Teach-Primary-Issue-19.2

• How does AR help us understand complex geographical processes? • What makes Iceland unique in terms of geography? • Could AR replace traditional geography tools? Why or why not? • What other subjects could benefit from AR technology? greater engagement, and assign the following roles: • Scanner : uses the iPad to access AR content • Recorder : takes notes or sketches key observations • Clarifier : repeats notes, asks questions and ensures everyone understands Rotate roles to ensure everyone gets a chance to try different parts of the process . Iceland’s volcanoes. Using AR, you’ll explore the stages of a volcanic eruption!” Demonstrate how to scan trigger images using iPads (or whatever devices you use in your classroom) and show them what comes up on the screen when you scan it, to model what they’ll see and how they should take notes. Next, set the children off in pairs or small groups to scan the images. Each AR visualisation should illustrate a stage of volcanic activity, such as plates moving apart or magma chambers filling. Include a question or challenge for each stage, for example, “What might happen next? Why?”. You could also organise the children into trios to allow for • Create with AR: challenge children to design their own AR scavenger hunt or interactive diagrams for tectonic processes. Can they choose appropriate trigger images and link them to their explainer GIFs? Challenge them to make sure the images are in the correct order for the process, and think about which elements they might want to illustrate. • Geothermal energy study: explore Iceland’s use of geothermal energy and its connection to volcanic activity. Information is available on the Icelandic government website (tinyurl. com/tp-GovIcelandEnergy) and you can also find an explainer article on Wikipedia (tinyurl.com/tp- GeothermalIcelandWiki). • Cross-curricular link: integrate AR into a science lesson on the rock cycle or energy resources. EXTENDING THE LESSON 3 | DEBRIEF AND CLASS DISCUSSION Bring the children back together to discuss their experiences of using the app, and how it affected their understanding of volcanic processes. Some questions I used in my lesson included: • What did the AR show you? • How does this help us understand Iceland’s volcanic landscape? • What surprised you the most? • How has the AR experience improved your understanding? Project the AR visuals onto the board (if possible) to consolidate understanding and link it back to the map of Iceland’s volcanic plates that you used in the starter activity. Finally, tell the class that now they’ll take part in a written or digital task (the medium is up to you), in which they should label and annotate a hexagon concept map, linking the AR content to specific stages of a volcanic eruption. You can see an explainer for how I use the maps at tinyurl.com/ tp-ConceptMaps and download a template at tinyurl.com/ tp-ConceptMapTemplate Make sure pupils are using key vocabulary such as magma, vent, lava, mantle, and boundary . Karl McGrath is a Year 6 teacher, curriculum task design lead, and computing lead. He is an NCCE facilitator, runs a CAS community of practice, and is the founder of the Primary Task Design Facebook Group. “Using AR, I was able tomake the invisible visible, turning abstract ideas into something tangible” USEFUL QUESTIONS www.teachwire.net | 95