Tag: science

The Water Source Storyline Develops at Head of Muir PS

Hed of muir celebration Pupils and teachers in primary 6 & 7 at Head of Muir PS are enjoying their developing Water Source storylines. The Water Source is a global storyline created by the West of Scotland Development in Education Centre (WOSDEC) and University of Strathclyde, which you can learn more about by clicking here.

Kirsty Bruce is working on the storyline with her primary 7 class as part of her second year of global storyline training. She is also supporting her colleagues in primary 6 and 7, with their delivery of the storyline, including Nicola Harding, a probationer teacher for primary 6. Nicola has very effectively documented what she has done so far, and how it has impacted on her pupils – see a short extract below, and click here for Nicola’s full documentation:

We started our topic by creating a strong foundation of community. Following initial research into what the term means, we set about creating our own fictional community to become our ‘home’ for the next 8 weeks. Learners were fully engaged with the process from the beginning, largely because they had full ownership of the village and sense of community. We discussed the careers and responsibilities needed to support a village and created characters/families based on these ‘needs’.

Head of muir village

Here is our village display. We brought in a selection of junk items and were free to create our buildings in our own way using our own ideas for design and materials. We all worked together to create the river, road and houses.

 Since we created our ‘families’, they have become very important to us and we do a lot of things together. We update our character diaries on a weekly basis detailing each new and exciting thing we have been involved in.   H of M celeb

Global storylines are strong interdisciplinary learning which help practitioners develop skills, knowledge, attitudes and values in a powerful, but naturally connected way for their pupils.

Kirsty explained that: “Initially we got together to plan how we would approach the storyline and I shared information I have gathered from the Global Storyline course. I have been very impressed with how Nicola has taken this on in her class and it is great to hear about how involved the children are.

We have mainly collaborated on ideas for the classroom displays and resources that we have each created. However, frequent discussions about how things are going have been very useful for sharing ideas and talking through the plans and how best to approach the learning at each point.”

For more information about global storyline training in Falkirk schools, contact yvonne.mcblain@falkirk.gov.uk  .

 

Moray PS do powerful IDL Storylines

WP_20150429_005Over the last few school sessions, staff at Moray PS have been developing the methodology they use to deliver interdisciplinary learning. Gillian Brodie, principal teacher, and a working party of teachers within the school have researched and developed the storyline approach and taken part in training sessions and development work with Sallie Harkness and Dr Joyce Gilbert. They have admirably supported colleagues in their use of storylines with classes at all stages in the school. Initially, each teacher delivered a storyline from an existing plan, but now some teachers are beginning to adapt and make storylines creatively with their pupils.   WP_20150429_002

At second level teachers are using characters and storyline devices to connect science, literacy and numeracy experiences and outcomes through contexts such as Space, and study of the sinking of the Titanic. Moray pupils gained deep understanding of Edwardian life and society, maritime history and bereavement through their study of the Titanic disaster. (see cabin model picture right). Primary 7 were challenged by a character called Doctor Diabolical to solve a range of scientific problems through their Captain’s blog (click here to visit)  and the Don’t Panic Corporation. WP_20150429_003

Primary 3 & P3/2 officially opened their storyline Zoo on 29th April with a very large and excited audience attending. During their storyline, pupils adopted zoo keeper characters to inspire their development of research and literacy skills, and their knowledge and understanding of the habitats and needs of different animals. They created their zoo creatures and set up the care regimes required to keep their animal healthy and happy. WP_20150429_013

As can be seen from the photos, pupils also developed technology skills through rich task homework which could be done with parents and carers. When asked what they thought their most important learning during their storyline had been,  Ellie said “That sometimes keeping animals is hard work…You’ve got to look after them … I had fun feeding the animals. We like to keep the animals so they don’t get lost (become extinct)”.  Holly said “They escape…the turtle escaped and he died…probably because he was hungry”. WP_20150429_006

Staff at Moray PS are finding storyline methodology enables them to connect relevant areas of the curriculum through a context which really engages their pupils. In addition, the key questions and pupil involvement in developing the story, enables teachers to truly respond to pupil prior/existing knowledge and deliver learning in a way which is meaningful to the whole child (emotions and all!) This was clearly evidenced when Oliver in Miss Mitchell’s primary 1 class enthusiastically grasped the floor book created by his class during their “People who Help Us” storyline,  and pointed out all of the learning experiences which he so obviously relished. His favourite learning was “Big walk to look at houses… and  booking a holiday on the train with nana.” WP_20150429_016

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Braes Anatomy going well for pupils at Braes HS

WP_20150323_003S2 pupils at Braes High School are coming close to the end of their Braes Anatomy interdisciplinary experience. This experience links science, social studies and RMPS through the context of vaccination – click here for more information about the whole project.  On Monday 23rd March  2015, Yvonne McBlain joined S2.5 for their RMPS lesson with Mrs Menzies to see how things were progressing. Mrs Menzies  gave a lesson entitled “Playing God or Doing Good?” where pupils developed their understanding of religious concerns regarding medical ethics.

During this lesson, the young people explored their thinking about a number of medical moral dilemmas such as: stem cell research, designer babies and “saviour siblings”. They began by considering their own views about these dilemmas, then created a table showing how these were viewed by major world religions.

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Mrs Menzies highlighted the links between the subjects involved for her pupils and outlined their final essay task and homework. Yvonne was able to collect feedback from the young people about how this interdisciplinary work has/is making a difference to their learning:

“It’s good. It helps me understand it so you don’t forget about it so easily and understand it more.” TJ

“It’s alright. It feels like it’s carrying on a bit towards the end – the science bit and history.” Hannah

“I think it’s quite good that instead of doing separate topics for each subject, they’re getting a bit linked up. The science bit was the best because it was more interesting” Ellie

“It’s alright. Simple really.” Omar

“I really like it because you can take what you learn from RMPS and use it in science.” Alix

“It’s quite interesting and helpful when all of the subjects tie in together. It gives you a different understanding on each subject.” Elly

“It’s quite good because it links them all together and helps us gather information and use it different ways. It could be useful even if we don’t take these subjects – like, we can use it in other subjects.” Alana

These comments suggest that the young people value being taught in a connected way and can clearly say how this benefits their learning. Some of them are able to recognise the value and necessity of transferring knowledge and skills across learning.

 

Our Crop, our Land Storyline at Wallacestone PS

All four Primary 1 classes at Wallacestone Primary School shared and celebrated their Our crop, Our land storyline at the end of November 2014.

The photo on the left shows the farming community frieze created by the children during their global citizenship storyline. Each child took on the role of a villager in the farming community. 

They helped create a new crop called the Super Berry plant and learned all about the processes and stages involved in growing, harvesting and selling it. Even at early level, class teacher Jennifer Main and her colleagues have noticed the impact of this project on pupil understanding of fair trade and global commerce.

The children shared their learning with the many parents and guests who came along to their open afternoon. Jennifer is one of the teachers from Falkirk schools who are making excellent use of their Global Citizenship Storyline training delivered in partnership with WOSDEC over sessions 2013/14 and 2014/15. 

So far everyone involved has been very positive about the impact of this interdisciplinary work. The combination of the drama, social studies, science/HWB and literacy seems particularly engaging for pupils when taught through the storyline approach.

More Interdisciplinary Maths at Falkirk HS

Martin Opgaard and Stuart Pearson, maths teachers at Falkirk HS are developing maths and numeracy across learning in various ways with colleagues in their school.

Most recently, teachers throughout the school used the Commonwealth Games as a rich context for their pupils to develop and apply skills, knowledge and understanding across the curriculum (type 2 interdisciplinary learning). Pupils in S1 and S2 took part in these linked learning experiences and gave very positive evaluations. For maths, these opportunities consolidated pupil skills in rounding numbers and graph work. They also calculated how foreign exchange rates might impact on visitors coming to the games. Click here to see a maths lesson presentation.

The project ended with a sharing of learning and celebration of pupil achievement at a “market-place” event in the school hall. The team of teachers delivering this project are now building pupils’ ideas and thoughts into their planning of a bi-annual version which will continue to happen during Commonwealth Games, and Olympic Games years.

Previously, FHS S1 pupils have enjoyed connecting their learning between maths, art and design and business education. Claire Jack, maths teacher developed an educational partnership with a local kilt hire business. The owner of this business worked with school staff to plan a tartan competition (click to view). This may be developed into a school tartan and a range of suitable products.

The photos show S 1 pupils learning how to measure properly for full Highland dress. Pupils enjoyed learning through this real-life context and developed their ability to interpret a range of number texts. In addition, they broadened their team working skills and explored their creativity within the constraints of a plaid pattern.

In the past, FHS teachers have also used the school’s annual Litter Pick as a context for pupils to consolidate and apply numeracy, literacy and computing skills. Click here to view a lesson presentation created by Maths staff for this IDL context.

Martin, and Stuart are now exploring topical science contexts and NASA resources (click here)with a view to creating some new and creative interdisciplinary learning for their pupils.

S2 IDL at Braes High School

Fiona Malcolm, Faculty Head of Social Subjects and RMPS at Braes HS worked with a range of colleagues to create an interdisciplinary unit of work entitled Braes Anatomy. Over the course of last session, all S2 pupils experienced connected learning across science, history and religious, moral and philosophical education. The theme which connected this learning was vaccination and its impact on society past and present. In science, pupils discovered how vaccination works with the body’s immune system, and in RMPS they explored the ethics of the ways in which vaccines are produced and used. During history lessons, pupils explored the pioneering role of Edward Jenner and his discovery of the first “vaccinations” as the cure for smallpox.

The overarching learning intentions for this connected learning were:

By the end of these courses, I will:

Be able to develop an understanding of medical knowledge and innovation in the past and present

Be able to develop an understanding of social, moral and ethical views on medical discoveries, past and present.

The project was launched during a history lesson, then each teacher taught their subject content discretely. Click here to see the introductory teaching presentation and here to see the final one for pupils. Pupils then used the 2 weeks leading up to their Easter holiday in their RMPS lessons to begin the task below – they completed this as a homework task. Click here to see the overall IDL homework task.

You are part of the original scientific team that discovered HPV. This is the most important scientific discovery on cancer research in the past 5 years. As such, your evidence is in demand. To keep your funding, you have to produce an article for Medical News Today sharing your findings on HPV.

You must consider the social, moral and ethical implications of your research, including the historical background.

One challenging element of the collaboration for staff was their shared responsibility for marking the pupils’ work. To help with this, each department prepared assessment guidance on their subject content – click here for science, here for history, and here for RMPS key learning points. Fiona and colleagues are still working on how best to manage the joint assessment and maintain their focus on teaching for deep understanding and higher order thinking in line with Curriculum for Excellence ideals.

Staff involved in the project are keen to develop it further this session because it obviously engaged pupils’ interest in all 3 subjects. By making the overlap between subjects evident to the pupils, staff increased the coherence and relevance of learning. Pupils have responded positively and enthusiastically, and can better appreciate how curricular learning in school is actually used and applied in an interconnected way in the workplace and by society. Despite the challenges of finding time to communicate and co-ordinate their work, Fiona and her colleagues have designed connected learning which uses an interesting theme to integrate effective assessment, and develop a shared set of skills, knowledge and understanding for their pupils.

British Council IDL Resources and Competition

The British Council have a range of education resources which may be useful sources of ideas for interdisciplinary learning linked to sustainable and international education. Here http://schoolsonline.britishcouncil.org/classroom-resources is a link to the resource section of their website.

Click here to take a look at the Rivers of the World resource pack. It has learning experiences for various age groups linked to bundles of social subject, science, art & design and maths learning. These include field work skills to support taking learning out of the classroom.

You may have time to use any comparative river study work already done with your primary 5 & 6 pupils in this http://glo.li/1kx9OMY competition run by the British Council – see details below:

Win a trip to Totally Thames with Rivers of the World  
     
 
 
Enter your primary school into our ‘Design a River Creature’ competition
 
The prize We will pay for the winning team to take part in the Totally Thames season of events and enjoy lots of fun activities including a student workshop at the British Council and a visit to the Tower Bridge Experience.
What do I need to do?

Using the Rivers of the World education pack as a resource, ask students to work in groups of five to create an art work and an accompanying piece of creative writing. It can be based on a real or imaginary creature from an overseas country and river ecosystem.

Who can enter?

Primary Schools Years 4 & 5 (5 and 6 in Scotland)

Bantaskin Primary 1 Toys Storyline

Susan Waddell and Joanne Brown of Bantaskin Primary School used the storyline approach to deliver their recent Toys interdisciplinary learning project. Earlier in the session, Susan had taken part in storyline training delivered by Yvonne McBlain, curriculum support teacher with Falkirk Council Education Services and got in touch to let Yvonne know how her first storyline had gone. Click here to view the storyline plan for this project, which links learning in science, technology and social subjects.

The project ran between October and December 2013 and used letters from a character called the Toymaker to direct the children’s learning towards specific experiences and outcomes. These E & Os are naturally connected to show pupils the overlap between science and technology and let them discover some of the properties of materials through a focus on toys past and present. Click here to see pupils investigating replica toys of the past through the handling boxes provided by Library Support for Schools, and Museum Services at Callendar House.

Click here to see how the pupils identified and sorted toys for different age groups, and here to see an example of one of the letters used by Susan and Joanne from the toymaker. The toymaker also gave the children a homework task – click here to see an example of a home-made puppet, and  here to see a picture of the storyline celebration which the children used as a showcase event to share their learning with their parents and bring their storyline to a close.

Susan and Joanne felt that the storyline approach really engaged and focused their pupils on the learning. Pupils enjoyed their learning and when asked what they had learned, or what they were better at said:

Tylor “I learned about that toys are for big people and people who are five as well…I’m better at learning about toys”

Paul “So we would know what stuff was made of.”

Logan “Test it in the bubble bath for the toymaker…what is soggy and plastic is not soggy….” “He (the toymaker) said to fix the toy cos it was broken and it had batteries.”

Jodi “Toys that have got batteries to make them work… (I got better at) drawing, when we were a baby we scribbled, now we’re better at drawing.”

The storyline helped Susan and Joanne deliver science content about simple forces, the qualities of materials used in making toys through the ages, and supported skill development in working together and fine motor skills. Susan is now considering how to make the storyline more responsive to pupil ideas and input – in other words – how to let pupils control the story while maintaining the line of curriculum content and skill development required.