Resources - Secondary

29th October 2010 at 01:00

NEWS

Animal charity calls for teacher assistance

An animal charity is appealing for teachers to help with its overseas work. The Society for the Protection of Animals Abroad runs education programmes alongside its animal welfare work. For details, go to www.spana.org

Facebook app offers ideas for careers

Vocational qualifications provider City amp; Guilds has launched a Facebook application to offer career advice. Pupils take a quiz on the My Perfect Job app, which provides job ideas. See the City amp; Guilds Facebook page.

Scientists prepare to confer

The Association for Science Education (ASE) will hold its annual conference at Reading University in January. The four-day event includes lectures, workshops and practical demonstrations. Speakers include ASE president Professor Steve Jones and Dr Eric Wolff of the British Antarctic Survey. For details, go to www.ase.org.uk

MUSIC

What the lesson is about

This compares music from four traditions to see which is the "odd one out". It is aimed at key stage 3 pupils.

Aims: pupils will

- compare the music of four traditions;

- create a piece of music that contrasts free improvisation with metrically organised music.

Getting started

Download six pieces: track one of Neend Koyi performed by Najma Akhtar; track 10 of Sanjam Cocek performed by the Boban Markovic Orkestar; No. 6 The Coombe by The Chieftains; Mendelssohn's Violin Concerto in E minor; JS Bach's Toccata and Fugue in D minor, and Afghan Woman by Marc Bolan (details of where to find the excerpts are on the link below).

Split the class into groups. Play Neend Koyi, Sanjam Cocek, the Mendelssohn concerto and The Chieftains. Ask each group to discuss which is the odd one out. Ask them to explain their answer. A case can be made for each, but the intended answer is Mendelssohn as it is the only one in which improvisation takes place.

Taking it further

Play the pieces again and ask the pupils to identify and list the improvisational features of each, such as the instruments, structures, mood and effect of each improvisation, and the ways they contrast with the "composed" sections. Discuss the purpose of the improvised sections. Ask the pupils to compose a dance or song using the lyrics to Afghan Woman, contrasting free improvisation with metrically organised music, using some of the ideas they previously listed.

Play Toccata and Fugue. Do they think it has a free rhythm or is metrically organised?

Where to find it

The lesson is one of a series first put together by Oxfam and was uploaded by iallen. It can be found at www.tes.co.ukglobal-music

SCIENCE

What the lesson is about

This uses cars to help pupils develop the skills they need to classify plants and animals. It is aimed at key stage 3 pupils.

Aims: pupils will

- know that plants and animals are classified into different categories;

- understand how skills in identifying cars can be applied to plants and animals;

- be able to group objects into categories by asking appropriate questions.

Getting started

Ask pupils to classify road vehicles - for example, cars, lorries and bikes. Can we put some of them into larger groups, such as two-wheeled or four-wheeled? Can we split them into smaller groups, such as saloon cars and estates? Are some ways of classifying vehicles more useful than others?

Print off the Guess Who? sheets on the link below. These show different pictures of the same models of car. Hand them out to the class and get them to play Guess Who? in pairs, where one has to find out which car the other has chosen by asking yesno questions. Find out what difficulties they had in playing the game, such as finding it hard to spot the differences or not knowing the names of different parts?

Where to find it

The lesson, plus supporting resources, was originally uploaded by pand and can be found at www.tes.co.ukclassification-cars

PSHE

What the lesson is about

This is one of a series of 20 lessons that use the Being Victor microsite on the TrueTube website, a series of short films (pictured) about relationships and identity. It is suitable for pupils in key stages 3 and 4.

Aims: pupils will

- explore attitudes to social networking sites;

- evaluate their social networking behaviour and consider how they could reduce any risks;

- discuss what support is available if someone misuses their site.

Getting started

Divide the class into pairs and ask each pair to watch one of the Being Victor films on the Community and Society - The Internet is Better than Real Life section (available on the link below). Ask one of each pair to note all the positive points made about the internet and social networking sites, and the other to note the negative statements. Get the class to form two concentric circles facing each other, with the ones who noted the positive statements on the outside facing in, the others on the inside facing out. Go round the circles in turn asking each pupil to name one of the points they noted. Ask the pupils to return to their pairs and compile a list of all the points they can remember.

Where to find it

This whole series of 20 lessons can be found on the Being Victor microsite at www.truetube.co.uk.

Log-in as an existing print or digital subscriber

Forgotten your subscriber ID?

Subscribe

To access this content and the full TES archive, subscribe now.

View subscriber offers

Comments

Get TES online and delivered to your door – for less than the price of a coffee

Save 33% off the cover price with this great subscription offer. Every copy delivered to your door by first-class post, plus full access to TES online and the TES app for just £1.90 per week.
 
Subscribers also enjoy a range of fantastic offers and benefits worth over £270:

  • Discounts off TES Institute courses
  • Access over 200,000 articles in the TES online archive
  • Free Tastecard membership worth £79.99
  • Discounts with Zipcar, Buyagift.com, Virgin Wines and other partners
Order your low-cost subscription today