Expedition Details

During the 2021/22 Spring term, KS1 children at Green Top Primary embarked on an expedition to learn more about how their everyday activities impact on the world around them. Following their previous expedition, How Can I be a Superhero in my Local Community?, the children became especially passionate about the pressing climate change agenda and in how small collective actions, such as litter picking and recycling in their immediate locality, can impact positively on this.

In case study one, we looked at Science and how animals survive and adapt to live in different habitats. We looked at how animals are classified and how similarities can be seen through the way they adapt to their habitats, for example the way in which fish, dolphins and penguins all have similar body shapes in order to allow them to be streamlined for efficiency when in water.

Case study two, Geography, we looked at seasons and weather patterns and compared environments found in the UK with non European coastlines. We looked at coastlines around the world to discover habitats of various animals and compared how these differed as a result of weather patterns, to then look at and discuss how human impact and pollution effects animal habitats and life cycles and what we can do to make a positive change.

Finally, in our third case study of art, we looked at different artists, or activists. They use their skills to create beautiful art and sculptures that not only make use of recyclable materials, but also design work that develops understanding, vision and knowledge to the issue surrounding our everyday lives; the impact we have as humans.

Assessment

Assessment has taken place all throughout our expedition. In English, we have created several different pieces linking to our learning, including; instructional writing, letter writing and a non-chronological report. Through these assessments, the children improved their understanding of each animal and habitat, as well as improving key skills in writing and spelling. Each expedition lesson included lots of different protocols to summatively assess learning, guided critique and written feedback. Peer, self and teacher critiques were used weekly to engage children in their own learning and begin to take accountability for their own behaviour, learning attitude and actions.

Our summative assessments included the written English outcomes, a touchdown in expedition to review our learning and finally the product that encompasses the learning throughout the 9 week expeditionary cycle.

Case study 1- Science

Explore and compare the differences between things that are living, that are dead and that have never been alive.

• Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants and how they depend on each other.

• Identify and name a variety of plants and animals in their habitats, including micro-habitats.

• Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

• Identify and name a variety of common animals that are birds, fish, amphibians, reptiles, mammals and invertebrates.

• Identify and name a variety of common animals that are carnivores, herbivores and omnivores.

• Describe and compare the structure of a variety of common animals (birds, fish, amphibians, reptiles, mammals and invertebrates, including pets).

• Notice that animals, including humans, have offspring which grow into adults.

• Investigate and describe the basic needs of animals, including humans,

for survival (water, food and air).

Case study 2- Geography

• Name and locate the world’s continents and oceans.

•Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.

•Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom and of a contrasting non-European country.

Case study 3- Art

•About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

•To use a range of materials creatively to design and make products

•To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

•To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

This all culminated in our final product. Our aim was to create habitats in which we have studied, but made from recycled materials in order to highlight the human impacts of single use plastics on our ever suffering world.

Each class created a different habitat, including a deep ocean, a coral reef, a rock pool and an arctic ocean. By doing so, we were able to explore the animals, habitats, adaptations and the effect human actions have upon these environments. The children had many opportunities to learn, question and understand different habitats from around the world. We compared the different settings and how adaptations were necessary for survival. As a result of this, we were able to create realistic habitats and identify the appropriate ways in which human interaction and single use plastics has affected each one.