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Prague – the perfect spot for a weekend break?

Prague – the perfect spot for a weekend break?. Prague. It’s in the News! A long journey home Teacher Notes. A long journey home Introduction:

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Prague – the perfect spot for a weekend break?

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  1. Prague – the perfect spot for a weekend break?

  2. Prague

  3. It’s in the News!A long journey home Teacher Notes

  4. A long journey home Introduction: During March 2010, the Icelandic volcano Eyjafjallajokull started to erupt. By 14 April, the volcano entered an explosive phase and released clouds of mineral ash which formed a cloud which rose up to 10 km into the atmosphere. Air Traffic Controllers decided that as ash can lead to engine failure they would close the airspace, leaving thousands of travellers stranded across the globe. This resource invites pupils to reconstruct a journey home from Prague to England as a result of the ash cloud – it uses real data gathered (at great expense) during the journey. Content objectives: This context provides the opportunity for teachers and students to explore a number of objectives. Some that may be addressed are: • pupils select, construct and modify, on paper and using ICT, suitable graphical representations to progress an enquiry and identify key features present in the data. • pupils carry out substantial tasks and solve quite complex problems by independently and systematically breaking them down into smaller, more manageable tasks. They interpret, discuss and synthesise information presented in a variety of mathematical forms, relating findings to the original context Process objectives: These will depend on the amount of freedom you allow your class with the activity. It might be worth considering how you’re going to deliver the activity and highlighting the processes that this will allow on the diagram below:

  5. Activity: The activity gives students the opportunity to deal with some unfamiliar and, in some ways, complex data. Students could be asked to suggest some questions they would like to ask about the situation which could be answered using the data given. These could include: • how much did the journey cost? • how long did the journey take? • which was the fastest/slowest part of the journey – and why? • which was the most expensive/cheapest part of the journey – and why? Other sources of information include these news articles from the BBC website: http://news.bbc.co.uk/1/hi/uk/8625813.stm and http://news.bbc.co.uk/1/hi/world/europe/8669610.stm Differentiation: The question which the students decide to investigate will alter the level of challenge. Drawing a distance – time graph or a graph showing time – cost, and interpreting the graph, may raise the level of difficulty for some groups. This resource is designed to be adapted to your requirements. Outcomes For this activity, you could ask pupils to produce a poster explaining the results of their investigation to the class. Assessment: You may wish to consider how you will assess the task and how you will record your assessment. For this activity you could ask pupils to review the work of other groups according to some criteria you have discussed with the class. These might include: • does the poster tell the audience what the question is? • from looking at the poster, do you now know the answer to the question? • do the graphs or tables help you to understand the information? A resource sheet is included which you could use with your class. Each pair/group of pupils can be given a copy of the sheet and asked to comment on the work of three other pairs/groups. The comment sheets can then be cut up and given to the appropriate pair/group. Probing questions: You may wish to introduce some points into the discussion which might include: • how will you display the total cost? What currency will you use? • are there any adjustments to the times necessary? • some of the costs are for two people and some for one person, what will you do about this? • is it cheaper to travel in the UK or in the rest of Europe? • did any of the journeys take place over night? Does this affect the time or the cost? • what would you have done if you had been stranded in Prague? Working in groups: This activity lends itself to paired work and small group work and, by encouraging students to work collaboratively, it is likely that you will allow them access to more of the key processes than if they were to work individually. You will need to think about how your class will work on this task. Will they work in pairs, threes or larger groups? If pupils are not used to working in groups in mathematics you may wish to spend some time talking about their rules and procedures to maximise the effectiveness and engagement of pupils in group work (You may wish to look at the SNS Pedagogy and practice pack Unit 10: Guidance for groupwork). You may wish to encourage the groups to delegate different areas of responsibility to specific group members.

  6. The first slide sets the scene. You will need: The PowerPoint presentation and the student resource sheet. There is also a sheet which you could use as a basis for a peer marking activity. The second and third slides show the graphics from the BBC website giving some background to the ash cloud and the flight disruption. The final slide shows the route of the journey home.

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