Transcript Year 7 –The Great Wave Project

Great Wave Project
Name...............
Please hand in to your
Form Tutor
Week Commencing
14th October 2013
Design Faculty Independent Study
Year 7 – Katsushika Hokusai The Great Wave at Kanagawa
BETTER
AMAZING
I can create design work
inspired by ‘The Great Wave
at Kanagawa’.
I can create designs inspired by ‘The
Great Wave at Kanagawa’ and the
work of others.
I can create imaginative design
pieces of work inspired by
‘Katsushika Hokusai ’ and the
work of others.
I can communicate ideas
about my work.
I can communicate the reasoning and
purpose behind my work.
I can communicate how I have
developed my work to meet my
intentions.
Use at least one design
element.
Use a range of design elements.
I can describe my own work
and the work of others.
I can show that I understand, identify
and distinguish the ideas and methods
used in the work of others.
CONTEXT
COMPETENCE
CREATIVIT
Y
GOOD
Use a diverse range of design
elements.
I can show how the materials and
processes applied by others
relates to the meaning, form and
function in their work.
Design Elements: Shape, Space, Tone, Colour, Form, Line, Texture
English
Imagine you are on board the ship in the picture. Continue the diary entry below.
Remember to check the success criteria and continue the diary in the first person
using ‘I ‘and ‘we’ where appropriate.
The waves crashed violently above on the deck as I cowered below
fearing...
Level 3 I can always write in an organised way.
I always use interesting vocabulary choices. I
always use full stops, capital letters and
question marks correctly.
*Have you used interesting adjectives?*
Level 4 My vocabulary choices are interesting.
I can create complex sentence structures which
are organised into paragraphs.
*Could you use a simile?*
Level 5 I use interesting vocabulary choices
and a range of punctuation to create specific
effects. I use a range of sentence structures
and paragraphs which are linked. I use
commas, apostrophes and speech marks
correctly.
*Could you use a metaphor?*
Level 6 I use a range of sentence structures
and varied vocabulary to create specific effects.
My spelling and punctuation are always
accurate and I organise my writing into
sequenced paragraphs.
*Could you use personification?*
Geography - Map Skills
During the course of this half term you will be expected to complete homework tasks from the following
options. You will be expected to complete one piece of work as a basic requirement. Your teacher may
allow you to choose or might target specific tasks. Your teacher may also give you an alternative piece of
homework which is not on this list.
Homework Title
A.
Treasure Island Hunt
Objectives
To be able to plot four and
six figure grid references
To be able to use map skills
correctly
A.
Map Symbols Task
To be able to research
information on map
symbols
To understand what
different map symbols
mean
A.
Key Terminology
Task
To understand the key
geographical terminology
linked to this topic.
Success Criteria
Draw a treasure island and
locate different treasures on it
Create a grid and include
four and six figure grid
references to locate your
treasures
Select 10 different map
symbols that you can find on
a map
Give an example of where
you could each of these
symbols in your local area
Create your word puzzle to
include all of the key terms
Make up clues to show your
understanding of the
meanings of the words.
Ideas to help you develop this piece of work
Using graph paper draw an island. Use the grid lines to
help you with the grid references.
Draw some gold and other treasure on your map.
Create some questions so that other people can find
your gold treasure.
Find a road map or search the internet for different
map symbols.
Draw each symbol then say what each symbol
represents.
Find a map for your local area and find 10 different
symbols in that area – label these to understand what
each symbol represents
Create a word search or a crossword, with clues, using
the key terms from the topic.
It is important that you keep in the habit of working at home, and you can use this time to develop your map
skills.
Follow the URL: http://mapzone.ordnancesurvey.co.uk/mapzone/PagesHomeworkHelp/mapability/
As directed by your teacher, complete the online tutorial and tests on the following map skills:
1. Map Symbols
5. Relief and contour
lines
2. Compass and Directions
3. Grid References
4. Compass Bearings
6. Measuring Distance
7. Understanding Scale
All Tasks Complete?
History - The Roman Empire
Find five interesting facts about the Romans and note them
down below:
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Above, is a map of the Roman Empire. What does this suggest
about the Romans and their
Power?
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The following places were part of the Roman Empire. But which
country is this today?
Gaul
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Further Hispania
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Britannia
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The Romans travelled across the channel to invade Britain. This was
because the Romans wanted to expand their Empire and develop
trade links.
Imagine you are a Roman solider crossing the channel. Using your
knowledge from your lessons and your own research, write a letter
home telling your family about your travels. Use the following hints to
help you:
What was the crossing like?
What equipment have you brought and why?
What is Britain like?
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MATHS
Earthquake and tsunami facts: Use the clues listed below to
work out the missing numbers.
• Time of main tremor: 0758 local time on 26 December
______ [Clue 1], (0058 GMT)
• Magnitude: Magnitude _ [Clue 2] "megathrust"
• Historical ranking: The fourth largest since ____ [Clue 3] and
the world's biggest since a magnitude ___ [Clue 4] earthquake
struck Alaska's Prince William Sound in ____ [Clue 5]
• Epicentre locality: 250 km south-south-east of Banda Aceh,
Indonesia and 1600 km north-west of Jakarta
• Energy released: Equivalent to the explosion of 475,000
kilotons of TNT.
• Height and speed of tsunamis: In the open ocean, just 50
centimetres high but travelling at up to 800 km/h. However,
the waves grew and slowed as the sea shallowed towards
coasts. Waves were up to 10 metres on the coastline of
Sumatra near the epicentre, 4 metres in Thailand, Sri Lanka
and Somalia
• Distance waves travelled inland: Up to 2000 metres
• Number of countries damaged: __ [Clue 6], including
Indonesia, Sri Lanka, India, Thailand, Myanmar, Malaysia, The
Maldives and Somalia
• Date of last major tsunami in the Indian Ocean: ____ [Clue 7]
Clues
1. 2012 – 8 =
2. 27 ÷ 3 =
3. 19 x 100 =
4. 7 + 2.2 =
5. 1900 + 31 + 20 + 10 + 3 =
6. (36 ÷ 3) + 1 =
7. 2000 – 55 =
Show your working out here
Level 3 – List as many sports that relate to water as you
can!
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Level 5 – Explain the components of
fitness that are used in swimming
Level 4 – Research and give a definition for the
following components of fitness.
Strength.............................................................................
Power.................................................................................
Speed.................................................................................
Flexibility............................................................................
Muscular Endurance........................................................
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Cardiovascular Fitness....................................................
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MUSIC
DRAMA
Performing Arts Independent Study
Year 7 –The Great Wave Project
GOOD
BETTER
AMAZING
I can create a series of
still images to represent a
trip to the seaside.
I can create a series of still
images to represent a trip to the
seaside. I can include ‘thoughts
aloud’ to explain how characters
are feeling.
I can create a scenario
situated at the seaside using
role play and mime.
I can listen to the wave
sounds and describe what I
imagine. Spend 10 minutes
doing this.
I can use loops on Garage Band to
compose my own piece of music to
represent waves. It should last at least
one minute.
I can perform a piece of
instrumental music to represent
waves. It could be an existing
piece or your own composition.
Alternative 1: To join and attend an extracurricular club for the first half term – school production, choir, drumming, rock band, woodwind
Alternative 2: To learn to play a new instrument – you can choose from flute, clarinet, saxophone, trumpet, trombone, violin, cello, guitar,
drums, singing, percussion
DANCE
I can research, watch and
attempt Hip Hop waving
tutorials for beginners.
I can perfect my waving skills and
select appropriate
accompaniment/sound tracks to
rehearse to.
I can create my own
beginners guide or tutorial
for waving.
http://www.youtube.com/
watch?v=6CPtOe3GVwk
http://www.youtube.com/
watch?v=2kphHx5Aack
Key Terminology:
Mine & Movement
Composition
Waving & Hip Hop
Science
Our four global aims are:
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To promote and secure poor
people's rights and access to
safe water, improved hygiene
and sanitation.
•
To support governments and
service providers in developing
their capacity to deliver safe
water, improved hygiene and
sanitation.
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To advocate for the essential
role of safe water, improved
hygiene and sanitation in
human development.
•
To further develop as an
effective global organisation
recognised as a leader in our
field and for living our values.
Your task is to access
http://www.wateraid.org
/uk and produce a
poster to highlight the
issues about the water
crisis and Water Aids’
work.
Prestructural
Use the criteria below to assess your progress
I am not sure
about…
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You need to find out about the water crisis and
what needs to be done.
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You have described why fresh, clean water is
important.
Multistructural
•
You have described in detail the water crisis.
I have several
ideas about…
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You have used statistics to describe the crisis.
•
You have described what Water Aid are doing
to prevent health problems
•
You have used statistics to describe the impact
water aid has had.
•
You have explained what health problems will
occur if no action is taken.
•
You have explained the universal issues
surrounding Water Aids' work.
Unistructural
I have one
relevant idea
about….
Relational
I have several
ideas about…
I can link them to
the big picture.
Extended
Abstract
I can look at
these ideas in a
new and different
way.
8 way thinking – Spanish style!
Each task develops a different way of thinking. Choose a different homework each week.
Create a fact file about
a famous Spanish person.
Find 10 words that are
the same in Spanish
and English.
Imagine you are a
Spanish dancer.
Learn 3 steps and
show them to your
Spanish teacher.
How is Spain’s
geography different
to England’s? Find 5
differences.
.
How would you feel if
you were a bull in the
bullring? Write a diary
entry.
What famous tourists
sights are there in
Spain? Create a
poster.
Describe Spain in statistics.
Listen to Spain’s national
anthem. Sing the
chorus to your Spanish
teacher.
Now tell us a bit about yourself:What hobbies or interests do you have outside of school?
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Do you have any qualifications to support your hobbies or interests?
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Are you up for the Challenge?
In the first week at Josephine Butler Secondary, introduce yourself to Mrs Gatti. She looks after
all the Gifted and Talented learners at Secondary – Tell her what you are gifted or talented in!