Teach Primary Issue 19.5

ID sheets at tinyurl.com/tp- treeID ). You can also use tech such as Google Lens. Most importantly, look around the site yourself first so you can guide attention and support identification. We use Digimaps for Schools to make maps of our findings, but you could also use free options like Google Maps. Assessment How well can pupils identify and locate features on a map of the school grounds? WEEK 5 Learning objective l What is happening in nature this month (in the wider locality)? In this lesson, you’ll take a field trip to a spot in your local area to investigate what is happening in the natural world at this time of year. Start by recapping the route and risk assessment from week three. Everyone should have access to a paper or digital map of the area you’ll be exploring that they can use to locate themselves and mark their data. It would be useful to have tablets that can take pictures, use Google Lens or an equivalent for ID purposes, and run the Merlin app for identifying birdsong, if they are available. For a low-tech approach, you can use paper maps with coloured dots and sticky notes to jot down ideas and sightings. You can also use outdoor ID charts to help to name features, but they are more time-consuming. There are numerous variations on this activity, so you will need to choose one to suit your pupils, location and time of year. Your time doing a recce and risk assessment beforehand will help you identify likely opportunities for data collection. As with the trial activity in the school grounds, you will be looking closely and paying attention to the natural world. What is important is that the data is correctly named and given a spatial location, so that pupils can add their evidence to a map, either while in the field or back in school. Again, you can write this down using sticky notes and dots on a map, or by adding pins or notes to a digital version. Equally important is talking to the children about how what they see makes Paula Owens is a former primary teacher and deputy head, and is now an education consultant and advisor. Paula is a Trustee of the National Association for Environmental Education (NAEE) and honorary member of the Geographical Association. remind them to include a map, a correct identification of their chosen natural feature or event, visual or sound evidence if they have it, and some statements in support of their proposal. This should include why the event has meaning for them personally, as well as why it might have meaning for others. In the event that several groups have chosen the same feature, use this as an opportunity to evaluate which evidence was the most compelling and why. Have a class vote for each of the proposed ideas, allowing questions beforehand if there is time, as well as feedback afterwards. Remind pupils that feedback should be kind and helpful. Finally, ask pupils to evaluate their own achievements over the course of the unit (find a template in the L6 download). What did they enjoy the most? What are they most proud of? What did they find most challenging? What do they need to work harder at? Assessment Can pupils present a well- researched and compelling argument for their chosen Moon name? Can they evaluate their own work and think of possible improvements for future projects? TP F EATURE S P L ANN I NG them feel. Remind pupils that they are trying to identify a significant natural event to help them choose an apt Moon name for the time of year – so how they feel about something matters, too. It is helpful if pupils work in small groups. Remind them that there will be a class presentation from each group in Lesson 6, where they will make their proposal for a Moon name using their evidence, and justify it before a class vote. Ideally this will be a double lesson, with time to work on digital maps back in school. Assessment How well can pupils identify and locate features on a map of the locality? WEEK 6 Learning objective l What is the best Moon name for this time of year and why? This lesson is an opportunity to bring together all the previous strands and make a class decision based on evidence. Which Moon name might best reflect natural events where you are and why? Remind pupils of how they evaluated their fieldwork findings as they complete their group work in readiness for their presentation. Decide an allotted time for each group to present evidence. Six groups of five presenting for about three minutes, for example, will leave enough time for groups to prepare beforehand and for the class vote and evaluation of the work afterwards. Each group’s presentation to the class might also be a practice for a repeat performance in front of the whole school as part of an assembly about their local area. As pupils prepare their evidence, @primageographer @geopaula.bsky.social www.teachwire.net | 25