PR-6171IRE Science A STEM Approach - 1st Class

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Lesson 6 Earth and the Environment IN THE SKY AND ON THE LAND Teacher Notes Science Inquiry Focus: How do natural, managed and constructed features change? Skills Development/Working Scientifically: • Questioning and predicting • Observing • Analysing • Recording and communicating Science Learning Outcome: • Pupils observe and describe how humans have impacted the natural, managed and constructed features in a landscape. Technology/Engineering/Mathematics Link: • Participating in an interactive game. Background Information • Natural features are untouched by humans. They can include rivers, lakes, oceans, waterfalls, streams, mountains, islands, cliffs, forests and hills. • Constructed features are created by humans. They include houses, buildings and transport infrastructure such as motorways and roads. • Managed environments are those looked after by humans. Farms are managed, as are national parks and forests. On a smaller scale, gardens and local parks are also managed features. • It is important to be aware and understand how changes to the landscape impact the environment. Humans change the landscape to suit their purposes and needs. This could include clearing forests for a housing development or building a tunnel into the side of a mountain. These actions can have good and bad consequences. The learning activities in this lesson have strong cross-curricular links with geography, as pupils have to develop an awareness for the environment and how to properly care for it. Assessment Focus: • Use the table on page 154 as a formative assessment of the pupil’s ability to identify and describe changes to natural and constructed features due to human impact and development. Resources • Image of a New York streetscape ‘before’ and ‘after’ at • New developments game from Splash ABC • Sufficient copies of page 152 for pupils • The Lorax video Viewing sample 152 Science: A STEM APPROACH 1st CLASS 978-1-912760-15-2 Prim-Ed Publishing – www.prim-ed.com
Earth and the Environment IN THE SKY AND ON THE LAND Lesson 6 Lesson Plan Introduction: 1. Display the image of a New York streetscape ‘before’ and ‘after’ at . In small groups, pupils observe and discuss. What kind of features are shown in this landscape view— constructed, natural or managed? What changes do you notice from before to after? How did these changes happen? What caused the changes? Development: 2. Refer to pupils’ photographs of natural features, collected in the previous lesson. Read through the predicted changes as written on pupils’ charts. Decide whether any are considered the result of human activity and list them in a table on the board. 3. Pupils suggest any other ideas they have about how humans might change the land and add them to the list. Discuss possible reasons humans might have to change the landscape. 4. As a class, explore the impact of development by playing the interactive game New Developments at . Click ‘next’ and look at the features of the landscape. Click ‘next’ to show how the landscape changes after humans develop the area. Ask pupils to name what type of feature houses, shops, roads, wetlands, national parks, farmhouses, creeks etc. are. Are they natural, managed or constructed? Click ‘back’ and ‘next’ to move between images so pupils can spot the differences. These include the road, buildings, bridge, polluted sewerage tank area, houses, swimming pool, national forest cleared, old farmhouse removed and creek extended. Note: The last page of this interactive game goes into details about how animals are impacted, but this is not necessary to include in this lesson, so the last part of the interactive does not need to be included. 5. In pairs, pupils play the game again using tablet computers or computers. Note: As the interactive game is not available on iPads ® , it may be useful to load the images in two separate Internet windows and display them side by side on the interactive whiteboard for pupils to refer to. Differentiation • Challenge pupils to discuss any areas in the locality that have changed recently due to constructed features. Where did this happen? What natural features changed? What constructed features were added? • Guided group with an adult support/prompting with questions and directing the activity will enable pupils to complete the game. Keywords can be provided to help in completing page 154. Reflection: Viewing sample 6. Watch a short video about The Lorax and stop around 1.50. Pupils discuss the natural and constructed features and discuss the topic—Should humans remove all trees and replace them with plastic trees like in The Lorax? Why? Why not? 7. Ask children to share their experiences of when the local area has been changed by development and prompt them to state which natural features changed and what constructed features were added. Prim-Ed Publishing – www.prim-ed.com 978-1-912760-15-2 1st Science: 153 CLASS A STEM APPROACH
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PR-6171IRE Science A STEM Approach - 1st Class

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