How will we collect information?

How will we interpret and analyse the information?

What conclusions might we draw? How might these be explained and do we propose any actions?

How will we present our findings and conclusions?

We could collect information on profit, fair working conditions and global environmental impact.

We could use graphs, human case studies and look at other companies in comparison.

That Starbucks is ethical or unethical and we could change our use of the company based on these facts.

Write a report, write a letter to Starbucks, create an online campaign.

Visit the location. What kind of people attend here? Take photographs.

Create a timeline of when it opened and what changes have been made.

How does the building currently support the university?

Produce a leaflet advertising this building.

What other uses could this building be have, apart from a library?

Use a map, highlight key points interest, let them explore.

How many quiet places are there? How quiet do they think each area is (use a self-report measure)?

Which quiet space is better to relax and why? What is your reasoning for this quiet space being better than the others?

Present self report data and offer opinion to class on findings for their most relaxing space.

Ask others in class if there is other aspects of relaxation they prefer.

What information might we collect?

Visit and take pictures, research the wildlife expected to be seen in a healthy canal and compare to what we witnessed, is the canal noisy or peaceful, how many cars were nearby…

How might we interpret and analyse this information?

Collate observations and research to draw comparisons on the canal in the urban setting of the university and the canal in a more rural setting

What conclusions might be drawn?

Does the university setting impact the canal in a negative or positive way?

How can we present our findings?

Produce an information leaflet to offer advice on the different elements that contribute to the canal’s health

What value does the architecture bring to this space?

WHAT INFORMATION MIGHT WE COLLECT?

Plants

The buildings affecting plant growth

The religious, why is the cross there?

What could the place be before the plants?

How has the building change

This building compared to buildings in other countries

Patterns of bricks

What the building is made out of

HOW MIGHT WE INTERPRET AND ANALYSE THIS INFORMATION?

Present it in a research poster.

Each child focuses on a certain research question.

Whole class project, work in groups of 3’s.

Give children the option of how they show the information

• dance

• Poster

• PowerPoint

• Information to collect - what can be recycled , recycling collection centres , global warming stats

• Links to computing - create a poster

• Links to Art and design - create an art class project with materials we can recycle

• Possible trip to the recycling center to see the process of how it works

• Conclusions - is the policy in school good enough can we change it ?

• Presented within a letter to the head teacher of how we can improve recycling in school - English persuasive writing links

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What is the importance of Chester canal to the city and why?

Can you find the canal on a map?

Use your map reading skills to go and find the map and take a photo.

Who uses the canal?

Produce a poster that shows the different locations along the canal through Chester city centre.

Is Chester canal significant and if so what will it be significant in 100 years?

What is the purpose of a canal

What information might we collect?

Maps of canals/ map of Chester and surroundings

Pictures of canals

Visit museums  and reading books– find out what the canal was used for in the past – transport of salt

How is it used now? – use bingo cards, sit along the canal for 15 minutes and see what comes past? Boats, animals, people?

What modes of transports are there on the canal?

What animals will we find on the canal?

How might we interpret and analyse this information?

Compare what the canal was originally used for vs now? (in the past used for work, now more for leisure)

What conclusions might be drawn? What actions might be taken?

Is the canal still used today and how important is the canal today?

Actions, how clean is the canal? How accessible is it?  Is it overgrown? – what can we do to look after the canal? (pick up litter etc)  

How might we present our findings and conclusions?

Poster, now vs then. Include pictures of what it was used for in the past vs now used for leisure purposes  

Evaluation – how do the children think their enquiry went? 2 stars and a wish

Final conclusion: how is the canal used today?

Visit location, note the benefits and any things you see that you may find relaxing.

Create an advertising poster to draw people to visiting outdoor spaces. Include the benefits and any other notes included from question 2.

Do you think there are enough spaces like this within school? Do you think there should be more?

Present poster to rest of the class

Find out about the history of the name and building on campus and use maps to find the location of Astbury in Cheshire.

You would conclude with the location of the origin name and its relation to Chester and the campus and that it now is used by the University as student accommodation.

A poster containing research and information that has been found. Could draw their own map of the area and the campus that surrounds the building.

What lives in canals?

Go on a field trip

Research- videos, story books, speaking to an expert

Be able to draw a canal

Experience the canal

Have more knowledge of different lifestyles

Videos

Posters

Diary entry’s

Interview each other

Drawings

What would people be doing here?

How does the building support the community?

What other subjects does this building relate too?

What other buildings on campus support other cultures? Can you find them and take a picture?

Looking at maps, finding history books, looking at towns and where canals lead

drawing comparisons and visiting canals and making observations

canals were used to transport cargo, do canals affect urban living

graphs, writing a report, poster/ information leaflet

2. Who opened it and why? Look at news articles for when it was unveiled.

   What impact did the garden have on the nature? Visit and see what animals are in the garden.

   Could it have an impact on students cultural knowledge? Ask questions to students.

3. Observation of the garden when visiting to gather information with pictures and words. (Who opened the garden? What kind of nature is in the garden? What does it represent?)

4. We can look at other gardens in the area and what impact this has had on surrounding areas.

   Look at other uses the garden has.

5. Present to the class through a leaflet/poster with lots of pictures and colour.

What are the features ?

Geographical processes ?

Functions ?

Information we might collect: Highlight to the children the label on the apples says “100% pure apples from New Zealand Braeburn”

Where they were grown? New Zealand’s orchids- where abouts in New Zealand?

How are they transported from there to the UK?

Who grows them?

All these questions planned out over lessons with research tasks, multimedia etc

How might we interpret and analyse this information? Through research tasks, the life cycle of the apples journey, story maps, videos, focus on New Zealand orchids, maps graphs and tables, specific study research on New Zealand and the people there.

What conclusions might be drawn? The conclusion will be that the apples have been grown over in New Zealand, then transported on either a plane or boat. It will also be based around what happens during transport such as expiry, carbon footprint, seasonality and cost.

How might we present our findings and conclusions? Through a class timeline or story map. Children could write a report or journal article about the apples journey.

• understanding how external teams and companies will pay to visit them and use them and how that will effect the economy of the area

• What jobs are created from this and how their wages are spent on taxes which will go back into the economy

• How the taxes are spent (infrastructure, education, healthcare)

• How visiting the site will create more money and jobs in regards to both the surrounding area and the campus itself

• Finally how football pitches are situated by transport such as bus stops and bike racks preventing air pollution due to ease of access to more greener forms of transport

Collect information exploring school grounds and local area for EV charging points.

Use maps and graphs to show prevalence of EV charging points in different areas.

Presenting poster and talking about why they are important, individual research.

Peer evaluation - question eachother a findings.

Wrote a letter to local council.

Creative posters based on the the above information

Have an understanding of the people around you to be accepting of everyone

What use do you think this building has? What might it have been used for previously? Is it similar to other buildings you have seen?

What do you notice about the roof? What material is it made from? Does it look modern? How old do you think it is/when was it built? Can you spot any comparisons between this building and the one to the right of the photo?

You could research old and modern buildings. Comparisons. How things have changed over time and how the use of buildings have changed. How building materials have changed.

Collect information:

• Take pictures

• Look at the history

• What’s different between a chapel and a church (using examples of other churches around Chester)

• Explore the materials within the chapel

Interpret information:

• construction building- Lego, blocks

• Write a diary entry or invitation to the chapel.

• Presentation in groups

• Art- stained glass windows

• History- timeline

• RE- what religions use the chapel

Conclusions

• the chapel has evolved over time to allow for lots of different religions

• It has allowed the area around the chapel to become more ethically diverse

• It opens the university to more people and brings in historic heritage and architecture.

Present our findings & future predictions:

• What other religions could use this space

Enquiry Question:

What are canals used for?

Collect information/ interpret and analyse:

Visit canal, look at old pictures of canals, research how they are different to rivers, research locks, canal boats (visit canal boat?)

Link to history of industrial revolution – why were canals built/ what was transported.

Link to how these products are now often made in other countries. Draw map of transportation process from docks to factories, links to other regions.

People living on canals (then and now) à written piece day in the life living on a canal boat.

Science – look at canals as a habitat

DT – building boats / traditional canal boat designs

Draw conclusions:

How important were the canals? What’s biggest difference between then and now? Who did they affect? Are they still important today? Where can you find canals – identifying on maps?

Presented in poster/ display piece. Whole class piece – different groups investigating different questions.

Further questions: Should we have more canals? How can we protect canals?

Provide a map/globe to investigate what countries surround the UK.

Research the flags of the UK and neighbouring countries.

Use countries' flags to compare differences and similarities of the flags of the UK (shapes/patterns/coulours/symbols).

Explore other countries further away and their flags.

Kayleigh, Generally, Niamh

Visit & Take Photos

Maps

Research

Who uses it?

What's the impact

Produce an Article

Journey of wastes

Benefits of recycling

Why do we need this for our future?

When was it made?

Where does it start and where does it go?

Look at maps and find where the canal travels

How has use of the canal changed over the years?

Historic images