Where the words are less important...

Categories: s1 and s2, Glaciation
Preparing for a fight with blocked url's tomorrow, but looking forward to trying out something. I have managed to book the computing room (no mean feat in my new school) for both S2 and S3 and plan to set an enquiry looking at sequences in landscape formation. I suppose this is, again, just a different way of telling a story. However, this time, the visual element of the story will be the most important part. Students in S3 will have a random pick for a feature of glacial deposition. I think one is enough to start and I also think the students needed a break from it, hence the reason we covered land uses and conflicts first. The activity will be a before and after, with the students task to fill the in between. I am going to offer the use of comic life or simple booklet (providing it's accessible) as the means of presentation. I love the look of simple booklet, and a student could supplement their explanation by embedding a range of other media. I very much doubt we'll be able to, but the bennetton flipbook would be nice as freehand additions can be made. I'm hoping that by turning landscapes into comic strips or moving flipbooks, we can make the task one which challenges while at the same time is enjoyable. There is the added challenge that students have to first research and break down the information on feature formation and put this into their own words. Failing this (although comic life is definitely on all the machines), Steve Bunce sent me a fantastic bundle of links to story telling ideas via Julian Wood. I'm planning on doing similar with S2, using a picture of the structure of the earth followed by a video of a violent volcanic eruption and asking how one is linked to the other.