Further Analysis -02/03/17

For this session we planned several tasks to complete. The first of these was to continue the thematic analysis we had completed on Monday. To expand the process further we decided to note down all the different ways we felt are methods to learn. We split these post it notes down into specific categories related to the different ‘learning styles’ to help organise them. The following photos display the different groups we had –

After finishing this task we planned on combining it with the results from our previous thematic analysis session. We followed this by then looking in further detail at the educational curriculum that our target audience would be using. For this we simply looked at the Government website which provided resources for the KS2 Biology curriculum. There was a particular section of interest regarding the Year 4 agenda. The points we highlighted that we feel could be of most benefit to our projects aim are as follows;

“Living things and their habitats

Pupils should be taught to:

  • explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
  • recognise that environments can change and that this can sometimes pose dangers to living things”

“Pupils should use the local environment throughout the year to raise and answer questions that help them to identify and study plants and animals in their habitat. They should identify how the habitat changes throughout the year. Pupils should explore possible ways of grouping a wide selection of living things that include animals, flowering plants and non-flowering plants. Pupils could begin to put vertebrate animals into groups, for example: fish, amphibians, reptiles, birds, and mammals; and invertebrates into snails and slugs, worms, spiders, and insects.

Note: plants can be grouped into categories such as flowering plants (including grasses) and non-flowering plants, for example ferns and mosses.

Pupils should explore examples of human impact (both positive and negative) on environments, for example, the positive effects of nature reserves, ecologically planned parks, or garden ponds, and the negative effects of population and development, litter or deforestation.

Pupils might work scientifically by: using and making simple guides or keys to explore and identify local plants and animals; making a guide to local living things; raising and answering questions based on their observations of animals and what they have found out about other animals that they have researched.”

https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study#year-5-programme-of-study 

After discussing with Keir NOTES INSERT HERE!

((some of the things keir said

Look at bees:

  • Habitat
  • Lifecycle – weather stuff
  • Human impact

Horrid Histories style information – drunk bees – murder – make it fun

Tweets at each crucial life cycle stage for bees – bee says hi!

Create visual representation for teachers to be able to use

Could create mock up of a sheet for teachers to use

Build the system that gathers and collates the data

education people create the content/figure out what the kids need to learn

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