<<   Oak tree as British symbol  >>
Horton Kirby Environmental Education Centre
Horton Kirby Environmental Education Centre
Which scientific skills and understanding can be developed using the
Which scientific skills and understanding can be developed using the
Plants - Identification
Plants - Identification
Animal Identification charts -
Animal Identification charts -
Nature Trail
Nature Trail
Being a Camera
Being a Camera
Touchy egg boxes
Touchy egg boxes
Coloured Worms - camouflage
Coloured Worms - camouflage
Pitfall traps
Pitfall traps
Collecting minibeasts
Collecting minibeasts
Use of ICT
Use of ICT
Blindfold Trail
Blindfold Trail
Magic Water
Magic Water
Woodland Concert and Animal Ears
Woodland Concert and Animal Ears
A Sound Map
A Sound Map
Canopy gazing
Canopy gazing
Natures Palette
Natures Palette
A Journey Stick
A Journey Stick
Plants for Invertebrates
Plants for Invertebrates
What animals need to stay alive
What animals need to stay alive
What helps plants to grow
What helps plants to grow
Lifecycle of plants
Lifecycle of plants
Plants - Estimating age of living tree
Plants - Estimating age of living tree
Height of places
Height of places
Understanding habitats
Understanding habitats
What type of pond
What type of pond
Hibernating Areas
Hibernating Areas
Build a nest using newspaper strips and tape
Build a nest using newspaper strips and tape
Pattern-seeking
Pattern-seeking
Adaptation
Adaptation
Food chain headbands
Food chain headbands
Animal behaviour - Being a minibeast
Animal behaviour - Being a minibeast
Curiosity Corner in the Classroom
Curiosity Corner in the Classroom
Recording and sharing
Recording and sharing
Water - Geological rockery  permeable rocks; aquifers
Water - Geological rockery permeable rocks; aquifers
Water - Investigating soil
Water - Investigating soil
Energy - Mini Greenhouse
Energy - Mini Greenhouse
Energy - Heating water using the Sun
Energy - Heating water using the Sun
Energy - from water power
Energy - from water power
Weather - Making an anemometer
Weather - Making an anemometer
Anemometer and weather vane
Anemometer and weather vane
Science Programme of Study: Key Stage 1 The teaching of science in Key
Science Programme of Study: Key Stage 1 The teaching of science in Key
Science Programme of Study: Key Stage 1
Science Programme of Study: Key Stage 1
Science Programme of Study: Lower Key Stage 2
Science Programme of Study: Lower Key Stage 2
Science Programme of Study: Lower Key Stage 2
Science Programme of Study: Lower Key Stage 2
Science Programme of Study: Upper Key Stage 2
Science Programme of Study: Upper Key Stage 2
Science Programme of Study: Upper Key Stage 2
Science Programme of Study: Upper Key Stage 2
Main Differences Division of the Programme of Study (POS)  There will
Main Differences Division of the Programme of Study (POS) There will

: Horton Kirby Environmental Education Centre. : kcclocal. : Horton Kirby Environmental Education Centre.ppt. zip-: 7525 .

...

Horton Kirby Environmental Education Centre

Horton Kirby Environmental Education Centre.ppt
1 Horton Kirby Environmental Education Centre

Horton Kirby Environmental Education Centre

How can environmental projects enhance pupils scientific understanding ?

2 Which scientific skills and understanding can be developed using the

Which scientific skills and understanding can be developed using the

outdoors?

Observational skills An opportunity for children to use all their senses to find out more about the natural world

Identifying different organisms

Understanding the needs of animals

Understanding what plants need to grow

Understanding animal behaviour

Understand the lifecycle of plants

Understanding the relationship between animals and plants

Understanding habitats

Understand food chains

Understanding adaptation

Understanding properties of rocks

Understand energy

3 Plants - Identification

Plants - Identification

Gatekeeper OPAL Woodland Trust Field Studies Council

Science

4 Animal Identification charts -

Animal Identification charts -

Science

Menu

5 Nature Trail

Nature Trail

Could you develop a route around your habitats? Can a plaque be placed in the different habitats? Can you gather information at different times of the year from the different places?

Science

6 Being a Camera

Being a Camera

Establish a field of vision by extending your arms in front of you, hands in a fist with the thumbs pointing straight up. Look carefully at the picture framed by your thumbs. Keep your head still and move your eyes from left to right and vice-versa as a wide angled lens. Observe carefully your picture. Look away and sketch what you saw. Zoom lens use both hands to form a tube [or use a card/wooden disc with a hole in the centre or cardboard tubes of varying diameters] and focus on something in the distance, particularly concentrating on shape and colour. Close-up lens zoom in to the ground at your feet with your zoom lens. Find something to look at closely. Rose tinted spectacles. Look at your surroundings through coloured acetate sheets either taped on to cardboard tubes or in picture frames

Science

7 Touchy egg boxes

Touchy egg boxes

Words of opposite meaning written on the bottom of the boxes wet/dry, rough/smooth, dead/alive, shiny/dull etc. Find three pairs of things that match your opposites and place in adjacent pairs of holders in the egg box. Swap boxes and guess the words from the contents.

Science

8 Coloured Worms - camouflage

Coloured Worms - camouflage

Coloured worms. Use coloured pieces of wool about 7cms long in groups of ten pieces per colour. Hang them on bushes, trees, shrubs, on the ground. Story about a local farmer and his worm farm, growing them for fishermen/scientists/restaurants/good EU subsidy. Theyre very valuable because of the wonderful colours theyre bred in and some have escaped. Theyre kept in groups of 3/5/10 and X number of these groups have escaped. Help him find them. Embellish the story as required and depending on location Pastry worms for gulls!

Science

9 Pitfall traps

Pitfall traps

Science

10 Collecting minibeasts

Collecting minibeasts

Science

11 Use of ICT

Use of ICT

ICT

12 Blindfold Trail

Blindfold Trail

Science

13 Magic Water

Magic Water

Pick up small interesting things leaves, grass, flowers, twigs, [care needed] and smell them. [Beware of allergies.] Crush them and put into a plastic cup of magic water. Smell them. Make a cocktail and see who has the nicest/worst smelling cup.

Science

14 Woodland Concert and Animal Ears

Woodland Concert and Animal Ears

Sit in a secluded place with a magic crystal held tight in your hands. Close your eyes and the magic crystal helps you to hear the woodland concert. Cup hands around ears to imitate animal ears.

Science

15 A Sound Map

A Sound Map

Science

16 Canopy gazing

Canopy gazing

Study the tree canopy by holding a mirror horizontally on the nose just below the eyes. Look down into the mirror to see the tree canopy.

Science

17 Natures Palette

Natures Palette

Artist palette shaped piece of card with pieces of double sided sticky tape stuck on. Each person/pair/group collect things to remind them of the walk and to show natures variety. Could also stick paint chart samples on and ask children to match what they find to colours. BUT discourage too much picking. Good to use as part of a display.

Science

18 A Journey Stick

A Journey Stick

Science

Menu

19 Plants for Invertebrates

Plants for Invertebrates

As of October 24th 2012

Meadow 1

Meadow 2

Patio

Shelter

Menu

primroses

hayrattle

Wood anenome

cotoneaster

bluebells

rose of sharon

budlea

foxglove

Comfrey (purple)

Comfrey (white)

bugle

geranium

20 What animals need to stay alive

What animals need to stay alive

Which animals can we provide with food/water and shelter?

Invertebrates a place to hibernate Birds tables, feeders, nests, nesting materials hanging up Small mammals a place to hibernate Amphibians a place to spend the winetr

Menu

21 What helps plants to grow

What helps plants to grow

Investigation over time cover up areas of grass measure the grass over time and make observations. Investigation over time grow plants in pot plants; add different amounts of water and measure over time. Place some in greehouse.

Menu

22 Lifecycle of plants

Lifecycle of plants

A metre square garden children can plant a couple of seedlings of different plants. Take photos over time.

23 Plants - Estimating age of living tree

Plants - Estimating age of living tree

Science

If you have chosen a tree in woodland, divide the circumference in centimetres by 1.25. If you have chosen a tree in an open space, divide the circumference in centimetres by 2.5.

24 Height of places

Height of places

Place

Distance from place (m)

Degrees of elevation

Height of the place (m)

Maths

Menu

E. Fir tree in garden

F. Oak tree at back of classroom

G. Cherry tree by hibernation area

H. Holy tree by logs

I. Fir tree at bottom of wildlife area

25 Understanding habitats

Understanding habitats

Which types of habitats can you create at school?

Rockeries/log/hot spots piles/pit-fall traps for mini beasts Composters Grasslands/Meadows Hedgerows Herb Gardens Marshlands Trees Vegetable plots Butterfly/bee garden Ponds Hibernating areas (minibeast hotel)

26 What type of pond

What type of pond

Science

27 Hibernating Areas

Hibernating Areas

28 Build a nest using newspaper strips and tape

Build a nest using newspaper strips and tape

Can it hold four mini-eggs? And a tennis ball (parent bird)?

DT

Science

29 Pattern-seeking

Pattern-seeking

What sort of information/data could you collect from different habitats throughout the year?

Science

Menu

30 Adaptation

Adaptation

Create their animal for a particular environment. Provide the children with lots of props (e.g. snorkel, flippers, wings, etc) can they become the animal and explain how it is suited to where it lives.

Menu

31 Food chain headbands

Food chain headbands

Children choose a headband. They must arrange themselves into a food chain without saying what they are. They can pass along an arrow to show the passage of energy.

Menu

32 Animal behaviour - Being a minibeast

Animal behaviour - Being a minibeast

Use some drama to shrink the children. With a hand lens, 2 metres of string and some cocktail sticks they go on a journey as an animal. They place their flags where they see something interesting or meet another animal. They can then take a partner through the journey talking about the life of the animal

Science

Menu

33 Curiosity Corner in the Classroom

Curiosity Corner in the Classroom

What could be in it?

Science

34 Recording and sharing

Recording and sharing

Learning log/diary (big books) Photos and video ICT comic life, 2connect Regular sharing in assemblies

35 Water - Geological rockery  permeable rocks; aquifers

Water - Geological rockery permeable rocks; aquifers

Science

Geography

36 Water - Investigating soil

Water - Investigating soil

Geography

Science

Menu

37 Energy - Mini Greenhouse

Energy - Mini Greenhouse

DT

Science

38 Energy - Heating water using the Sun

Energy - Heating water using the Sun

DT

Science

Black bin liner

Cardboard box

39 Energy - from water power

Energy - from water power

DT

Science

40 Weather - Making an anemometer

Weather - Making an anemometer

DT

Science

Geography

cane

Broom handle

Menu

41 Anemometer and weather vane

Anemometer and weather vane

DT

Geography

42 Science Programme of Study: Key Stage 1 The teaching of science in Key

Science Programme of Study: Key Stage 1 The teaching of science in Key

Stage 1 should introduce pupils to a variety of plants and animals (including humans), materials and physical phenomena. Pupils should study (by working scientifically, working practically, and using a variety of research methods including using books and ICT): ? Basic structures and simple classification of common plants and animals ? Life processes, including growth, reproduction and feeding, and growing plants ? Habitats, including food chains ? Simple physical properties of everyday materials in relation to their uses ? Sources of light ? Night and day, and the movement of the Sun across the sky ? Forces that make things move, speed up and slow down, and change shape. Science biographies, for example, Charles Darwin.

43 Science Programme of Study: Key Stage 1

Science Programme of Study: Key Stage 1

Working scientifically is to be delivered through the teaching of substantive subject content, and is not to be taught separately as content in its own right. In Year 1 and Year 2, working scientifically includes aspects of: ? Observing closely using simple equipment ? Performing simple tests ? Identifying and classifying ? Recording findings in various formats. Ensure pupils read and write scientific vocabulary, consistent with their phonic knowledge at Key Stage 1.

44 Science Programme of Study: Lower Key Stage 2

Science Programme of Study: Lower Key Stage 2

The teaching of science in Lower Key Stage 2 should ensure that pupils know about a variety of plants and animals (including humans), materials and everyday phenomena. Pupils should study (by working scientifically, working practically, and using a variety of research methods including using books and ICT): ? The function of different parts of plants, and what plants need to survive ? What animals need to survive ? Movement in vertebrates, including humans ? Classification of living things: plants and animals ? Human digestion ? Food chains and food webs ? Introduction to evolution and inheritance ? Everyday materials that are attracted to magnets, or that sink/float ? How to make a magnet and the properties of magnets ? Simple physical properties of some kinds of rocks, and how rocks and fossils are formed ? States of matter and changes of state, with particular reference to water ? Sources of sound ? Light and shadows ? Solar systems and galaxies, including the motion of the Earth in relation to the Sun ? The uses of electricity, and how to wire a simple circuit. Science biographies, for example, Carl Linnaeus, Charles Darwin, Nicholas Copernicus, Galileo Galilei and Neil Armstrong.

45 Science Programme of Study: Lower Key Stage 2

Science Programme of Study: Lower Key Stage 2

Working scientifically is to be delivered through the teaching of substantive subject content, and is not to be taught separately as content in its own right. In Year 3 and Year 4, working scientifically builds on earlier content and also includes aspects of: ? setting up simple comparative and fair tests ? beginning to make accurate measurements using standard units ? recording findings in various formats ? reporting on findings ? using results to draw conclusions and make predictions for setting up further tests. Ensure pupils read and spell scientific vocabulary correctly and with confidence, using their growing knowledge of spelling patterns and rules.

46 Science Programme of Study: Upper Key Stage 2

Science Programme of Study: Upper Key Stage 2

The teaching of science in Upper Key Stage 2 should ensure that pupils know about a variety of plants and animals (including humans), materials and everyday phenomena. Pupils should study (by working scientifically, working practically, and using a variety of research methods including using books and ICT): ? Life cycles, including reproduction and growth ? Human circulatory system and gaseous exchange ? The diversity of organisms, including classification ? Life processes, including reproduction ? Inheritance and evolution happening over long periods of time ? Testing everyday materials for: hardness, solubility, conductivity (heat and electricity), magnetic behaviour ? Properties of everyday materials and reversible change ? Changes that form new materials and are hard to reverse ? Types of force and measurement of forces ? Electrostatics and magnetism ? The basic parts of a simple electric series circuit; short circuits ? The ray model of light. Science biographies, for example David Attenborough; Gerald Durrell, William Harvey, Galen, Charles Darwin, Sir Isaac Newton, and the Wright Brothers.

47 Science Programme of Study: Upper Key Stage 2

Science Programme of Study: Upper Key Stage 2

Working scientifically is to be delivered through the teaching of substantive subject content, and is not to be taught separately as content in its own right. In Year 5 and Year 6, working scientifically builds on earlier content and also includes aspects of: ? Planning investigations, including controlling variables ? Taking measurements with increasing accuracy and precision ? Recording data and results of increasing complexity using various formats ? Reporting on findings from investigations, including written explanations, causal explanations and conclusions ? Presenting reports of findings in written form, displays and presentations ? Continuing to develop the ability to use test results to make predictions to set up further comparative and fair tests. Ensure pupils read and spell all scientific vocabulary correctly.

48 Main Differences Division of the Programme of Study (POS)  There will

Main Differences Division of the Programme of Study (POS) There will

now be Key Stage 1 (KS1), Lower Key Stage 2 (LKS2) and Upper Key Stage 2 (UKS2). Planning issue Scientific enquiry now changed to working scientifically. KS1 Many components of Scientific Enquiry missing: ask questions, think about what might happen, recognising a test as fair/unfair, controlling risks, and reviewing their work. The emphasis in KS1 and LKS2 seems more on developing understanding through comparative testing than on doing fair tests. Demonstrations this has been highlighted as a teaching strategy Structure of a lesson issue Coverage Within each Key Stage schools have the flexibility to introduce content earlier or later than set out in the POS. In addition, schools can introduce key stage content during an earlier stage if appropriate. Planning issue Key stage 1 Year 1 do not do materials, sound, forces, or electricity. Planning issue Biographies Resources issue Using outdoor environments all year. Planning issue

Horton Kirby Environmental Education Centre
http://900igr.net/prezentacija/anglijskij-jazyk/horton-kirby-environmental-education-centre-105312.html
c

29
900igr.net > > > Horton Kirby Environmental Education Centre