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The Power of One

Learning Sequence 2

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  Use Your Voice

Take your learning to the world & create change

Introduction With Gavin

  • Download Lesson Plan →

    Watch the Video with Jeff and Gavin and discuss the elements of the content explored. You may wish to allow the children to take notes and make any jottings they require as the video is being played.

    Once the video is finished, allow your class to ask questions and make a note of these so they can be addressed as the lesson progresses.

In this learning sequence, we will delve into the experiences of Shackleton and other early Antarctic explorers, examining the difficulties they faced including extreme weather, limited supplies, and dangerous terrain. Shackleton and five other crew members made a daring 800-mile (1,287 km) journey in an open boat to seek help, crossing the stormy waters of the Southern Ocean to reach a whaling station on South Georgia island.

This week we are going to follow in the footsteps of some of the world’s most famous explorers and think about how we can learn from their experiences and live a life of leadership and adventure. 

Weekly Navigation - Where Are We?

  • Each week, we will help the children understand exactly where we are as we encounter the amazing sights and sounds of Antarctica. Your children may like to make a copy of the map and track the journey as we progress through the course.

    Hopefully we can all enjoy the journey together and your children may like to conduct further research as they move from place to place. 

Each week we will update you on where we are on this epic voyage to the Antarctic and back. Over the next ten weeks, we will visit some extraordinary places and we would love you to keep track of where we are and maybe conduct your very own research on some of the places we are located.

Take a look at the map opposite and create your very own map. Each week, keep your eye on the Aurora ship and track exactly where we are in this amazing part of the world.

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Weekly Keywords

  • Introduce the spelling word list and choose from this list of tasks that can be repeated and expanded upon if necessary.

    Copy the words into a spelling list/Vocabulary book for later reference.

    Put each of the new words into a sentence and underline the new vocabulary in red pencil

    Place the words in alphabetical order in a list.

    Use a dictionary to define each of the words and place them into a vocabulary book.

    Try to represent each of the words using a picture or a symbol and play the guessing game. (which image is matched to which word)

    Write a paragraph containing all of the new vocabulary.

    Make a vocabulary wall containing all of the new words.

    Use a thesaurus to find synonyms for the words and create a synonym list. 

These words will help you during this week’s lesson. You may already know some of these words however practice makes perfect!

First, read the words and then try to define them as simply as possible.

An example has been completed for you. You can write these into your books, and draw a picture to match or simply complete the task card.

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Quote of the Week - Capt. Robert Falcon Scott

  • Each week we will start by reading a quote, talking about what it means to further understand how we can use these words as lessons to learn from. 

    Read the following quote and discuss it with your class. You may even want to print it out and collate the quotes over the weeks to create a wall of discussion for future research projects. 

Read this week’s quote and think about what it means and what we can learn from it to make the world a better place!

You may want to note it down in your notebook and draw a nice picture next to it!

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Weekly Comprehension Activity - Early Explorers

  • Each week, we will provide you and your class with a reading comprehension activity. This can be done independently or tackled as a guided reading activity with your students. 

    Once the children have read the relevant information, they can then work through the comprehension questions until they become too hard, The four levels of questions allow for your students to push themselves until they become too difficult. They may wish to use classroom resources to solve the questions they find too hard or they can be used as extension activities to be completed in free time or at home.

Read the information opposite on the Ernest Shackleton and use the information gained from the video above and attempt to answer as many of the comprehension questions as possible.

You may talk to the people in the classroom and use any resources available in the classroom to get the answers. You may even wish to continue your research at home on the questions that you could not solve.

Remember to answer the questions in full sentences and make notes of any diagrams that may help you remember the facts at a later date!

Our Collective Goal - Making a Plan

  • Encourage your students to work collaboratively by allowing them to read and discuss the SDG 14 task card together. Once they have a clear understanding of the goals and challenges, it is time for them to decide on their preferred team and the specific goals they will aim to achieve first.

    It’s important to discuss which goals may require more collaboration compared to those that can be tackled independently. Students can plan and prioritize the goals by considering which ones they perceive as more difficult or feasible.

    While achieving the goals will begin next week, this week should be used for students to develop their strategies and plans. With careful planning and collaboration, students can make a significant impact in achieving SDG 14 and the conservation of life below water.

This week, we are excited to present your own individual SDG 14 challenge card! Your mission is to create your own copy of the card and, over the next eight weeks, work towards achieving as many of the 123 goals as possible.

 

By working together and taking action, we can protect the wonderful marine creatures that call our oceans home. Take a moment to review the card and plan out which goals you and your team will tackle first.

While we will officially start working towards these goals next week, this week is all about preparation and getting ready to make a positive impact. Choose your team wisely and get ready to embark on an exciting journey towards protecting life below the water!

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Bringing Mathematics to Life - How Far is 1000km?

  • Each week, we will be linking our research on Antarctica to mathematics. Each week we will grow the numbers until we get to numbers in the trillions in week 10. Our aim is to allow your children to use numbers and allocate them to real world statistics in the natural world. This week, we will be investigating numbers lower than 1.

    Encourage your class to write their numbers in decimal notations using mm.

When Ernest Shackleton sailed 800 miles or 1.287km to reach South Georgia in 16 days, on the roughest ocean in the world in a tiny boat, it was one of the most amazing rescue missions ever documented. 

In order to truly understand how for it is, we first need to understand how far this distance is. 

Use the task card to help you understand more about this distance Shackleton travelled and research similar distances based on the examples on the task card.

You may want to plot these paces on a map and compare them with your friends? Were there any places that were exactly 1287km apart?

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Real World Learning - Leadership Challenge

  • Inspire your children to follow in the footsteps of Ernest Shackleton by embarking on their own leadership journey. This week, we encourage your children to work towards achieving all nine leadership goals, and to reflect on their experiences once they have completed the challenge.

    After finishing the tasks, ask your children to reflect on which goals they found particularly challenging and why. This will help them identify areas where they may need to work on their skills and encourage them to persevere through challenges.

     

    Finally, ask your children how they feel now that they have achieved some of these leadership goals. Celebrate their accomplishments and encourage them to continue developing their leadership skills by setting new goals and challenges.

Becoming a leader is a challenging but rewarding journey. As you have seen, leadership requires a diverse range of skills, and this week we want to give you the opportunity to begin your own leadership journey.

Take a look at the task card provided, and over the next week, set out to achieve all nine goals listed. Some of the goals may be easy for you, while others may be more challenging, but remember that leadership, like Shackleton’s journey, is not always easy.

Be courageous and do your best. Once you have completed the challenge, share your experience with your classmates, reflecting on the ups and downs of the journey. This will give you a chance to celebrate your accomplishments and inspire others to take on their own leadership challenges.

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The James Caird - Elephant Island to South Georgia

  • Ask your class to watch the following extension video regarding the voyage of Shackelton from Elephant Island to South Georgia.

    Allow them to ask questions, take note and inform them that these will be used later in the learning sequence.

Watch the extension video to understand more about the amazing journey of Erenest Shackelton and his men, as they journey across one of the most dangerous seas in the world!

Take some notes as you will need this information later!

Best of luck!

Developing Endurance - Elephant Island to South Georgia

  • During this activity, we want your children to revisit the story of Ernest Shackleton and his men and start to understand that if we want to be successful in the world, we must have an array of skills to use in different situations.

    Ask your children to read the 8-part story and in pairs they must start to allocate specific skills to help Shackelton and his team solve the problems at hand.

This week, we will delve into Shackleton’s remarkable journey to South Georgia and explore how determination and loyalty played a pivotal role in his and his men’s survival.

As you read the 8-part story on the task card, pay attention to the skills employed by Shackleton and his team to overcome the arduous circumstances they faced. At the bottom of the card, you will find a list of skills. Simply match each skill to the appropriate section of the story.

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Choose an Explorer - Comic Strip Creation

  • Following your children’s research on the explorer of their choice, ask them to attempt to depict the story as a comic. This is the perfect opportunity to include the use of speech and thought bubbles in your delivery and once completed, your class may wish to collate their stories to create a class booked named ‘The Greatest Explorers of all Time!’

For this task, we encourage you to draw inspiration from the videos and stories you’ve encountered today to choose an explorer that inspires you.

There may be explorers in your own country, or ones who have helped shape our world today. Maybe they have discovered a new country or climbed the tallest mountain? Your job this week is to research them and turn their story into a comic strip to share with the rest of your class. 

Once finished, you may wish to collect all of your stories together and make a class book for the school library on the greatest explorers of all time!

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Let's Sketch With Jordan

  • Every week, we will explore a fascinating animal from the Antarctic, and your class will get the chance to draw it using simple sketching techniques and just a pencil and paper.

    We’re incredibly fortunate to have Jordan Brun from Young Art USA as our guide throughout this process.

    Let your students take a look at the task card with Jordan’s example, and then they can use the video below as a guide to attempt to draw the same thing using Jordan’s techniques.

    Once your students have mastered the technique, you might want to let them make a final version on special art paper, which could be used as a portfolio piece or framed and given as a present.

Every week, we will be exploring some amazing pictures taken in Antarctica. We want you to try and recreate them using simple sketching techniques and shading. Our friend Jordan will be helping you along the way, so don’t worry!

After 10 weeks, you will have a great collection of images that you can share with others. Maybe you can even frame them and give them as gifts to someone who could use a smile.

To help you get better at drawing, we have a task card that you can use. Once you become an expert at sketching, you can transfer your drawings onto nice paper and give them away as presents.

Remember, you don’t have to make your drawings look exactly like Jordan’s. Make them special and be proud of what you create

Sketch With Jordan - Video

  • Let your students watch the video as a visual aid to help them create fantastic sketches. It’s also a good idea for you to watch the video and learn from Jordan alongside the students.

    For this sketch, talk to your students about beginning with basic shapes that they recognize to create the simple overall form of the goose.  Have them create the larger areas before focusing on the smaller ones to get proportion down.  

    Details and differences between dark and light portions should be the last things they focus on.

    If the students see that you’re invested in the project too, they’ll be even more excited to complete these tasks as a team.

Jordan has created a brief video to aid you in your drawing and shading. Watch the video to improve your drawing abilities, and remember that you can continue practicing your sketching outside of class to become a skilled artist like Jordan.

Best of luck!

Create With Jordan - Ice Flow Landscapes (Short Video)

  • Through this project, students will understand the basic proportions of the human head and how they can effectively measure and draw them. They will also be able to create changes in facial structure using shapes and values.

    Goal: Students will be able to create a portrait of an explorer in proportion using shapes and values.

    Elemental Foci:  Value, Shape, Line

    Principle Foci: Emphasis, Contrast, Balance

    Criteria:

    - Research an explorer to use as a reference image – if no photograph is available, use another person’s portrait

    - Begin your head with a circle for the top, then create lines to define the sides, jaw, and chin.

    - Create a center line to define where your facial features will be, then establish proportional lines for the eyes, nose, and mouth.

    - Draw shapes to represent the different facial features.  

    - Use shapes already drawn and your reference to help you draw all the visible parts of your explorer’s portrait.

Every week, we’ll provide you with an art activity related to what we’ve been learning about in class. It’s an opportunity for you to enhance your artistic abilities and learn more about the amazing things that exist in the Antarctic region.

Jordan will be joining us every week to brainstorm creative ways to showcase what we’ve learned about Antarctica while also doing some good for the world.

We may challenge you to use recycled materials for your artwork, encourage you to teach someone else using what you create, or simply give it away as a gift to brighten someone’s day.

Take a look at the video on the other side and then do your best to follow Jordan’s guidance to make the world a better place with your creative skills.

To fully understand what we will be creating this week, you may wish to watch the full video below before starting.

Let’s get creative!

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Let's Create With Jordan - Full Video

  • Watch the video with your class and support them as they use the skills demonstrated in the video in their own work tasks.

Watch Jordan’s full video here before starting your creative art project and remember that your work does not need to match Jordan’s exactly. Use it as a guide and try to make your work unique and be as creative as you

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