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How to Help a Hedgehog and Protect a Polar Bear

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How to Help a Hedgehog and Protect a Polar Bear

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This text could be used as a fact file if there are limited natural resources locally, especially for an urban school.

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Climate Change - The environment for Kids (Updated Version)

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Statistics: Pupils should be taught to:

Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.

Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.

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Written byBronte McClellandLast updated28 March 2024

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The World’s Greenest Countries 2024 | GreenMatch

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We’ve compiled the best data from multiple sources such as studies from Yale and MIT, and ranked the most and least greenest countries in the world. Find out how your country compares.

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Access to internet and laptops/ipads

Access to books/rich texts

Sugar paper, pens, scissors, glue, pictures

Maps

Success criteria for poster and persuasive speech

Access to park/allotment/nature

Book TA time to support activities

Peer assessment template

Model poster

WAGOLL

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To gain a better insight into how climate change affects the environment we live in and also globally

Produce a persuasive poster in groups

Present their findings to the whole class

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BRITISH VALUES - respect - to respect the environment and habitats we populate

Understanding that there are negative effects of climate change on ALL habitats and environment

Understanding the relationship between humans and environment

Supporting global change and coming up with ideas to implement on a smaller scale (community, school, family, individual)

Awareness of how changes are being made around us such as use of paper straws, recycling etc

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How to research habitats and choose correct photo representations

Link effect of climate change to specific habitat

Fine motor skills for cutting with scissors and gluing in

Planning and designing a poster

Using persuasive speech

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Peer-to-peer discussion - peer feedback and peer assessment

Whole class discussion - dialogic teaching

Visual representations - Multimodal learning

Research methodologies - Critical research

Cross-curricular learning - History and historical skills development, maths and data, persuasion and English

Empowering student voice - Collaboration with peers and then discussing and presenting findings encourages their own ideas to be expressed

Metacognition - Knowledge, skills and exploration encourage children to reflect on their learning and progress their learning

Modelling - Live modelling how we can use the local environment and the challenges climate change has on the planet

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Living things and their habitats:

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

Pupils should explore examples of human impact (both positive and negative) on environments, for example, the positive effects of nature reserves, ecologically planned parks, or garden ponds, and the negative effects of population and development, litter or deforestation.

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1. Class discussion: Teacher-led discussion that explores the brief idea of an environment. Discuss environments in the world today and the environment we see around us. 15 mins.

2. Outdoor Activity: Children can go outside and explore the environment around school - In a village school they may have an allotment or park, for urban schools may have to go to a park. Want to understand what an environment is. 30 mins.

3. Research: In pairs, children discuss and analyse pictures of different environments - see how environments can be different and how they have changed over time. Have photos of Britain for example from the 1600s and today. 30 mins.

4. Peer dialogue: Using a whiteboard, collect information in pairs about the differences they saw between environments. The link to the local environment from prior activity. KQ: What did you notice about the changes in environments? 15 mins.

5. Visual research: Find one word and one picture (using Chromebooks or library books) that represents how the British environment has changed - this can then be used as a stepping stone for learning next - CLIMATE CHANGE. 20 mins.

6. Class discussion: Teacher-led PowerPoint about the affects of climate change on Britain and how environmental changes have been affected by climate change. 20 mins.

7. Comparing Environments: In this activity, the use of local research, visual research and class discussions come together - children compare the world historically (History links) to today. Also, children compare the environment using data collected between Britain, Indonesia, and Australia - could also explore somewhere with low emissions (Iceland/Greenland). 20 mins.

8. Plotting graphs: Recap to children of how to plot graphs for data. 40 mins.

9. Planning Presentation: Children are then introduced to the presentation idea and what they are going to create. Encouraging the collaboration of all the activities - links to the historic and local environment - comparing to other countries - links to data. All of this will be brought together to create a persuasive poster to stop climate change. 50 mins

10. Presentations: Children present their posters and speak through their ideas to the class. Peer feedback - WWW/EBI. 30 mins.

The order of events may differ based on the accessibility of outdoor space and the prior learning of pupils.

4 hours 30 mins learning time.

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What is climate change and why is it important. Base this off the Earth Day and why is it a global event.

Recap on environment and different habitats. Start thinking how climate change can affect different habitats and environment in different ways. Is it a good or bad change? Debate?

Persuasive poster. Include a chosen habitat and how is it affected by climate change.

Habitats and environment and finding them on a map/globe

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What are the key resources that you are going to draw upon to help you teach this? What materials or equipment will you need? What staff support do you need?

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What are the key resources that you are going to draw upon to help you teach this? What materials or equipment will you need? What staff support do you need?

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What kinds of activities are you planning and what is their sequence across the 3 - 5 hours of learning?

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What kinds of activities are you planning and what is their sequence across the 3 - 5 hours of learning?

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Please include what you want the pupils to learn.  They may be learning multiple things simultaneously; in this example they are learning about the impact of climate change alongside skills in textiles.

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Please include what you want the pupils to learn.  They may be learning multiple things simultaneously; in this example they are learning about the impact of climate change alongside skills in textiles.

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What are the learning outcomes? What are pupils going to create, make, write, sing or produce to demonstrate their learning?  How is this going to be captured, shared or presented?

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What are the learning outcomes? What are pupils going to create, make, write, sing or produce to demonstrate their learning?  How is this going to be captured, shared or presented?

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Please include here the broad context of the group you have in mind, eg prior learning, urban or rural, learning needs and other relevant factors.

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Please include here the broad context of the group you have in mind, eg prior learning, urban or rural, learning needs and other relevant factors.

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Please include here your names and group number, the year group you have in mind, the main learning objective and overall idea behind this piece of learning.

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Please include here your names and group number, the year group you have in mind, the main learning objective and overall idea behind this piece of learning.

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What kinds of teaching strategies are you going to employ? Are pupils working individually, in groups, or as a whole class? How are you going to teach this?

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What kinds of teaching strategies are you going to employ? Are pupils working individually, in groups, or as a whole class? How are you going to teach this?

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A group of 30 mixed ability Year 4 pupils learning in a mixed Academy school in an urban context (Radford in Coventry or a similar area). They are from mixed heritages (23.2% Asian/ Asian British, 9.3% Black/ African/ Caribbean/ Black British, 3.6% Mixed/ multiple ethnic groups, 4.3% Other ethnic groups 59.6% White), which we will reference in this scheme of learning.

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A group of 30 mixed ability Year 4 pupils learning in a mixed Academy school in an urban context (Radford in Coventry or a similar area). They are from mixed heritages (23.2% Asian/ Asian British, 9.3% Black/ African/ Caribbean/ Black British, 3.6% Mixed/ multiple ethnic groups, 4.3% Other ethnic groups 59.6% White), which we will reference in this scheme of learning.

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This group of children may have a lower cultural capital than children in some other areas. They find it very helpful to have a good WAGOMLL, and greatly benefit from outdoor learning. Subject specific vocabulary should be explained clearly to the class. In terms of not overloading working memory, we will not give too many specific instructions that do not benefit directly towards learning; for instance, whether the paper for the poster should be landscape or portrait. The children will benefit from undertaking the learning of this topic with a teacher that they have a good relationship with, to enable them to share anxieties regarding the climate. This series of lessons will support their SEMH learning through its involvement of the outdoors, and discussion activities. It will also develop their skills in teamwork, as well their understanding of key British values, such as respect (in this case, respect for their environment).

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Names: SD3 Alice Palmer, James Evans, Jo Goodyer, Paulina Wylupek, Abi Collins

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Names: SD3 Alice Palmer, James Evans, Jo Goodyer, Paulina Wylupek, Abi Collins

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Subject: Topic

Focus group: Year 4 (class of 30)

LO's: (3 lessons)

-What's an environment (recap)

Recognise that environments can change and connect this to climate change

Compare environments

Overall idea: Make a persuasive poster. Work in groups. Combine Science and Art and Literacy (in terms of persuasion). Plot graphs (recap and link to maths). 3x 1h30m lessons

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Coventry - urban setting with limited grounds. 18 boys, 12 girls with 6 pupils with SEND.

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Coventry - urban setting with limited grounds. 18 boys, 12 girls with 6 pupils with SEND.

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Key inspiration - Old Enough to Save the Planet (book)

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Key inspiration - Old Enough to Save the Planet (book)

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Supporting ideas: Text/ news/ programme by David Attenborough/ Earth day as inspiration

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With a foreword from the leaders of the School Strike for Climate Change Written by Loll Kirby; illustrated by Adelina LiriusPaperback; 280 x 240 mm (P); 32ppPublished April 2020 Meet kids - just like you - taking action against climate change.