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In many areas of schools there is bare soil for one reason or another. This is ideal for growing and utilising green manures. Bare soil is unattractive and vulnerable to erosion and leaching. Green manures are grown and then when they reach a certain stage they are dug into the soil where they gradually decompose and provide nutrients for the soil. Growth of green manures is an ideal opportunity for students to investigate the following:
- life cycle of plants
- biology of plants
- the different benefits of green manures e.g. nitrogen fixer
- rates and causes of soil erosion
- soil characteristics (nutrients)
These will cover the following National Curriculum areas:
Key Stage 2
English
Students will be required to work together to complete tasks and investigations. Therefore they will cover;
2b - ask relevant questions to clarify, extend and follow up ideas. 2e -
respond to others appropriately and take into account what they say.
3a - make contributions relevant to the topic and take turns in discussion.
Maths
Students will need to make mathematical calculations regarding soil erosion and soil coverage. Therefore they will cover:
Ma2 - Number
1a -
make connections in Mathematics and appreciate the need to use numerical skills. 1b - break down a more complex problem or calculation into simpler steps before attempting a solution.
1c -
Select and use appropriate mathematical equipment, including ICT.
1e - Make mental estimates of answers to calculations; check results.
1f - organise work and refine ways of recording. 1h - present and interpret solutions.
1j - understand and investigate general statements.
2c - read, write and order whole numbers, recognising the position of the digit gives its value. 2d - Understand unit fractions. 3d - recall addition and subtraction facts for each number to 20 3f - recall multiplication facts to 10x10 3g - double and halve any two-digit number 3h -
multiply and divide, at first in the range 1 to 100 3i - use written methods to add and subtract positive integers. 3j -
use written methods for short multiplication and division. 3k -
use a calculator for calculations involving several digits. 4a - choose and use any of the four number operations to solve word problems involving 'real life' measures of length, capacity, mass, time, perimetre and area. 4b -
choose an appropriate way to calculate and explain their methods and reasoning. 4c -
estimate answers by approximating and check that their results are reasonable by thinking about the context of the problem, and where necessary checking accuracy.
1a - recognise the need for standard units of measurement. 1e -
organise work and record or represent it in a variety of ways.
4a - recognise the need for standard units of length, mass and capacity, choose ones that are suitable for the task and use them to make sensible estimates in everyday situations.
4b -
recognise that measurement is approximate; choose and use suitable measuring instruments for a task; interpret numbers and read scales with increasing accuracy; record measurements using decimal notation.
1a - select and use data skills when solving problems in other areas of the curriculum. 1b -
approach problems flexibly.
1c - identify the data necessary to solve a given problem. 1d -
select and use appropriate calculation skills to solve problems involving data. 1e -
check results and ensure that solutions are reasonable in the context of the problem. 1f -
decide how to best organise and present findings. 1h - explain and justify their methods and reasoning. 2a - solve problems involving data.
2b -
interpret tables, lists and charts used in everyday life 2c - represent and interpret discrete data using graphs and diagrams 2f -
draw conclusions from statistics and graphs and recognise when information is presented in a misleading way Science
Students will be examining the plants that are growing, the plant biology, the benefits of green manures and the processes of soil erosion and leaching.
1b - that it is important to test ideas using evidence from observation and measurement. 2a -
ask questions that can be investigated scientifically and decide how to find answers.
2b - consider what sources of information, including first-hand experience and a range of other sources they will use to answer questions.
2c -
think about what might happen or try things out when deciding what to do, what kind of evidence to collect, and what equipment and materials to use. 2d -
make a fair test or comparison by changing one factor and observing or measuring the effect while keeping the other factors the same. 2e - use simple equipment and materials appropriately and take actions to control risks 2f -
make systematic observations and measurements, including the use of ICT for datalogging. 2g - check observations and measurements by repeating them where appropriate. 2h - use a wide range of methods, including diagrams, drawings, tables, bar charts, line graphs and ICT, to communicate data in an appropriate and systematic manner. 2i -
make comparisons and identify simple patterns or associations in their own observations and measurements or other data. 2j -
use observations, measurements or other data to draw conclusions 2k -
decide whether these conclusions agree with any prediction made and/or whether they are enable further predictions to be made. 2l -
use their scientific knowledge and understanding to explain observations, measurements or other data or conclusions.
1a - that the life processes common to humans and other animals include nutrition, movement, growth and reproduction. 1b - that life processes common to plants include growth, nutrition and reproduction 1c - to make links between life processes in familiar animals and plants and the environments in which they are found.
3b -
the role of the leaf in producing new material for growth 3c -
that the root anchors the plant and that water and minerals are taken in through the root and transported through the stem to other parts of the plant. 3d -
about the parts of the flower and their role in the life cycle of flowering
plants, including pollination, seed formation, seed dispersal and
germination.4a -
to make and use keys 4b -
how locally occurring animals and plants can be identified and assigned to groups. 4c - that the variety of plants and animals makes it important to identify them and assign them to groups.
5a -
about ways in which living things and the environment need protection 5b -
about the different plants and animals found in different habitats
1d - to describe and group rocks and soils on the basis of their characteristics including appearance, texture and permeability. 1g -
that burning materials results in the formation of new materials and this change is usually not reversible.
Geography
Students will examine soil erosion and leaching and their affect upon the soil.
1a -
collect and record evidence
1b -
collect and record evidence
1c -
analyse evidence and draw conclusions
1d - identify and explain different views that people, including themselves hold about topical geographical issues 1e - communicate in ways appropriate to task and audience 2a -
to use appropriate geographical vocabulary 2b -
to use appropriate fieldwork techniques and instruments 2c -
to use maps and plans at a variety of scales 2d -
to use secondary sources of information 2f -
to use ICT to help in geographical investigations 2g -
decision making skills 4a -
recognise and explain patterns made by individual physical features in
the environment4b -
recognise some physical and human processes and explain how these can
cause changes in places and environments5a -
recognise how people can improve the environment or damage it 5b -
recognise how and why people may seek to manage environments sustainably, and to identify opportunities for their own involvement
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