The Teacher Zone - Key Stage 2 workshops

Canal History in Media Day (full day's programme)

Remaining days available academic year 2011-12:

26th April 2012, 5th July 2012

Introduction

In partnership with the Education & Media Centre at the "Guardian/Observer" Newspapers at King's Place, the London Canal Museum now offers this programme. It is aimed at the upper years of Key Stage 2.

Features of the day:

Canal history activities in two venues around the Battlebridge Basin, King's Cross
A boat trip on the Regent's Canal
A chance for all students to produce a newspaper front page, using the latest media technology

Further information about this unique workshop

There is limited capacity and early bookings should be made by contacting education@canalmuseum.org.uk. Remaining dates are strictly limited.

The day is organised so that the children spend half a day at each of the London Canal Museum and the Guardian Media Education Centre. A boat trip is also an integral part of the experience.

The following topics are available at the "Guardian": Carlo Gatti , Canal Life and Explosions!

Please note that this workshop requires students to produce writing for inclusion in a newspaper front page and schools will gain more from the day if classes undertake some preparation on canal history prior to the visit. Downloadable resources to support this are available in the Teachers' Zone on the London Canal Museum website. Please feel free to discuss these resources when booking.

Learning Objectives

To learn about the history of canals, how they contributed to the development of London and the industrial revolution in Britain
To experience canals through the medium of museum artefacts and a boat trip
To use modern technology to produce a newspaper of today using stories from the past
To explore the different uses of language for different purposes
To investigate the perspectives of writers reporting on events in the past compared to the present.

National Curriculum

Key Stage 2 English EN3 Writing

1. Pupils should be taught to:

a. choose form and content to suit a particular purpose (for example, notes to read or organise thinking, plans for action, poetry for pleasure)
c. use language and style that are appropriate to the reader
d. use and adapt the features of a form of writing, drawing on their reading planning and drafting

2. To develop their writing on paper and on screen, pupils should be taught to:

d. proofread - check the draft for spelling and punctuation errors, omissions and repetitions

Standard English

6. Pupils should be taught: a.how written standard English varies in degrees of formality (for example, differences between a letter to a friend about a school trip and a report for display)

Language structure

7. Pupils should be taught the purposes and organisational features of paragraphs, and how ideas can be linked.

Breadth of study

9. The range of purposes for writing should include:

b.to inform and explain, focusing on the subject matter and how to convey it in sufficient detail for the reader
c.to persuade, focusing on how arguments and evidence are built up and language used to convince the reader
d.to review and comment on what has been read, seen or heard, focusing on both the topic and the writer's view of it.

10. Pupils should also be taught to use writing to help their thinking, investigating, organising and learning.

11. The range of readers for writing should include teachers, the class, other children, adults, the wider community and imagined readers.

12. The range of forms of writing should include reports, explanations, opinions, reviews, commentaries.

History Knowledge and understanding of events, people and changes in the past

2. Pupils should be taught:

a.about characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past
b.to identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied

Historical enquiry

4. Pupils should be taught: a.how to find out about the events, people and changes studied from an appropriate range of sources of information, including ICT-based sources (for example, documents, printed sources, CD-ROMS, databases, pictures and photographs, music, artefacts, historic buildings and visits to museums, galleries and sites)

Organisation and communication

5. Pupils should be taught to:

a.recall, select and organise historical information b.use dates and historical vocabulary to describe the periods studied
c.communicate their knowledge and understanding of history in a variety of ways (for example, drawing, writing, by using ICT).

Transport and Invention

Introduction

This lesson develops children's sense of the continuity of history. It shows how inventions are often built upon on what has been achieved as a result of earlier inventions. It looks at the history of transport and inventions, and asks children to sort forms of transport, and inventions, into chronological order.

Learning Objectives

To be able to recognize and name a selection of forms of transport, and inventions.
To be able to sort these into a correct chronological order.
To be able to estimate when major inventions were made
To understand the way in which many inventions build on what has been discovered before.
To use words such as century, year, and other time related words such as AD and BC correctly

National Curriculum Links

KS2 History Organisation and communication 5) Pupils should be taught to: (a) recall, select and organise historical information (b)use dates and historical vocabulary to describe the periods studied (c) communicate their knowledge and understanding of history in a variety of ways

Differentiation

All children will learn that different methods have been used to transport goods during historical time.
Some children will learn the order in which the forms of transport and major inventions appeared.
A few children will learn what needs the inventions were a response to, who some of the major inventors were, and what some of the major social effects were.

Building Bridges

Introduction

This lesson builds on what children already know about bridges. It begins by classifying the different types of bridges by structure - block, arch and framework - and then gives children the opportunity to try building their own out of a variety of different materials.

Model Arch Bridge, sometimes used in workshops

National Curriculum Links

KS2 Mathematics Ma3 Shape, Space & Measure: Understanding Properties of Shape 2b
KS2 Science Sc3 Materials and Their Properties: Grouping & Classifying Materials 1a

Learning objectives

To be able to classify the simplest forms of bridge.
To understand how these bridges are built.
To understand the importance of three dimensional shape in constructing bridges.
To understand which materials are most suitable for building bridges, and which are not

Differentiation

All children will learn that there are different types of bridge, and that they are built in different ways
Some children will learn which materials are most suitable for each type of bridge.
A few children will learn which bridge types are suitable for each type of situation.

Tunnel Engineering Challenge

30-45 minutes

Introduction

Interactive workshop.During this session we will assume the role of canal engineers. Explore the geography of the local area with reference to how the growth of the canals and the structures along them helped to shape the landscape the see today. They will in pairs dig a tunnel through sand castle in order to discover the importance of strength in a structure and use our new interactive exhibit to discover the importance of the arch. Students will work in small and larger groups to solve problems posed by canal engineering.

National Curriculum Links

KS2 Science Sc1 Scientific Enquiry: Ideas and Evidence in Science 1b, Investigative Skills 2a & b, Considering Evidence and Evaluating 2i, j, & k, Sc4 Physical Processes Forces and Motion 2d
KS2 Geography Knowledge & Understanding of Places 3

Learning Objectives

To introduce the word 'engineer' and explain what it means
To understand the difference between a river and a canal
To understand the reasons for the construction of the canals.
To understand how the canals were constructed.

Gauging Rod

Introduction

Guiaging rod, a vertical calibrated pole resting alongside hull of narrowboat

A gauging rod is a calibrated pole that was used in the working days of canals to measure how low in the water a boat was lying. Printed tables were kept at toll offices showing the unladen weight, and depth in the water, of all the boats using that canal. Tolls were charged according to weight of cargo. By comparing the unladen position in the water with the laden position, measured with the gauging rod, the toll clerk could tell how much weight of cargo was on board the boat and therefore how much the toll would be. The museum has a gauging rod in position alongside its centerpiece exhibit, the narrowboat Coronis.

This workshop extends the knowledge of floating & sinking that children have already acquired at Key Stage One. It introduces the concepts of gravity & upthrust, investigates the effect of shape on buoyancy, and how a gauging rod was used by making models of them both.

Learning objectives.

To understand the meaning of the words float and sink.
To introduce the concepts of gravity & upthrust
To explore the influence of shape on the buoyancy on a body of plasticine of a a given mass.
To find out how a gauging rod was used to measure the relative balance of upthrust and gravity in testing how laden a narrow boat was
To introduce Newtons as a measure of force.

National curriculum

KS2 Science Sc3 Materials & Their Properties: Grouping & Classifying Materials 1a; Breadth of Study 2a.
KS2 Mathematics Ma3 Shape, Space & Measures Understanding Measures 4a; Breadth of Study 1d

Differentiation

All children will learn the meaning of the words float & sink, and be able to group a selection of common materials according to whether they are buoyant or not.
Most children will learn that a balance between upthrust and gravity controls whether an object floats or sinks, and that a gauging rod can be used to measure the relative balance between the two.
A few children will understand that the shape of an object of given mass will affect whether it floats or not.

Key Stage 2 Workshops

Information for teachers

Canal History in Media Day (full day's programme)

Introduction

Features of the day:

Further information about this unique workshop

Learning Objectives

National Curriculum

Key Stage 2 English EN3 Writing

Standard English

Language structure

Breadth of study

History Knowledge and understanding of events, people and changes in the past

Historical enquiry

Organisation and communication

Transport and Invention

Introduction

Learning Objectives

National Curriculum Links

Differentiation

Building Bridges

Introduction

National Curriculum Links

Learning objectives

Differentiation

Tunnel Engineering Challenge

Introduction

National Curriculum Links

Learning Objectives

Gauging Rod

Introduction

Learning objectives.

National curriculum

Differentiation