Mrs Humanities

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Resource – Dangerous World (Natural Hazards and Disasters)

dangerous world project titleLast term year 7 thoroughly enjoyed the topic on the Romans and Pompeii. We investigated Roman life, their influence on the British Isles and the significance of the Mount Vesuvius eruption in 79AD.  They appeared to be very much enthralled by the dangers in our world. As a result I decided last term that continuing our study of Natural Hazards would be a good way to go. The next topic of study will be Dangerous World, an insight into a variety of natural hazards and disasters that have occurred the world over.

I wanted to put the learning into the pupils hands and I’ve decided to try out project based learning. Since this is rather new to me I felt some research needed be undertaken. Now I couldn’t find a great deal of resources or guidance that I felt was suitable but I found enough to make me realise we’re not quite ready for free reign yet; the students will need guidance and support to meet the objectives of the project. To achieve this I’ve created success criteria for each section of the project and each hazard.

Project Sections

  • Cause
  • Impacts
  • Response

Hazard Options

  • Earthquakes
  • Volcanoes
  • Tsunamis
  • Tornadoes
  • Hurricanes

Week 1 – We are going to start the Scheme of Work by looking at plate tectonics – we didn’t quite complete this last term due to time and Christmas events. Then the next lesson is entitled Hazards in the Movies! Can you guess what it’ll include? I’m looking forward to this lesson. The aim will be to introduce other natural hazards, look at movies based on real life natural disasters such as the Impossible and then map them using a key. Should be enjoyable I hope.

Then finally we get onto introducing the project work. I’ll be setting up the homework so that in each group the pupils research a particular aspect of the topic for the following week. That way then they should only spend 20-30 minutes on the homework as required for year 7 pupils. I’ve tried to make it self-explanatory, do you think they will understand?

natural hazards homework instructions

 

Week 2 – Pupils will start their Dangerous World Projects. I’ve created levelled success criteria to support the pupils in their project work like the one below. Once for each section of the project.  Despite having success criteria, the pupils can produce their project in whatever format they choose – poster, booklet, models, experiments, videos, PowerPoint, display board, a combination of methods…. the choice is theirs. Natural Hazards Success Critieriaimpacts success criteriaresponse success criteriaThe first table gives generic success criteria each group must achieve to reach their target levels. I’ve grouped students by their current and target level where possible, so for instance those working towards a level 6 are grouped together and have to aim for the level 6 project success criteria. Since each group will be working on a different natural hazard/disaster I’ve included some handy hints such as key words, guidance questions and extras they might wish to include.

The following lesson pupils will complete any outstanding work from the causes sections and move on to the impacts of the hazard/disaster.

Week 3 – For the following two lessons pupils will complete the impacts and start the response section, finishing off in the 2nd lesson. The idea with the response section is that they investigate the immediate response to the disaster and also how we respond to deal with future events through prediction and preparation. I will be providing resources to help with this section.

Week 4 – And then it’s time for the pupil presentations. Since we have to have assessments marked and input by the last week of term, I’ve plotted to have the assessments completed in the 4th week of this 6 week term to reduce the burden I have on the last weekend (as marking 12 classes of assessments is HARD). In lesson 7 pupils will have time to prepare their resources, projects and presentation speeches then 2-3 groups will present, the following lesson the remainder of the class will present their work.

Assessment for Learning

My plan is that pupils will be assessed throughout the project. In order to do this after each section pupils will individually complete an exit ticket to demonstrate what they have learnt about the causes, impacts and response to their given hazard. These will be collated in their book and assessed. This will make up approximately 40% of the overall assessment.

exit ticket

The remainder of the assessment will be on verbal discussion with pupils each lesson (10%), contribution to the physical project (30%) and their verbal contribution to the project (20%). Luckily classes are a maximum of 20 pupils so this will be manageable. I’m in the process of creating an assessment matrix to tick off when I see or hear students achieving particular skills, knowledge and understanding. It’s an experiment which I hope will be successful, we have to take risks at times.

Update: I will probably use something like this Project Management Log to ensure the pupils record their contribution and roles in the research and project.

Week 5 – Following on from the project and assessment pupils will be designing a response system to a natural hazard of their choosing, this could be anything from an education scheme to a technological idea. The idea is they take what they have learnt about the cause, impacts and responses to natural disasters and use it to create their own solutions to reduce the impact. For lower ability pupils they will be guided in their solutions e.g. design and make an earthquake proof building for testing in class

Alterations

I am sure there are many other ways in which you could carry out this task. For instance you may wish to give pupils time in class to find the information required for their project rather than for homework. You may even wish to adapt the levels to suit your schools style of assessment.

For my lower ability set I will be providing ‘information’ sheets within lessons for them to use instead of having them rely on research. Their homework will be slightly different in that it will be research but it will be more specific such as it will require them to watch videos, find pictures or find facts to use in their projects.

And finally my resources

Feel free to use and adapt them to meet your needs*

Cause Success Criteria Impact Success Criteria Response Success Criteria

Exit Ticket

Project Homework

*Please leave feedback if you use my resources, I like to know if they were successful and how to improve them. Thanks.

Mrs Humanities


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Resources – Weather and Climate- The Rainfall Spinner

Rainfall Spinner

One of my favourite topics has to be Weather and Climate. I find it fascinating and really want the pupils to see how much there is to discover about our weather and climate. I’ve become rather stuck at writing the Scheme of Work for this topic however, there’s too much I want to cover. Do I keep it to the processes and daily influence of weather? Do we look at global climates? Do we delve into the impacts of extreme weather? Should we approach climate change? Ahhh so many ideas, but only 7 weeks to cover the topic. I’ve tried to throw in a bit of everything. Once complete I will share the SOW with you, until then I will leave you with my Rainfall Spinner.

The idea of the Rainfall Spinner is to understand the 3 types of rainfall; relief, convectional and frontal. Firstly give an overview of the 3 rainfall types, in order to this I will be sharing this video with my HA students and this video with my LA. I will expect them to take notes as they watch the video, the LA pupils will be given a table with the 3 types and they  will then be expected to write down the appropriate details. Below you will find the  PowerPoint I will use to bring the tasks together but I have removed images so you may want to add some of your own.

The main part of the lesson will involve  the pupils creating a Rainfall Spinner  like the one below (hopefully theirs will be prettier than mine).step 12

To differentiate HA will be writing their own descriptions based on their understanding, MA will be completing the descriptions by inserting the missing words whilst the LA will be matching the descriptions to the diagram.

As the pupils then spin the top wheel it will display information about each type of rainfall alongside a diagram (if they complete it correctly).

I’m really excited about this idea and really  hope the pupils are engaged by it, I will post pictures of the pupils work once we enjoy the lesson next term.

To make your own click on the image below to download the instructions, descriptions in full and the descriptions for fill in the blanks. Since I do not own the copyright of the images I used, I’m afraid these have not been included but you can find them here.

Rainfall SpinnerDescriptionsFill in the blanksPowerpoint

 

 

I am happy for you to use and enjoy my resources, but please leave feedback. I like to know how they go so I can improve them further.

Here’s an example in action:

https://platform.twitter.com/widgets.js 

Thanks and enjoy!

Mrs Humanities

 

 


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Resources – Chronology and Timelines

Chronology challengeBeing in the position where I have to write all of my own schemes of work for our current cohort of years 7, 8, 10 and 11 I decided that the best place to start for the new years 7’s was to introduce (and recap for a small minority) the skills needed within Humanities.

 

I firstly carried out a baseline test to establish their skills and abilities. The results were interesting. None of the pupils had a grasp of both Geography and History, most fell to one or the other. I was shocked however at the number of children that do not know the continents or even any of the western European  countries. They will by the time I finish with them…

One of the first skills I’m teaching the years 7’s is Time and Chronology.

I have two lessons on this. We started the lesson off with each pupil being given a card with the time of the day. They had just 3 minutes to organise themselves into order, from the earliest time to the latest.  This got them active and engaged, especially when I told the second set how quickly the first set had managed it…. competition created.

Chronology CardsAfter the success of the first task and some discussion of chronology  they tried to put the reign of several Kings and Queens in order. A little AFL and a smiley face followed. We then looked at the difference and meaning of BC and AD. One question that pops up usually is ‘What if your not religious?’. I hate this one, it’s tricky to explain since time is such an abstract concept, helping the pupils to understand that Science and Geology tell us that the earth is approximately 4.6 billion years old whilst Christian beliefs are that it’s between 4000-8000 years old…. let alone all the other ideas from other creation stories. I quickly brush over this one and tell them to research it and tell me what they find out.  Chronology

 

To finish the lesson I set them what I think is a nice little chronology challenge. The class were split into groups of 10 and each group nominated a ‘leader’. They were given a challenge pack and they then competed against each other to create a giant timeline. The sense of competition was fierce, each team checking over at the progress of the others. I was amazed at the speed of set 1, both teams completed it in under 3 mins. Success!

 

Chronology Challenge

Chronology PP

 

 

Here’s a copy of my Chronology Challenge for you to try along with a PowerPoint

Please leave feedback if you download or use them, I love to know how they go and will respond to comments.

Enjoy!

Mrs Humanities