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One of the first things that many schools will have to do is clear ground. This will involve ridding the area of unwanted materials and plants. Hand weeding and mulching are organic alternatives to using herbicides. Whilst using these methods students can explore a number of issues including:
These will cover the following National Curriculum areas:
- different types of 'weed'
- the effect of covering plants and depriving them of light and water.
- how long plants need to be covered.
- which plants grow back first.
- types of material that can be used.
- soil types
- compare methods of getting rid of different weed types; annual and perennial.
- students to think about what they can do to reduce weed growth after the area has been cleared.
Key Stage 2
English Students will be required to work together to complete tasks and investigations. Therefore they will cover;
Maths Students will need to measure areas, count weeds, complete mathematical calculations, record work, present and interpret results. Therefore they will cover;
2b - ask relevant questions to clarify, extend and follow up ideas. 2e -
respond to others appropriately and take into account what they say.
3a - make contributions relevant to the topic and take turns in discussion.
Ma2 - Number
1a -
make connections in Mathematics and appreciate the need to use numerical skills. 1b - break down a more complex problem or calculation into simpler steps before attempting a solution.
1c -
Select and use appropriate mathematical equipment, including ICT.
1e - Make mental estimates of answers to calculations; check results.
1f - organise work and refine ways of recording. 1h - present and interpret solutions.
1j - understand and investigate general statements.
2c - read, write and order whole numbers, recognising the position of the digit gives its value. 2d - Understand unit fractions. 3d - recall addition and subtraction facts for each number to 20 3f - recall multiplication facts to 10x10 3g - double and halve any two-digit number 3h -
multiply and divide, at first in the range 1 to 100 3i - use written methods to add and subtract positive integers. 3j -
use written methods for short multiplication and division. 3k -
use a calculator for calculations involving several digits. 4a - choose and use any of the four number operations to solve word problems involving 'real life' measures of length, capacity, mass, time, perimetre and area. 4b -
choose an appropriate way to calculate and explain their methods and reasoning. 4c -
estimate answers by approximating and check that their results are reasonable by thinking about the context of the problem, and where necessary checking accuracy.
1a - recognise the need for standard units of measurement. 1e -
organise work and record or represent it in a variety of ways.
4a - recognise the need for standard units of length, mass and capacity, choose ones that are suitable for the task and use them to make sensible estimates in everyday situations.
4b -
recognise that measurement is approximate; choose and use suitable measuring instruments for a task; interpret numbers and read scales with increasing accuracy; record measurements using decimal notation.
Science Students will be examining the plants that are growing, how they can be cleared and different methods that can be used for clearing.
1a - select and use data skills when solving problems in other areas of the curriculum. 1b -
approach problems flexibly.
1c - identify the data necessary to solve a given problem. 1d -
select and use appropriate calculation skills to solve problems involving data. 1e -
check results and ensure that solutions are reasonable in the context of the problem. 1f -
decide how to best organise and present findings. 1h - explain and justify their methods and reasoning. 2a - solve problems involving data.
2b -
interpret tables, lists and charts used in everyday life 2c - represent and interpret discrete data using graphs and diagrams 2f -
draw conclusions from statistics and graphs and recognise when information is presented in a misleading way
1b - that it is important to test ideas using evidence from observation and measurement. 2a -
ask questions that can be investigated scientifically and decide how to find answers.
2b - consider what sources of information, including first-hand experience and a range of other sources they will use to answer questions.
2c -
think about what might happen or try things out when deciding what to do, what kind of evidence to collect, and what equipment and materials to use. 2d -
make a fair test or comparison by changing one factor and observing or measuring the effect while keeping the other factors the same. 2e - use simple equipment and materials appropriately and take actions to control risks 2f -
make systematic observations and measurements, including the use of ICT for datalogging. 2g - check observations and measurements by repeating them where appropriate. 2h - use a wide range of methods, including diagrams, drawings, tables, bar charts, line graphs and ICT, to communicate data in an appropriate and systematic manner. 2i -
make comparisons and identify simple patterns or associations in their own observations and measurements or other data. 2j -
use observations, measurements or other data to draw conclusions 2k -
decide whether these conclusions agree with any prediction made and/or whether they are enable further predictions to be made. 2l -
use their scientific knowledge and understanding to explain observations, measurements or other data or conclusions.
1a - that the life processes common to humans and other animals include nutrition, movement, growth and reproduction. 1b - that life processes common to plants include growth, nutrition and reproduction
1c - to make links between life processes in familiar animals and plants and the environments in which they are found.
3a -
the effect of light, air, water and temperature on plant growth 3c -
that the root anchors the plant and that water and minerals are taken in through the root and transported through the stem to other parts of the plant. 4a -
to make and use keys 4b -
how locally occurring animals and plants can be identified and assigned to groups. 4c - that the variety of plants and animals makes it important to identify them and assign them to groups.
5a -
about ways in which living things and the environment need protection 5b -
about the different plants and animals found in different habitats 5f -
that micro-organisms are living organisms that are often too small to be seen, and that they may be beneficial.
1d - to describe and group rocks and soils on the basis of their characteristics including appearance, texture and permeability. 1g -
that burning materials results in the formation of new materials and this change is usually not reversible.
Geography Students to investigate soil types and characteristics with regard to it's role in ecosystems.
1a - ask geographical questions 1b -
collect and record evidence
1c -
analyse evidence and draw conclusions
1d - identify and explain different views that people, including themselves hold about topical geographical issues 1e - communicate in ways appropriate to task and audience 2a -
to use appropriate geographical vocabulary 2b -
to use appropriate fieldwork techniques and instruments 2c -
to use maps and plans at a variety of scales 2d -
to use secondary sources of information 2e -
to draw plans and maps at a variety of scales 2f -
to use ICT to help in geographical investigations 2g -
decision making skills 5a -
recognise how people can improve the environment or damage it 5b -
recognise how and why people may seek to manage environments sustainably, and to identify opportunities for their own involvement
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