The Lesson
Whole Class Teaching
The teacher will introduce the lesson with a PowerPoint presentation The
Vikings.ppt.
Using the map, on Slide 2
Q Has anyone visited any of these countries? How did/would you travel
to Scandinavia nowadays? How long did/would it take by air, by boat?
Click once on Slide 2 to display the title.
Using the map, work with the pupils to establish that the Vikings used
boats as their main form of transport to reach other countries. Refocus
pupils' attention on the Viking homelands and the countries that make
up Scandinavia.
Q How and why do you think the Vikings travelled from Scandinavia to
Britain?
Q Why did they choose this method in preference to other methods of transport?
Teacher shows Slide 3 containing an image of a longboat used by the Vikings.
Give the pupils 4 minutes to list any details that they can identify on
the longboat. Teacher then lists these on a flipchart before moving on
to Slide 4.
Q What features can you identify on these longboats that you wouldn't
usually see on boats made today?
A longboat is open to the elements, powered by oars and a sail, shields,
square sail, wood and animal skins etc.
Modern boats, covered, cabins, portholes, engine, triangular sails, (spinnakers
are square), boats can be larger, various materials e.g. metal, guns,
helicopter pads etc.
The teacher will explain to pupils that they are to create an information
sheet to share with another Year 3 class in the school.
The pupils will be using information found on websites to create an information
sheet addressing the following:
- Facts/words to describe the longboat
- How the longboat was powered?
- What protection from the weather did the longboat offer its passengers?
- What evidence is there to demonstrate that the Vikings were skilled
craftsmen?
If pupils are not familiar with copying images from the Internet the teacher
should demonstrate this by visiting one of the Viking sites listed above
and go through this process step by step with the pupils.
To copy images right click the required image with the mouse and select
copy from the pop-up menu. Minimise Internet Explorer (IE), maximise or
restore the word processing software, reinforcing the correct vocabulary
all the time. Paste the selected image in the appropriate position. Internet
Explorer should still be on the task bar at the foot of the screen. Clicking
it will restore it; if not minimise the word processing software to restore
IE.
The teacher should encourage pupils to read and enter relevant text into
their fact sheet, in their own words, so it is suitable for their audience.
It is important that the teacher emphasises the need to acknowledge the
websites from which they have copied images to comply with copyright laws.
Main Activity
Before pupils begin the process of creating their information sheet,
they should be reminded to concentrate on the facts at this stage. Specifically
they should not spend time experimenting with different fonts, altering
images, borders etc.
Pupils should visit the websites that the teacher has saved in the 'favourites'
of the Internet browser and use them to compose their information sheet.
If more able pupils have made full use of the bookmarked websites the
teacher may allow them to use a search engine e.g.
www.google.co.uk to retrieve additional relevant information.
Encourage pupils to save their work regularly.
The teacher's intervention will be to ensure that pupils are only recording
and using key, relevant facts.
After pupils have entered and saved all relevant facts they would then
be expected to concentrate on the relevance of layout, font etc. to their
audience and not before.
Q Think about the layout of your fact sheet. Which parts stand out?
Q Where will the images go? Why?
Q Will any text need to be bold or larger than the rest? Why?
Draw pupils' attention to the appropriate use of headings and sub-headings.
Q What makes your fact file particularly useful for other Year 3 pupils?
Q How could you make it clearer?
The teacher may create a word bank for those pupils who would benefit
from using one.
Pupils may print their work in order to share with others.
Plenary
To consolidate their learning, the teacher will ask:
Q What have we learnt about the design of Viking Ships?
Q What do these ships tell us about other aspects of Viking life?
They were skilled craftsmen, adventurous, brave etc.
Why use ICT?
The presentation allows the teacher to control the pace at which information
is made available to pupils. It is a reusable resource and it could provide
a model for other curriculum contexts, or be shared with colleagues.
The choice of appropriate websites means that all pupils have access
to relevant information simultaneously. Information found in this way
can be easily transferred into other applications e.g. using cut and paste.
This activity supports the Literacy Strategy e.g. to scan IT sources to
locate information quickly and accurately and to use IT to bring to a
published form.
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