UoL 2: Overview
‘Connecting to my place’ is a series of lessons which mostly take place in a wooded area, in the student’s local environment. Place-based learning is the main teaching approach supporting this unit. It encourages students to explore the natural heritage which surrounds them, with a focus on oak trees and how local ecosystems are vulnerable to the impacts of climate change.
This unit of learning can be taught in 4 lessons with an optional additional 3 lessons allocated at the end to carry out a related action (see student brief in lesson 4 for suggested ideas).
These lessons are 1-hour duration, allowing 10 minutes to walk to your chosen location. It is important to visit the site once in advance of this lesson. Depending on your class duration it may be helpful to book a double period or adapt the activities to suit your timeframe.
Students and teachers can co-create these lessons together by adapting this unit of learning to best suit your school location, for example for lesson 2 ‘oak tree bingo’ if there are no oak trees near your school, adapt lesson activities to suit other tree species. You could work on developing a resource to share with other schools as part of your students learning experience.
UoL 2: Lessons
|Lesson 1||Learning Outcomes:
MP 1 – Explore my local community and my local environment.
MP 2 – Experience physical and emotional connection to nature within my local outdoor environment.
|Activities / lesson links:|
|Lesson 2||Learning Outcomes:
MP3 – Reflect on how relationships with nature impact people’s wellbeing, both today and in the past.
MP7 – Identify my existing skills, knowledge and values how they contribute to my community and my world
2A. Oak Tree Bingo (30 mins)
+ Acorn collection (5 mins)
2B. SitSpot+Silent Walk (15mins)
|Lesson 3||Learning Outcomes:
MP8 – Demonstrate being responsible and ethical in using resources.
TA2 – Identify practical skills needed for sustainable living now and in the future.
3. Acorn planting(1 hour)
|Lesson 4||Learning Outcomes:
JOE 5 – Analyse critically, ideas, assumptions and reliability of sources in order to differentiate between effective and superficial solutions to climate injustice and/or biodiversity loss.
GJ 3 – Discuss, with evidence, what are the possible root causes of climate change, biodiversity loss and one at least one other sustainability issue.
Machine Design (5 mins)
Fishbone (20 mins)
Walking debate (25 mins)
Student Action Brief (10 mins)
4C. Handout 1
4D. Handout 2
|Lesson 5/6 /7
TA5 – Design communication for different audiences; including families, school, local community members and online communities.
TA7 – Design and conduct collective action in groups that addresses a root cause of a local / global sustainability issue (this includes demonstrating a specific skill needed to carry out the action).
(+ PowerPoint from Lesson 4)
UoL 2: How to use these resources
There are 4 structured lessons, each with a ‘Teacher Notes’ word document file, which will open as a separate file when you click on the link. For some lessons there will be an accompanying PowerPoint to show to your students and handouts to photocopy in advance. Lessons 5 / 6 / 7 are optional and for you to co-create with your students.
Read the ‘Teacher Notes’ in advance to prepare and guide you through each lesson.
Where ‘Activity’ is written in blue on the top of a PowerPoint slide, there is a detailed explanation of what to do in your ‘Teacher Notes’.
Some activities will require materials such as ropes or blindfolds for example for sensory work outdoors or a photocopied handout, you can find details of all materials required in each of the word document lesson plans.
These resources are intentionally shared in a format so they can be edited and adapted to suit your school. Please credit original sources when adapting and if sharing with others.