Earth As An Island

2022-2028
Earth as an Island
Physical Geography
fieldworkeducation.com/curriculums/primary-years
Earth as an Island
Contents
Contents 2
Basic Information 4
Timings 10
Learning Goals 12
The Entry Point 16
Knowledge Harvest 17
Explaining The Theme 19
Art Learning Goals 20
Art Task 1 21
Art Task 2 23
Art Task 3 26
Geography Learning Goals 28
Geography Task 1 29
Geography Task 2 33
Geography Task 3 36
Geography Task 4 39
Geography Task 5 42
Geography Task 6 45
Geography Task 7 48
Geography Task 8 51
International Learning Goals 53
International Task 1 54
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Earth as an Island
International Extension Task 68
Music Learning Goals 69
Music Task 1 70
Music Task 2 73
Physical Education Learning Goals 75
Physical Education Task 1 76
Design, Technology and Innovation Learning Goals 84
Design, Technology and Innovation Task 1 85
Design, Technology and Innovation Extension Task 97
The Exit Point 99
Resources 101
Glossary 103
The Big Picture 106
Assessment for Improving Learning 108
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Earth as an Island
Basic Information
Unit Summary
What impact have humans had on the world’s islands? We will be learning about how islands, often once
isolated places, have become increasingly part of the global community. How has this changed their
culture, geographical features and ecosystems? As we go island hopping, we will need to be geographers,
designers and artists who are internationally minded and globally competent.
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Earth as an Island
Introduction
The IPC has been developed to support teachers with the aim of improving learning through the
provision of internationally researched curriculum materials and engaging units of learning.
Central to the International Curriculum is the belief in, and commitment to, the holistic development of
learners through enjoyable Subject, Personal and International Learning that prepares them for
opportunities and challenges now and in the future.
Through the International Curriculum, which supports teachers and leaders, learners are encouraged to be
globally competent, future ready, socially conscious and motivated to positively contribute within a local
and/or global context.
Planning with IPC thematic units
To improve learning most effectively through the IPC thematic units we recommend that teachers create
a medium-term plan. All tasks provided in IPC thematic units, including Entry Points and Exit Points, can
be adapted to best suit local contexts. If changes are made to tasks within the thematic units, the same
Learning Goals, as provided in the original tasks, should be covered to maintain the integrity of the route
plan. (For more information refer to the planning documents in the IPC Implementation Guide and on
MyFieldwork).
Assessment for Improving Learning opportunities
Opportunities to assess learners’ progress with Key Skills exist throughout this thematic unit, indicated by
this symbol and bold text. There are teachers’ and children’s rubrics, as well as Learning Advice, in the
IPC Assessment for Improving Learning toolkit that should be used to support Key Skills progression. We
recommend that only 1 Key Skill is assessed within any task. Assessment is multifaceted and may
include:
Self-assessment against the rubrics, exemplars or co-created success criteria.
Peer-assessment and feedback using the rubrics.
Teacher assessment using the rubrics, exemplars or co-created success criteria.
The school’s route plan:
Indicates the Key Skills in each unit, from this you can identify which will be practiced and which will
be assessed at different points in the Milepost.
Reveals which other units on the same theme learners will be engaging with.
When reading the thematic unit, consider the following:
Availability of resources - do you have access to a local resource that would enhance the learning?
Learners’ previous experience – which other units on the same theme have learners completed?
Which agreed classroom approaches can be applied?
Which Language Arts and Mathematics links will you aim to include?
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Earth as an Island
How will you approach the learning related to the ICT links?
Who has responsibility for teaching which subjects?
Is there a whole school/Milepost focus on specific Personal Learning Goals?
Steps to create your medium-term plan:
Collaborate with any colleagues who have responsibility for specific subjects.
Collate the rubrics/Learning Advice from the Assessment for Improving Learning toolkit for the unit.
Collect all necessary resources.
Book any fieldtrips and/or invite visitors/experts to the school.
Include differentiation for challenge and choice remembering that challenge is not just extending
learners but considering accessibility for those with particular needs.
Edit the letter for parents provided on MyFieldwork.
After the Knowledge Harvest:
Review your planning, does anything need more/less time based on what you found out about
learners during the Knowledge Harvest?
Are any changes to differentiation needed based on the information gathered in the Knowledge
Harvest?
Learning Goals
All learning in the IPC is structure around clearly defined Subject, Personal, and International
Learning Goals that detail the learning children will undertake as they progress through the three
mileposts of the IPC.
Knowledge, Skills and Understanding
Differentiating between Knowledge, Skills and Understanding is crucial to the development of children’s
learning; each having its own distinct characteristics that impact on how each is planned for, learned,
taught and assessed. Learning Goals in the IPC specifically address Knowledge, Skills or Understanding,
(with the exception of the Personal Learning Goals).
The Subject Learning Goals (10 academic subjects, including International) are statements of
what children should ‘know’, ‘be able to do’ or develop an ‘understanding’ of for each IPC milepost. The
IPC also provides Personal Learning Goals, which follow the structure ‘To be _________ I aim to
_____________’.
The Process to Facilitate Learning
The units of learning provide practical activities which teachers can use in the classroom, plus
a wealth of other supportive information. Each unit is structured to make sure that children’s learning
experiences are as stimulating as possible.
All the units follow the same Process to Facilitate Learning as described below.
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Earth as an Island
Entry Point
The Entry Point is an activity for children that begins each unit of learning and provides
an exciting introduction to the learning that is to follow. Entry Points could just take one hour or the
whole allocation for IPC in the initial week, if, for example, the Entry Point is a field trip. The Entry Point
is designed to activate schemata (learners’ previous knowledge and experiences), as well as excite
learners for the coming unit.
Knowledge Harvest
The Knowledge Harvest is designed to take place in the early stages of each unit and provides an
opportunity for children to reveal what they already know about the themes they are studying. This bank
of knowledge can then be added to, developed and even challenged by the teacher, throughout the
course of the unit.
Explaining the Theme
Explaining the Theme aims to prepare learners by helping them see how this unit connects with other
units of learning, how this unit might build on previous learning and what connections between subjects
will be made in this unit of learning.
Research, Record and Reflect
Each IPC unit has a number of activities that require learners to Research, Record and Reflect on their
learning.
Research
IPC research activities have been designed to be experiential and exploratory. During Research activities,
learners use a variety of methods and may work collaboratively in groups or individually to find out a
range of information.
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Earth as an Island
Record
Recording activities are designed to encourage children to think about, process and interpret the
information they have researched. Teachers can provide choice, allowing learners to further develop their
own strengths and interests, as well as offering and supporting challenge through differentiation.
Reflect
To complete the Research, Record, Reflect mini-cycle, learners are encouraged to consider and discuss
reflections on their learning. This reflection is guided by questions designed to meet a variety of
purposes, at least one question is provided for each task.
Reflective questions support learners with:
Making connections with other subjects and Personal or International learning
Developing metacognition – awareness of how they learn
Planning next steps in their own learning
Identifying what they would like to know, understand and be able to do
Exploring the significance/importance of learning
Giving feedback to teachers e.g. Exit cards
Using the rubrics and Learning Advice for self and peer assessment
Thinking about Personal Learning Goals – learning about and learning to be.
Exit Point
The Exit Point has two main purposes. Firstly, to help children pull together their learning from the
different subjects in the unit and secondly, to celebrate the learning that has taken place.
The IPC community would love to see examples of teaching and learning from a variety of IPC schools, in
any subject, at any stage in the unit of learning. Please share your examples of learning with the IPC via
Pinboard on MyFieldwork to support the wider IPC community.
Disclaimer
The IPC is not responsible for the content of websites or videos listed in this unit. We cannot guarantee
nor accept any liability for the content or links of any websites or videos featured in this unit. For
safeguarding purposes, all websites and videos must be checked before being used in the classroom.
Many of the links will feature advertising, some of which may not be age appropriate, and steps should be
taken when planning tasks to reduce the risk of exposure to unsuitable images or text.
The websites and videos listed in this unit are not under the control of the IPC. We have no control over
the nature, content and availability of those websites and videos. The inclusion of links to any websites or
videos does not imply a recommendation of, or endorse the views expressed within, those websites and
videos.
The IPC takes no responsibility for, and will not be liable for, any website or video becoming unavailable
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Earth as an Island
anywhere in the world.
If you find a link that does not function or no longer meets the intended resource need, please
email members@fieldworkeducation.com stating the unit title, subject, task and link.
Due to the increase in advertising in online sources you may wish to explore a viewing platform to
reduce the risk of inappropriate content. Two such platforms are Videolink and Pure.
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Timings
This unit of work is intended to last about 6 weeks.
The following suggested timings are approximate guides and are dependent on each school's individual
context.
No of Hours No of Weeks
Entry Point, Knowledge Harvest, Explain the Theme 4 0.5
Art 4 0.5
Geography 12 1.5
International 6 0.75
Music 4 0.5
Physical Education 4 0.5
Design, Technology and Innovation 8 1
Exit Point 6 0.75
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Earth as an Island
Links to other IPC2020 subjects
Language Arts and Mathematics
Learning Goals are included at the end of relevant task sections. These may be goals that are part of
doing the task as designed or through an extension to the subject learning.
Language Arts Learning Goals can be applicable to any language learned in school, used in the
community or at home. The suggested link activities can be approached in a variety of ways to connect
subject learning in the IPC thematic unit to different languages and also to encourage the application of
language skills to the IPC units.
For a home learning extension task carried out in the home language
By the additional language teacher
In the language of instruction.
These may include repeating the task in a different language to promote retention of knowledge referred
to, developing understanding of subject content through multilingual opportunities and further
developing language skills.
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Earth as an Island
Learning Goals
Art Learning Goals
Children will:
3.01 Be able to plan, create and refine an original work of art to express ideas, thoughts, emotions
and/or views of the world
3.02 Be able to demonstrate improvement when using a broad range of techniques
3.05 Understand that the inspiration for the creative process can come from a variety of sources
3.06 Be able to experiment with and manipulate a variety of materials, techniques and technologies
for a particular purpose
3.08 Know about the elements of art
3.11 Understand how art can influence and inspire new works
Geography Learning Goals

Children will:
3.01 Be able to create maps and plans using symbols and a legend
3.02 Be able to use and interpret globes, images and maps including identifying differences in
scale, including digital maps
3.03 Be able to collect data using a variety of research tools and instruments
3.04 Be able to interpret data in order to draw conclusions
3.05 Be able to evaluate research tools and instruments, identifying their limitations and suggesting
improvements
3.06 Know that the weather and climatic conditions in places is influenced by different geographical
factors
3.07 Understand that weather and climatic conditions bring both threats and opportunities including
those of an economic nature
3.08 Know different natural geographical processes (including non-tectonic) which cause the
landscape to change
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Earth as an Island
3.10 Understand that the impact of changes caused by natural geographical processes can be
reduced
3.11 Be able to name and describe geographical features of the earth
3.12 Know how different environments drive different types of economic activity
3.13 Be able to identify geographical issues caused by the imbalance between production and
consumption
3.14 Understand the role different organisations play in improving the quality of life for people in
different places
International Learning Goals

Children will:
3.06 Understand how the decisions made in one country can impact on the lives of people in another
3.07 Be able to reflect on and evaluate the impact of personal or collective action that they have
taken in response to a local or global issue
3.08 Be able to use tools, such as graphic organisers to analyze global events and/or issues
3.10 Understand the 'power of one' in responding to local and global issues
3.12 Know about international organisations
Music Learning Goals

Children will:
3.10 Be able to discuss musical elements and the effects that they create
3.11 Know the classifications of families and the instruments attributed to them
3.13 Understand that there are features and conventions most associated with particular styles and
genres
3.15 Understand that music can be linked to cultural identity
Physical Education Learning Goals

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Earth as an Island
Children will:
3.01 Be able to create sequences of aesthetic movement individually, in pairs and in groups
3.02 Be able to use movement as a means of expression and communication
3.04 Understand that there are different types of warm ups/cool downs that are suitable for different
activities
3.05 Understand how physical activity impacts the body and mind/emotions
3.06 Know the importance of variety in developing a healthy lifestyle
3.12 Understand that roles within games have certain responsibilities but are also bound by
rules/conventions
3.15 Be able to fulfill different roles in various team games
3.16 Be able to demonstrate sportspersonship
Design, Technology and Innovation Learning Goals

Children will:
3.01 Know that there can be a tension between aesthetics and function and both should be
considered in the design process
3.02 Be able to define the criteria that would meet the needs and wants of a client or
context/situation
3.03 Be able to generate a range of designs including component parts
3.04 Be able to rank ideas according to how well they meet the identified needs and wants
3.07 Be able to produce a step by step plan for production
3.08 Be able to select appropriate tools and techniques to make a product
3.09 Know how to avoid and reduce risks associated with using tools and sharing spaces
3.11 Understand that the design of products is impacted by issues of sustainability
3.13 Be able to design products taking inspiration from many different sources
3.15 Be able to make a dish considering taste, nutrition and aesthetics.
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Earth as an Island
ICT & Computing Opportunities
This table shows opportunities to integrate ICT Learning Goals into subject tasks.
Task Goals
Art Task 1 3.09
Art Task 3 3.09
Geography Task 1 3.09, 3.14
Geography Task 2 3.09, 3.10
Geography Task 4 3.09, 3.10, 3.12, 3.13, 3.21
Geography Task 7 3.09
Geography Task 8 3.09
Music Task 2 3.15, 3.21
Technology Task 2 3.09, 3.11
Technology Task 4 3.09
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Earth as an Island
The Entry Point
Tell the children we are going to be learning about islands. Ask them: what is an island? Discuss and
come up with a definition agreed by the children.
Get them to write down the answer to this question: which country on Earth has the most islands, and
how many do you think it has? Reassure them that they can just have a guess. Compare answers. Was
anyone close to the actual number?
In 2018, it was Sweden with almost 222,000 – see link below for more information.
https://www.statista.com/chart/15364/the-estimated-number-of-islands-by-country/
There are many, many more questions we could ask about islands. Do we know the largest island on
Earth? The smallest? The island with the highest mountain? With the biggest variety of animal species?
What is a desert island? Which island has the biggest population? Which islands are made by humans?
How many islands are uninhabited – not lived on by humans? How are islands formed?
Do a quick islands quiz together as a class, for example:
https://www.wanderlust.co.uk/content/islands-of-the-world-trivia-quiz/ A photography-based quiz about
islands.
Ask the children to create a quiz of their own about islands. Think about setting a minimum and maximum
number of questions – they are aiming for quality questions that challenge and are clearly worded.
The children can produce their quiz however they choose, but it must contain the answers to their
questions. They could produce a poster with the answers hidden under moveable flaps. They could use
technology such as Kahoot, Quizziz, Peardeck or Google Forms. They could produce a series of question
cards like in a board game with the answers on the reverse.
Children should be encouraged to use any geographical terms that they already know.
Once the quizzes are finished, hold a Gallery Walk where children go around the classroom and try each
other’s quizzes. Willing members of the school community could also be challenged to take part.
For challenge and choice, children can reflect on their quiz to make improvements: are their questions
unique? Can they think of more unusual questions than their classmates so they are trickier to answer? If
everyone uses the first fact that they find from a search engine then they’re all going to know the
answer…
After the Entry Point, the children could take their quizzes home to introduce their new IPC topic to their
family.
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Earth as an Island
Knowledge Harvest
What impact have humans had on the world’s islands? This is the focus for the unit and the aim of this
session is to explore the children’s initial ideas. This may vary considerably depending on the children’s
life experiences and prior knowledge of different islands.
Begin by displaying the question on a large piece of paper and ask children to write their initial thoughts
around it. Have several children read out the thoughts that others have written. They can use any
knowledge that they gained in the Entry Point to help them.
Next, explain to the children that they will be given statements and they have to place them somewhere
along a continuum from ‘agree’ to ’ disagree’. They must then justify why they have placed the statement
in that position.
Statements could include the following:

All islands are the same.
Tourism – having lots of visitors – is positive for islands.
Most islands are a tropical paradise.
It is good that fewer islands are now “cut off” from the world thanks to better communications.
Some islands would be better off if explorers from other nations had never found them.
I can explain a serious challenge that many islands are facing today.
The task could be done on paper, with children in groups or individually placing sticky notes along the
continuum. Or you could create a human continuum, with children standing on a physical line on the floor
and moving themselves for every statement.
Ask children to justify their choices. Once the children have listened to a few opinions, does anyone want
to change their position on the continuum? Can anyone persuade a fellow learner to move their position?
Home-learning opportunity: You could ask children to find out one new piece of knowledge about an
island in the world, which you could include on an 'Our island facts' display as part of the IPC unit display.
Reviewing the Knowledge Harvest - Hints for teachers
Are children aware of the many different types of islands that exist, including islands used as prisons or
islands that have been artificially created?
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Earth as an Island
Have children considered how location affects each island? For example, climate can greatly shape island
life.
Do children understand that an islander’s world was much smaller in the past, before globalisation? Or do
they assume that the world has always been this interconnected?
What might need to change in your planning due to what you found out about learners during the
Knowledge Harvest? What new vocabulary will you need to introduce?
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Earth as an Island
Explaining The Theme
In Art, we’ll be learning about:
Different techniques to represent islands artistically
How artists get inspiration from the shape of the land
Printing techniques.
In Geography, we’ll be learning about:
Geographical terms to name and describe features of islands
How island cities have developed over time
How changes on earth are causing issues for island communities
How development of islands is causing issues for island communities
Challenges when relocating island populations
How maps are organised
The climates on different islands and how this impacts life there.
In International, we’ll be learning about:
The Sustainable Development Goals
How our daily actions contribute to global issues
How plastic in the ocean causes problems on islands
How we can advocate for positive change.
In Music, we’ll be learning about:
The features of different genres of island music
What makes each island's music unique?
In Physical Education, we’ll be learning about:
Creating dance routines to move to island music
Orienteering and physical navigation challenges.
In Design, Technology and Innovation, we’ll be learning about:
The main food groups and healthy eating
Designing a menu based on island cuisine
Staying safe while preparing and cooking food.
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Art Learning Goals
Children will:
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Earth as an Island
Art Task 1
Learning Goals
Research activity
The children are going to use sketching techniques to draw a bird’s-eye view of an island - that is a view
from a high angle, as if seen by a bird in flight. Review the children’s understanding of a bird’s-eye view
using Think, Pair, Share, Harvard’s Project Zero explains this learning strategy.
First, the children need to select an image of an island to sketch. They will need to decide on search
terms to find suitable images. If they are not sure they could type “bird’s-eye view island” to find a variety
of images. Alternatively, this site might prove useful inspiration:
https://www.architecturaldigest.com/gallery/aerial-photography-islands
Architectural Digest gives a bird’s-eye view of eight islands.
Explain to the children that they can use a variety of pencil sketching techniques to achieve different
effects on their island. These websites give a useful overview:
https://www.artdrawingsketch.com/shading-techniques-a-complete-guide-to-pencil-shading/
Art Drawing Sketch discusses grip, type of pencil and techniques including hatching, cross-hatching and
stippling.
https://www.youtube.com/watch?v=BVWA6VP-swQ&t=249s
RTIFEX’s video gives his favourite 8 techniques and tips on how to pick the best one, plus a range of ways
to blend or smudge.
(To restrict inappropriate content that may be on YouTube, follow these instructions: 1. Go to the account icon. 2. Click 'Restricted Mode'. 3.
In the dialog box that appears, toggle 'restricted mode' to 'on' or 'off'.)
Encourage the children to practise the techniques on scrap paper or in their art sketch books if they have
them. They should try the different effects with pencils, charcoal and colour pencils and crayons. They
can experiment with making dark and lighter shades and how to make their shapes look three-
dimensional. They should then match the techniques to different parts of the island picture that they are
going to turn into a sketch.
Ask the children to turn to a partner and explain which techniques they have chosen to use in their island
sketching and why.
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Earth as an Island
ICT link: 3.09 Be able to frame search terms for effective gathering and interrogating of information
Recording activity
Children should be given time to do a series of quick sketches of their selected island image. By
repeating sketches of the same island, the children can practise and develop their sketching skills, as well
as evaluating which techniques and materials give the best results.
Encourage the children not to focus on their mistakes - there shouldn’t be any erasers available. And you
may wish to set a fixed time limit for each sketch to encourage the children to capture the overall image
quickly. Always stress the importance of constantly looking back at the image they are trying to recreate.
Once the children have a series of sketches, ask them to select one that they would like to share with the
class. Display this so the class can look at each other’s sketches.
Encourage the children to identify the different techniques used in the artworks. Which ones were the
most effective? Were some techniques more suited to different types of land/sea? Did you prefer to use
some sketching techniques more than others and why?
Reflection
Ask them to return to their own sketches and note:
One thing that they felt they did well.
One thing that they could improve.
Personal Goals
Adaptable - 3.01 approach all tasks across all subjects with an open mind
Communicator - 3.12 think carefully before speaking in order to be considerate of others.
Resilient - 3.25 apply myself to practising things I need to get better at
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Art Task 2
Learning Goals
Research activity
In Geography Task 1, we will look at contour lines - lines on a map that join points of equal height above
sea level. For this art task, we are going to use contour lines as inspiration for an island lino print. (The
images may be quite abstract.)
If you type “3D contour model geography children” into a search engine, you will find images of three-
dimensional art projects based on interpreting contour lines. Prepare a selection and show these to the
children. Do they know what the creations are based on? Explain how the different layers of contour lines
combine to make a three-dimensional model.
Now ask them to imagine that model as seen from above - they would just see the ‘loops’ of the contour
lines, like they would on a map. This is what they are going to recreate in their print.
Realistic topographic maps use contour lines to show different elevations, as with these examples on
ResearchGate:
https://www.researchgate.net/figure/Topographic-map-of-the-island-of-Hawaii-showing-the-five-shield-
volcanoes-that-form-the_fig1_242094721
A topographic map showing Hawaiian volcanoes.
https://www.researchgate.net/figure/Topographic-maps-of-Jebel-at-Tair-Island-with-20-m-contour-lines-
from-a-interpolated-SRTM_fig2_281580113
A topographic map of Jebel at Tair island.
But contour lines can also inspire more abstract art. Type “topography art” into a search engine for images
of different examples to show the children. Or study these:
https://society6.com/product/topographic-abstract-sage_print?sku=s6-14238337p4a1v45
A topographic print by CoastL Studio.
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Earth as an Island
https://www.dreamstime.com/abstract-black-white-topographic-contours-lines-mountains-topography-
map-art-curve-drawing-vector-illustration-image143683298
A black and pink print on Dreamstime.
Explain to the children that art does not always attempt to represent real life, but can seek to interpret
and represent using shapes, colours and textures that are not true to life.
Encourage children to make simple line drawings as a template for their print. They can study the island
images used in Art Task 1 for inspiration. Discuss how the image they create will be a negative of the
image on the Styrofoam. Can they imagine what the print will look like?
Recording activity
To make the print, display the instructions below. A printing block is easily created with Styrofoam and a
blunt pencil to carve out the path of the contours. You can also use lino, but more care must be taken
when making a lino print because of the sharp tools needed.
Provide each learner with a square block to start from.
1. Use a blunt pencil to ‘etch’ or ‘engrave’ your design into the Styrofoam, remembering that the
printed result will be the opposite of how you draw it.
2. Choose a colour of paint and place a small teaspoon-sized amount onto a flat surface such as a
board.
3. Use the roller to spread the paint along the board, creating an even layer.
4. Roll the roller onto the design in your Styrofoam card. Be sure to press firmly and ink the entire
plate. Work quickly so that the paint doesn’t dry.
5. Once the paint is evenly coated on your Styrofoam plate, place it on top of a blank sheet of
paper.
6. Use your fingers to smooth the Styrofoam plate firmly on the paper, ensuring that the paint
sticks properly.
7. Lift your Styrofoam plate up slowly and carefully to reveal the print underneath.
8. The children could wipe the plate down and use different colours of paint (and paper) to create
a series of images.
Due to the technique of printing being quite rapid, it is important to have a lot of space for artworks to be
allowed to dry. If you do not have access to drying racks, it is a good idea to put strings up in the class and
have lots of pegs available to hang them to dry. You may wish to arrange the class so that children can
visit tables with specific paint colours on rather than providing all paint colours for every table.
The children can select a few of their prints to display as a set. This could be in a line, or a square with
four images, or a rectangle with six. They can decide the order and arrangement of the prints such as all
in the same orientation or orientated differently. They should seek feedback from their peers on both the
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Earth as an Island
selection and arrangement before sticking them together ready for display.
For challenge and choice, the children may consider using a reduction lino print technique to add a
second colour to their print:
1. Create a print with the steps above.
2. Carve away more detail from the Styrofoam plate.
3. Cover the plate in a second (usually darker) colour of paint.
4. Print the plate directly on top of the first print to create a layered effect.
Note: the children will be unable to reverse any changes to their Styrofoam plate so ensure they have
completely finished the initial task before moving onto the challenge.
This video clip shows the reduction lino print process clearly:
https://www.youtube.com/watch?v=hNWVCpHDVfk
Two-colour lino cut print demonstration by Art Soup.
Reflection
Display the seven elements of art – you can find posters online or use the summary provided in Art Task
1, Houses and Homes, MP2.
Which elements of art were more evident in the first task?
Which elements were more of a focus in the second task?
Which island representation do you prefer? Why?
Personal Goals
Thinker - 3.40 extend learning through making connections
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Earth as an Island
Art Task 3
Learning Goals
Research activity
Explain to the children that this task builds on their use of contour lines in Art Task 2. However, this time
they will create a piece of three-dimensional art.
Ask the children to research contour lines of volcanoes. How would they draw them as a line sketch?
Discuss how the outer/lower contour line is the largest, and all subsequent lines inside that one are
gradually becoming smaller. The lines are unlikely to be consistent in shape.
Show the children the images on this website as an example of what they are going to create:
https://www.artroomprojects.com/884688365675
Art Room Projects shows the topography-inspired models.
Recording activity
1. Choose a selection of differently coloured cards. You may choose clashing colours, or different
shades of the same colour.
2. Draw a large base contour, making sure it is an interesting shape. (They can refer to the volcano
contour lines they researched for inspiration.)
3. Cut the first contour out and then draw around it on a new piece of card.
4. Cut this second piece out but 1cm inside the line to make it smaller than the original.
5. Repeat this step five or six times until you have all your contours.
6. Use small pieces of foam board and stick these between each layer to give the three-
dimensional effect.
For challenge and choice, the children might try to create a model with more than one peak. They might
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Earth as an Island
vary the size of the different layers - changing the ‘1cm’ measurement in the original instructions.
Reflection
The process of creating your three-dimensional piece will have resulted in various 1cm outlines being cut
from the card.
Can you think of a creative way to use these pieces to avoid them becoming waste?
How does this three-dimensional model compare to your work inspired by contour lines in Task 2?
Which of the three island representations do you prefer? Why?
Personal Goals
Respectful - 3.33 apply strategies to manage the use of concrete and abstract resources
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Earth as an Island
Geography Learning Goals
Children will:
improvements
factors
landscape to change
reduced
consumption
different places
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Earth as an Island
Geography Task 1
Learning Goals
improvements
Research activity
Explain to the children that we are going to use geographical terms to explore the features of islands.
Ask the children to use Google Earth (or similar) to find Lundy Island. Check that they have the correct
location, it is a small island off the coast of South West England. Give them time to explore the island by
zooming in, switching between two-dimensional and three-dimensional modes, using the Street View
option (where available) and clicking on the icons that reveal any photos.
Next, ask the children to share what they have found on the island. Write their observations on a board in
two different lists: physical features and human features. However, do not write down headings for the
two lists. Ask the children if they can explain how you have sorted their observations. Can they identify
the categories?
Any other observations, for example scale and map markings such as elevation, that don’t fit into either of
the two groups can be noted separately.
Now get the children to explore Lundy Island using a different website:
http://schools.geograph.org.uk
If you type “Lundy Island” into the search bar (top right), it will show you two different options.
http://schools.geograph.org.uk/geotrips/976
A geo-trip. Scroll down past the text, and you will see a map of the island with photos of noted features.
https://schools.geograph.org.uk/snippet/10966
A set of forty seven images of Lundy Island. Click on an image to see where it is a map.
Discuss as a class:
How does the information on this website compare to Google Earth?
Does it give any extra information?
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Earth as an Island
Is any of the same information presented in a different way?
How do you know the size of the island?
How do you know what the symbols/drawings on the map mean?
How could we find out more about Lundy Island?
In small groups, ask children to discuss and try to create definitions for the following terms, listening
respectfully to each other’s ideas and reaching consensus:
Scale
Contour lines
Key (and for challenge and choice, legend)
Topographical features
Physical features
Human features.
Scale: If they are not familiar with scale, ask the children to draw a line that is 2km (2,000m) long in their
book. Obviously, it won’t fit! But what if we use the scale 1cm: 1km (every 1cm on paper represents 1km
in the real world). They could now draw a line that is 2cm long to represent 2km in the real world.
Remind the children that the scale on digital maps will change as they zoom in and out.
Contour lines: A contour is a line drawn on a map that joins points of equal height above sea level. Ask
the children to find the orangey-brown lines on the ‘Geograph’ map. Discuss how they are spread out on
the map. (The closer the lines are, the steeper the area they depict.) For a more detailed explanation,
visit:
https://getoutside.ordnancesurvey.co.uk/guides/understanding-map-contour-lines-for-beginners/
A beginners guide to contours from Ordnance Survey.
https://www.ordnancesurvey.co.uk/docs/leaflets/map-reading.pdf
A more expansive PDF from Ordnance Survey, which includes scale and contours.
Topographical features include elevation, landforms, latitude and longitude.
https://www.ducksters.com/science/earth_science/topography.php
The Ducksters website has a useful page on topography:
Note: The terms topographical features and physical features are sometimes used interchangeably,
however not all topographical features can be observed when in the location without the support of a
map (latitude/longitude), whereas all physical features can be observed.
Recording activity
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Earth as an Island
Working in small groups, children should do the following for each of the terms in the Research activity:
Check initial ideas using a search engine/dictionary/encyclopaedia and now create a final, clearly
worded definition.
Find an example of the definition on a map.
Present the information in a way to teach the terms to other children e.g. poster, booklet, slides
presentation.
For example, using Geograph you can find out that Lundy Island is displayed with contour lines showing a
height of 138m above sea level and the scale is 1: 50,000.
There is no key on the Geograph maps, but this page explains more about the symbols used:
http://www.geograph.org.uk/article/General-features---OS-25k-map-symbols
Continuing with the Lundy Island example:
Tibbets Hill is a physical feature.
The lighthouse is a human feature.
For challenge and choice, groups could make a Venn diagram showing the overlap between physical and
topographical features.
ICT links:
3.09 Be able to frame search terms for effective gathering and interrogating of information
3.14 Understand that there are rules for using the work of others
Reflection
Do you think if we viewed a map of Lundy in one hundred or one thousand years time, the physical
features would be the same? What might change?
Why do you think the human features were built where they are?
Assessment for Improving Learning

3.11 Be able to name and describe geographical features of the Earth
Provide the rubric and assess whether the children can name, identify and categorise geographical
features on maps of other islands. The teacher should note if the children can describe different
examples of landforms and compare/categorise natural phenomena.
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Earth as an Island
Personal Goals
Collaborator - 3.05 take responsibility for my own contributions to groups/teams to achieve goals
Communicator - 3.11 select the appropriate language for the situation
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Earth as an Island
Geography Task 2
Learning Goals
Research activity
Set a two minute timer. Ask the children to note down as many capital cities as they can in that time.
(Don’t worry about spellings at this stage.) Discuss the lists that the children compile, have they included
the capital city of the host, home and adopted countries?
In small groups, or as a class depending on resources, ask the children to plot some of the cities’ locations
on a blank world map template.
What do they notice about where many capital cities are located? Many are situated on coasts or at the
mouth of a river. Why might that be? Discuss the different reasons, which include how the water may
have been used (irrigation, power) as well as ease of travel, trade routes via the river to other towns and
cities or to other countries.
Island cities also enjoy many of these same benefits. Can you think of any cities that are also islands?
Explain that some cities may be a single island, while some cities are made up of multiple islands.
https://luxatic.com/the-10-most-amazing-island-cities-throughout-the-globe/
Luxatic lists its top ten island cities (with photographs).
https://www.nationalgeographic.com/travel/article/island-cities
National Geographic identifies ten island cities.
Discuss: how do you think city islands change over time? You could use historic and modern photographs
of the same island city to stimulate discussion. For example:
https://thesmartlocal.com/read/15-before-after-pictures-singapore/
Photos taken of locations in Singapore many years apart. (Teachers could transfer the most appropriate
images into a slideshow, with citations.)
https://www.dailymail.co.uk/travel/travel_news/article-10045083/The-incredible-transformation-Doha-
Qatar-revealed-astonishing-pictures.html
A Daily Mail article shows how Doha, the capital of Qatar, has developed over the past fifty years.
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Earth as an Island
You might use two contrasting images of the same city, years apart, to stimulate thinking through a See,
Think, Wonder thinking routine from Harvard’s Project Zero.
Children should research how two city islands have changed over time – maybe suggest researching
change over the past seventy five to one hundred years – as they are going to make comparisons.
Remind children to evaluate the quality of information they find online and consider how the source can
affect the results of their research.
The following sites have historical maps of island cities:
https://www.oldmapsonline.org/
Type city islands like Singapore, New York or Stockholm into the search bar.
https://www.antique-maps-online.co.uk/maldives-maluka-islands-2062.html
Malé in the Maldives.
https://luminocity3d.org/WorldCity/#3/12.00/10.00
Luminocity has visual representations of population growth in cities between 1950 and 2035 (predicted),
using data from the United Nations.
Focusing on the two cities that they are researching; children can consider the following questions to
compare and contrast:
Why do you think this island location was chosen for a city?
How has the population changed over time?
What changes have there been to the physical environment – human or natural causes?
How else have humans shaped the city over time?
How has the city’s economy changed?
Are there any other changes that have happened over time?
What challenges is this city facing, both now and in the future?
ICT links:
3.10 Be able to analyse the validity of online sources
Recording activity
Guide the children in making a comparison table or chart. They can organise what they found out from
the Research activity and summarise how the city has changed. They can then use this to draw
conclusions about the island cities explaining similarities and differences. The children may wish to add
photographs or illustrations to help explain their points.
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Earth as an Island
Home-learning opportunity: Children could research an island that has been created by humans – an
artificial island. Why was this island needed? What has been the impact on the surrounding environment?
Reflection
How has life changed for people living on these islands?
Do you think these are positive or negative changes?
Has development on these islands created opportunities or threats? Who for?
How do you think island cities might have to change in the future?

Can children link the growth in population to changes in the city’s environment? Can they explain to a
peer which city they think has changed the most over time and why? The pairs can peer assess each
other using the children’s rubric. They should also review the Learning Advice for progress and practise
ideas.
Personal Goals
Communicator - 3.15 interpret information considering authority of the source
Thinker - 3.35 use reasoning to support conclusions
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Earth as an Island
Geography Task 3
Learning Goals
landscape to change
reduced
Research activity
Revisit evidence from the previous task about the challenges faced by city islanders around the world. Do
all islanders face similar challenges today, whether living in cities or more rural areas?
Some children may be aware that rises in sea level have already impacted on some islands around the
world. You could introduce the issue with the videos and articles below, if this is relevant to your host
country you may choose to view local news. Children should establish the causes of rising sea levels,
what action can be taken globally to slow the process down and how island communities are responding.
https://www.bbc.co.uk/reel/video/p09lpjnj/is-this-the-first-island-to-vanish-due-to-climate-change
A BBC video clip about how rising sea levels is affecting the Solomon Islands.
https://www.globalonenessproject.org/library/photo-essays/kiribati-gone
A Global Oneness Project photo gallery of challenges facing Kiribati.
https://archive.epa.gov/climatechange/kids/impacts/signs/sea-level.html
A student’s guide to rising sea levels.
https://www.bbc.co.uk/programmes/p076w7g5
The BBC’s Sir David Attenborough discusses climate change.
https://cleanoceanaction.org/fileadmin/editor_group2/COAST/10_Tips_on_Sea_Level_Rise_final.pdf
Clean Ocean Action has ten simple tips on what we can do to help protect coastlines.
Recording activity
Children can carry out a simple experiment to understand more about how rising water temperatures
contribute to rising sea levels.
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Earth as an Island
https://www.britishcouncil.org/sites/default/files/rising_sea_levels_how_do_we_stay_safe_as_sea_levels
_rise_.pdf
Page 8 (activity 2) of this document from the British Council outlines the experiment, which has been
adapted from resources provided by the Royal Society of Chemistry: https://edu.rsc.org/primary-science
They will need:
A small plastic bottle (without lid)
Cold water
Food colouring (to make the water easier to see)
Plasticine
A marker pen
A larger, water-tight container that can safely hold warm water
Warm water.
Instructions:
Fill a small plastic bottle with cold water.
Add food colouring to the water to make it easier to see.
Put a straw in the mouth of the bottle and secure it in place with the plasticine, ensuring that no
water can escape other than through the straw.
Mark the current position of the water on the straw using a marker pen.
Stand the small bottle inside the larger container.
Add warm water to the larger container.
Observe the level of water in the straw over five minutes and watch what happens.
Children in Kiribati - an island already affected by rising sea levels - carry out the experiment in this video
clip:
https://vimeo.com/191022173
The British Council talks to children affected by rising sea levels.
Note: Caution is needed when handling warm water.
A video could be taken of children performing the investigation. They could then use video editing
software to add a voiceover, explaining what is happening, why and how this is posing a threat to island
communities. To make the video more engaging, they might use the video editing software to add
graphics such as callouts, titles, sound effects and so on.
The video could be shared with parents and the wider school community, while clips could also be put on
social media platforms. The children should only ever engage with social media with adult permission and
supervision.
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Earth as an Island
For challenge and choice, the video could end with possible solutions to rising sea levels that are being
taken around the world.
Optional Extension: Could children design a house for an island community that is specially designed to
withstand floods? The children can think about the best materials to use, including strength, water
resistance and sustainability, or they could think about the shape of the house. The children’s designs
could be tested by standing them in a pool of water that is steadily made to rise, perhaps by holding a
shower head nearby.
https://www.scienceinschool.org/wp-content/uploads/2015/07/PA.pdf
An article in Science in School has ideas of how this activity could look, inspired by a former competition
by the charity Practical Action.
Reflection
Are rising sea levels just a problem for island communities?
Is the problem caused by island communities?
Home learning to prepare for the next task: The children could find out which islands are currently
making news headlines around the world and why. The children can bring their findings to the start of
Geography Task 4, where they could be shared with the class. Are there any common themes/causes in
the news stories? (While climate change issues may be included, hopefully they will identify some other
challenges particular to islands (or coastal) locations.)
Personal Goals
Communicator - 3.09 use verbal & non-verbal communication that is appropriate to the situation, purpose
and audience
Empathetic - 3.19 develop insight into the experiences of others
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Earth as an Island
Geography Task 4
Learning Goals
factors
landscape to change
consumption
Research activity
For this task, the children will focus on other challenges that face island cities around the world. They
should review the news stories they found for home learning. Discuss that not all islands (or areas of
islands) face the same challenges; challenges can be specific to where they are located, the economic
activities and in the case of volcanic islands, how they were formed. Check that your class list includes a
wide range of challenges, including overpopulation, wildfires, water shortages, oil spills, habitat loss or
strategically-placed islands that are subject to interest from different governments. (Overtourism is also a
problem facing many islands and should be discussed if not previously studied.)
If your children have been unable to find an article, example articles about islands and the challenges
they have faced are offered below:
Malé, Maldives and increased population pressure -
https://www.aljazeera.com/news/2014/12/10/maldives-capital-feels-population-pressure
An Al Jazeera video story about the problems of a growing population.
Singapore and demand for fresh water -
https://www.cnn.com/2019/09/25/tech/singapore-water-technology-innovative-cities/index.html
CNN investigates how new technology is helping Singapore’s water shortages.
https://www.gov.sg/features/every-drop-counts
The Singapore Government promotes its water conservation efforts.
Fiji and waste disposal -
https://www.theguardian.com/science/2004/nov/15/internationalnews.waste
A Guardian article on the rubbish clogging up Fiji’s waterways.
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Earth as an Island
Great Britain coastal erosion -
https://www.theguardian.com/environment/2020/jan/19/treat-coastal-erosion-as-natural-catastrophe-
uk-ministers-urged-east-yorkshire
A Guardian report on threats to homes.
A range of information from the destruction of coral reefs and mangroves, to loss of forest cover -
https://www.gdrc.org/oceans/sin-problems.html
An extract from the UNEP’s Earthwatch gives a quick summary of many of the problems facing islands
today.
Together categorise the issues and identify challenges that are a direct result of the human development
of islands.
Children should split into small groups and focus on one challenge, researching a particular island or
islands it affects. OR, they can select an island and investigate any issues that affect it today as a result of
human impact. They need to consider:
What caused the problem
The effects it is having on islanders and the island environment
Any solutions to the problem.
When using news stories for research, remind children about bias - is the story told from just one point of
view or does it give a rounded idea of the problem? Remind children to visit more than one site to check
that their information is accurate. Could they use local language websites and a translation app to access
different perspectives?
For challenge and choice, children may make connections between issues where one cause has multiple
impacts or consequences.
ICT links:
3.10 Be able to analyse the validity of online sources
3.12 Be able to collect information from non-local sources
Recording activity
In small groups, the children are going to write and publish (either as text or audio/visual) two news
stories:
1. A news report about the current situation.
2. A second report - set ten years in the future. What is the situation ten years after the first
story? (They will need to decide if the issues have been resolved or are worse than before.)
The children can decide the format and tone of their news reports. They will probably need a news
40
Earth as an Island
anchor, but could also have potential interviewees or reporters “on the ground” in the island that is
making the news.
Their reports could include visuals, such as maps or graphics, to help the audience understand where the
story is taking place. Children can watch each other’s news reports before considering the reflection
question.
Language Arts links:
3.15 Be able to convey information, experiences, arguments and opinions clearly when speaking to others
3.18 Be able to use rich and varied vocabulary appropriate to the subject, purpose and audience
Text type guide Media - M04: News report may be useful for this activity
ICT links:
3.13 Be able to use different software to create visuals of data
3.21 Be able to select appropriate hardware and software for a particular purpose
Reflection
Were you surprised by the diversity of issues affecting the world’s islands?

consumption
Can children identify and explain the links between growing island populations and challenges such as
overfishing and water shortages?
Personal Goals
Adaptable - 3.02 select roles, ideas and strategies appropriate to the situation
and audience
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Earth as an Island
Geography Task 5
Learning Goals
different places
Research activity
What would you need to consider if you had to relocate an island community? Read out the first few
paragraphs of the following articles, and have them do a ‘Think Pair Share’:
https://www.scientificamerican.com/article/township-in-solomon-islands-is-1st-in-pacific-to-relocate-
due-to-climate-change/
Scientific American describes the planned relocation of a township in the Solomon Islands.
https://www.solomontimes.com/news/tide-turning-choiseul-premier-pleas-for-help/10559
An article more than six years later, explaining why relocation has stalled.
Unfortunately, the number of islanders at risk of needing to be evacuated due to the rising sea level
continues to increase. The rise in sea level has caused soil to be salty (salinated) which causes crops to
fail. These communities therefore might have to be relocated and new islands may have to be developed:
https://www.nationalgeographic.com/environment/article/rising-seas-force-marshall-islands-relocate-
elevate-artificial-islands
National Geographic details the stark choices facing Marshall Islanders.
In pairs or small groups, ask the children to discuss: what would you need to consider if you were
relocating an island community?
Suggestions might include:
Access to fresh water
Land for growing crops
Topography of the new island
Height above sea level
Potential for developing transportation links
Weather and climate
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Earth as an Island
Existing populations
Raw materials
Distance from other locations.
The class can then regroup to share ideas. Children could be asked to present their initial ideas to the
class, or it could be a more informal discussion.
Recording activity
Children will create their own individual map of an imaginary island where people could relocate. Explain
that their map will be drawn on paper with large squares so that they can use the lines to create grid
references in Geography Task 6.
They will need to show the following on their maps:
Topography of the island and physical features
Scale
Human features with a key to show what each is
Location in the world in terms of continent, ocean, etc.
Remind children of the map symbols that they will have learnt about in Geography Task 1. Provide
children with resources to refer to and agree on symbols to be used together before they start.
Provide examples under each category. For example:
Human features: school, wind turbines, roads, etc.
Physical features: river, forests, etc.
Topographical features: cliffs, mountains etc.
For challenge and choice, children may label some of the grid lines with longitude and latitude for more
topographical detail.
Home Learning opportunity: the children could create a model of their island using junk materials (to fit
in with our environmental theme). Or perhaps they could use an online game such as Minecraft to create
a virtual island.
Reflection
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Earth as an Island
How would your daily life be affected if you and your family were forced to relocate?
How do you think it would affect your health and wellbeing to be relocated?

Looking at a partner’s map, identify key features from their key and describe them. Can they compare the
features on theirs and their partner’s maps to features on Google Earth?
Personal Goals
Thinker - 3.34 analyze issues and evaluate solutions in local and global contexts.
Thinker - 3.38 innovate and evaluate solutions to real world problems or issues
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Earth as an Island
Geography Task 6
Learning Goals
Research activity
Prior to this task collect or print maps to use/display for the Research activities. The search terms 'map
with four-figure grid references' will return image results you could use for the first part and 'map with six-
figure grid references' those you could use for the second part.
Ask the children what they already know about maps and grid references. Consult atlases or maps if you
have them in the classroom and ask the children to give clear examples to back up their thinking. (You
may choose to display one of your examples to check that the children are in agreement.)
Review that grid references are an easy way of identifying a very specific place on a map. The video
featuring Steve Backshall, the British naturalist, is useful for a review of this learning:
https://www.youtube.com/watch?v=c0du8v4EE_Y
How to use four-figure grid references.
After watching the video, review the terms ‘northings’ and ‘eastings’:
Eastings are the grid numbers on the east-west or horizontal axis.
Northings are the grid numbers on the north-south or vertical axis.
https://www.ordnancesurvey.co.uk/mapzone/assets/doc/Grid-References-Quick-Guide-en.pdf
An Ordnance Survey guide to four-figure grid references that you could display as a reminder.
Using the samples you have collected, have children practise using grid references by giving each other a
grid reference for a feature on a map. The partner needs to name the feature at the given reference
point.
For challenge and choice, the children could also try an online quiz. Using the search term 'four figure grid
reference quiz' will return results you could use. One example is given below:
https://www.geoforcxc.com/activities/four-figure-grid-references-quiz/
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Earth as an Island
The Geo for CXC has a short quiz to test knowledge of 4-figure grid references.
Show the children a variety of maps of the same island but at different scales. How do they know what
the scale is? Are four-figure grid references helpful with maps at all scales? Why might it be useful to
give a six-figure grid reference? Explore the level of detail using four- versus six-figure references.
https://www.youtube.com/watch?v=FXuo_ocVMVU&t=4s
An Ordnance Survey video on taking six-figure grid references.
Have children practise this new skill by giving each other a six-figure grid reference to find a feature on a
map.
Children needing extra practice could try some of the activities in this booklet:
https://static1.squarespace.com/static/5ab39f44e2ccd14cc02b46f2/t/5e7b7975a2f8a11938efcc38/15
85150339319/Grid+References+Booklet.pdf
A range of four- and six-figure grid reference activities.
Recording activity
Explain to the children that this activity is about adding grid references to the island map that they
created in Geography Task 5. Agree with the class the starting number for the Eastings (horizontal) and
the starting number for the Northings (vertical). Have children write on grid references so that they can
read a four-figure grid reference from their map. If you wanted children to work in pairs for support, you
could copy their maps to create multiple versions. They could discuss ideas together in pairs such as
comparing what is at the same grid reference to check they are both gaining confidence with this skill.
Now have pairs or groups create a six figure grid reference quiz for others to complete with questions
like:
What is the six-figure grid reference for the mountain with an elevation of 1,000m?
What physical feature is found at grid reference XXX, XXX?
They could include multiple choice or true/false questions as well as those that require the identification
of geographical features or giving of grid references.
Allow the children time to complete each other’s quizzes.
Reflection
When would four-figure grid references be sufficient?
Who would use grid references on a regular basis?
When might grid references be useful for you in your daily life?
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Earth as an Island
Children should use correct geographical terminology in both the questions for their quiz and when
giving answers. Their quiz should contain references to different landforms, for example, what physical
feature can be found at grid reference XXXXXX?
They could also make comparisons between their own male and that of a peer identifying the types of
features included in both maps and some of the differences. They can then draw conclusions imagining
how similar or different the two islands might look, citing geographical fears.
Personal Goals
Empathetic - 3.16 support others' learning when I am able
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Earth as an Island
Geography Task 7
Learning Goals
factors
Research activity
Have children plot the location of the following islands on a world map:
Jamaica (Caribbean, N America)
Unst (Scotland, Europe)
Manhattan Island (New York, USA)
Corfu (Greece, Europe)
Tahiti (Pacific Ocean)
Madagascar (Africa)
Tierra del Fuego (Chile/Argentina, S. America).
Ask the children what is the equator? Where would it be on the map? What does it signify?
How does the equator relate to these islands? For those islands close to the equator, what kinds of
weather would you expect to see? What kind of climate do you think each of the islands has and why?
(Climate is an island’s weather patterns over a long period of time.) Why are there more species of
wildlife living near the equator than the poles?
If the children need a prompt, this simple video might prove useful:
https://www.youtube.com/watch?v=cqKZYAmcReQ
Mocomi Kids answers the question: why is it so hot near the Equator?
They should now find out the locations of the following and add them to their map:
Tropic of Cancer
Tropic of Capricorn
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Earth as an Island
Arctic
Antarctic Circle
Prime/Greenwich Meridian.
These two video clips might be useful ways to explain what these are:
https://www.youtube.com/watch?v=8ojsJ9YOIWE
History Illustrated covers the five main lines of latitude.
https://www.youtube.com/watch?v=HvCvANs7O7k
Learning Zone explains latitude and longitude, as well as time zones.
For the next part of the activity each small group of children can be allocated one of the islands above.
Ask them to research:
The climate e.g. is it tropical or polar or temperate?
Whether the climate varies throughout the year.
The island’s topography and how this is linked to the climate.
Any influences on climate and weather patterns.
How the climate affects the island’s flora and fauna.
How the climate affects daily life for humans e.g. the type of employment/economic activities on the
island, the most common type of buildings, challenges presented by the climate at particular times of
the year.
(The children do not need to research how climate affects food and agriculture as this will be covered in
depth during Geography Task 8.)
Recording activity
The groups of children can choose how to present their information in what they think is the most
effective manner. For example, they may choose a short drama, infographic or images with narration.
However, they need to communicate clearly the results of their research on the points listed above.
Each group can present their learning to the rest of the class and then the audience can ask questions for
clarification. Remind the children about asking thoughtful questions connected to the learning.
While each island is being presented the audience should take notes to be able to make comparisons.
Remind them of the comparison chart in Geography Task 2. They should now create their own chart to
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collate notes from the presentations.
You may wish to arrange a shorter, follow-up session to give the groups a chance to research the answers
to any audience questions or set this as a home learning task.
For challenge and choice, children can map the time in the different islands in relation to their own
school’s location.
3.01 Be able to summarise main ideas from more than one paragraph, identifying key supporting details
3.21 Be able to ask questions to obtain clarification and elaboration
Text type guide Media – M07 Infographic may be useful for this activity.
Reflection
Given what you have learned about climate, where would be the ideal location for the relocation island
you created in Geography Task 5? Why?
Would it depend on where the islanders were relocating from – would they prefer somewhere similar to
what they already know? Would they need certain natural resources for trade and manufacturing?
Personal Goals
Communicator - 3.14 seek clarification when I am unsure of what is being communicated
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Geography Task 8
Learning Goals
Research activity
This session will research how the climate of the islands from Geography Task 7 influences the
agriculture and foods and crops they grow. Review learning from Geography Task 7 by asking the children
to describe how location on earth influences the climate.
Climate is a major influence on what can naturally grow (without greenhouses) in different parts of the
world. Children should now use a variety of research methods to find out about the agriculture and foods
that are grown on the island they researched in Task 7. Methods could include analysing maps of land use,
reviewing satellite images or checking governments’ agricultural websites. They may need to be resilient
and try more than one source for the information they require.
Recording activity
Children can note information about the foods grown on their island. They can choose the format for this
- words, photographs, symbols etc. Individuals should then add a new row to their comparison chart. The
class can move around the room swapping information to complete the new row.
In their original groups they could now look for similarities and differences between the island crops and
agriculture. Were there any surprises?
For challenge and choice, consider how might this influence the diet of the islanders? Do you think it
would be a healthy diet? Would the island need to import food? If so, what types?
Offer them a selection of dishes (this connects to Design Technology and Innovation Task 3) a picture and
some ingredients or a description should be sufficient. Can they match them to the island they think they
come from (or type of island e.g. tropical, polar, temperate)?
Review where the class matched the dishes with and reveal the answers.
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Reflection
Do you notice differences in fresh produce (such as vegetables) in your local shops at different times
of the year?
How would you feel if you lived on an island that couldn’t grow and couldn’t import certain types of
food?
How would you cope with a restricted diet?

Individuals can now review their learning from Task 7 and 8. They should draw conclusions about island
life by making connections between climate, agriculture, economy and quality of life. They should make
reference to the area of the earth the island is in and can comment on whether they think the island
could be self-sufficient with regards to food.
Personal Goals
Resilient - 3.26 develop and apply strategies to deal with disappointment
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International Learning Goals
Children will:
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International Task 1
Learning Goals
Research activity
Following on from our learning in Geography, we are focussing on the challenges affecting islands
globally.
To group children at random, take copies of images that relate to the unit and cut them up into four to six
pieces and have children randomly select a piece. They must then find the others who have the rest of
that puzzle’s pieces to form the group. When they have put the pieces together to complete the image,
have them discuss the image and what it has to do with islands and how to look after them.
Provide each group with a copy of the Sustainable Development Goals (SDGs), sticky notes and pens.
The United Nations has useful resources designed for children:

https://www.un.org/sustainabledevelopment/student-resources/
Ask groups to look at the Sustainable Development Goals and discuss:
Which of the goals relate to our learning about islands?
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How do they relate to our learning about issues that some islands face?
How can we work together for the benefit of all islands?
As a group, record these ideas on sticky notes. The following goals have clear links to the unit though
children may find others.
6. Clean Water and Sanitation
7. Sustainable cities and communities
8. Responsible consumption and production
9. Climate action
10. Life below water
11. Life on land
12. Partnership for the goals.
Recording activity
In either groups or pairs, children can consider the identified Sustainable Development Goals from the
Research activity in relation to one of the islands they have been learning about. Display the following
questions:
Which do they think are most relevant, and why?
Which one would be a priority?
How could you promote this Sustainable Development Goal?
What would the impact of focussing on this Sustainable Development Goal be for the lives of the
islanders and the island environment?
Would there be any wider impact?
Children can decide how they are going to present their learning. You may wish to group the class by the
Sustainable Development Goal that they selected as their top priority in the above questioning activity.
Language Arts link: 3.15 Be able to convey information, experiences, arguments and opinions clearly
when speaking to others
Reflection
Are the Sustainable Development Goals promoted in my local area?
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Why do you think the Sustainable Development Goals were created?
What do you know about the individual Goals? Play this United Nations game with your fellow learners to
find out. You will need to download and print the material: https://go-goals.org/
Personal Goals
and audience
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Learning Goals
Research activity
How do our actions affect others? Ask the children to walk around the room, giving compliments to
everyone they pass. Hopefully they can see the positive effects they can have on others with a very small
gesture. But do our actions affect others on a global scale?
Have children consider their morning routine from waking up to coming into the classroom.
Display the following as prompts for the children to consider:
How far has the food you have eaten travelled?
Was your food organic?
How much water did you use?
How much energy did you use?
Do you think you wasted any energy?
How did you get from home to school?
How much waste did you produce?
What happened to the waste?
The children could use the following links to see the impact of their daily actions. They should try to note
how much water and energy they have used, directly and indirectly as well as any greenhouse gas
emissions. This is not about having correct data as the calculations are very complex, the aim is to raise
awareness of how our choices contribute to global issues and start to compare which actions have the
greater negative impact.
https://www.bbc.co.uk/news/science-environment-46459714
This calculator reports on a few different foods and how regularly consuming them impacts on
greenhouse gases and water use. (This seems to be based on agricultural practices and not food miles.)
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https://www.foodmiles.com/food/calculator
A calculator to see how far food has travelled to your home country.
https://meetflo.com/blogs/flo/the-5-biggest-water-wasters-in-your-home
https://www.watercalculator.org/footprint/indoor-water-use-at-home/
Two websites that give statistics on water usage in the home.
https://greenliving.lovetoknow.com/low-impact-living/what-are-most-earth-friendly-transportation-
methods
Green Living gives the pros and cons of different methods of transport.
https://www.greenlogic.com/post/the-top-5-biggest-users-of-electricity-in-your-home
Green Logic Energy lists which home appliances use the most electricity.
Who could be affected by what you do each day? Have children create three columns: what they did, the
resources used, or greenhouse gases caused and how this might affect others. Prompt them to think back
to the causes of issues facing island/coastal communities that they learnt about in Geography. Share some
examples as a class to spark further ideas.
Explain that what we do in our daily lives can impact the lives of others. What we do, what we buy, what
we use, and how we travel impacts the lives of other people in ways that are not always immediately
apparent.
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Recording activity
Based on their research, children think of ways in which they can alter their daily routine to lessen the
impact of their actions on other people and the environment. They can add this to the fourth column.
https://19january2017snapshot.epa.gov/www3/watersense/kids/index.html
The USA’s Environmental Protection Agency gives tips on saving water.
https://www.thehealthy.com/family/childrens-health/kids-save-planet-in-minutes/
Forty one simple ways to save the planet.
https://tristate.coop/kids-conserve-energy-for-home-school
A power supplier (Tristate) gives simple ways to save energy.
In groups, ask children to come up with the five best ideas that they can for reducing the impact of their
behaviour. For example, have a shorter shower, car share, cycle or walk to school, reduce the amount of
food waste, recycle packaging, consider eating less meat, buy more locally sourced produce, swap books
with friends etc.
Children could evaluate their ideas by rating it against two categories: ease of implementation and extent
of impact. An idea that is easy to achieve scores 5/5 and an idea that has a big impact scored 5/5, giving a
total mark out of 10. Children could rate their own ideas and compare them with their peers. Can children
explain how making a small change in their life can have a positive effect on a global issue?
Finally, children should create a formal pledge – pick three of their five simple actions that they promise
to carry out in their everyday lives. This pledge could be created in a number of formats, from a poster or
a series of slides, to a blog or short video. Encourage the children to include the rationale behind their
actions, explaining why change is necessary and what they hope to achieve.
Children make take inspiration from:
https://www.youtube.com/watch?v=gBZdUA8zxJ0&list=PLBBF70602F5268BA0
A series of Animal Planet animations that show how humour can be used to convey important messages.
Home-learning opportunity: Children could keep a written or video diary of the changes they make. Was
it easy to make the changes?
Language Arts link: 3.20 Be able to consider and plan for audience and purpose when presenting
information
Reflection
After a fortnight, decide if your changes were successful – were there any consequences that you
had not predicted?
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Were the results positive or negative?
What new actions could you take to increase your positive impact?

3.07 Be able to reflect on and evaluate the impact of personal or collective action that they have taken
in response to a local or global issue
Children could use their responses from the reflection exercise to explain the impact they think their
action has had to a partner. The partner can peer assess them using the rubric.
Personal Goals
and audience
Empathetic - 3.18 make decisions giving consideration to the impact on myself and others
Ethical - 3.24 be selfless rather than selfish when making ethical decisions
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Learning Goals
Research activity
Where is Henderson Island? Can we find it in an atlas or on a digital map? Do you think such a remotely
located island is affected by the actions of people in countries far away?
https://www.theguardian.com/environment/2019/jul/30/henderson-island-the-pacific-paradise-
groaning-under-18-tonnes-of-plastic-waste
The Guardian has a video about a polluted island in the South Pacific.
https://www.theguardian.com/environment/2017/may/15/38-million-pieces-of-plastic-waste-found-on-
uninhabited-south-pacific-island
An older video of the same island.
After watching, have the children do a Think, Pair, Share.
Ask the children research and find some answers to the following:
Why are plastics a problem in the ocean?
Is there a link between the plastics we use and dispose of every day, and the problems we saw on
Henderson Island?
How do plastics end up in the ocean?
Note: Some of the images that relate to this topic can be distressing, so discussing this prior to children
doing independent research is important. This is a good opportunity to revisit some aspects of digital
literacy, particularly safe searches and whether content is appropriate and reliable.
https://www.natgeokids.com/au/kids-club/cool-kids/general-kids-club/plastic-in-the-ocean/
National Geographic Kids gives headline facts and figures about plastic pollution.
https://www.kidsagainstplastic.co.uk/tag/video
Kids Against Plastic is an environmental charity set up by two teenagers.
http://www.aplasticocean.foundation/index.html
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A Plastic Ocean Foundation is a Hong Kong-registered charitable organisation dedicated to stopping
plastic pollution.
https://www.greenpeace.org.uk/challenges/plastic-pollution/
Greenpeace’s resources on plastic pollution.
https://www.wwf.org.uk/updates/how-does-plastic-end-ocean
WWF gives three ways that plastic ends up in the ocean.
https://www.youtube.com/watch?v=hKFV9IquMXA
Kids take action against plastic in Hawaii - includes images of dead seabirds.
https://www.youtube.com/watch?v=_6xlNyWPpB8&t=234s
Ted Talk – What really happens to the plastic we throw away?
ICT link:
Recording activity
In their research, children will have discovered that much of the plastic we use can find its way into the
ocean, especially if we don’t dispose of it in a proper manner. So let’s take one small action together to
prevent this from happening.
Children should work together in groups to do a litter pick around the school (this will usually be more
effective after a lunch or break time). Encourage them to separate the waste so that, where possible, it
can be recycled or composted. Each group will need a map of the school site so that the locations of
where litter is found can be recorded. The type of litter that is collected can also be recorded in a tally.
The information can be used in the next tasks.
Note: Discuss the safety implications of picking up litter and the potential dangers (cuts, bacteria, germs,
etc). Children should avoid picking up anything sharp with their hands (possibly using a litter grabber) and
should wash hands thoroughly after the litter collection. Once children are back in the classroom, they
can share their findings. These could be collated digitally.
Regroup children so they are learning with those they did not litter pick with. Have the children share
their findings with members of the other groups, did they draw the same conclusions? They can consider
what has been learnt from the litter pick.
Are there any specific areas where litter is more commonly found?
Why do you think this is?
What type of litter is the most common?
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Why do you think this is?
How can we stop litter spreading around school? (Is it the bin design or human behaviour that is
causing the issue?)
Do you think people are aware of the issues litter causes if not disposed of properly?
Note: In some countries, litter is not a visible problem on the streets. Instead of a litter pick, children
could do an inventory of the amount of plastic used in a school day. For example, counting single use
plastic used at lunch time or for snacks in school.
Home-learning opportunity: These home-learning activities will need the support of parents/carers.
One day of plastic: On a ‘usual' weekend day, ask children to collect all the plastics that they would
usually throw away or recycle. These will need to be rinsed if they are dirty. Remind children to include
food packaging, plastic shopping bags, and anything else they may use. At the end of the day, children
can upload a photograph of themselves beside all the plastics they have collected in just one day.
Plastic challenge day: For this challenge, the children need to try to reduce the amount of plastic that
they use for the day. At the end of the day, children will take a second photo of the amount of plastic that
they used in a day.
Children could post or print the photos and write a response to the following question: what did I learn
from the ‘One day of plastic’ challenge’?
Reflection
How might you change your use of plastic after today’s learning?
Could you join any campaigning organisations working to reduce the use of plastic?

3.07 Be able to reflect on and evaluate the impact of personal or collective action that they have taken
in response to a local or global issue
Can children describe the results of their litter pick? Can they explain if it had a negative or positive
impact as mentioned on the rubric? Can they give ideas of how to expand the impact of the litter pick to
a wider audience, or to continue any short-term impact in the future? Can they suggest ways to avoid
litter becoming an issue?
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Personal Goals
Communicator - 3.15 interpret information considering authority of the source
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Learning Goals
Research activity
As we have seen, plastics in the ocean are causing great problems for island (and coastal) communities
and the wildlife that many depend on for their livelihoods.
Have the children read and watch the following:
https://www.bbc.co.uk/news/newsbeat-42030979
BBC documentary makers talk about plastics they saw in the ocean.
https://www.youtube.com/watch?v=1_HBgvmrhGU
An extract from the BBC’s Blue Planet, episode 7.
Then ask them to carry out a Connect Extend Challenge activity, one of the Harvard Project Zero Thinking
Routine.
Explain that there are organisations working on practical solutions to the plastic problem.
https://oceansoleonline.com
A social enterprise that upcycles washed up flip-flops in Kenya.
As a class or school, what can we do to reduce the amount of plastic that reaches the ocean? Is the school
already implementing the three Rs of ‘Reduce, Reuse and Recycle’?
Explain that the Exit Point will involve a presentation to others about the issue of rubbish, in particular
plastic in the ocean which is washing up on beaches. Remind the children that this is a global problem
that affects the most remote places on our planet, but we can work on local solutions: think global, act
local.
To inspire the children, you may wish to share the experience of two sisters from Bali who decided to
eliminate the use of plastic bags in Bali, Indonesia. This link is their ten minute TED talk:
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https://www.ted.com/talks/melati_and_isabel_wijsen_our_campaign_to_ban_plastic_bags_in_bali
Melati and Isabel Wijsen’s TED talk.
https://www.plasticpollutioncoalition.org/
The Plastic Pollution Coalition has simple steps that we can all take to reduce the amount of plastic we
use.
Recording activity
In groups, children create a presentation to answer the question: what can we do to reduce the amount of
plastic that reaches the ocean? How can our actions as individuals come together on a bigger scale to
tackle plastic pollution?
The presentation should be structured in the following way:
1. Context of learning about islands.
2. Explain the problems.
3. Offer solutions to show how the acts of one person can have an impact.
The three Rs – reduce, reuse and recycle – could be used as a framework for solutions. Encourage
children to give practical examples that relate to the context of the school and community.
Children could deliver their presentation to another group, then make any changes that they want to
improve prior to presenting it to a wider audience.
For challenge and choice, offer the children the freedom to deliver the presentation in a manner of their
choosing. It could be a drama, an edited video, a TED Talk, a news style presentation, a documentary, an
animation or a cartoon.
Language Arts link: 3.20 Be able to consider and plan for audience and purpose when presenting
information
Reflection
What can you do to get your message to a wider audience?
Communicator - 3.13 Reflect on the clarity of my messaging and aim for improvement
Have children thought about their audience and targeted their message? Were they able to adapt their
presentation after initial feedback?
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Personal Goals
Communicator - 3.13 reflect on the clarity of my messaging and aim for improvement.
Thinker - 3.38 innovate and evaluate solutions to real world problems or issues
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International Extension Task
Learning Goals
Extension activity
Using what they’ve already learned, ask the children how they might have a larger impact on the
problems facing island nations. Could they contact a community leader, business, council or government?
Could they create a school blog or vlog?
The children could choose to focus on one of the different areas they have already covered:
Promoting the Sustainable Development Goals
Making small changes in our everyday lives to help the world’s islands
Tackling plastic pollution.
The children could formally write to a person or organisation or share their existing presentations (from
the previous task) with a wider audience.
The children might find other campaigns and campaigners useful:
https://www.un.org/en/actnow
ActNow is a United Nations campaign on climate change and sustainability.
https://www.unicef.org/environment-and-climate-change/youth-action
A UNICEF page about how young people are taking action.
https://www.bbc.com/news/world-europe-49918719
Sweden’s Greta Thunberg is one of the best-known youth campaigners.
Language Arts link: 3.23 Be able to use a range of strategies to write in different forms appropriate for
the purpose and audience
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Music Learning Goals
Children will:
genres
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Music Task 1
Learning Goals
genres
Research activity
Give the children a chance to listen attentively to different genres of music from a variety of islands. As
they listen, they should consider: What makes the different types of island music unique? What are the
special characteristics or features?
You could display the following prompts for them to make notes on in order to compare the different
pieces:
Instruments
Use of vocals
The way it is played
Rhythm
Tempo.
Remind them to listen respectfully – the music might be very different to what they are used to or what
they might personally choose to listen to themselves. In groups, the children can make comparisons
between the pieces. They should try to match the music to the island and add the name if they know the
genre e.g. calypso.
The following selection provides a starting point, it is recommended to just listen to the audio initially:
https://www.youtube.com/watch?v=c1AiCTJ9t8g
Gamelan music from South East Asia.
https://www.youtube.com/watch?v=q5yXCDw427w
Calypso music from the Caribbean.
https://www.youtube.com/watch?v=GesvwqUE8UI
Traditional folk music from Scotland, played at a ceilidh.
https://www.youtube.com/watch?v=ONFMei_PpNQ
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A popular Hawaiian song: Aloha Oa.
https://www.youtube.com/watch?v=00EufKAY__U
Reggae music from the Caribbean.
It might be best to listen with the visuals turned off initially. Children can describe what they hear, rather
than being distracted by what they can see. As a class, compare notes and reveal the islands the music
comes from and name the different genres.
If more relevant to your host, home or adopted countries, you may wish to choose different island music
for the children to listen to.
If children have a good knowledge of the above genres, you may wish to extend their musical knowledge
by focusing on endangered island music.
This British Library site has many recordings that could be used:
http://sounds.bl.uk/World-and-traditional-music
The British Library provides access to sounds from around the world.
Recording activity
Children are to listen to a second example (see list below) of the same musical genres as above. Ask the
children to identify the genre – and island – from what they hear, and to compare it to the earlier pieces.
Encourage them to refer to musical elements.
For example, they might say: I think that piece one is Calypso, because I heard steel drums and also
noticed the same rhythm or 4/4 time with syncopation.
The following list contains a second example of the same earlier genres:
https://www.youtube.com/watch?v=HfrOSJRCsfM
More Gamelan music.
https://www.youtube.com/watch?v=7VeaMEiWo-4
A second example of Calypso music.
https://www.youtube.com/watch?v=PR9kmY2Zvvg
A further example of music played at a Scottish ceilidh.
https://www.youtube.com/watch?v=uF5bNOlGpFs
A second version of Hawaii’s Aloha Oa.
https://www.youtube.com/watch?v=A3zOHHQSDNs
Another example of Reggae.
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Reflection
Which was your favourite piece of island music and why?
How easy would it be to replicate some of these styles of music at home?
Personal Goals
Respectful - 3.31 be considerate of others' rights and cultural norms
Respectful - 3.32 value diversity and question prejudice and bias
Thinker - 3.35 use reasoning to support conclusions
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Music Task 2
Learning Goals
genres
Research activity
Explain that children are going to research island music, using the islands from the previous task as a
starting point.
Children will work collaboratively in groups to find information for a presentation about a genre of island
music. The children can use a genre already covered or they may wish to choose their own island music
to research, perhaps one that is of relevance to their home or host country.
They will need to research:
The name of the island.
The location of the island.
The name of the genre of music.
Famous examples.
What is used to play the music (instruments).
How the vocals are used if included.
Features of the music. (Rhythm, texture, dynamics, melody etc.)
An example sound recording of the music.
Recording activity
The children can collaboratively use this information in a presentation for a given target audience –
perhaps other school children or their families. (The audience can be decided depending on who will be
invited to the Exit Point.)
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They should make an informed decision on the best way to share their presentation. These should include
all seven points they researched earlier and should have audio embedded in the presentation.
Children could plan to involve their audience through questions or activities. For example:
Stand up if you can name an instrument used in this music.
Let’s clap a reggae rhythm - https://www.youtube.com/watch?v=4BtSCnoyWTY
Now that you’re an expert, decide which of these two pieces of music fits the genre.
ICT links:
3.15 Be able to save, retrieve, revise, manage and organise shared files and/or folders
3.21 Be able to select appropriate hardware and software for a particular purpose
Reflection
Do you think there are any specific dance styles associated with island music?
Which of the island music genres would inspire you to create a dance?
Personal Goals
Communicator - 3.13 reflect on the clarity of my messaging and aim for improvement.
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Physical Education Learning Goals
Children will:
activities
rules/conventions
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Physical Education Task 1
Learning Goals
activities
Research activity
Explain to the children that they are going to explore the following questions: How might people move to
island music? Are there specific dance moves associated with the island dance traditions? How can we
move to island music?
Ask the children to choose one of the pieces of island music that they explored during the music session.
This could be a whole class choice or, if you have enough devices for playing the music, then each pair
could choose a different piece. (It might be best to listen to the music with the visuals turned off, so the
children are inspired by what they hear rather than what they see.)
https://www.youtube.com/watch?v=HfrOSJRCsfM
Gamelan music with dancers.
https://www.youtube.com/watch?v=7VeaMEiWo-4
Calypso music from the Caribbean.
https://www.youtube.com/watch?v=PR9kmY2Zvvg
Example of music played at a Scottish ceilidh with dancers.
https://www.youtube.com/watch?v=Ad_kKAMDkJg
A Hawaiian song with dancers performing.
https://www.youtube.com/watch?v=00EufKAY__U
Reggae music from the Caribbean.
Warm Up
Using some of the island music, play a game of mirrors: one child will be the reflection for the other,
copying their every move. Ask the children to consider their movements and vary the speed and height.
Allow children to have a couple of minutes to play, and then swap roles. You may wish to ask some of the
different pairs to demonstrate. Ask the other children to evaluate: why did these pairs work well? How
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might they change their own movements having seen this example?
The activity could be repeated, using a different piece of island music. How did this second piece of
music affect the movements the children created? Why?
You may wish to watch some excerpts of the videos featuring dancers and try copying some of their
moves.
Recording activity
Have the pairs of children listen to the chosen piece of music. With their partner, they should explore
movements that they will do. They can think about how they will make the movements interesting with
changes of height, direction and speed.
They should also decide how they will organise their dance.
Will they both do the same movements? Together or as a canon starting at different times?
Will they mirror each other?
Will one person move when the other is still?
Allow the children to have time to practise their movements. They should have a minimum of four counts
of eight that they can repeat. They should rehearse a few times, repeating their cycle of counts.
You can then set up the learning space for performances. If the whole class is using the same music,
have a few pairs perform together for the rest of the class to watch. If the children selected their music
from the list, they could perform with others who made the same selection.
You may wish to remind children about being a respectful audience and how to give constructive
feedback.
I thought that what went well was...
To make it even better, they could...
If there was one area they could focus on, it would be…
Reflection
Why was mirrors a suitable warm up activity for today’s task?
What types of island music were easiest to move to and why?
What makes music easy to move to?
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Can the children achieve movements that flow from one to the other? If possible, video the sequences
and use these to assess the children using the rubric. They can also self-assess, and you can compare their
ratings with yours and discuss Learning Advice.
Personal Goals
Respectful - 3.29 treat others as I would like to be treated
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Learning Goals
Research activity
Warm Up
First, tell the children to spread out and practise following these instructions.
1. Face north.
2. Face south.
OR
3. Turn to the east.
4. Turn to the west.
With each instruction given, the children turn to face in the compass direction stated. (This will need to
be marked out before the game.) They will stay on the spot but change the direction they are facing each
time.
Then add in – step north, south, east and west. For these instructions they will take a step to the side,
forwards or back, without turning to face the direction mentioned.
Once the children are familiar with the directions, play a few rounds of the game ‘Simon Says.’
The teacher will call out an instruction. If they say ‘Simon says’ before the instruction everyone should
copy, if they do not, then the players should not move. Players that move when they shouldn’t or
incorrectly follow the instruction such as facing the wrong way or turning instead of stepping are out.
Children could call out the instructions as the game progresses. If it is too easy then increase the number
of compass points e.g. turn north west.
Do the children know of any physical activity that requires the use of a compass and map? Orienteering is
a sport which requires navigational skills, as it involves using a map and compass to navigate from point
to point in diverse and usually unfamiliar terrain, whilst moving at speed. Participants are given a
topographical map, usually a specially prepared orienteering map, which they use to find control points.
http://www.croc.org/new-to-o
This Columbia River Orienteering page has an introduction video to orienteering.
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For this Physical Education task, you will need a basic, clear map of the school and its grounds. This does
not need detailed information as learners will add this in during the task.
Explain that the children are going to work in pairs to create a route on their map for another pair to
follow; they will need to include at least six checkpoints around the course. These will be marked with
letters that will spell out the name of an island (which must have at least six letters in its name). The
letters should be organised on the route in order to ensure the children follow the given route.
Assign each pair a different coloured pen or paper combination for them to make their route cards, so
children are certain that they have found the correct markers (not those of another route). Each card
needs one letter from the name of the island.
To plan their route, explain to the children that they need to orient a map and that there are two ways to
do this.
The first is to use a compass: the top of a map should be north, so use a compass to line up the top of
your map with north on the compass. (Check the north mark on the map points towards the top.)
The second is to do it by eyesight: find two or three easily identifiable landmarks near where you are
standing and locate them on the map. Then turn your map until it corresponds to those real-world
features.
Children will need to add symbols and a key to their map so that the different locations can be easily
identified. Decide whether every route will have the same starting point. Remind children that the
starting point must be marked clearly on the map.
Allocate a set time for pairs to prepare their letters, put them in the chosen locations and mark these on
the map, numbered in the correct order for children to visit.
https://www.scribblemaps.com
Scribble Maps allows you to create and share maps.
http://www.bsoa.org/docs/misc/Teaching%20Orienteering%20in%20Schools.pdf
This guide from British Schools Orienteering Association gives practical examples of different styles of
maps.
Note: Depending on the school site, it may be important to remind children about safety (personal, road,
etc) and any out of bounds areas.
Mathematics link: 3.69 Be able to use and interpret eight cardinal directions
Recording activity
Discuss if it’s safe for the children to jog or run around the route, or whether they need to walk. Remind
children that they must stay in pairs for safety.
Identify a finishing point, to which all children must return. You can establish a signal to end the
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orienteering activity such as a whistle or bell which calls children back to a set place. The children can
then compare notes with the course creators – did they succeed in finding all the letters?
While children are completing the challenge, you may wish to photograph the activity as a way of
recording.
Discuss what should happen to their markers – is it safe to leave them up for the rest of the day or the
week? If it is, they can have further opportunity to try out each other’s maps or let visitors try them during
the Exit Point.
Reflection
What made it easy or difficult to follow a route? How confident are you with using a map?
Do you think you could do an orienteering course in an unfamiliar location?
Can the children explain how orienteering has stimulated their mind and body?
Can they link it to their overall wellbeing?
Personal Goals
Collaborator - 3.06 offer support to others to help the group achieve shared goals
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Learning Goals
rules/conventions
Research activity
Today’s task is all about guiding someone: the children are going to work in pairs, taking turns to guide
their partner.
Do a ‘think, pair, share’ activity – what makes a good guide?
Warm Up
Suggestions include:
‘Amoeba tag’. Two pupils are ‘it’ and hold hands. When another pupil is tagged, they join hands to
make a three. When a fourth person is tagged, they can split into two pairs. The game could end
when all children have been tagged.
Dynamic Stretches, perhaps carried out to music. The following site might be useful:
https://kidshealth.org/en/teens/stretching-vd.html
The Bean Game. The teacher calls out the name of a bean and the children respond with an
appropriate action. For example, jumping bean = jump; broad bean = make yourself as wide as
possible; runner bean = run; jelly bean = wobble like jelly. The children can suggest their own type of
bean and create relevant actions. They could also take over from the teacher in the role of caller.
The Pirate Game. Similar to the bean game, in that a caller shouts a phrase and the children do the
corresponding action. For example, climb the rigging, scrub the deck, walk the plank, dig for hidden
treasure…
Preparation to be done before the main activity:
Choose a central starting point in an outside space.
Map a short loop course: Course A.
Choose six points around the playground/field for Course A – the markers – and place a different
symbol at each site.
Mark the positions of the markers on the map with red or purple circles (the two colours that are
commonly used to mark an orienteering course).
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Make a small recording card for children to write down the symbol on each of the markers.
Repeat these steps for two more courses: B and C.
Recording activity
1. Put the children in pairs, they are going to play a hunting game.
2. Check that everyone can read the map, understands the key and can locate their own current
position on the map.
3. For each pair, give Child 1 the map of one of the courses and Child 2 the recording card.
4. Child 1 will use the map to guide their partner to each marker – without Child 2 seeing the
map. (These can be done in a designated or random order.)
5. Child 2 needs to record the symbols found at each of the six markers.
6. When they have completed the first course, they can be given another and can swap roles.
Extension activity: Relay loops – this session is similar in preparation to the previous session, but has the
added excitement of a relay.
Put children into small groups, and then get them to have a timed relay for all members of the team to
complete the challenge. They can complete a course they have not yet done.
Reflection
Whilst cooling down and stretching, ask children to consider:
Are you equally effective in both roles – finder and guide?
Were you an effective guide for your partner?
How could you improve your guidance next time?
Personal Goals
Collaborator - 3.06 offer support to others to help the group achieve shared goals
and audience
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Design, Technology and Innovation Learning Goals
Children will:
context/situation
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Design, Technology and Innovation Task 1
Learning Goals
context/situation
Research activity
This task involves healthy eating and the main food groups. However, there are global variations in how
these groups are named. Local diet may also influence the order and significance of each.
Ask the children to name the main food groups. Give them one minute to record their ideas.
The basic five food groups are:
Starchy foods or carbohydrates (sometimes known as grains)
Protein (meats, fish, pulses)
Dairy (Some alternatives to cows’ milk are included in dairy, others in fats)
Fats (and oils)
Fruits and vegetables (sometimes classed as two separate groups).
Discuss their ideas as a class and clarify what you will be using as the main food groups for the rest of this
unit.
Next, ask them to write or draw examples of foods that fit into each group on a plate divided into the
appropriately sized sections for a healthy diet. Give them five minutes to record their ideas.
Each group can take turns to present their ideas to the class. Then give the groups time to make any
changes in the light of what they have heard from other groups.
Display some of the infographics below and have the children connect the different names of the
groups.
The USA and Australian governments both refer to five groups: vegetables, fruit, grains, proteins and fats.
https://www.myplate.gov
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The US Department for Agriculture explains their five groups.
https://www.eatforhealth.gov.au/food-essentials/five-food-groups
The Australian Government’s groupings.
While the UK government’s Eatwell Plate has five slightly different groups: fruit and vegetables,
carbohydrates, proteins, dairy (and alternatives), and fat/oils.
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/528
193/Eatwell_guide_colour.pdf
Public Health England has a colour-coded Eatwell Guide.
https://www.bbc.co.uk/bitesize/topics/zjr8mp3/articles/zhkbn9q
The BBC has a slideshow based on the UK food groups at the bottom of the page.
A vegetarian version of the Eatwell Plate is available, also with five groups: fruit and vegetables,
carbohydrates, vegetarian proteins, dairy (and alternatives) and fat/oils.
https://vegsoc.org/info-hub/health-and-nutrition/vegetarianeatwellguide/
The Vegetarian Society has created a plate showing a healthy diet.
This could be an opportunity to discuss the variety of diets the children might have. Check that each food
group list on their shared plates has at least one plant based option. E.g. Olive oil, coconut oil, lentils etc.
Look back at the crops and agriculture learning from Geography Task 8 and compare these to the plates
with the lists of foods. For each island that they learned about, could a complete plate be created? They
should think back to the challenges that climate and geographic location present to agriculture and
growing crops.
Recording activity
Discuss how nutritionists around the world agree that fruit and vegetables are a vital component of a
healthy diet. The World Health Organisation (WHO) advises people to eat five portions of fruit and
vegetables every day, as outlined in the link below.
https://www.nutritionist-resource.org.uk/content/5-a-day.html
Nutritionist Resource outlines the WHO’s fruit and vegetable guidelines and suggests a smoothie for
breakfast.
Many people fail to hit the ‘5 a day’ target. Can we help people add one more fruit and vegetable portion
to their diet by designing a delicious island inspired smoothie?
Each group can create a recipe for a healthy smoothie, which should contain at least three different
healthy ingredients – including vegetables as well as fruit. (They may also wish to add milk of some kind.)
The ingredients must be available locally to reduce the food miles and support the local economy.
For their design they should draw a large glass and colour and label the different ingredients it contains
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showing the ratio of different flavours.
Allow time for children to view the different smoothies. If the different groups did the same island,
compare their smoothies. Were there any islands that were not chosen? Why do they think that was?
This site may provide useful inspiration:
https://www.superhealthykids.com/recipes/dish-type/smoothies/
Super Healthy Kids provides a range of smoothie recipes.
https://www.bbcgoodfood.com/recipes/collection/kids-smoothie-recipes
The BBC lists eleven smoothie recipes, including a vegan option.
For challenge and choice: the children could be encouraged to design an eye-catching advert for their
smoothie, clearly linking it to its island inspiration. The advert could contain arguments for adding more
fruit and vegetables to a daily diet, as well as a snappy slogan to draw in potential clients. The advert
could be for print, radio, television or digital media.
Mathematics link: 3.17 Understand the relationships between ratios, fractions, decimal fractions and
percentages
Home learning opportunity: The children could keep a 24-hour food diary, listing what they ate in the
different food groups. They could record breakfast, lunch and dinner, as well as any snacks. Ultimately,
they could answer the question: ‘Is my diet balanced?’
Reflection
Are there any islands you think it would be impossible to make a tasty, healthy smoothie for?
Which smoothie appealed to you the most?
Would it be possible to make it from host country ingredients?
Personal Goals
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Learning Goals
context/situation
Research activity
Tell the children that they are executive chefs. They have a client who is opening an islands-themed
restaurant and needs them to design a suitable menu of dishes. They will need to consider different
dietary requirements, healthy options and the best dishes to help diners connect with the different
islands as well as selecting dishes they think are tasty and that people will enjoy.
Working in pairs or small groups, the children can conduct research on traditional island dishes. These
sites may prove useful starting points:
https://www.family-travel-scoop.com/caribbean-food-for-kids.html
FamilyTravelScoop offers Caribbean dishes that might appeal to children. (If you scroll down the page,
there are links to other islands such as those in Greece or Bali.)
https://trip101.com/article/traditional-food-in-madagascar
A top ten list of common foods from Madagascar.
https://www.foodnetwork.com/restaurants/packages/best-food-in-america/photos/what-to-eat-new-
york
The Food Network lists what it thinks are the top ten most iconic dishes from New York.
https://www.worldtravelguide.net/guides/oceania/tahiti-and-her-islands/food-and-drink/
The World Travel Guide lists specialities from Tahiti that the children could research.
Each team member can report back to the group with their top dish selections and try to persuade the
others to include it in the menu.
Recording activity
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The groups will now need to narrow their selection to the best menu choices. They then need to create
the customer menu for their islands-themed restaurant using a digital design or publishing tool. They can
mix and match dishes from more than one island, but their menu should clearly state which dish is from
which island. A brief description of the dish to help sell it can be included. They will need to decide how
to organise their menu for example by island, dietary need or course. Different group members can take
responsibility for different pages or sections within the shared document. They can give the restaurant a
name and include design elements to promote the island feel.
While the appearance of the menu is important, the main focus of the task should be on the dishes
selected for the menu.
The final menus could be displayed in the classroom for other groups to review. The children could then
vote for different categories: the restaurant they would most like to visit, the healthiest selection, best
vegan or vegetarian selection.
For challenge and choice, the children could record a one minute TV or radio advert for their restaurant,
selling their island-themed food to a wider audience.
Home learning opportunity: Children could research the foods they put on their menus and how to make
them environmentally friendly as well as healthy. For example, ingredients with less food miles,
sustainable fish stocks or organic foods.
Language Arts link: 3.24 Be able to write in a variety of different forms, styles and genres
ICT link: 3.11 Be able to apply the rules of graphic design to communicate information
Reflection
Do you prefer food from one island in particular and why?
Is it close to what you would normally eat or very different?
Personal Goals
and audience
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Learning Goals
Research activity
Prior to any cooking task, it is vital to consider any hygiene or food intolerances and allergies. A risk
assessment may also be necessary - depending on school policy - ahead of preparing and/or tasting food.
Ask children: how do you keep healthy and safe when cooking? You might want to display an image of
multiple hazards in the kitchen and do a See, Think, Wonder activity:
https://k3lh.com/2019/02/20/safety-hazard-in-kitchen/
An example of an image that might work as a discussion starter.
Harvard’s Project Zero explains the See, Think, Wonder visible thinking routine.
Discussion is important, as some children may have extensive experience of cooking while others may
have had little experience of preparing food. The children could self-assess against:
Red – not at all confident yet, little or no experience in the kitchen.
Yellow – not independent yet, some experience in the kitchen.
Green – confident, lots of independent experience in the kitchen.
Create mixed groups of children according to their self-assessment e.g. one from each colour. (Children
may over or underestimate their capabilities.)
Following on from the initial brief discussion, identify some health and safety rules or guidance for
cooking in the classroom.
https://webarchive.nationalarchives.gov.uk/ukgwa/20180411165119/
The Food Standards Agency gives advice.
https://www.foodafactoflife.org.uk/7-11-years/
The British Nutrition Foundation has age appropriate activities on food safety.
Review the food Safety Basics:
Tie long hair back, don’t touch hair once preparation and cooking has begun.
Wash hands in warm, soapy water before and after handling ingredients and food.
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Keep countertops and working surfaces clean, wipe up spills immediately.
Teach children to wait until the food is cooked and suitably cooled before tasting.
Don't lick fingers or put hands near mouths, especially when working with raw foods such as cookie
dough and raw meat or poultry.
Always use a clean spoon for tasting.
Do they know why each of these rules is important?
Teach these four simple steps before beginning:
1. Wash hands, surfaces and kitchen utensils.
2. Keep raw meat, poultry and seafood separate from ready-to-eat foods.
3. Cook to proper temperatures.
4. Refrigerate promptly to 40 degrees Fahrenheit (4 degrees Celsius) or below.
Taken from https://www.eatright.org/homefoodsafety/four-steps/cook/teaching-kids-to-cook The
Academy of Nutrition and Dietetics.
Recording activity
Ask an observer to record the cooking process by taking videos or photographs - the children need to
focus on staying safe in the kitchen, and devices must be kept away from food and liquids as well as
sources of heat. (The videos and photographs could be annotated and displayed during the Exit Point.)
Let’s get cooking! For MP3 children the following are based on age-appropriate skills, requiring varying
levels of support depending on experience:
Using a microwave to cook foods
Measuring ingredients accurately as part of following a recipe
Bake foods in the oven
Simmer ingredients on the stove e.g. boil pasta or potatoes
Slice or chop vegetables.
The following recipes have been chosen as they explore a range of techniques and are from a variety of
different islands across the world. The availability of ingredients, resources and adult support may
influence your choice of which to make as well as considerations of any allergies.
Recipes that require heat:
https://www.food.com/recipe/oven-baked-sweet-plantains-80130
Oven-baked sweet plantains (Caribbean).
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https://www.nhs.uk/change4life/recipes/creamy-banana-porridge-with-mish-mash-raspberries
Creamy porridge (Scotland).
https://www.nhs.uk/change4life/recipes/mediterranean-medleys
Mediterranean vegetable and hummus snacks (Mediterranean).
https://www.favfamilyrecipes.com/authentic-hawaiian-macaroni-salad/
Hawaiian macaroni salad (Hawaii).
https://www.food.com/recipe/madagascar-vegetable-salad-452443
Madasgacar vegetable salad (Madagascar).
https://jamaicans.com/simple-jamaican-recipe/
Jamaican rock buns (Jamaica).
Recipes that do not require heat:
https://www.kidspot.com.au/kitchen/recipes/greek-salad/z96lrfdk
Greek salad (Greece).
https://www.sbs.com.au/food/recipes/mango-salsa-and-coconut-heart-salad
Mango salsa and coconut heart salad (Pacific islands).
https://thegingeredwhisk.com/easy-swedish-cucumber-salad/#Easy_Swedish_Cucumber_Salad
Swedish cucumber salad (Sweden).
After completing their cooking each group can produce a photo story or video with titles, captions and a
voice-over explaining what they did. These should be instructional in style; they would teach someone
else how to make the dish. At the end they can comment on whether the result was tasty.
Note: Due to health and safety considerations it is useful to have extra adults to support children when
cooking. If children are allowed to chop, ensure they use knives safely. If an oven or hob is being used,
discuss safety rules near heat sources.
Mathematics link: 3.84 Be able to select and use appropriate units and instruments of measurement
Reflection
Think about the rules of kitchen safety, which ones are to keep the chefs safe, and which are to keep the
consumer of the food safe? Do any do both?
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Personal Goals
Respectful - 3.33 apply strategies to manage the use of concrete and abstract resources
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Learning Goals
Research activity
Explain that the children are going to design and create a simple, healthy salad inspired by an island they
have been learning about.
It is important to begin this session with a recap of safe kitchen practices and, if necessary, use any issues
from the previous tasks as an opportunity for learning.
Note: Many schools have a no nuts policy due to allergies. Prior to devising any recipes, it is vital to check
if there are any potential allergies in the school.
As a class, you could try to cover all the different continents of the world (except Antarctica) in order to
produce a variety of salads. This could be done by going around the class, each child saying in turn:
Europe
Asia
North America
South America
Africa
Oceania.
This is repeated until all children have spoken, at which point all the children that said Europe form a
group, and repeat for the other continents so you have six groups. If these are too large you can split
them into two groups for each of the continents.
In their groups, the children can research salads and salad ingredients from their continent for inspiration.
Once they have an idea of what they would like to create, they should list:
Equipment required
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Ingredients
Processes and the order in which things are done
Time needed
Presentation.
Recording activity
The children will use their groups lists to create a clear, step-by-step recipe for their salad. It must name
the island that inspired the dish and which ingredients link the salad to the island. Check that all recipes
are safe to follow before the children begin any food preparation and that the children have considered
hygiene.
With adult supervision, the children can then create their salads. They should follow their own step-by-
step recipes. If they realise that any instructions are missing, then they should note them down.
Note: Due to health and safety considerations it is useful to have extra adults when cooking to support
children. If children are allowed to chop, ensure they have safe knife skills. If an oven or hob is being
used, discuss safety rules. Remind children about hygiene protocols and about cross contamination – the
four steps from the previous task.
Ask an observer to record the process by taking videos or photographs - the children need to focus on
staying safe in the kitchen, and devices must be kept away from food, liquids and sources of heat. (The
videos and photographs could be annotated and displayed during the Exit Point.)
Once the salad is complete and presented as a finished dish, take a photograph and print this for the
children to add to their instructions. Allow time for children to taste their own salad. Linking to learning
in International Tasks, you should avoid single-use plastic utensils and plates.
3.24 Be able to write in a variety of different forms, styles and genre
3.29 Be able to use organisational devices to structure text and guide the reader e.g. paragraph
chronology, emphasis, bullet points
Text type guide NF01: Instructions may be useful for this activity.
Mathematics link: 3.84 Be able to select and use appropriate units and instruments of measurement
Reflection
What could make the preparation process smoother next time?
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3.07 Be able to produce a step-by-step plan for production
Ask the children to self-reflect using the rubric. Did you have to add any steps when you were preparing
your salad? Would adding illustrations improve your instructions? Did you use any vocabulary that some
people might need explaining in a glossary?
The children could show their instructions to a partner and ask if they understand the various steps.
Personal Goals
Ethical - 3.21 do the right thing even when no one is watching
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Design, Technology and Innovation Extension Task
Learning Goals
context/situation
Extension activity
The children should review their salad from Task 4 (in the same small groups). Were they happy with the
taste? Appearance? Would they like to make any changes to either the ingredients or how the different
items were prepared?
Now that they are happy with their final dish, the children are going to create a product pitch for their
salad. In their groups, they need to prepare a presentation to “sell” their salad to a supermarket.
They need to consider:
Taste
Appearance
Food groups
Healthiness
The island that inspired it
Whether it has a “unique selling point” - something that makes it different from the other salads on
offer
The target audience e.g. children, vegetarians, fussy eaters.
Ask the children to recall any food products that they like. What makes them memorable? Is it their taste?
An easy-to-remember name? A catchy slogan or jingle? (Perhaps they can hum or whistle a memorable
jingle?) Remind them that their product needs to stand out or capture the imagination.
The presentations can be in any format, so long as they get the main messages across. The children might
take inspiration from Levi Roots, who used music to sell his product on the TV Show Dragon’s Den:
https://www.youtube.com/watch?v=2gWUkJ9DkE8
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A pitch for Reggae, Reggae Sauce on the BBC’s Dragon’s Den.
The children could use any photographs or videos from Task 4 as part of their pitch. Set a time limit for
the pitches, so that every group has the same opportunity to persuade the audience.
The audience could be the other children in the class, or you could create a small judging panel. (The
latter would cut down on the need for a mass tasting session, which is difficult to manage due to hygiene
concerns.)
3.17 Be able to gain, maintain interest and interact with listeners
3.20 Be able to consider and plan for audience and purpose when presenting information
Text type guide Media - M05: Packaging copy may be useful for this task
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The Exit Point
The children are going to hold an Exit Point exhibition with the overarching theme: What impact have
humans had (and continue to have) on the world’s islands?
There are two aims of the Exit Point:
1. To allow the children to demonstrate their learning.
2. To inspire those attending to take action.
The children will split into pairs or small groups, each one representing an aspect of island life. They will
invite the attendees to go “island hopping”, moving from island to island, learning about each aspect as
they go. Each attendee could be given a “passport” which they stamp as they visit each “island”.
To keep the carousel diverse, the pairs or groups will each focus on different aspects of the learning. The
children could give background information for context if required, but then create an interactive activity
that gives the audience a chance to engage with the learning – rather than just listen to a presentation.
Such interactivity could include:
Challenge visitors to use grid references to find symbols on the island maps they created.
Create an interactive quiz: what are the top three challenges facing islands today?
Have the audience complete a very short orienteering course.
Guess which dish belongs to which island.
Match the climate to the island.
Give the visitors a list of real and imaginary solutions to plastic pollution - can they spot which are
being used around the world today and which are fake.
Learn the children’s dance inspired by island music.
Match the genre of music to the island.
Sort the food items into the main five food groups.
Choose which island-inspired menu you would like to eat from tonight.
Take part in a news interview about the challenges facing island communities.
If a visitor to the Exit Point completes five of these activities, they get five individual stamps on their
passport, and so on.
The children’s island-inspired artwork should be prominently displayed for visitors to see and you could
bring everyone together as a finale to watch excerpts of the videos that were produced throughout the
unit.
Finally, before they leave, every attendee should be asked to take a pledge - a promise to take a small but
positive action for the world’s islands. Children could give personal examples from International Task 2
and make suggestions including:
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Reducing plastic usage by carrying cloth bags
Using more public transport instead of private vehicles
Investigate ecotourism options.
These pledges could be written briefly in a comments book, for the children to read after the Exit Point.
That way they can see how they have inspired others.
Exit Point reflection
Was the Exit Point successful? Why?
What could you have done to improve the Exit Point?
Final Unit Reflection
Use some of the suggestions below or your own questions to guide a final reflection on the unit.
How did you prefer to learn? Individual/in pairs/small groups/large groups/as a whole class?
What was your preferred method of recording or presenting your learning?
Drawing/writing/talking/making/performing etc?
What was your favourite part of the unit?
When were you most successful in this unit? Why?
Which task did you learn the most from?
The IPC community would love to see examples of your learning, in any subject, at any stage of the
learning process. If you have any pictures or stories you would like to share please do so on the My
Fieldwork Pinboard, tweet @The_IPC, post on our Facebook page
at facebook.com/InternationalPrimaryCurriculum.
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Resources
For this unit, you will need some, but not necessarily all, of the following:
Equipment
For this unit, you will need some, but not necessarily all, of the following:
Atlases
Charcoal
Chopping boards and chopping utensils
Cold and warm water
Coloured card
Coloured pens
Cooking utensils and cooking pots and pans
Crayons
Cutlery and serving plates
Foam board (small pieces)
Food colouring
Fresh food ingredients (depending on recipes created during tasks)
Images (of issues related to human impact on islands) cut up into jigsaw pieces
Large, water-tight container that can safely hold warm water
Litter grabbers and litter bags
Maps – a range containing 4- and 6-digit grid references
Map of short orientation loop course (three versions)
Map of school grounds
Marker pens
Orientation markers
Oven, microwave and/or hob
Plasticine
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Paper for drawing and printing
Paper with large squares for grid references
Plastic bottles (small size, without lid)
Printable resources for the United Nations SDG Game: https://go-goals.org/
Sketching pencils and coloured pencils
Sticky notes
Styrofoam squares (or lino) for printing
Video recording and editing software
Whistle
World map template (blank)
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Earth as an Island
Glossary
Vocabulary to meet the success criteria of using technical/subject language and correct terminology to
support learning.
Art
Contour line (noun): The outer edges of something; the outline of its shape or form. (Note the term
contour line is used differently in Geography.)
Geography
Climate (noun): General weather conditions in a particular place.
Climate Change (noun): Changes in the world’s weather, in particular the fact that it is believed to be
getting warmer as a result of human activity increasing the level of carbon dioxide in the atmosphere.
Contour line (noun): A line drawn on a topographic map to indicate ground elevation or depression.
Environment (noun): The air, water and land in or on which people, animals and plants live.
Equator (noun): An imaginary line around the earth at an equal distance from the North and South Poles.
Exploitation (noun): A situation in which somebody treats somebody else in an unfair way, especially in
order to make money from their work.
Globalisation (noun): A situation in which available goods and services, or social and cultural influences,
gradually become similar in all parts of the world.
Global warming (noun): The increase in temperature of the earth’s atmosphere that is caused by the
increase of particular gases, especially carbon dioxide.
Interdependence (noun): Interdependence (between/among somebody/something) the fact of depending
on each other; the fact of consisting of parts that depend on each other.
Island (noun): A piece of land that is completely surrounded by water.
Isolated (adjective): Far away from any others OR without much contact with other people or other
countries.
Key (noun): An explanation of the symbols used on a map or plan. Synonym = legend.
Latitude (noun): The position north or south of the equator measured from 0 degrees to 90 degrees.
Legend (noun): The explanation of a map or a diagram in a book. Synonym = key.
Longitude (noun): The distance of a place east or west of an imaginary line between the North Pole and
the South Pole, measures in degrees.
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Earth as an Island
Overfishing (noun): The process of taking so many fish from the sea, a river, etc. that the number of fish in
it becomes very low.
Pollution (noun): The process of making air, water, soil, etc. dirty.
Population (noun): All the people living in a particular country, area or place.
Prime/Greenwich Meridian (noun): One of the lines that is drawn from the North Pole to the South Pole
on a map of the world, passes through Greenwich, England and marks 0 degrees longitude.
Relocate (verb): To move or to move somebody/something to a new place to work or operate.
Scale (noun): The relation between the actual size of something and its size on a map, diagram or model
that represents it.
Topography (noun): The physical features of an area of land, especially the position of its rivers,
mountains, etc; the study of these features.
Weather (noun): The conditions of the air above the Earth such as wind, rain or temperature, especially at
a particular time over a particular area.
International
Sustainable (adjective): Involving the use of natural products and energy in a way that does not harm the
environment.
Sustainable Development Goals (noun): A set of global goals established in 2015 by the United Nations
General Assembly.
Music
Genre (noun): A particular type or style of literature, art, film or music that you can recognize because of
its special features.
Rhythm (noun): A strong regular repeated pattern of sounds or movements.
Tempo (noun): The speed or rhythm of a piece of music.
Physical Education
Navigate (verb): To direct a person, ship, aircraft, etc. from one place to another.
Orienteering (noun): The sport of following a route across a country on foot, as quickly as possible, using a
map and compass.
Design, Technology & Innovation

Carbohydrates (noun): One of several substances, such as sugar or starch, that provide the body with
energy, or foods containing these substances such as bread, potatoes, pasta, and rice.
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Earth as an Island
Protein (noun): One of the many substances found in food such as meat, cheese, fish, or eggs, that is
necessary for the body to grow and be strong.
Smoothie (noun): A thick, smooth drink made of fruit and/or vegetables mixed with milk, ice cream,
yogurt or fruit juice.
Vegan (noun): A person who does not eat any animal products such as meat, milk or eggs or use animal
products such as leather or wool.
Vegetarian (noun): A person who does not eat meat or fish.
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Earth as an Island
The Big Picture
As a society, people initially lived in extended family units or small villages. However, growing
globalisation and interdependence mean that we live in an increasingly interlinked and connected world.
While the Covid-19 pandemic might have slowed this down temporarily, as countries closed borders and
focussed inwards. The phenomenal growth in technology and in particular social media means that
normal citizens – not just experts – can instantly connect with societies thousands of miles away.
Previous generations may have been isolated in terms of geography and society, but the outward urge to
explore new places has driven humans since the earliest explorers travelled from Peru to Polynesia over
5,000 years ago. From the Anglo-Saxons and Vikings, who travelled to England and other islands in search
of fertile land and resources, to the exploration and subsequent exploitation of the Caribbean islands by
the likes of Christopher Columbus. There were also female explorers, like Isabella Bird, who overcame
societal prejudices to document life on islands around the world.
Throughout history, humans have chosen to inhabit islands for a variety of social, commercial, and military
reasons. Cities as diverse as St. Petersburg (Russia), Male (Maldives), Havana (Cuba), Singapore, and
Wellington (New Zealand) are all found on islands.
The natural isolation of islands has become less over time, but some islands have been historically used
as prisons for those in society that people consider to be a danger. Notable island prisons include Alcatraz
in the USA, Robben Island in South Africa, Devil’s Island in Guyana, and Bastøy Island in Norway, all of
which have housed both famous and infamous people.
Islands have also been significant in global developments. For example, the testing of the first atomic
bomb in the 1940s, which ushered in the Cold War, took place on the remote islands of Bikini Atoll in the
Marshall Islands. In the 1960s, the Bay of Pigs incident in the Caribbean took the world to the brink of
World War III. Islands continue to cause political issues of a global nature, including examples such as the
Spratly Islands in the South China Sea and the Falklands Islands in the South Atlantic.
The locations of islands have led them to develop some unique features or certain aspects. As a result of
climatic, topographical and locational differences, some of the food and cultures are unique to the islands
that they originated on. Many islands also have their own musical traditions which we will explore in the
unit.
You might find these guides a useful starting point to learning about island music traditions:
https://www.bbc.co.uk/bitesize/guides/ztp49j6/revision/1 A simple BBC guide to Caribbean music
aimed at teenagers.
https://www.bbc.co.uk/bitesize/guides/ztp49j6/revision/1 A simple BBC guide to music from Asian,
Latin America and the Middle East.
Islands have also had a spiritual significance across many religions. For example, Bali as a centre for
Hinduism in Indonesia; Lindisfarne Island in England as a significant place for Christianity; the Cocos
(Keeling) Islands off the coast of Australia as a centre for Islam; and the Thirteen Buddhas of Awaji Island
in Japan. In Judaism, the Venetian Ghetto, an area Jews were compelled to live on in the 16th – 18th
centuries, is an island that is significant – though not in a positive sense. Traditionally, islands have
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Earth as an Island
offered a retreat from daily life and enabled devotees to focus on prayer and reflection.
Moving forwards, island nations are some of the most at risk from global challenges. A 2021 report from
the United Nations’ Intergovernmental Panel on Climate Change (IPCC) said the recent rate of sea level
rise has nearly tripled compared with 1901 – 1971, while global surface temperature was 1.09°C higher
between 2011 and 2020 than between 1859 to 1900. The IPCC states, “It is unequivocal that human
influence has warmed the atmosphere, oceans and land”.
Increasing numbers of islands, including Indonesia, Singapore, the Maldives and the Solomon Islands, are
at risk from the inherent challenges of sea-level rise. For example, the Carteret islanders have been
battling rising sea levels for the last 25 years. In 2005 they were named as the world’s first “climate
refugees” and many islanders have since been evacuated and relocated. Many island ecosystems, such as
coral reefs, are also under threat from climate change.
Global use of plastics has also had a huge environmental impact on island nations, as plastics are washed
from the land and into the world’s oceans, leaving not even the most remote islands untouched. In the
Pacific Islands, there are floating masses of plastic known as ‘garbage patches’ which threaten marine
wildlife in particular.
The problems that the islanders of the world currently face require global solutions. This unit therefore
looks at the impact of increasing global interdependence before culminating in an Exit Point where
children become advocates for minimising the negative effects of this globalisation.
The Earth is the only planet in this solar system that is habitable; thus it is an island in space. Yet our
outward urge to explore continues, with both the USA and China aiming to send a crewed mission to Mars
(and back) in the 2030s.
People do not thrive in isolation according to John Donne’s famous poem ‘No man is an island’ (1624). You
can read the poem and find related activities here:
https://www.mensaforkids.org/read/a-year-of-living-poetically/donne-no-man-is-an-island/
However, while this sentiment has its strengths, it is important to be aware that the connected nature of
our modern lives has not come without costs.
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Earth as an Island
Are your children busy, or are they busy learning? This is the question that we need to be able to answer
throughout each IPC unit — what improvements are being made to children’s learning as a result of
studying this theme? Assessment provides the answer.
Assessing Knowledge
The IPC does not provide examples of Knowledge assessments as the Knowledge content of the
curriculum can be adapted to any national curricula requirements. Knowledge assessments should be
designed to promote recall, repeated recall will help secure Knowledge in the long-term memory. These
recall tasks can be formal or informal, oral or written and include examples such as quizzes, tests,
matching activities and other strategies that may be listed in the school’s classroom approaches. Teachers
should plan for a variety of opportunities to assess Knowledge, these will become more extensive as the
unit progresses and more Knowledge is gained.
Assessing Skills
Assessment for Improving Learning opportunities are highlighted in the thematic unit to offer guidance
on how to assess children’s skills progress throughout the unit. The Learning Goals indicated by this
symbol and bold text are the Key Skills for which we have provided teachers’ and children’s rubrics as
well as Learning Advice in the IPC Assessment for Improving Learning Toolkit.
We recommend that only 1 skill is assessed within any task*. Although Key Skills of other subjects may be
linked to the tasks, only the Key Skill of the subject being learnt should be assessed. Assessment of Key
Skills is multifaceted and may include assessment of both the product and/or performance of the skill.
When assessing the product, teachers ask: What evidence does this product provide of the child’s
application of the Key Skill?
When assessing the performance teachers ask: What evidence can I observe of the Key Skill in
action?
* The exception to this is the two Science Learning Goals on prediction and comparing predictions to results, these may be assessed
together once children have experience of both skills.
Teachers should review the units in their milepost to establish when each Key Skill is taught. It is not
expected that all the Key Skills within each unit will be assessed at every opportunity. Consideration
should be given to both practice and assessment during medium term planning and focus Key Skills to be
assessed during each unit should be identified. Prior to each unit we recommend you download the
rubrics you need and make agreements on how these will be used consistently across the milepost. Some
schools provide copies of the children’s rubrics for them to highlight during the unit as they make
progress, other schools make display versions to discuss with the class during learning.
The rubrics provided for the Key Skills support teachers and learners with a comprehensive skills
assessment tool. For teachers, the detailed rubrics provide consistent level descriptors of Key Skills which
can be applied and moderated across multiple groups of learners within a milepost. For children, using
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Earth as an Island
the rubrics enables them to identify where they are now and where they need to be, which can be
expressed as a learning goal or next step for improvement.
The Assessment for Improving Learning Toolkit can be used in different ways and at different times e.g.
before, during or after a task. The rubric should be available and discussed with learners when practicing
the Key Skills as well as prior to any assessment.
The following are all encouraged:
Self-assessment against the children’s rubrics, goal setting driven by the Learning Advice.
Peer-assessment using the rubrics and generating feedback based on the Learning Advice.
Teacher assessment against the teacher rubrics, feedback guided by the Learning Advice.
The Key Skills should be developed across a range of tasks and care should be taken to not confuse the
Learning Goal with the task outcome. Success criteria for the task can be co-created and used alongside
the rubrics to guide learners in their efforts.
We recommend that you collect data on learner’s progress with the Key Skills within and across the units;
your school may decide to use an a online tracking tool for this.
Assessing Understanding
Assessing understanding involves any or all of the following at different times as appropriate:
A collection of evidence over time
Teacher judgment
Open ended task construction
Application of thinking skills
A certain breadth of knowledge so that connections can be made
Multiple opportunities that are designed in different ways.
It is important to note that there are degrees of understanding, that can be indicated by breadth or depth
and are influenced by personal experience and perspective, including empathy for others’ perspectives.
Due to its complexity, teachers are encouraged to discuss when planning a unit what evidence of
Understanding they anticipate and later to share learning that they consider provides evidence of
Understanding.
For further information please see the Curriculum Guide and the Implementation Guide sections on
Foundation 7: Assessment for Improving Learning.
109
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info@fieldworkeducation.com
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2022-2028

Geography Learning Goals

International Learning Goals

Music Learning Goals

Physical Education Learning Goals

Design, Technology and Innovation Learning Goals

Statements could include the following:

Assessment for Improving Learning

Assessment for Improving Learning

Assessment for Improving Learning

Assessment for Improving Learning

Assessment for Improving Learning

The United Nations has useful resources designed for children:

Assessment for Improving Learning

Assessment for Improving Learning

Design, Technology & Innovation

PO Box 76081, London, EC4P 4JY

From Fieldwork Education, a part of the Nord Anglia Education family.

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