My time zone and your time zone may be the same time zone.
Maybe midnight for you and midnight for me are the same.
Your month and my month could be the same month.
But they could be different. Not every day. Not all the time. Not everywhere.
But some times in some places on some days.
Perhaps even on the day this was written.
My time zone and your time zone may be the same time zone.
Maybe midnight for you and midnight for me are the same.
Your month and my month could be the same month.
But they could be different. Not every day. Not all the time. Not everywhere.
But some times in some places on some days.
Perhaps even on the day this was written.
Explore the poem (you're free to use it if you don&'t derive financial profit from it without sharing that profit with the author!); then invite your pupils to develop their own fractal poems. Maybe another one for triangles. Maybe have them write one using squares. It might be fun to extend the fractal! If you/they can: a proper challenge! :-)
P.S. The first verse is explained if you make a hole at the top of triangle, cut out triangle & hang it from thread. It can then be spun (albeit it&';s not lit up!).
P.P.S. Table centre-piece for group discussion é building activity also possible!
Place Bearing Point on ground and calibrate to magnetic north using compass/GPS. Pupil stands on Bearing Point with trundle wheel. Giant scale map-making/diagram-drawing begins.
Corners/Vertices can be marked using cones.
Bearing point can be lifted and replaced with cone at each vertex to aid taking further bearings.
£4.50 IKEA Mat: http://www.ikea.com/gb/en/catalog/products/40239429/
Chalk pen: http://www.amazon.co.uk/s/ref=nb_sb_noss?url=search-alias%3Daps&field-keywords=pens+chalkérh=i%3Aaps%2Ck%3Apens+chalk
[might work with Tippex pen]
This is being posted in Black History Month: an important time in history, for a period, whilst curricula chose (for diplomatics reasons or otherwise) not to teach the young people of the UK about “the End of Empire” or about what preceded it or about life beyond what is now the Commonwealth - not to mention the tensions of integration in past decades as those, in the UK, who were less-well-educated and less-well-travelled had to get their heads around changes to the people and customs they were seeing. It was nothing new in some places. In others it was. “New” meant one thing in one place; another in another.
Times have changed, of course, since the 1950s, 60s, 70s, 80s, 90s and 2010s. What we watch on the internet or TV from overseas feels closer to “home”. What those fortunate few (who can afford the medical insurance, passports, flights, etc) to travel and see overseas and report back has changed too. Often it is forgotten, courtesy of the internet or TV, that the USA is a long way further from the UK than Europe and Africa and the Middle East. It is often more expensive to get to as well. It is also forgotten, at times, that British and American (and indeed European) history are not quite so intertwined, at all times, as we might perceive or wish to believe: fog in the English channel has also been fog in the Atlantic at times. Indeed, there has even been fog between London and other British cities - and between London and the countryside. Everywhere is not anywhere. Anywhere is not everywhere. Even if ubiquitous retail chains like McDonalds, Nandos, Tescos, Morrisons and others may make us feel like the opposite is the case.
There was a time, before the Empire (no I don’t mean Star Wars! that’s the point!), that David Olusoga advises saw the Catholic Church of the Mediterranean courting favour with African leaders. There was a time when King James I of England VI of Scotland had an Ambassador located in India. Presumably people travelled in both directions. Marco Polo and “Samurai William”, not to mention Caractacus in Rome, are worth a look too.
There’s a big planet out there - and many of the issues raised by Black History Month are human issues: as applicable in Western China or South America or Eastern Europe as they are in the UK; but to different peoples.
And, in that context, prejudice is an idea worth being careful with. So, just as the global history of all peoples matters in the other eleven months of the year too, here’s something to prompt a decent debate.
It does not even limit itself to skin colour - which is, in itself, is refreshing - as every straight Christian male of African heritage and a certain age will doubtless appreciate.
AfL tool to assess topics requiring teacher's input when starting unit on charts and graphs. Aligned with new GCSE mathematics curriculum. Can also be used as mid unit or end of unit test.
How much will your pupils pay *you* to switch over to a Red Nose Day-themed revision sheet/lesson? Charge them what you can and pay it through to Comic Relief! :-)
A simple taxonomy activity. It might be upgraded by duplicating the sheet for years from 1937 through to 1945. It is left to colleagues to debate whether the Anschluss and similar events represented an invasion or not; and whether Spain and other countries were truly neutral.
Pupils are asked to label a circle with compass directions and angles. The trick is that the circle is already labelled: with months and times [in hours (12 and 24) and minutes]. All jolly confusing... until they stop to process, sort and think! The dice at the edges add potential for an extra question around how to randomly choose a time/angle for something! There is a second circle with weeks, suits of cards, letters of the alphabet and two marathons. More confusion! More thought. Where will your pupils take you with them...
Takes a bit of effort to imagine when simultaneous equations may come in handy.
Partly inspired by the new fashion of publishing the tax returns of persons in "positions in influence" (with a view to identifying enemy agents: with "foreign" income sources), these questions will hopefully awaken pupils' interest in simultaneous equations and how/when/why they might (just might!) become useful in "real life"... [now with, step-by-step, solutions]
A set of slides to introduce Pythagoras' Theorem like the Rugby Off-side rule: (i) with little extra information [maybe supplemented with explanation]; (ii) with movement; (iii) with different (technical) labelling.
Self explanatory.
Identify gradient and y-intercept of line so correct shot is taken by laser to stop Kim Jong Il’s missiles. If the wrong equations are chosen, and the back-up fails, the consequences are clear…
A 4 question refresher (covering a few options / decisions re. estimating & rounding), with worked solutions. Useful for mini-plenary, plenary or starter. Designed to open pupils’ minds to variety of estimation/rounding methods required in different circumstances.
