Grace Fricker

Mya Lane

Ashleigh Lawrence

Amber Prescott

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

• 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

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

• 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.

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.

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.

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.

• 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.

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.

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.

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

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.

• 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.

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.

• 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

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.