaint

In this lesson children will:

Make detailed notes on an appropriate planning format, drawing on reading and research where necessary.

By the end of this lesson children should know:

Plans can be added to and amended as new research is carried out during the planning stage.

Turning research into notes can help to create a clear plan and avoid plagiarism, which means copying someone's work without referencing it.

Plans can be adapted as new ideas occur during the writing process.

Imagine that they are a passenger on the Sub Zero. Begin to draft ideas for a letter of complaint that would be sent to Polar Expeditions, précising longer passages for later development.

Note: Children should consider both the physical and emotional impact of being stranded aboard the ship, trying to create a formal yet emotive letter that evokes the terrible experience and suggests how the company could compensate.

48

English

Refine and edit

In this lesson children will:

Assess the effectiveness of their own and others’ writing, proposing and making changes to spelling, grammar, vocabulary and punctuation to enhance effects and clarify meaning, including the correct subject and verb agreement and choosing the appropriate register. Proof-read for spelling and punctation errors.

By the end of this lesson children should know:

Writing techniques can clarify the meaning of a text and add extra impact to different types of writing. For example, repetition and summaries can clarify the main points in a persuasive text. Adding or removing detail or technical language can clarify meaning. If the subject and verb does not agree, rewrite the sentence so the meaning is clear. For example, 'she were excited' should be 'she was excited'. If the register is inconsistent, choose the level of formality required and amend the text to suit.

Look at an imaginary first draft of a letter of complaint from a passenger. How could it be improved? What features are missing? Refine and edit their letters, ensuring that they have included the essential features of a formal letter of complaint. Use a checklist to check their work and improve their letters as much as possible.

Note: Features to include are a formal opening, an introductory paragraph stating who they are, a clear account of the complaint, details of the difficulties caused and a suggested solution.

49

English

Unhappy animals

In this lesson children will:

Consider how authors have developed characters and settings in what children have read, listened to or seen performed. Describe settings, characters, plot and atmosphere using well-chosen vocabulary, integrating dialogue effectively.

By the end of this lesson children should know:

The atmosphere of a narrative is its mood or tone.

The tone of a text is the attitude put across by the narrator's words. For example, a narrator can appear omniscient, arrogant or friendly.

The mood of a text is the feeling it evokes in the reader. For example, a dark, stormy night can evoke anxiety or curiosity.

An atmosphere can be maintained by the use of well-chosen vocabulary. Integrated dialogue can speed up or slow down the pace of the plot.

Key events in a plot can be foreshadowed by the earlier presence of an object or a character's actions.

Plot elements can affect the atmosphere. For example, flashbacks and comedic sections can cause a contrast in emotional intensity.

Imagine how creatures of the polar regions feel about being constantly observed and pestered by tourists. Write a funny letter of complaint from a polar creature; a grumpy polar bear, an unhappy seabird or a disgruntled penguin. Consider what the animal might say about how the visitors upset them.

Note: Children also might want to read more about the serious implications, such as the impact of tourists on the animals’ habitats.

50

English

Hot seating

In this lesson children will:

Consider and evaluate a range of different contributions and viewpoints.

By the end of this lesson children should know:

Evaluating is determining the quality or significance of something.

Summarising a person's speech can help you to reiterate the key points that have been made.

Evaluating a person's speech can help you to formulate your own opinions.

Hot seat different animals, interviewing them about their complaints. Compose questions that they can ask the visiting animals to give an insight into the creatures’ views and perspectives.

Note: Children could take it in turns to be an interviewer or interviewee.

51

Computing and RHE

Evaluating our work

In this lesson children will:

Exchange online communications, making use of a growing range of available features and being aware of security settings.

By the end of this lesson children should know:

There are a wide variety of online communication platforms, such as social media, blogs, vlogs, email or messaging, which have different available features, including the option to comment. It is important to be aware of security settings, such as age restrictions or property rights.

Upload their group radio or video messages to the school website, or write an email to the Captain of the Sub Zero to advise him on safety precautions for future trips.

Note: Children should be encouraged to comment on features of the broadcast, such as clarity, detail, language use, relevance of ideas and structure.

52

Computing

Informative presentations

In this lesson children will:

Combine a range of technology to achieve a particular outcome.

By the end of this lesson children should know:

A range of technologies can be combined to achieve a particular outcome. For example, sensors (input), a computing device (hardware) and lights (hardware) can be used together to create a set of traffic lights.

Work in groups to create an informative presentation about either polar region using a presentation program. Download images from their digital scrapbooks to add interest. Present to an audience and be prepared to answer questions that arise.

Note: Present to an invited audience including parents, carers and other adults working in school. Answer audience questions clearly and confidently.

53

Art and design

Inuit gallery

In this lesson children will:

Adapt and refine artwork in light of constructive feedback and reflection.

Display block printing work to create an Inuit gallery. Annotate their work, describing their inspirations and intentions and explaining the techniques used to create them. Adapt and refine artwork in light of constructive feedback and reflection.

Note: Display work with the children’s sketches and first ideas. Include the children’s blocks as well as digital images of the children working on their prints.

54

Design and technology

Large scale igloos

In this lesson children will:

Select the most appropriate materials and frameworks for different structures, explaining what makes them strong.

Use cardboard boxes or recycled plastic milk cartons to construct a large scale igloo. Find ways to join boxes sturdily enough for them to support an entrance doorway. Take digital photographs of the process to reflect upon later.

Note: Work as a whole class to create the igloo. Where possible, work outdoors, evaluating the effectiveness of the igloo’s ability to provide shelter from the elements. Could a snowy house ever be cosy?

55

PSHE

Environmental messages

In this lesson children will:

Debate the advantages and disadvantages of globalisation.

By the end of this lesson children should know:

Globalisation is the increase of trade around the world. There are some advantages, such as increased employment and fair trade. For example, the Fairtrade Foundation works to give farmers a fair price for products, giving opportunities to improve living standards, gain a stronger position in the global market and invest in local communities. There are also some disadvantages of globalisation, such as pollution and the loss of indigenous peoples’ culture and land.

Watch the film  Arctic Tale and consider whether the film makers presented their environmental message successfully.

Note: The film contains some scenes of animals eating other creatures, so caution may be needed.