Age 9-13
Scott's epic journey to reach the South Pole. This series of lessons will provide excellent practical work to consolidate class learning and to really bring this Topic to life.
Some prior research and knowledge would be useful.
The students will use a whole range of skills - Interviews, Thought Tracking, Configuration Mime, Reporting, Improvisation, Tableaux
Key aspects will be to consider the leadership of the expedition, decision making, the hardships of the landscape and their adaptability and Amundsen's secrecy about his intentions to reach The Pole.
An Information Extract is also given for reference and other online links supplied.
Suggested Class activities throughout.
*THESE LESSONS ARE SUITABLE FOR ADAPTATION IN A CLASSROOM SPACE.
Curriculum For Excellence (depending on which Activities you decide to do).
This topic can involve many experiences and outcomes across the subject areas.
The practical work evolves through Drama, Listening and Talking using the Social Studies content and drawing on researching and evidencing through Reading and then producing appropriate quality Written work.
I can respond to the experience of drama by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work.
EXA 0-15a / EXA 1-15a / EXA 2-15a / EXA 3-15a
I can create, develop and sustain a realistic or stylised character through the use of voice, movement and language.
EXA 3-12a
Having developed ideas from a range of stimuli, I can contribute to devising, rehearsing and presenting drama or scripts.
EXA 3-14a
By comparing settlement and economic activity in two contrasting landscapes, I can reach conclusions about how landscapes influence human activity. I can explain my findings clearly to others.
SOC 3-13a
Having investigated processes which form and shape landscapes, I can explain their impact on selected landscapes in Scotland, Europe and beyond.
SOC 3-07a
I can use a range of maps and geographical information systems to gather, interpret and present conclusions and can locate a range of features within Scotland, UK, Europe and the wider world.
SOC 3-14a
I can use specialised maps and geographical information systems to identify patterns of human activity and physical processes.
SOC 4-14a
Using what I know about the features of different types of texts, I can find, select, sort, summarise, link and use information from different sources.
LIT 3-14a / LIT 4-14a
I can make notes and organise them to develop my thinking, help retain and recall information, explore issues and create new texts, using my own words as appropriate.
LIT 3-15a / LIT 4-15a
By considering the type of text I am creating, I can independently select ideas and relevant information for different purposes, and organise essential information or ideas and any supporting detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience.
LIT 3-26a / LIT 4-26a
I can engage and/or influence readers through my use of language, style and tone as appropriate to genre.
ENG 3-27a / ENG 4-27a
I can convey information and describe events, explain processes or concepts, providing substantiating evidence, and synthesise ideas or opinions in different ways.
LIT 4-28a
I can persuade, argue, evaluate, explore issues or express and justify opinions within a convincing line of thought, using relevant supporting detail and/or evidence.
LIT 4-29a
When I engage with others, I can make a relevant contribution, encourage others to contribute and acknowledge that they have the right to hold a different opinion.
I can respond in ways appropriate to my role and use contributions to reflect on, clarify or adapt thinking.
LIT 3-02a
Having explored and analysed the features of spoken language, I can use these independently, adopting and sustaining an appropriate register to suit my purpose and audience.
ENG 4-03a
