Now, more than ever, it is so important to realise that we are all connected, all in this together, all across the world. Mrs Wheatland and Mrs Hagan have been so inspired by how people have come together to help, support and protect each other. Why can’t we do this for our world environment? We need to study geography as part of the Year 5-6 curriculum but in light of recent events and the importance of climate change going forward, we have decided to create a project just for you! We chose to look at Peru – it is very different to England and other areas you may have studied AND has some real problems that the world could pull together to help with. Together we can PROTECT PERU!
Our first task was to research Peru and make notes on its location. We asked the children to to use an Atlas (this could be an online one) and find out about where Peru is located in the world. There were some prompts here to help children with this:
Did you know there are many species of plants and animals which are only found living in Peru? They cannot be found anywhere else in the world! The children have been discovering why only certain types of plants and animals inhabit the main areas of Peru. To start with, we focused on the Peruvian rainforest and the animals that live there.
The Peruvian Amazon (Spanish: Amazonía del Perú) is the area of the Amazon rainforest included within the country of Peru, from east of the Andes to the borders with Ecuador, Colombia, Brazil and Bolivia.
Did you know there are many species of plants and animals which are only found living in Peru? They cannot be found anywhere else in the world! The children have been discovering why only certain types of plants and animals inhabit the main areas of Peru. We are now focusing on the Peruvian desert and the animals that live there.
Along Peru’s west coast is a narrow strip of desert 2,500km long. This region only makes up around 10 percent of the country, but it is home to more than half of the country’s population. The coastal desert was first inhabited thousands of years ago by Ancient people called the Chimú and the Nasca.
Because it has so many different ecosystems, Peru is home to a wider variety of plants and animals than most other countries on Earth. For many reasons, Peruvians have not had as much of an impact on their natural world as many other countries, and so much of these ecosystems have been undisturbed.
The children used the internet, and videos given by their teachers to learn about the desert as a habitat and how animals survive there. Here is what they found out:
Peru is home to a number of mountain ranges. This week, children have been researching mountain types and how mountains in the world are formed.
They have been exploring the geographical features as well as investigating the features of explanation writing in order to create a piece of writing which explains how mountains are formed. How this is presented will be up to the children - their only restraint is that the audience is a Year 4 child!
Here are some examples of the finished product (after all of the geographical learning and writing exploration has taken place):
We explored the Mexican artist Leonora Carrington. The children had a go at making or designing a dream catcher which are common in Native American culture.Below are some of the examples.
Save the Environment!
This week we were focusing on ‘Saving the Environment’. We asked the children to watch the video below and then answer the questions:
Using the information they gained from the video we asked the children to create posters/ leaflets (or any other way their creative minds come up with!) to ask others to help reduce the carbon footprint, and explain how this can be done. We asked the children to think back to the persuasive devices they had previously covered.... can you spot any?
These are two photos taken from space of the same place in the Amazon Rainforest, but 30 years apart. The 2nd photo shows the destruction of the forest.
We asked the children to listen to this song:
Then to consider the following questions:
What does the song mean?
What is it about?
Why would someone write a song with these words?
Then to read ‘Cutting down Rainforests’ which sees deforestation in a positive way. There are always two sides to every story.
We then asked the children to use the information, the internet and books to research facts about deforestation both the good points and the negative points. We asked the children to split their page in half and write ‘why deforestation should stop’ facts on one side, and ‘why deforestation should continue’ on the other side.
As you will be aware, our outcome for this project is having to look very different to usual.... below are the children's efforts which illustrates how much they have learnt and their amazing commitment to their distance learning for which Mrs Wheatland and Mrs Hagan are extremely proud of!
Over the last few weeks, we have been learning about persuasive writing and persuasive techniques and how and why we need to protect the rainforests.
The brief for their final task was to display their knowledge of how to best Protect Peru! We decided to focus on just the Peruvian Rainforest as so much of our learning had focused on this area and the children had enjoyed it. We asked the children to create a poster, leaflet, podcast, radio broadcast, speech (or anything else their creative minds could think of!!) with the title: Protect the Rainforest of Peru!
We asked them to include the following: