What happens to water when it reaches the ground



Contents

Outcome of learning p.2

Expectations for Weeks 1 & 2 p.3

Assessment criteria (Subject NC Levels) p.4

Personalised learning & thinking skills: Team worker p.5

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Tasks for Week One pp. 6-18

• Roles & responsibilities (including extension task) p.7-10

• Task 1: What is the hydrological cycle? pp. 11-12

• Task 2: Individual ideas pp. 13-15

• Task 3: Final design pp. 16-18

Tasks for Week Two pp. 19-27

• Task 4: Team game plan pp. 20-21

• Task 5: Assessment for learning pp. 22-23

• Task 6: What does evaluation mean? pp. 24-25

• Task 7: The written report p. 26

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Task checklist p.27

Homework Extended Project

Subject: Geography

Year: 7

Start date: 22nd February 2016

Hand-in date: 4th March 2016

Expected duration of project: 2 weeks / 8 hours

Unit of study: Dangerous places:

Title: What happens to water when it reaches the ground?

– The Board game

Outcome of learning:

Students will have learned about the physical and human causes of flooding. To demonstrate their understanding, students are required to do the following:

• In teams of four, identify their own geographical questions, which they can use in their themed board game about the hydrological cycle and flooding.

• Demonstrate an ability to co-ordinate roles to ensure all aspects of the task are completed.

• Use their own initiative in deciding the design and presentation of the board game (which should include ICT).

• Use a wide range of geographical words to devise questions and answers. This could be extended through research which explores the links between land use and how this can affect the rate of surface run-off. Students may also research and include ideas from recent flood events.

• In teams, be able to evaluate their work and how it could be improved.

• The project is organised and the board game is ‘user-friendly’

Week One:

Deadlines: The following work must be completed in Week 1:

w/c 22nd February 2016

• During week 1 students will be expected to form their groups and decide on their roles within the group.

• Students will need to research and decide the best format for their board game and the content they will include about the hydrological cycle and flooding. They will also need to organise the materials needed to build the board game.

• They should use the ‘design ideas’ planning sheet to record their initial thoughts on layout, choice of questions & answers, cards, counters & dice.

• Check their designs with a teacher to ensure the board game is feasible

• Students should share their ideas and agree a design on the ‘final design planning sheet.

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Week Two:

Deadlines: The following work must be completed in Week 2:

w/c 29th February 2016

• In week 2 students complete the tasks they are responsible for: game building, contents, packaging or advertising.

• Students must evaluate their work, after discussing their views as a group they should complete a swot analysis. This allows students to identify the (S)trengths, (W)eaknesses, (O)pportunities and (T)hreats.

• To finish, all students will need to complete a summary report to justify their choices and explain the thoughts behind aspects of their finished piece

Students will have the opportunity to complete the following Subject Levels:

| |Achieved all task requirements with some guidance |

| |Has identified geographical research questions |

| |Good research and attempts at using appropriate resources |

| |Evidence of good organisation and teamwork |

|6-7 |Produced a range of initial ideas with reflection on lesson content |

| |Final ideas and planning show excellent knowledge and understanding of the unit work |

| |Board game is creatively and neatly presented and advertised with unique ideas and attention to detail |

| |Written report is well structured and detailed and includes justification of decisions made with good and mostly appropriate use|

| |of technical terms |

| |Excellent evaluation showing an ability to identify problems and seek solutions and rate their efforts as a team |

| |Achieved a satisfactory amount of the task requirements |

| |With guidance has identified some geographical research questions |

| |Some research attempted using appropriate resources |

| |Evidence of some organisation |

| |Produced a reasonable number of initial ideas linking to lesson content in part |

|5 |Final ideas and planning show fairly good knowledge and understanding of the unit work |

| |Board game and advertising is good overall but lacks some attention to detail and originality in the ideas |

| |Written report is structured but lacks detailed justification of the decisions made, with some use of technical terms |

| |Good evaluation showing an ability to identify problems and seek solutions but evaluation of the team effort is reasonably weak |

| |Only small parts of the task achieved |

| |Absence of devised research questions and research work is largely printed material Limited organisation |

| |A small number of initial ideas have been demonstrated but vague links to lesson content |

|3-4 |Board game is satisfactory overall but with poor presentation and attention to detail |

| |Written report is poorly structured and lacks detail in most areas - gives very little insight into the work as a team and / or |

| |the planning process. |

| |Little or no evaluation which may show some reflection on the process but without any specific detail |

Students are expected to practise the following key skills:

Personal Learning & Thinking Skills: Team workers

This means that students should demonstrate that they can –

• Collaborate with others to meet deadlines.

• Reach agreements, managing discussions to achieve results.

• Show fairness and consideration to others.

• Take responsibility, showing confidence in themselves and their contribution to the tasks.

Water, Water Everywhere!

A board game for a

Watery World

Week one:

Deadlines: The following work must be completed in Week 1:

w/c 22nd February 2016

You MUST: For Level 4

• Form your group and decide on your role within the group.

• Complete Task 1: What is the hydrological (water) cycle? (pages 11-12)

• Complete Task 2: Individual ideas (pages 13-15) by researching at least 1 website and think of a least 1 question and answer idea with a basic game layout.

• Complete Task 3: Final design (pages 16-18) by sharing your ideas with the team leader and agreeing a final design layout, which is noted on the planning sheet.

You SHOULD also ....: For Level 5

• Complete Task 2: Individual ideas by researching at least 2 websites and think of a least 3 question and answer ideas with a game layout that reflects the theme of the hydrological cycle and flooding.

• Complete Task 3: Final design by sharing your ideas with the team leader and agreeing a final design, including layout, packaging, choice of questions & answers, cards, counters & dice.

You COULD also....: For Level 6

• Be a team leader and co-ordinate roles and manage your groups’ ideas, to agree a final design and materials needed.

• Complete the All Team Extension Task by planning a movie to advertise your game.

Roles and responsibilities:

To help you design and make a board game about the hydrological cycle & flooding, you will be working in teams of 3 or 4. In your teams, you will need to carefully plan how you will collect the information needed to answer your questions. To do this, you may want to decide who will be a team leader. This person will ensure that all members of your group can contribute and will have the power to make a final decision.

Complete the team name and members below. If you have decided, please also indicate who will be the team leader.

Team name:

Responsible for ….. ?

Member 1 …

Member 2 …

Member 3 …

Member 4 …

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Roles: All team members

All team members will need to use the website links and their own ideas to complete their ‘Initial planning design sheet’ to share as a group.

A team meeting will decide the final design & content.

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Role 1: Game board builder

This team role involves creating a board of A4 size (equivalent to the front or back of a cereal packet); to a maximum size of A3 (front & back of a cereal packet which is stuck together & can be folded out).

Role reminder:

The game board will need to follow exactly the ‘Final design’ sheet & game board content agreed in class.

Quality construction and presentation is crucial.

Role 2: Packaging

This role involves creating a box for the board game. This should include:

• a brief outline of the game

• number of players

• age range and;

• basic instructions

Role reminder:

Like all good board games, this needs to be colourful, eye-catching and large enough to store the board!

Quality construction and presentation is crucial.

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Role 3: Content creator

This role involves creating:

• question & answer cards (depending on choice of game)

• counters (depending on choice of game)

• dice

• detailed instructions

Role reminder:

It is important to ensure that:

➢ the question & answer cards are accurate and match the age-range for the game

➢ counters are the right size for the board

➢ instructions are clear so that they can be followed without needing help.

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Role 4: Advertiser

This role involves creating an advertising campaign which must include at least one of the following options:

• advertising leaflet / flyer

• advertising poster

• advertising jingle

• power point

Role reminder:

This role is crucial because you have to communicate to people the idea behind the game and why they should play it.

Use persuasive language using catchy wordplay and techniques such as alliteration e.g. ‘Wacky Water Cycle 4 Winners!’

Role: All Team Extension Task:

In your teams, you could produce a movie to advertise your board game and why people will enjoy playing it!

You will need a digital camera which can record film though you may be able to obtain some suitable images from ‘google images’:

and Microsoft clip art:



Have a look at the You Tube link for ideas:



If your teams’ effort is good enough, we may be able to get it posted onto the English Martyrs Geography website for students and teachers to see.

You can use the storyboard on the next page to plan your ideas about the text and images.

Remember to look back at the key words from the first section of .

Task 1: What is the hydrological (water) cycle?

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Advertising Movie Ideas

Task 1: What is the hydrological (water) cycle?

To check your understanding of the key terms you can use in your board game, complete the activities below:

The Hydrological Cycle and the Drainage Basin

Match the heads and tails

|Evaporation | |

| |evaporation from trees and plants |

|Transpiration | |

| |a surface that does not allow liquid to pass through it |

|Condensation | |

| |surface water soaks into soil |

|Precipitation | |

| |very slow flow occurs in rocks and feeds rivers and springs |

|Permeable | |

| |water vapour cools as it rises and forms clouds |

|Infiltration | |

| |clouds release water as rain, hail, sleet or snow |

|Impermeable | |

| |water is heated by the sun – becomes water vapour and rises. |

|Groundwater flow | |

| |a surface that allows liquid to pass through it |

Extension Task: Try to find the definitions for these extra hydrological cycle key words and use them in your board game.

|Key word |Definition |

|Interception | |

|Surface run-off | |

|Surface storage | |

|Infiltration | |

|Soil storage | |

|Throughflow | |

|Percolation | |

Now apply your understanding by completing the diagram below and the description, by placing the key words in the correct spaces (use the ‘Words to use box below).

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C______________ happens when invisible water vapour (gas) turns into liquid droplets which are visible as clouds. When clouds reach their dew point, ___________ falls from the sky as ______, ______, ______ or ______. Some of the water is intercepted by tree leaves and may return to the air by ___________; the rest of the water falls to the ground. This water may return to the air by _______________, or may flow over the ground straight away as surface run-off, especially if the ground is ________________; though if it is ______________, like soil, it may sink into the ground by ________. This water may slowly flow underneath the surface as _________ _______.

Words to use:

Groundwater flow Rain Condensation Snow Transpiration

Impermeable Infiltration Hail Permeable Sleet

Precipitation Evaporation Surface run-off

Task 2: Individual ideas

Use the ‘Individual Ideas Planning Sheets’ found on the following pages to think about the content, layout, choice of questions & answers, cards, counters & dice. This will be part of your assessed work to demonstrate your contribution to team planning discussions. You may wish to have a look at the websites below as a starting point.

When you have each recorded all of your ideas you will then need to share them and begin to decide on which ones you think will work best. You do not have to limit yourself to working on just the one sheet provided, if you need more space to express your thoughts then just use a spare sheet of paper and remember to attach it to your booklet.

Useful websites for research:

List of two-player & multi-player board games:



Hydrological cycle:





Have a look at the You Tube link for movie ideas:

Flooding facts:



|Key terms: |Key advertising ideas: (titles, logos, slogans) |

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|Key content: (question & answer ideas) |

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Individual Ideas

Individual Ideas: Board game design layout

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• Design a layout in the box below

Task 3: Final design

• You now need to discuss your initial ideas in your teams. The team leader must ensure that all members of the group share their ideas so that the final design will include ideas from all team members.

• Use the ‘Final Design’ sheets on the following pages to record your group decisions. This will allow each person to know exactly how they will be completing their roles in this project.

• Use the checklist below as a guide only – please feel free to add to this list.

|Task |Included?: |

|A name for the game | |

|A logo for the game | |

|Agreed layout for the game | |

|(including materials to be used) | |

|Agreed packaging for the game which includes: | |

|a brief outline of the game | |

|number of players | |

|age range and; | |

|basic instructions | |

|Agreed content for the game which includes: | |

|question & answer cards (depending on choice of game) | |

|counters (depending on choice of game) which will fit the layout of the board game | |

|dice | |

|detailed instructions (which are clear and can be followed without needing help) | |

|Agreed design and (persuasive) content for advertising campaign which should include at least one of the | |

|following | |

|(circle choice(s)): | |

|advertising leaflet / flyer | |

|advertising poster | |

|advertising jingle | |

|power point | |

|Movie (optional all team extension task) | |

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Final Design

|Key terms: |Key advertising ideas: (titles, logos, slogans) |

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|Key content: (question & answer ideas) |

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Final Design: Board game design layout

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• Design a layout in the box below

Water, Water Everywhere!

A board game for a

Watery World

Week two:

Deadlines: The following work must be completed in Week 2:

w/c 29th February 2016

You MUST: For Level 4

• Complete Task 4: Team game plan (pages 20-21) for the task I am responsible for: game building, contents, packaging or advertising.

• Complete Task 5: Assessment for learning (pages 22-23) with my group, playing and assessing ours and other teams’ board games.

• Complete Task 6: What does evaluation mean? (pages 24-25) including at least your strengths.

• Complete Task 7: The written report (page 26) including at least the MUST section.

You SHOULD also ....: For Level 5

• Complete Task 6: What does evaluation mean? including at least your strengths and weaknesses

• Complete Task 7: The written report including at least the MUST and SHOULD sections

You COULD also....: For Level 6

• Complete Task 6: What does evaluation mean? including your (S)trengths, (W)eaknesses, (O)pportunities and (T)hreats

• Complete Task 7: The written report including all sections

Task 4: Team game plan

During week 2, most of your time will be spent completing your individual roles for the task, ensuring that you do speak to other team members and the team leader to let them know of any problems and how these might be solved.

Role 1: Game board builder

You should have collected materials for the base of the board game and designed a game layout to fit on top.

You will need to make sure that your layout includes the exact contents and measurements that you have agreed as a team.

It may be a very good idea to show your board game layout to the person responsible for Role 2: Packaging, so that their box design fits the base of the board game.

Role 2: Packaging

Like Role 1: Game board builder, you should have collected materials that will fit the base of the board game and will be big enough to hold any other contents (counters, dice, instructions etc)

Check to make sure that the measurements are correct with the person responsible for Role 1: Game board builder.

Remember: On the box, you should include:

• a brief outline of the game

• number of players

• age range and;

• basic instructions

Like all good board games, this needs to be colourful and eye-catching.

Role 3: Content creator

Like Role 1: Game board builder, you should have collected materials that will fit the layout of the board game. You will need to make sure you have:

• question & answer cards (depending on choice of game) that are accurate and match the age-range for the game.

• counters (depending on choice of game) that are the right size and fit the layout of the board

• dice (depending on choice of game) – see your teacher for outline

• detailed instructions that are clear so that they can be followed by players without needing help.

Check with Role 1: Game board builder that these items are the correct size and measurements for the board.

Role 4: Advertiser

This role is crucial because you have to communicate to people the idea behind the game and why they should play it.

You will need to check with all of your other team members that the advert and its contents match the ideas behind the board game. It may be worth while e-mailing a draft copy of your advert to members in your group so that they can add any comments or suggestions.

Remember: Your advertising campaign must include at least one of the following options:

• advertising leaflet / flyer

• advertising poster

• advertising jingle

• power point

Use persuasive language using catchy wordplay and techniques such as alliteration e.g. ‘Wacky Water Cycle 4 Winners!’

You could organise the All Team Extension Task (see pages 9-10), to produce an advertising movie.

Task 5: Assessment for learning

How’s your game play?

You now need to evaluate the playability of your game; as well as those from other teams. This will help you write your report about the design of the game and the effectiveness of how your team worked together.

Use the bi-polar opinion surveys below to record your ideas. It will also be useful to add your teams overall opinion for each game to the team feedback sheet provided with each game.

Team name: ___________________________-

Game name: ___________________________.

| |5 |4 |3 |2 |1 | |

|Rules / Instructions: Clear | | | | | |Unclear |

|Board: Colourful & attractive | | | | | |Unattractive |

|Packaging: Colourful & attractive | | | | | |Unattractive |

|Understanding of questions / tasks: Excellent | | | | | |Poor |

|Advertising – buy this game?: Absolutely | | | | | |Absolutely not |

|Enjoyment of game: Excellent | | | | | |Poor |

|Score (Out of 30): (Higher score = better game) |

Suggestions for improvement?:________________________________

_______________________________________________________

Team name: ___________________________-

Game name: ___________________________.

| |5 |4 |3 |2 |1 | |

|Rules / Instructions: Clear | | | | | |Unclear |

|Board: Colourful & attractive | | | | | |Unattractive |

|Packaging: Colourful & attractive | | | | | |Unattractive |

|Understanding of questions / tasks: Excellent | | | | | |Poor |

|Advertising – buy this game?: Absolutely | | | | | |Absolutely not |

|Enjoyment of game: Excellent | | | | | |Poor |

|Score (Out of 30): (Higher score = better game) |

Suggestions for improvement?:________________________________

_______________________________________________________

Team name: ___________________________-

Game name: ___________________________.

| |5 |4 |3 |2 |1 | |

|Rules / Instructions: Clear | | | | | |Unclear |

|Board: Colourful & attractive | | | | | |Unattractive |

|Packaging: Colourful & attractive | | | | | |Unattractive |

|Understanding of questions / tasks: Excellent | | | | | |Poor |

|Advertising – buy this game?: Absolutely | | | | | |Absolutely not |

|Enjoyment of game: Excellent | | | | | |Poor |

|Score (Out of 30): (Higher score = better game) |

Suggestions for improvement?:________________________________

_______________________________________________________

Team name: ___________________________-

Game name: ___________________________.

| |5 |4 |3 |2 |1 | |

|Rules / Instructions: Clear | | | | | |Unclear |

|Board: Colourful & attractive | | | | | |Unattractive |

|Packaging: Colourful & attractive | | | | | |Unattractive |

|Understanding of questions / tasks: Excellent | | | | | |Poor |

|Advertising – buy this game?: Absolutely | | | | | |Absolutely not |

|Enjoyment of game: Excellent | | | | | |Poor |

|Score (Out of 30): (Higher score = better game) |

Suggestions for improvement?:________________________________

_______________________________________________________

Team name: ___________________________-

Game name: ___________________________.

| |5 |4 |3 |2 |1 | |

|Rules / Instructions: Clear | | | | | |Unclear |

|Board: Colourful & attractive | | | | | |Unattractive |

|Packaging: Colourful & attractive | | | | | |Unattractive |

|Understanding of questions / tasks: Excellent | | | | | |Poor |

|Advertising – buy this game?: Absolutely | | | | | |Absolutely not |

|Enjoyment of game: Excellent | | | | | |Poor |

|Score (Out of 30): (Higher score = better game) |

Suggestions for improvement?:________________________________

_______________________________________________________

Task 6: What does evaluation mean?

Evaluation means being able to look at:

- What you & your team did well?

- What didn’t work out & why?; and most importantly,

- What are you going to do differently next time?

In all subjects, to be able to evaluate is really important, if you are going to improve as a leaner and always achieve high marks.

To help you do this, you can work in your teams to complete a SWOT analysis – that is, for you to look at:

(S)trengths (what went well?)

(W)eaknesses (what problems did you come across?)

(O)pportunities (If you did it again, what will you do differently?)

(T)hreats (If you did it again, what problems might there still be?)

In your team, use the SWOT analysis table on the following page.

It includes key words to help you write a paragraph about the progress you have made as a team and individually.

SWOT Analysis

|Strengths |Weaknesses |

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|Keywords: teamwork, responsibilities, organisation, geographical questions, |Keywords: teamwork, responsibilities, organisation, geographical questions, |

|geographical key terms, presentation, planning, advertising, report writing |geographical key terms, presentation, planning, advertising, report writing |

|Opportunities |Threats |

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|Keywords: teamwork, responsibilities, organisation, geographical questions, |Keywords: teamwork, responsibilities, organisation, geographical questions, |

|geographical key terms, presentation, planning, advertising, research |geographical key terms, presentation, planning, advertising, research |

Task 7: The written report

Note: An individual report needs to be written by each team member about their role in the group.

To help you write your report the writing frame below hints at what to include and how to start your sentences. Use this guide as much or as little as you need to.

You MUST: For Level 4

1. The first stage in our homework project was to decide on group roles and responsibilities, we did this by…

2. Our group decided on a team name which was… and also a name for our board game, this was…, we agreed on these by…

3. My ideas for designing a board game were easy/hard to design and I thought overall they were…

4. As a team I think we worked well/not well together because…

You SHOULD also ....: For Level 5

5. Our final design was chosen by…, I agreed/disagreed with the

overall design because…

6. As a group we were good/poor at making decisions together, we did this mainly by…

7. I think learning to work as part of a team is a good skill because…

You COULD also....: For Level 6

8. The things we did very well as a team were…, the things we could have improved on as a team were…

9. If I could have changed something about our board game, it

might have been… because…

10. I enjoyed/did not enjoy the opportunity to be creative with my

ideas because…

11. In future, to improve the role I play in a group I will…

12. I enjoyed/did not enjoy the board game task because…

13. I think in future the task could be improved by…

Submission checklist:

All of the work you have completed now needs to be handed in to be marked. Please make sure that when handing in your work you put your name and form on all pieces of work, including the board game and packaging, which should have all group members’ names on. The checklist below is to make sure that you do not forget to hand anything in, check that you can tick off all of the following:

• Student booklet with all tasks completed including;

1. What is the hydrological cycle?

2. Individual Initial ideas

3. Final designs planning pages

4. Completed role responsibilities (board making or contents or packaging or advertising)

5. Game play evaluation sheet

6. SWOT analysis

7. Individual report (hand written or word processed)

All students will receive an individual effort grade and national curriculum level

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