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Year Group 6
Curriculum Area: History -Unit 19 What were the effects of Tudor exploration?

Life at Sea

Overview

Introduction
Preparatory work
The Lesson

Introduction

This lesson plan contributes to QCA History Study Unit 19 What were the effects of Tudor exploration? Pupils have the opportunity, with the help of a carefully selected website, to imagine that they are a member of the crew of a Tudor ship. Their task is to complete "Callouts" in Word (a really motivating task particular for those who find it hard to write extended text) about their chosen member of crew. The teacher is guided through the task with ready prepared questions, prompts and pupil materials.The activity described in this lesson plan could easily be adapted to any study of historical people.

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ICT competences required by

Teacher:

Ability to:

  • use a data projector (optional)
  • navigate a web site
  • use Callouts in Word

Child:

Ability to:

  • type in a URL and navigate a web site

The Learning Objectives

Pupils should learn:

  • to collect information from a range of sources and draw conclusions about life at sea

Resources

Vocabulary

surgeon, scurvy, mate, compass, quadrant, lead, captain, pilot, barber surgeon, crew members, voyage, Mary Rose etc.

Preparatory work

Teachers should acquaint themselves with the Mary Rose web site including the Learning City section http://www.maryrose.org/explore/ship1.htm
The drawing toolbar in Word should be visible on the demonstration machine, if not View > Toolbars > Drawing
Teachers should familiarise themselves with the use of Callouts in Word.
Download and save the ready made Word files; archer.doc, carpenter,doc, cook.doc, gunner.doc, soldier.doc, surgeon.doc. To download the file right click on the link and select Save As. Save the documents into a shared area or onto each of the children's computers and ensure that the file pilot.doc is available on the demonstration machine.
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The Lesson

Whole Class Teaching

The teacher explains that the children are going to collect information from a range of web sites and draw conclusions about life at sea in order to write a personalised account concerning some aspects of their life on the Mary Rose.

As a starting point the teacher should display: www.maryrose.org/explore/ship1.htm

Q Where might we find information about life at sea?
"Explore the ship and meet the crew," is the best place to start.
Give children a short opportunity, 10 minutes, to explore the various people and their jobs on board the Mary Rose. Children need to imagine that they have been press ganged into service on the Mary Rose but, unusually, they have been given a choice of role e.g. cook, pilot etc.

Draw the children back together and choose one member of the crew e.g. the pilot. (We have chosen the pilot as there is a wealth of information that the children may not have discovered.)

Q What did you find out about the pilot?
Make notes on a flip chart of information the children provide.

The teacher should now navigate back to the picture of the ship and point out the link to Learning City just to the bottom right of the ship. Select this link and choose the pilot. Demonstrate the additional links that are available and add a few additional notes to the flipchart/whiteboard. For example, click on Speed & Time and note that a log reel, with a knotted rope was used to measure the speed of the ship.

Open the document pilot.doc which has an image of the pilot and a number of Callouts, some of which contain facts about the pilot. Add the speed and time fact, showing children the importance of writing the note in the first person. If the children have not had experience of adding Callouts the teacher may need to demonstrate this. (Ensure that the drawing toolbar is visible, View > Toolbars >Drawing > AutoShapes and select Callouts.)
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Main Activity

The children now need to select which member of the crew they would prefer to be. Children should investigate the Mary Rose website including the Learning City section, recording notes about their chosen crew member. They should be discouraged from copying and pasting text from the website as it needs writing in the first person.

Children should open Word and open the file containing their chosen crew member. They should add a title and add their information in Callouts.
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Plenary

Draw the children back together and select one member of the class to be interviewed by the rest of the class. Children might ask questions such as:

Q What is the best part of your job?

Q Which parts of your job don't you like?

Q What is the most dangerous/complicated thing that you have to do?

Q How much do you get paid?

Q How important is your job on the ship?
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Why use ICT

Demonstrating: Using ICT the teacher can effectively demonstrate methods and illustrate procedures that the children will use in the main activity. The teacher can easily demonstrate how the writing can be modified from the text on the website to first person.

Accessing and analysing: ICT gives access to a wide range of sources of information to the whole class at once to support children in drawing conclusions about life at sea in Tudor times. These sources can supplement the limited traditional sources that schools may have.

Presenting, re-presenting and communicating: By providing the children with a prepared electronic document they can concentrate on the historical objectives as opposed to the ICT tasks. ICT facilitates the task of drafting and redrafting and in particular the need to translate the information into the first person. ICT allows this objective to be presented in a more exciting and engaging way creating motivating outcomes and can be easily adapted for different learning styles.


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