{"id":2070,"date":"2012-12-07T11:35:18","date_gmt":"2012-12-07T10:35:18","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/er\/Barrhead\/?p=2070"},"modified":"2012-12-10T12:28:32","modified_gmt":"2012-12-10T11:28:32","slug":"geography-empty-lands-s2","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/er\/Barrhead\/2012\/12\/07\/geography-empty-lands-s2\/","title":{"rendered":"Geography – Empty Lands – (S2)"},"content":{"rendered":"

\"\"<\/a>As part of their ‘Empty Lands’ unit, S2 were tasked with designing their own animal.\u00a0 Pupils had to understand how the climate and environment of the tundra, rainforest and desert have led to plants and animals adapting to the area.<\/p>\n

Pupils were encouraged to use their imagination when designing the look of the animal – but the adaptations had to suit the climate region they live in.<\/p>\n

These are some of the results.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
\"\"<\/a><\/td>\n\u00a0<\/td>\n\"\"<\/a><\/td>\n\u00a0<\/td>\n\"\"<\/a><\/td>\n<\/tr>\n
\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n
\u00a0\"\"<\/a><\/td>\n\u00a0<\/td>\n\u00a0\"\"<\/a><\/td>\n\u00a0<\/td>\n\u00a0\"\"<\/a><\/td>\n<\/tr>\n
\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n
\u00a0\"\"<\/a><\/td>\n\u00a0<\/td>\n\u00a0\"\"<\/a><\/td>\n\u00a0<\/td>\n\u00a0\"\"<\/a><\/td>\n<\/tr>\n
\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n
\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n
\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n
\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n
\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

As part of their ‘Empty Lands’ unit, S2 were tasked with designing their own animal.\u00a0 Pupils had to understand how the climate and environment of the tundra, rainforest and desert have led to plants and animals adapting to the area. Pupils were encouraged to use their imagination when designing the look of the animal – … Continue reading Geography – Empty Lands – (S2)<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":255,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[307],"tags":[377,1739],"class_list":["post-2070","post","type-post","status-publish","format-standard","hentry","category-about-us","tag-geography","tag-s2"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/er\/Barrhead\/wp-json\/wp\/v2\/posts\/2070","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/er\/Barrhead\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/er\/Barrhead\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/er\/Barrhead\/wp-json\/wp\/v2\/users\/255"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/er\/Barrhead\/wp-json\/wp\/v2\/comments?post=2070"}],"version-history":[{"count":11,"href":"https:\/\/blogs.glowscotland.org.uk\/er\/Barrhead\/wp-json\/wp\/v2\/posts\/2070\/revisions"}],"predecessor-version":[{"id":2083,"href":"https:\/\/blogs.glowscotland.org.uk\/er\/Barrhead\/wp-json\/wp\/v2\/posts\/2070\/revisions\/2083"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/er\/Barrhead\/wp-json\/wp\/v2\/media?parent=2070"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/er\/Barrhead\/wp-json\/wp\/v2\/categories?post=2070"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/er\/Barrhead\/wp-json\/wp\/v2\/tags?post=2070"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}