# data[].attributes.body
WAGOLL

Felt tip pens and pencils

Range of texts e.g:

https://www.un.org/en/climatechange/science/climate-issues/ocean

https://www.worldwildlife.org/stories/how-climate-change-relates-to-oceans

https://kids.nationalgeographic.com/nature/kids-vs-plastic/article/pollution-1

https://www.amazon.co.uk/Ocean-Childrens-Encyclopedia-DK/dp/0241185521

# data[].attributes.body
Children walk into 'polluted classroom' (rubbish on the floor etc). Ask children how they feel about this. "What's wrong with the classroom?" "Would you like your home to look like this?"

Introduce theme for the day, that we are going to be looking at ocean pollution, the impact it has on creatures like the turtles and thinking about ways we can help improve the situation.

# data[].attributes.body
Whole class discussion on the state of the room. Sharing ideas and opinions about the impact the classroom environment being full of litter has.

# data[].attributes.body
LO: To consider the impact that an environment polluted by litter has on those in it.

# data[].attributes.body
Elinor Davies

Grace Fricker

Mya Lane

Ashleigh Lawrence

Amber Prescott

# data[].attributes.headline
Cross-curricular: Science, Geography, Drama, English and Art

# data[].attributes.subject
Cross-curricular: Science, Geography, Drama, English and Art

# data[].attributes.body
LO: To learn about the dangers that sea turtles face and how humans can protect them.

Overall Idea: Pupils understand the impact of climate change on sea turtles and humans are able to protect the turtles.

# data[].attributes.headline
Class of 30 Year 4 children in a rural village setting 

# data[].attributes.subject
Class of 30 Year 4 children in a rural village setting 

# data[].attributes.headline
Theme - Water Pollution "Save the Turtles" for World Ocean Day 8th June 

# data[].attributes.subject
Theme - Water Pollution "Save the Turtles" for World Ocean Day 8th June 

# data[].attributes.body
"World Ocean Day catalyzes collective action for a healthy ocean and a stable climate"

# data[].attributes.headline
English/Drama: create and perform a blackout poem. 

# data[].attributes.subject
English/Drama: create and perform a blackout poem. 

# data[].attributes.body
LO: To produce and perform a blackout poem based on climate change and ocean pollution.

Articles for blackout poetry:

https://www.un.org/en/climatechange/science/climate-issues/ocean

https://www.worldwildlife.org/stories/how-climate-change-relates-to-oceans

https://kids.nationalgeographic.com/nature/kids-vs-plastic/article/pollution-1

https://www.amazon.co.uk/Ocean-Childrens-Encyclopedia-DK/dp/0241185521

Introduce idea of blackout poetry: examples, WAGOLL.

Discuss how good examples all link to the theme of climate change.

As a class come up with lots of vocabulary linked to climate change - discuss definitions if any children are unsure.

Class shared write of a blackout poem.

Children choose text to use and have a go.

Perform to a peer, peer-assess with WWW and EBI.

Have another go and make some improvements.

Perform to peer.

Class performance: ask class who heard a good one and why - ask that child if they would like to perform their poem to the class.

# data[].attributes.headline
Geography: To create a coral reef fact file comparing two coral reefs and analyse graphs that show the decline in coral reefs over time 

# data[].attributes.subject
Geography: To create a coral reef fact file comparing two coral reefs and analyse graphs that show the decline in coral reefs over time 

# data[].attributes.body
LO: To compare two different coral reefs and understand the decline in coral reefs over time

Links to sea turtles as they rely on coral reefs for their survival as their habitat and source of food

As a group create an A3 printed fact file (see template below) on two different coral reefs, including a section on location and about the threats to their health and survival

Analyse in pairs graphs that show the decline in healthy coral reefs over time and discuss findings as a class

Class discussion on how we can protect the coral reef

# data[].attributes.headline
Science: Create a poster to show how humans/organisations can protect our environment.

# data[].attributes.subject
Science: Create a poster to show how humans/organisations can protect our environment.

# data[].attributes.body
LO: To learn about environmental changes and the impact it has on habitats.

Children come into the classroom and walk around a gallery of photos on the wall showing different impacts of pollution in the sea/with turtles.

Then discuss who has caused this - Humans.

Main effect is the destruction of habitats - explain how they become incapable of supporting the species and one of their biggest threats.

Then discuss what humans can do to prevent and reduce this from happening.

Mention big organisations such as marine sanctuaries but also what we can do - reduce littering, recycling.

Chn then decide which one they would like to focus on and create a poster to show what humans can do to help our sea turtles. Use iPads for extra research if needed.

Then each group will look at each others to see what ideas they have come up with.

# data[].attributes.body
Discussion of blackout poetry - what makes a good one?

Class shared write.

Blackout poetry writing.

Self and peer assessment.

Performance of poetry.

# data[].attributes.body
LO: To produce and perform a blackout poem based on climate change and ocean pollution.

I can carefully consider and select words that are appropriate to use for a poem on climate change.

I can decide on a theme for my poetry.

I can read my poem using effective drama techniques to make an impactful performance.

# data[].attributes.headline
Lower Key Stage 2 objectives in National Curriculum.

# data[].attributes.subject
Lower Key Stage 2 objectives in National Curriculum.

# data[].attributes.body
Pupils should be taught to:

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

Explore examples of human impact (both positive and negative) on environments and the negative effects of littering.

The Department for Education says primary school children are taught about how environments can change as a result of human actions.

# data[].attributes.body
LO: To compare two different coral reefs and understand the decline in coral reefs over time

I can compare the location and features of two different coral reefs

I can analyse and discuss graphs that depict the decline in healthy coral reef over time

I can understand ways to help protect the coral reefs

# data[].attributes.body
Use of chromebooks/tablets/ipads/PC's (whichever the school has available) to research into two different coral reefs to complete the A3 printed fact file template and investigate their decline using links given to different charts and graphs that depict this decline which can be analysed in partners and discussed as a class

# data[].attributes.body
Whole class discussion about coral reefs, their purpose and how pollution has damaged these and reduced their quantity; show images and videos

Table work to fill in a fact file on two different coral reefs

Partner work to analyse a series of charts showing the decline in healthy coral reef over time and then class discussion about this

Table talk - How can we help to protect the coral reefs?

# data[].attributes.body
Partner talk - Look at the photos around the room and discuss what they are showing.

Whole class discussions - Who/what has caused this to happen, what pollution is, the negative effects - lead onto habitat lost.

Group work - Create a poster to show a method on how humans can protect the environment and to save turtles.

# data[].attributes.headline
Art: explore mark making techniques with recycled materials to create an underwater scene of a turtle's habitat.  

# data[].attributes.subject
Art: explore mark making techniques with recycled materials to create an underwater scene of a turtle's habitat.  

# data[].attributes.body
LO: To use recycled materials to explore mark-making techniques and create an image of a turtle's habitat.

Children can use the materials from the classroom at start of day. Ask them "what can we do with these materials now? How can we reuse them?"

Children can use materials to make a collage or print with the materials to add texture.

Play explorify video for inspiration:

Discussion around the video - what can you see? It is beautiful here but what would it look like filled with rubbish? Link to work on coral in geography earlier in the day.

Play the video again and pause at different points for the children to use as inspiration in their work.

Have one large piece of paper per table and children to use the materials to make their image of the ocean

All pieces put together at end to make one large piece

# data[].attributes.attachment_link.description
Explorify is an exciting programme of free activities for primary school teachers. | Spark Curiosity | Develop Thinking Skills | Increase Your Impact.

# data[].attributes.body
Photos - Images of different habitats and turtles being affected by rubbish.

iPads - Extra research on methods to help protect the turtles to help add extra information onto their posters.

Sugar paper and pens - To help them to create their posters.

# data[].attributes.body
LO: To learn about environmental changes and the impact it has on habitats.

I can recall the causes and effects of environmental change.

I can explain the impact of change on marine habitats.

I can present what humans can positively do to help protect marine habitats and the turtles.

# data[].attributes.attachment_link.description
Every day, the equivalent of 2,000 garbage trucks full of plastic are dumped into the world’s oceans, rivers, and lakes. Plastic pollution is a global problem. Every year 19-23 million tonnes of plastic waste leaks into aquatic ecosystems, polluting lakes, rivers and seas. Plastic pollution can alter habitats and natural processes, reducing ecosystems’ ability to adapt to climate change, directly affecting millions of people’s livelihoods, food production capabilities and social well-being. UNEP’s body of work demonstrates that the problem of plastic pollution doesn’t exist in a vacuum. The environmental, social, economic and health risks of plastics need to be assessed alongside other environmental stressors, like climate change, ecosystem degradation and resource use.

# data[].attributes.body
Children should be aware of recycling and not littering due to it being a part of every day life.

Some children may already be aware of such issues.

# data[].attributes.body
"Spectrum of difference"

Selection of statements to read out to students.

Arrange a line across the classroom: agree-disagree

Students respond to statements by placing themselves on the line in a position that matches how they feel about the statement.

Teacher leads discussion/questions between students on why they placed themselves in that position.

Allow opportunities for students to move in response to their peers' comments.

No judgement of opinions, discussion about feelings towards statements.

Suggested statements:

-It is important to talk to our families and friends about keeping the oceans free from pollution.

-I can take action to help make a positive impact on the environment.

# data[].attributes.body
LO: To use recycled materials to explore mark-making techniques and create an image of a turtle's habitat.

I can use mark-marking to create a piece of artwork.

I can take inspiration from videos to create a piece of art.

I can think of ways to recycle and reuse waste materials and create something new with them.

# data[].attributes.body
Knowledge:

How rubbish/pollution is impacting our oceans.

How pollution is impacting our habitats and creatures - particularly turtles.

How we can help to improve/protect turtles and their habitats.

Skills:

To reflect on the impact of pollution.

Engage in conversations.

Secondary research.

Values:

Develop awareness of the impacts of pollution on habitats and the effects it can have on animals.

Reflect and evaluate ways we are able to reduce pollution and promote effective protection for habitats and animals.

Look at the overall effect this will have on future generations.

# data[].attributes.body
Plastic bottles, plastic lids, cardboard e.g. cereal boxes (could be collected in the run up to this cross-curricular day) paint, glue, A3 paper/roll of paper.

https://explorify.uk/en/activities/whats-going-on/remarkable-reef

# data[].attributes.body
Whole class discussion about video, children give their thought and ideas.

Exploring new artistic skill of mark-making.

Group work, collaborating as a team to create their artwork.

Linking creative piece to something meaningful that the children care about.

# data[].attributes.body
LO: I can engage in a discussion about the environment

I can express an opinion on response to a statement about the environment.

I can listen to my peers' opinions and respond appropriately.

I can be open to changing my opinion in response to another person's comment.

# data[].attributes.body
Whole class discussion about statements with students expressing their opinions and responding to others