A to Z of places to learn: O to Q

From outer space to deep inside the self, Russell Grigg and Helen Lewis have some inspiring suggestions for new frontiers to explore with your class...

Oo IS FOR OBSERVATORIE

Why bother?

Space is somewhere few ever visit, but which has long inspired imagination and creativity as well as scientific enquiry. There are hundreds of observatories and planetariums in the UK, which allow children a glimpse into this exciting world, and youngsters can develop skills in design, construction, evaluation, observation, questioning and communication through space-based topics.
Life in space is challenging. Completing everyday tasks such as eating in zero gravity is very difficult, and a source of fascination.

Children should experience the awe and wonder of staring up at star-filled, clear nights. The Brecon Beacons and Exmoor national parks have been recognised as among the world’s best star-gazing spots. Learners can find out more about the Dark- sky movement, and how to ‘take back the stars’.

Resource ideas

Astronauts train hard for space missions – so a focus on health and nutrition could take the form of ‘astronaut boot camp.’ Include activities such as moonwalks, space mountain climbing and star jumps. Track progress and improvements over a month, encouraging mathematical skills such as measurement and data handling.

Plan a ‘picnic to the moon’, including star and moon shaped sandwiches, rock cakes (meteors), ‘rocket fuel’ smoothies, planet pizzas and gingerbread astronauts. Evaluate freeze dried versions of familiar foods (readily available on the internet) – such as astronaut’s ice cream and bananas, and compare and contrast with the real version. Explore how materials can be changed.

Film your own ‘space landing’ and interview the astronauts to develop communication and ICT skills.
Ask the children to act as ‘solar travel agents’, advertising particular planets to encourage tourism. What might local inhabitants look like?

Debate the ethics of space exploration, from the initial missions that sent animals on a one- way journey into space, to the billions of dollars currently spent. What would life be like without space exploration? For example, satellites impact on many aspects of daily life, from letting us know what the weather will be like, to helping us find the way around town.

Tips for success

Try to organise a guest speaker from a local amateur astronomy group and see whether the children can try out a range of powerful telescopes.

Pp IS FOR PONDS

Why bother?

One of the best things we can do for wildlife is to install a pond – and they are an excellent resource for developing children’s understanding of life processes and living things. They can delight in seeing predators such as water boatmen, jumping water fleas and frogs. Their scientific enquiry skills – asking questions, making careful observations and using equipment responsibly – develop in real, interesting contexts. They can draw, label, describe and categorise animals. ICT can be used to complete databases. Class projects can focus on particular food chains and life cycles – creating mobiles, diagrams, zigzag books or powerpoints.

Encourage children to respect the creatures that they find, returning them to the correct place after their observations. By involving pupils in designing and maintaining a pond, schools can do their part to address the decline in watery habitats in the nation.

Resource ideas

If space is limited, small wildlife ponds can be created using a buried, water-filled bucket; an old bath; a butler sink; half a barrel; or a sunken plastic paddling pool. The Forestry Commission provides advice on matters such as location, planting and maintenance. Explore the creatures that live on the surface as well as those who live underwater.

Pond dipping only requires simple equipment, such as spoons and tea strainers for mini beasts; nets; and containers. Magnifying glasses, cameras and identification sheets are also useful.
Back in the classroom children can create underwater worlds in different containers – use a range of plastic underwater creatures, shells, pebbles, stones, gravel, plants etc. Learn about ‘Atlantis’ – build a city in the container and then take photos or a video as it starts to flood. More formal, ornamental ponds offer the opportunity to explore design, measurement and symmetry, and inspire discussion of artists such as Monet, and their works.

Ice is an excellent material for creativity as it can be sculpted, smashed, carved and moulded. Use small, shallow containers as ‘mini-ponds’ on cold days, in which children can create ‘ice windows’ - arrange leaves and flowers on the surface, and place a loop of string outside the bowl with the ends in the water. Leave to freeze overnight; in the morning the window can be removed and hung up to be admired.

Tips for success

To create your own school pond, seek advice from your local garden centre, watch YouTube videos, or ask for support from parents..

Qq IS FOR QUIET PLACES

Why bother?

It’s a noisy world. From a young age, children are exposed to very loud sounds, making them more vulnerable to potential hearing loss. Many play video games, walk around with stereo headsets at high levels, and often eat school meals in loud dinner halls.

Being ‘quiet’ and ‘silent’ are not the same. Children love making noise and, when appropriate, should be encouraged to do so. But, just like adults, they also need places to chill, slow down and take a step back from the everyday hubbub of life. Spending time in quiet places – indoors and outdoors – helps children’s emotional development. When they are feeling tired, unhappy or out of sorts, they can retreat to private spaces to regroup. They might read, paint or sketch. In quiet gardens, they can look, listen, touch and smell.

Some schools now hold yoga and meditation classes, reporting improvements in children’s concentration, behaviour and wellbeing as a consequence. Children are naturally drawn to small, comforting spaces where they can be alone or with one or two others – so create a few stowaway places!

Resource ideas

Quiet areas can be created inside and outdoors, and transformed into bird hides, dens, sensory gardens or ‘chill-out’ rooms. Arrange for boxes of books, small toys such as cars, and board games to be stored indoors and borrowed to take out. Paint plywood to make permanent display boards.

Involve the children in planning and maintaining a sensory garden; they can think about the splash of colour in different seasons; how plants sound when the wind blows (grasses and bamboo); their feel (silver sage, the insect-eating cape sundew and sea holly), smell (try the curry plant, lavender and chocolate cosmos) and taste – be careful to choose safe, edible plants such as rosemary, chives and spearmint. Trawl the internet to find design ideas and accommodate those with additional learning needs, such as partially sighted pupils.

For the outdoors, use planters, trellis and seating to provide height and separate the quiet area from the playground. Add ambience by using wind chimes, murals, water-features and different textures. Incorporate soft lighting and plants for indoor quiet areas, and make them comfortable with cushions, blankets and pillows.

Tips for success

1 Be clear over how quiet places are to be used and establish limits. You might have one area where children can go voluntarily to comfort themselves; another might be a time-out space for those who need to calm down.