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LO:
To explore different perspectives and the impact of climate change.

Intro:
Look through the book (video link, no sound). Pupils to note down on whiteboards any key points and what they may think it is about.

Main:
Discussion about what they noticed, different perspectives. CT to make links to local area, what might the pupils draw?
Key Qs - How would you describe this? How would you persuade someone to learn more about this and make positive changes/impact? What impact has climate change made? What is climate change? Harvest ideas on a mind-map, flip chart paper for wall display.
Introduce persuasion and discuss persuasive writing. What What persuasive adjectives can you think of?

Activity:
Model (I do, we do, you do) - Based on what we've learnt today, write a sentence persuading someone to learn more about climate change and the impact it has on the local area.
Pupils to complete in books.

Plenary:
Discussion - how might you use images to persuade someone to learn more about climate change?

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LO:

Recognise that environments can change and that this can sometimes pose dangers to living things

Discuss the impact that humans have on their environment

Consider how we can have a positive impact on the environment

Introduction:

Small group discussion on how humans impact their environment (thinking time first and then table group discussion). Brainstorm on paper. Feedback to the whole class.

Watch an engaging video to introduce climate change. Changing environments - BBC Bitesize

Main and Activity:

On tables look at examples of newspaper articles, data and statistics on different impacts humans have had. Positive and negative. eg. "the positive effects of nature reserves, ecologically planned parks, or garden ponds, and the negative effects of population and development, litter or deforestation" (NC).

Children to discuss these, why are they good/bad? Add to brainstorm (purple pen). Also, add any further ideas about what humans can do to reduce negative impact on environment/have a positive impact on the environment.

Plenary:

Silent gallery - children to look at other groups' work, add comments with post-it notes.

Lesson outcome:
Children will have posters with their ideas on them, and comments from other children.

Scaffolding and Adaptive Teaching:
Discussion help resources: Sentence starters/stem sentences. Subject specific vocabulary. Pictures as prompts?

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LO:
To explore the impact of climate change on the local area.

Intro:
As a whole class, look at a map of the local area. Think of some questions you might ask to learn more. Who might you ask these questions to? In small groups, ask each other questions and discuss how you would find the answers.

Main:
Facts around the room about the local area, climate change, geographical facts. Pupils to go on a 'hunt' around the room to answer questions on their sheet. Optional, create a map they follow to answer the questions - scavenger hunt.

Plenary:
Pupils to discuss what they learn and share thoughts. Do you agree or disagree? Did you learn anything new? How might this link to climate change? What would you like to learn more about? Are there any big impacts linked to climate change? How has it changed over time? What impact has it made on local humans and animals? How might this link directly to us/you?

Lesson outcome:
Pupils will recognise the impact of climate change specifically on their local area and how this can directly affect those around us.

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LO:
To plan a persuasive piece of writing about climate change.

Curriculum link:
To articulate and justify answers, arguments and opinions.

Lesson outcome:
To have a plan ready for their persuasive email to the local MP.

Adaptive teaching (Scaffolding): Sentence starters and vocabulary mats.

Adaptive teaching (Challenging): Add metaphors and rhetorical questions.

Intro:
Introduce lesson objective and model the plan layout and display a checklist showing the key areas to include.

Main:
They will have 40 mins to create a plan for their email and will be planning in their English writing books. They will need to plan how they will address their reader and what their main focus will be.

Plenary:
Peer assess work for spelling, punctuation and grammar. (10 mins)

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LO:
To know the features of an email and create a persuasive email to the local MP.

Intro:
Log onto Dance mat typing BBC and practice typing on a keyboard.

Main teaching:
Independently: mind map what they already know about emails. Using pictures and words on the board to help.
work in pairs: teach your partner anything that they don't have on their mind map, add in another colour.
Discuss as a group the key words and make a mind map for working wall.
Work through a teaching PowerPoint and use the interactive board to match up words and definitions. For example, email address- An email address is a designation for an electronic mailbox that sends and receives messages, known as email, on a computer network.

Activity:
Depending on the software the school has, they write up their persuasive letter to their local MP and send it to the teacher to be marked. The best ones will be sent to
the local MP.

Adaptive teaching:
TA support
Touch typing

Lesson outcome:
The pupils will create a persuasive email to a local MP highlighting the need for a positive environmentally change.

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One persuasive email about climate change per child to the MP. Incentive that the best 3 emails (chosen by teachers) will be sent to the MP.

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One persuasive email about climate change per child to the MP. Incentive that the best 3 emails (chosen by teachers) will be sent to the MP.

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A group of 30 mixed ability Year 6 pupils learning in a mixed primary school in an lower socio-economic area. They are from predominantly White British background, with some mixed heritages (Pakistani, Indian, East Asian, and African Caribbean).

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A group of 30 mixed ability Year 6 pupils learning in a mixed primary school in an lower socio-economic area. They are from predominantly White British background, with some mixed heritages (Pakistani, Indian, East Asian, and African Caribbean).

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This group find learning through creative-based activities engaging, whereas they may need more support in writing. They have prior knowledge of climate change, such as recycling, sustainability, and protecting the environment, as well as creative writing, learning about their local areas in History and Geography, and engaging in scientific experiments. They have also conducted research using iPads, looking and primary and secondary sources. This scheme of learning will enable pupils to explore the link between climate change, and changes over time. It will look closely at social issues in their local area, make links to independence and collaboration, and how pupils can improve and protect the environment to positively impact their future. Making links to British Values (individual liberty).

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Names: Chloe Bridgens, Katherine Armitage, Komal Mudan, Lucy Crilly, and Phoebe Thompson; Primary 1, Core 1

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Names: Chloe Bridgens, Katherine Armitage, Komal Mudan, Lucy Crilly, and Phoebe Thompson; Primary 1, Core 1

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Subject: English, Science, Geography/History, Computing
Focus group: Year 4 (class of 30)
LO: To enable pupils to respond to the impact of climate change through developing their understanding of persuasive writing and changes over time, focusing on writing a persuasive piece looking at the positive changes for the future.
Overall idea: Pupils look at a book showing different perspectives showing the impact of climate change going from small impacts to larger impacts (zooming out).  research using iPads and computers to learn about how climate change has impacted the environment related to their local area. Pupils create a piece of persuasive writing using scientific vocabulary to describe and explain the changes over time, written to local MP via email about positive changes for the future linking to climate change.

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Best examples of emails can also be shared on the school website.

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Best examples of emails can also be shared on the school website.

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Teaching through a wide variety of pedagogies 

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Teaching through a wide variety of pedagogies 

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Whole class discussion - dialogic teaching

Peer to peer dialogue

Research methodologies - critical pedagogy

Positive engagement with and understanding of local area - British Values (individual liberty)

Live modelling of persuasive writing

Collaborative work - negotiation and discussion

Empowering student voice - critical pedagogy - enabling learners to "own" their learning and present it to their peers

Encouraging metacognition - clarity around learning of knowledge, skills and values ensures frequent opportunities for students to reflect upon learning

Individual learning - pupils to write a persuasive email to a local MP

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Coventry - low socio-economic setting with limited grounds. 20 boys, 10 girls with 9 pupils with SEND.

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Coventry - low socio-economic setting with limited grounds. 20 boys, 10 girls with 9 pupils with SEND.

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Zoom by Istvan Banyai- video material on Youtube

Laptops/computer/ipads for research and creating the email

Newspaper articles/statistics/pictures about climate change

Sugar paper/A3 paper

Post-it notes and pens

Dance mat typing- BBC

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Hook - Zoom by Istvan Banyai - a book that teaches readers that everything is a part of something else.

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Hook - Zoom by Istvan Banyai - a book that teaches readers that everything is a part of something else.

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Knowledge:

What the local area is like (e.g. location, climate, economy, habitats, green spaces such as parks).

How climate change is impacting the local area.

How the images and writing can be impactful and how pupils can engage with social/cultural/political issues through protest and raising awareness.

How impactful persuasive writing can be through speeches and protests to support positive change for the future.

Skills:

How to undertake basic research online.

How to write a formal email.

How to write a persuasive piece of writing that makes specific links to scientific changes over time due to the impact of climate change. Can this be improved? What can we do to prevent this in the future? What can we put in place to create a positive change?

Values:

To develop a perspective and awareness of the impacts of climate change on our local environment.

To reflect upon ways of living that reduce the impact of climate change and promote climate justice.

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Pupils to use their computing skills and skills learnt in History and Geography of primary and secondary sources to research local area. Looking at positive and negative impacts of climate change that will influence their persuasive writing. Thinking about e-safety and appropriate search engines and websites (link to PSHE).

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CAFOD: Climate Change Animation for Primary Schools