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Writing Activity and Assessment

Here we will be discussing a task we have developed based on persuasive writing techniques. This task will tie together the themes in this Interdisciplinary Topic and encourage children to take action and get involved. 

Main Task

The task involves the children writing persuasive letters which may be sent to companies or people of the children’s choice. These may include: Scottish Gas, BP, Exxon,Chevron, The Local Council, The head teacher, or any others the children come up with. The letters may also be displayed on the school website for parents/carers to access. 

Before setting children off on task you should discuss the features of a persuasive letter as a class as well as reasons for sending one. The teacher may also demonstrate the writing of a persuasive letter, particularly if the class is new to this style of writing. 

You may also come up with a persuasive language word bank as a class before beginning to write. 

Differentiation

I terms of differentiation, varying levels of writing frames may be offered in order to support the child in their writing. The child should have the opportunity to choose the appropriate support for them, including the option of independent writing. 

Here is an example of a writing frame, this can be edited in accordance to your class’ needs. 

Assessment

The corresponding E&O’s on the Education Scotland website are as follows: 

I am learning to use language and style in a way which engages and/or influences my reader. ENG 2.27a

I can persuade, argue, explore issues or express an opinion using relevant supporting detail and/or evidence. LIT 2-29a

During assessment you should be looking for:

-Children to use their knowledge from texts and class discussion in order to form full, supported opinions and arguments. 

-Children to use a formal written letter layout.

-Children to use appropriate and persuasive language and literary techniques in their writing. 

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Joint/Guided Activity: Scaffolding

This post describes ways in which we can explore the texts. Again, we have chosen to focus on the book:

The Down to Earth Guide to Global Warming – Laurie David and Cambria Gordon.

An example of a joint activity that you would use with children to allow them to explore the text:

With the class, use a mind map on the whiteboard to discuss what the children already know about global warming and the effects it is having on the environment. The children can come up to the board and add their points to a new mind map.

In groups give the children a chapter of the book each, using the text as a resource, ask the children to draw out the parts that they find most important when reading about Global Warming. Ensure each child is taking turns with being the scribe; perhaps the teacher can use a timer to ensure everyone has a role.  Once the teacher feels the class have had sufficient time to find their points, the teacher will ask the children to come back together and write their most important points onto the mind map, with the teacher prompting a discussion of each point. The end result will be a mind map full of facts about Global Warning, the children can discuss the outcome and use effective questioning and dialogue to gage the classes knowledge of the subject so far.

The task involves reading strategies such as skimming and scanning in order to find the best information. It also involved the children alternating being the scribe, children who require additional support with writing can be supported by a peer/learning support and the class teacher. The use of computers is available for those that have trouble writing and would prefer to type instead. The children as a plenary will explore the mind map they started with to the mind map they have finished with. Highlighting how informative non-fiction texts can be.

This task supplies the teacher with the freedom to move onto any activity, as the children will now have a solid base knowledge of Global Warming.

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Modelling of the Text

Here we are demonstrating how one of the suggested texts may be used in the classroom. For this we have chosen to look more closely at the book: 

Down to Earth Guide to Global Learning, Lauri David, Cambria Gordon.

The book captures the interest of older children and teens, using humour and visuals to convey information about the most important environmental issues in the world today.

“When you get too hot at night you might throw off the covers and when the cooler air hits your legs and body you feel refreshed and cool. Well, this is the same thing our planet is experiencing. A blanket of green house gases is surrounding our one home, but the earth can’t just toss off the blanket to cool off. That is global warming!”

The last chapter of the book discusses how the children can get involved in order to help reduce Global Warming.  Highlighting small things children can do that will have a big impact: changing out light bulbs, unplugging appliances, using reusable bags etc.  The book then goes on to discuss some other ways to help that might be more within mom and dad’s ability to change for the time being such as driving a hybrid car, using bio diesel, using ethanol, using solar energy or wind power, etc. This section is followed by information on sustainable careers!

How can the text be used?

-  The use of different fonts/colours/visuals and the effect this has on the readers.

-  The use of graphs/statistics – what does this do to the text? Factual/non-fiction discussion. This could then move onto discussion of fact/opinion and how we can tell whether a sentence in the book is an opinion or fact.

-   How does the use of sub-headings and bullet points affect the way you read the book?

-   Using the suggestion reading in the back of the book, can you find 3 more facts/points about Global Warming you didn’t already know?

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Trips and Organisations

Glasgow Science Centre

WaterWorks (Sep 2015 & Mar 2016) (P4 - S2)

Pupils will explore the murky world of water science in this hands-on investigation. Construct a filter that will provide us with clearer water.

 Future Fuels (Dec 2015, Jan 2016 & Apr 2016) (P4 - S2)

Join us on an exciting mission to explore how we could power transport in the future! 

More information can be found here.

 Dynamic Earth

Dynamic Earth provide a workshop for P5-7 pupils on climate change. Covering social studies, science, technology and literacy outcomes, it enables pupils to investigate possible global consequences of climate change over the next 50 years.

More information can be found here. 

 Organisations to contact

 Eco-schools Scotland – eco-schools challenge

http://www.keepscotlandbeautiful.org/sustainable-development-education/eco-schools

Adaptation Scotland – offers advice and support

http://www.adaptationscotland.org.uk/12/175/0/Colmonell-primary-school.aspx

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Texts to Consider

The Great Kapok Tree: A Tale of the Amazon Rain Forest

 Cherry, L. (2000) The Great Kapok Tree: A Tale of the Amazon Rain Forest. Orlando: Voyager Books.

David Attenborough: The Truth About Climate Change

 Carbon Control, (2013) David Attenborough: The Truth About Climate Change (BBC - Part 1). (video online) Available at: https://www.youtube.com/watch?v=2JmrmwIyhAE (last accessed 11.11.15).

 Carbon Control, (2013) David Attenborough: The Truth About Climate Change (BBC - Part 2). (video online) Available at: https://www.youtube.com/watch?v=HK47Pnx46rM (last accessed 11.11.15).

Programme also available to purchase here. 

The Down to Earth Guide to Global Warming 

David, L and Gordon, C. (2007) The down to earth guide to Global Warming. USA: Scholastic

Extract from “The last Rainbow: A Serious Pantomime”

up4itmusic (2013) The Last Rainbow A Serious Pantomime at http://www.up4itmusic.com/Rainbow%20page%201.pdf (last accessed 11.11.15)

Online Live Emissions Statistic Website

Breathing Earth (online) The Breathing Earth simulation at http://www.breathingearth.net/  (last accessed 11.11.15)

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In relation to policy...

This topic encourages children in the upper school to develop their understanding about global warming, with specific focus on it’s impact on living things and the environment. Throughout the topic, we encourage children to make active changes such as signing up to Scotland’s climate change pledge for communities. 

This relates to the principles and practices - global warming is relevant, provides a real life context which children would hopefully enjoy. It will also provide opportunities to  build upon children’s own experiences. "Every teacher in each area of the curriculum needs to find opportunities to encourage young people to explain their thinking, debate their ideas and read and write at a level which will help them to develop their language skills further." (Literacy across Learning curriculum guidance for teachers and curriculum planners, Scottish Government, 2 April 2009). Global warming is debated in society and the texts should provide children to develop their knowledge and thus consider/form their on viewpoint on the issue. It also allows children to immerse themselves in different types of fiction and non fiction texts, helping them understand genre and how they are used in real life.