English National Curriculum - Science Science
Mission Objectives
What the data tells us about climate change and water
Learn about the impact of climate change on our water
Explore how you can reduce the impacts of Climate Change on water
Words and meanings to learn
cycle patterns
a pattern that goes around again and again, like the four seasons, is called a cycle
climate change
the long-term changes in global temperatures and other characteristics of the atmosphere
intensity
the degree or amount of a quality or condition
diarrhoea
when stools (bowel movements) are loose and watery
contaminate
to make dirty, polluted, or not usable by touching or by adding something to
Clare is an experienced primary school teacher, having worked across both Key Stage 1 and Early Years. Before joining Developing Experts, Clare worked as a Quality Assurance Inspector for a childcare agency, following OFSTED's inspection criteria. Clare is passionate about education and ensuring children's learning is exciting and fun!
In her spare time, Clare is also a mother of two very active children and lots of animals! She enjoys a variety of sports and loves the outdoors!
Sarah is a former headteacher and charity CEO who founded Developing Experts in October 2015 with the goal to create a fit-for-purpose curriculum for schools. The company has created a science curriculum for children ages 4-16 which is delivered through sequenced lessons mapped against the National Curriculum in biology, chemistry, and physics. Developing Expert's innovative approach to learning has already been road-tested and voted 'best EdTech product in Europe', winning Tech Nation’s Rising Stars earlier in 2019 and a place on Google for Startups Immersion program 2020. In 2022 Developing Experts won the BETT Awards for Best Classroom Resource - Teaching Aid. Sarah is a 'LDC Top 50 Most Ambitious Business Leader' 2022. In October 2022 Developing Experts joined Tech Nation's Upscale 8.0 programme.
Sarah is delighted to be working with over 6500 UK schools and clients such as the Royal Horticulture Society, Network Rail, Rolls Royce, BEIS, National Nuclear Labs, Anglian Water and the Ministry of Defence.
Sarah was awarded an MBE for her services to tech and education in 2020.
Katie is the Chief Operating Officer at DE, which means she oversees HR, finance and our business model. After studying Drama at Exeter University, Katie spent three years as a primary teacher, before relocating to Norfolk and joining Developing Experts.
In her spare time, Katie likes to sing with Norwich Harmony barbershop chorus and has recently formed a quartet. Katie loves cooking and spending time with her husband, Bryan and dog, Bertie. She has an endearing laugh, which has to be heard to be believed. Many of us see Katie as the office 'Mum', she gives great hugs and keeps our spirits up.
Contact: [email protected]
Resources: This lesson should be completed outside. Please bear in mind that pupils will be making many trips with water filled cups so things could get slippery! 5 buckets, water, ladle
Handout: Handout contains the following instructions:
Step 1: Divide the pupils into 5 groups and give each group a number. Each group will represent a different household in the African village. Then, distribute two 1 cup containers to each group and explain that these will represent their water buckets.
Step 2: Tell the pupils that each household has about 5 people, so each group needs to gather at least 5 “buckets” of water for survival. However, they would need 10 buckets to maintain good health. Therefore, five buckets may jeopardise someone’s life. Since they only have 2 buckets per household, this will obviously take more than one trip. Explain that each household has a cistern with their group number on it (the litre jugs, located in the classroom), where they can dump the water when they get back home.
Step 3: Show them the ladle and explain that for sanitation reasons, the community has agreed that this is the only thing that will touch the water. If the water source gets contaminated, everyone gets sick. Also, explain that waiting in line for the well is part of the water-gathering process for many people.
Step 4: Finally, before allowing pupils to begin carrying water, tell them that their “school day” begins in 5 minutes.
• Note: no one should be able to make it to school on time!
Step 5: Direct students to their household’s “cistern” (gallon jug). Count down the time until the start of the school day.
Expert film
Mission assignment film
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