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Basking Shark

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Norman MacCaig, Basking Shark. | Poems, Note to self, Poetry

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May 18, 2014 - This Pin was discovered by Danielle. Discover (and save!) your own Pins on Pinterest

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Autumn Animals! - National Geographic Kids

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Check out some stunning photos of beautiful autumn animals here at NG Kids. Stags, owls, hedgehogs, wolves and more.

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why do animals migrate?

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A Swallow's Migration -  An Animated Short

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understanding our history

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Please be aware that resources have been published on the website in the form that they were originally supplied. This means that procedures reflect general practice and standards applicable at the time resources were produced and cannot be assumed to be acceptable today. Website users are fully responsible for ensuring that any activity, including practical work, which they carry out is in accordance with current regulations related to health and safety and that an appropriate risk assessment has been carried out.

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Please be aware that resources have been published on the website in the form that they were originally supplied. This means that procedures reflect general practice and standards applicable at the time resources were produced and cannot be assumed to be acceptable today.

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exploring maps and coordinates

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Gordon was learning about maps in his kindergarten class. His teacher read a beginning book about maps to the class, As the Crow Flies: A First Book of Maps (Hartman, 1993), and asked students to paint a map of anything they wanted. The image below is Gordon's map of the world.

Rationale

Children's ability to read maps was one of the many things investigated by Jean Piaget as he built his theories about child development (Piaget & Inhelder, 1969). As he frequently did, Piaget described the stages children go through as they learn to see things from different perspectives, a necessary skill in learning to read and understand maps. The three stages are as follows:

Topographical: Children are able to use directional labels such as north, south, east, and west

Projective: Children are able to use their own position to determine a location, such as knowing what is in front, back, left, or right of them

Euclidian: Children can accurately perceive spatial relationships such as those that are used on a map

Piaget's stage theory can provide a teacher with a general framework in thinking about developmentally appropriate practices for different ages and grades, and students probably move through these stages in the same order, if not all at the same age.

Research on learning and teaching geography has further explored this relationship between the development of thinking and map reading skills (Forsythe, 1995; Gregg & Leinhardt, 1994; Stoltman, 1991). Findings show that children are able to understand map symbols and that they represent places and things on a map, but it is more difficult for them to read and interpret more abstract symbols and to understand the relationships between the symbols. Scale, measurement, and the frame of reference for maps can also be difficult for children. Instruction in map skills should therefore be clear, structured, and developmentally appropriate. It's important to note in addition that Trifonoff's (1997) research revealed that even young children demonstrate the ability to use advanced mapping skills with appropriate instruction.

To address the difficulty that research shows students may have with more abstract map symbols and the relationship among these symbols on a map, introduce map skills with literature that contextualizes mapping in a narrative, can be related to where in the world each student lives, and engages students by "doing geography." Recommended best practices today reflect this constructivist approach to teaching geography, particularly the value of hands-on, active learning and inquiry approaches, such as activities and projects (Bednarz, 2003 ). For example, relating new concepts to locations in the students' world and using visualizations, demonstrations, and student-created models, charts, and graphs enhanced student learning (Hickey & Bein, 1996); map-makers learned more than map-readers (Gregg, 1999), and students making maps in groups had a better understanding of map concepts than those who worked individually (Leinhardt, Stainton, & Merriman Bausmith, 1998).

Strategy

Choose and read a book appropriate for the grade level that introduces key concepts and terms in either a narrative book of fiction or an engaging informational book. After reading and discussing the book, and encouraging students to relate the terms and concepts to their own experience through reader response questions and prompts, students can learn to both read and make maps that show the spatial relationships among people, places, and environments. They can use primary data to make their own maps and secondary data in the form of maps they read.

Primary data: Students can collect the primary data necessary to create their own maps in the classroom and school, or in the community on a field trip. They can count and measure spaces in their own environment, such as the school, or take photographs with digital cameras on a field trip, such as one to city hall. They can also keep records of observations in both types of places. These data can be used to construct their own maps.

Secondary data: Students can use maps as a secondary source of information. A good way to begin is to link their experiences to the map. Other secondary sources are online databases and books, such as an atlas. In these sources, they can read maps, charts, tables, and graphs with geographic information.

To provide developmentally appropriate instruction in map skills, begin with the locations most familiar to students in Grades K through 2 - such as their own rooms or houses or the classroom, school, or community. Instruction in Grades 3 through 5 can be expanded to cities, states, the United States, and the world; in Grades 6 through 8, a historical view can be added through the use of maps of the ancient world and other historical periods.

Technology

Even the youngest students can go online to Mapquest and request a map for any location, such as their home, school, or community. Digital cameras can be used to photograph sites in the school and community to help students create maps and use symbols to represent the sites on maps. The U.S. Geological Survey (USGS) website includes numerous map collections that students can search. Maps.com and Maps101.com offer access to thousands of maps, mapping software, and ideas for teaching activities and lesson plans.

Geographic Information System (GIS) merge various layers of information in a computer environment that allows for retrieval, storage, manipulation, analysis, and visualization of geographic information. Research on GIS use in elementary schools has shown that it can help students practice geographic skills, that it is extremely motivating, and that it enhances student learning (Keipet; 1999).

The popular PBS television game show for children Where in the World Is Carmen Sandiego? built knowledge of geography, taking children around the world as they searched for the elusive Carmen. Carmen Sandiego began as a detective in a computer software game by Broderbund Software, and animated adventures on DVD and other products are available worldwide. The game can be projected from the computer onto a screen or large monitor. Students observe and take notes, and they acquire knowledge of geography and maps as Carmen travels worldwide.

Grade-level modifications

K-2nd Grade

Read aloud Mapping Penny's World by Laureen Leedy (1998). In the book, a young girl makes a map of her room for a school assignment. She then becomes inspired to map all the places that her dog Penny loves. While the book is in a narrative form, it also provides good explanations of map vocabulary, such as compass rose, scale, lzey, and symbols. It provides examples of the kinds of maps that young children can read, understand, and make themselves. Ask students reader response questions and prompts: What part was the most interesting to you? What map would you like to make?

Do a mini-lesson on map vocabulary by preparing a chart with key vocabulary, asking students what they already know about the terms, using the book to model the meaning of the terms, and planning how they can use each of the concepts the terms represent when they make maps on their own:

Students can first make a map of their own room, drafting it from memory and then revising it at home. Then make a map of the classroom with students by first measuring it and then creating an appropriate scale to make a map. For example, one foot in the classroom could equal one inch on the map. For the youngest students, model making a map to scale with the measurements on a piece of chart paper or butcher paper. A more advanced project would be for each student to use graph paper or simply measure one inch to one foot for the scale of the map. Students can add a compass rose, scale, key, and symbols to their maps.

Recommended children's books

3rd-5th Grade

The book People, by Peter Spier (1980), while not a book specifically about maps, takes a global view of the world and all the people in it. It is a wonderful read aloud that tells how people all over the world are alike and different, but that each one of us is unique in our own way. After using reader response questions and prompts to talk about the book, such as "What is unique about you?" and writing about their unique qualities, students can build on this experience to learn map skills. Students can collect data that identify their own birthplace or the birthplaces of their parents, grandparents, and other family members. Use the following tree map template to help them collect this data.

On a large map of the world in the classroom, students can use sticky notes or stick pins of one color with labels attached to show where they were born. The birthplaces of parents can be shown with another color, and grandparents, if known, using another color. In most classrooms in the United States, the plotting of these birthplaces would cover many parts of the world. Each student could also connect their birthplace and that of their parents and grandparents to show the relationship among the locations for each one of them.

Each student can identify the cities, stages, countries, continents, and hemispheres of their birthplace and that of their parents or grandparents on the large world map, and they can then share these with the rest of the class. On their own copy of a world map, they can then identify the following:

Hemispheres: Northern and Southern

Continents: Africa, Antarctica, Asia, Australia, Europe, North America, South America

Oceans: Antarctic, Atlantic, Arctic, Indian, Pacific

Recommended children's books

Differentiated instruction

English language learners

Tapping into the background and prior knowledge of English learners is a first step in meaningful instruction for students whose home language is other than English. This is accomplished when students do research and create maps of their own homes, schools, communities, and places of family origin. Other important strategies for ELLs include using visuals such as maps and models such as a globe, which are also used in learning about maps. Primary language support can be used with books in the home languages of ELLs. For example, the book People (Spier, 1987) is available in Spanish.

Recommended children's books

Struggling students

Map frames with labels can be used for students creating their own maps. For the classroom, provide a black line outline for the room measurements to scale. Add labels for Compass Rose, Key, and Scale, with space for the student to fill them in after the information has been modeled for each one. Together, create a list of symbols that the students can then copy and place on their maps.

Assessment

The maps students create will demonstrate their understanding of mapping skills. Checklists for different types of maps and grades can also be used not only to assess whether students have used map making tools correctly, but also to guide them in doing it. They can use these checklists as a to-do and self-editing list. They can also work in pairs and assess and edit each other's maps, revising and improving as necessary. They can also include written comments explaining how they created each item and how each one is used.

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literature based teaching in the content areas

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Students often have difficulty understanding abstract map symbols. Learn how to introduce map skills with literature that contextualizes mapping in a narrative, can be related to where in the world each student lives, and engages students by actively "doing geography."

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understanding energy and how. We use emegy. What it is for and what can be reused or not

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A lot of our energy comes from non-renewable sources such as coal, oil and gas.

These resources are made up from the remains of ancient animals and plants...

...that develop over millions and millions of years deep beneath the ground into what we call fossil fuels.

Fossil fuels are burned by power stations to produce electricity as well as in things like cars, planes and...

...steam trains!

But non-renewable resources generate harmful greenhouse gases that damage the habitats of animals and plants, and contribute to global warming.

And our increasing demand for energy means they won't last forever.

So we need to look for ways to make renewable and sustainable energy resources.

For example wind, solar and hydro energy.

These are just some of the resources that are more friendly towards the environment.

These renewable energy resources can quickly replenish themselves and can be used again and again.

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What is renewable and non-renewable energy?

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What are the different types of renewable and non-renewable energy? Find out in this KS2 Science guide.

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learning about ut the importance of habitats and our planet. Why should we protect them

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Learn about the different natural environments of plants and animals.

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jane goodal first female to engage in conservationism

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Jane Goodall

Jane Goodall, 1965, Gombe.

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Dr. Jane Goodall at her favorite waterfall in Gombe National Park, Tanzania

Dr. Jane Goodall at a lecture tour as part of her global engagements traveling nearly 300 days a year

Dr. Jane Goodall with 'Survivor Tree', the tree that survived 9/11 at the site of the memorial in NYC

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Equipped with little more than a notebook, binoculars, and her fascination with wildlife, Jane Goodall braved a realm of unknowns to give the world a remarkable window into humankind's closest living relatives.

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learning about conservationists

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Director Brett Morgen presents an intimate portrait of Jane Goodall's groundbreaking chimpanzee research.

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sustainable practices

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Natural resources are things that can be found all around us and are not man-made. Find out more with Bitesize KS2 Geography.

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engaging with sustainable practices in our local community and understanding how we can make positive changes

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For those wishing to teach children and young people about climate change and climate solutions we hope this list of fantastic websites, teacher and pupil resources is helpful. If you find other useful resources please let us know and we will add them to this list. For schools in West Sussex we offer FREE climate education assemblies and lessons. Schools outside of West Sussex there is a charge, learn more here.
FREE climate education webinars for teachers and educators...
In 2017 Carrie the founder of Sussex Green Living and Climate Reality Leader formed a group with other Climate Reality Leaders focusing on the education sector, they meet using Zoom webinars / online events from the comfort of your home or work computor. The group has grown and in 2019 a US Climate Reality Leader Stef Miller joined and has subsequently grown and formalised it into the Climate Reality Global Education Working Group. If you would like to join the group to share best practice, resources and support each other or just participate in specific webinars please contact us. You can learn about the talks we offer, including Climate Reality presentations here.
Most, but not all, of the following resources are accessible online without cost. Sept 2019 - climate action week edition! Climate change education resources Please feel free to add to or amend this list and send your revised version to wmsussch@gmail.com Most, but not all, of these resources are accessible online without cost.
P - Resource mostly for Primary schools

S - Resource mostly for Secondary schools
Teaching resources, stimulus materials and programmes
A Giant Change: http://www.skipseducational.org/a-giant-change P

Association for Science Education:

Climate Change Evidence and Causes: https://www.ase.org.uk/resources/school-science-review/issue-354/climate-change-evidence-and-causes

Effective strategies for talking about climate change in the classroom: https://www.ase.org.uk/resources/school-science-review/issue-354/effective-strategies-talking-about-climate-change S

The Adventures of Polo The Bear (Pay-for book): P https://www.ase.org.uk/bookshop/adventures-of-polo-bear-story-of-climate-change

CBBC: In pictures, the changing world P/S http://news.bbc.co.uk/cbbcnews/hi/newsid_4760000/newsid_4762000/4762089.stm

Centre for Human Rights and Citizenship Education (Dublin). Teaching About Climate Change (Book). https://www.dcu.ie/chrce/resources.shtml P/S

Climate change, local and global: https://www.tidegloballearning.net/primary-early-years/climate-change-local-and-global-enquiry-approach-feature-article

Supporting resources: https://www.tidegloballearning.net/primary-early-years/publications-support-climate-change-local-global P/S

Climate KIC: https://www.climate-kic.org/programmes/education/ S

Climate Visuals: Online images relating to climate change: http://climatevisuals.org/about

Design and Technology Association: Focus climate change (pay-for digital materials): https://www.data.org.uk/shop-products/focus-climate-change-single-licence/ P/S

Eco Detectives (active science - phenology): P
https://drive.google.com/open?id=0B9Dy75bP0m8menpnclZlZklvWjg
Eco Schools:

Energy (Primary - P): https://www.eco-schools.org.uk/eyfs-primary-pathway/ten-topics/energy-2/

Energy (Secondary - S): https://www.eco-schools.org.uk/secondary-pathway/ten-topics/energy/

EduCCate (UN accredited teacher development programme): https://unccteachacademy.kartra.com/page/ClimateChangeTeacherAcademyUKSignUp

Explaining climate change to adults (video by children): https://youtu.be/J31jRvqLskU P

Geographical Association:

(Primary - P) https://www.geography.org.uk/teaching-resources/investigating-climate-zones-and-climate-change
https://www.geography.org.uk/Young-geographers-go-green-onl...
(Secondary case study - S): https://www.geography.org.uk/teaching-resources/climate-change-bangladesh

(General) https://www.geography.org.uk/teaching-resources/weather-climate-change/investigating-climate-change

Green Teacher: https://greenteacher.com

Interclimate network: http://www.interclimate.org S

Learning to choose: climate change: S https://www.tidegloballearning.net/resources/learning-choose

Less CO2 (programme includes free workshops): http://www.lessco2.org.uk P/S

School Energy Efficiency: http://www.schoolenergyefficiency.co.uk

Oxfam climate challenge 7-11: https://www.oxfam.org.uk/education/resources/climate-challenge-7-11 P

Peacemakers (climate workshops): https://peacemakers.org.uk P

Practical Action:

Information: https://practicalaction.org/climate-change and https://practicalaction.org/our-aims/energy-that-transforms/

Teaching resources: https://practicalaction.org/climate-change-resources P/S

Promising Practices of Climate Action From 10 Canadian ASPnet Schools. Case studies from Canada, downloadable at https://en.ccunesco.ca/resources P/S

Royal Geographical Society with IBG:

Climate 4 Classrooms: https://www.rgs.org/schools/teaching-resources/climate-4-classrooms/ S

Climate Change workshop resources: https://www.rgs.org/schools/teaching-resources/climate-change/ S

Climate change resources (KS3): https://www.rgs.org/schools/teaching-resources/climate-change-resources-key-stage-three/ S

Galapagos and El Nino (GCSE resource): https://www.rgs.org/schools/teaching-resources/galapagos-(activities-for-gcse)/ S

Engineering our climate: https://www.rgs.org/schools/teaching-resources/engineering-our-climate/ P

Tempest resource extreme weather (Primary) P
https://www.rgs.org/sch.../teaching-resources/extreme-weather/

60 second guide to climate action: https://www.rgs.org/schools/teaching-resources/60-second-guide-to-sustainable-development-goa-(4)/

Solutions for the planet: https://solutionsfortheplanet.co.uk S

The Protest - David Malvina. E-book novel about youth climate protests. S
https://www.amazon.co.uk/dp/B07TLLP74R/ref=cm_sw_em_r_mt_dp_U_UCiHDbMXHGAKF
Thinking through climate change: http://www.wmnet.org.uk/files/ttcc P/S

Time for Geography: Evidence of climate change (videos). S https://timeforgeography.co.uk/videos_list/climate-change/evidence-climate-change/

Transform Our World: https://www.transform-our-world.org/top-resources P/S

UN climate change / offsetting quiz: https://offset.climateneutralnow.org/climatequiz P/S
Policy and background
The Big Issue: Putting climate change on the curriculum (Part of special edition, April 2019). https://www.bigissue.com/latest/put-climate-change-on-our-curriculum-the-outraged-teens-confronting-ofsted/

The climate curriculum petition: https://www.change.org/p/get-the-climate-crisis-on-the-national-curriculum/psf/promote_or_share?source_location=petition_show

Climate change solutions (mostly business and community, but run some events for young people): http://www.climate-change-solutions.co.uk

David Hicks. A climate change companion (Book). www.teaching4abetterworld.com

Guardian language guidelines on the climate emergency: https://www.theguardian.com/environment/2019/may/17/why-the-guardian-is-changing-the-language-it-uses-about-the-environment

NAEE blogs:
http://naee.org.uk/from-a-cumbrian-headteacher http://naee.org.uk/climate-change-still-challenge-english-schools http://naee.org.uk/curriculum-serious-exploring-rapid-climate-change/ Networks, action and support
Campaign Against Climate Change: https://www.campaigncc.org/climate_youth_strikes

The Climate Coalition: https://www.theclimatecoalition.org/schools

Climate outreach: https://climateoutreach.org

The Climate Reality Project Global Education Group (Facebook):
https://www.facebook.com/GlobalClimateEducation
NAEE (Environmental Education): http://naee.org.uk

SEEd (Sustainability Education): https://se-ed.co.uk

Teachers for the future UK: https://www.facebook.com/groups/treatacrisislikeacrisis/

Teachers Against Climate Breakdown (online space for sharing teaching resources): https://teachersagainstclimatebreakdown.wordpress.com/ P/S

UK student climate network: https://ukscn.org

UKSCN teachers group: https://www.facebook.com/groups/457407491684650/

West Midlands Sustainable Schools Network (network of organisations and individuals providing support to schools): https://westmidlandssustainableschoolsnetwork.com

WWF: https://www.facebook.com/WWFUnitedKingdom or https://www.wwf.org.uk
Related issues
British Council: P/S

Affordable, clean energy for all - https://www.britishcouncil.org/affordable-clean-energy-all

Renewable energy - how can we keep the lights on? https://www.britishcouncil.org/school-resources/find/classroom/renewable-energy

Hubbub: Plastic fishing: https://www.hubbub.org.uk/plastic-fishing P

Move More, Eat Well: http://movemoreeatwell.com P/S

Plant for the planet: https://www.facebook.com/PlantForThePlanetDeutschland
https://pftp2014-prod.plant-for-the-planet.org/en/join-in P/S
Sussex Green Living: https://www.sussexgreenliving.co.uk/parents-zone/green-education P/S

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For those wishing to teach children and young people about climate change and climate solutions we hope this list of fantastic websites, teacher and pupil resources is helpful. If you find other useful resources please let us know and we will add them to this list.

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Learning about the UK and where we live.

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Britain’s most endangered animal species

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Some once-common native species are disappearing from the British countryside – our guide looks at 10 of the most endangered animal species in the UK that have suffered acute declines in recent years.

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choose someone you want to write to. why are they important to you. what do you want to ask about or share with this person.

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creating compost bottles to understand the process if breaking down materials. Understanding the processing of decompostion.

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This Soda Bottle Compost is a great way for kids to see composting in action. The clear 2-liter bottle makes it easy to watch the composting process as it happens. We love finding new ways to use materials we already have around the house to use with science projects for kids. This recycled science project is a great way for kids to learn about composting in a hands-on way.

My kids are nuts about science so we're always looking for projects we can do at home that really allow them to get hands-on and see the things we are learning about. With spring weather teasing us around here, we're thinking about planting a garden, so learning about how to create compost was a great place to start.

This simple kids' science activity uses an empty 2-liter soda bottle and some things you have around your house and yard to teach kids about how compost is made. The clear soda bottle is perfect for keeping on eye on the changes that are happening within your compost and it's a great way to recycle something that would have otherwise ended up in the trash.

Supplies Needed

Empty 2 Liter Soda Bottle

Soil

leaves, grass, newspaper, spoiled produce, and anything else you can find in your home or yard that can be composted

Instructions

Cut the top off a 2 liter soda bottle and rinse it out well. Remove the label so that you can see everything inside the bottle well.

Start with a layer of soil on the bottom and alternate between soil and compostable material. You can use just about any plant matter. We had some peas that were getting mushy in our fridge so we threw those in with some dead leaves, grass, and pine cones. Shredded newspaper would have been great in here too.

I set my 6-year-old loose in the yard and had him look for anything that came from a plant. Older kids can alternate green matter and brown matter in their compost and experiment with different levels of moisture on the rate of decomposition.
Feel free to get emotionally attached to your compost bottle.

When your soda bottle has been filled, add water so it can start composting. You don't want it to be sitting in water but you do want it to be damp all the way through.

Let your compost sit for several weeks in a spot where it will get plenty of sunlight and won't be tipped over.

Watch as the material that you have added to your soda bottle compost bottle changes over time.

Kids may want to keep a record of the changes by taking photos or drawing pictures of what is happening in a science notebook.

This is a great introduction to composting for kids.
To learn more about gardening with your kids, we recommend these:

What is a Hypothesis

Even young kids can be introduced to some basic science. After we were done creating our compost soda bottle, my kids and I talked about the scientific method and what a hypothesis is. Brain Pop is a great resource for explaining concepts to kids and they have a really fun video on the scientific method. It is a subscription service but they have a selection of free videos that rotates so you may get lucky, although it's well worth the subscription.

What's Going to Happen
Older kids can keep a scientific journal and write down their hypotheses and record observations as their compost pile changes. Younger kids can make a hypothesis about what will happen and keep an illustrated journal by drawing pictures of the changes they see happening.

Composting for Kids

Once you have been successful composting in a soda bottle you can move on to longer-term options. Composting is a great way to dispose of organic waste and create some nutrient-rich soil for your garden.

This soda bottle composting project, while fun, does not create the volume of compost that you would need for a full garden. Once your kids see how the composting process works, it is a great idea to move onto larger composting options.

Envirocycle

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This Soda Bottle Compost is a great way for kids to see composting in action. The clear 2-liter bottle makes it easy to watch the composting process as it happens. We love finding new ways to use materials we already have around the house to use with science projects for kids.