This activity focuses on the processes in the global carbon cycle. It can be played individually or in small groups of two to four. Each player will move their counter around the board using the instructions. Players will use a dice to see how their carbon counter will move around the different stores in the carbon cycle.

Using the context of a voyage around the world’s ocean, students will learn about presentation skills including delivery and slide design. Students will deliver their presentation to the class, receiving feedback from their peers. This full lesson contains: Slideshow 12: Captain’s log Lesson Overview and Teacher Guidance Student Sheet 12a: Presentation storyboard Student Sheet 12b: Presentation peer assessment It forms Lesson 12 of 12 from the Our Ocean Planet resource, which is designed to support Key Stage 2 teachers to teach all aspects of the ocean. It can be used as a full topic with over 20 hours of classroom activities or using a pick and mix approach. All lessons and resources are available from Encounter Edu’s TES profile.

Our wonderful ocean KS4 is a resource for year 9, year 10, and year 11 students. This is a This lesson will build on prior knowledge of marine environments. Students use globes and atlases to map the locations and key physical features of the oceans. Students will learn the names and notable characteristics of iconic species from different ocean habitats. They then use the information sheets to develop their knowledge and understanding of how humans use the ocean, presenting their findings in a fact-sheet. This is one of three lessons in the Oceans for beginners X-Curric 14-16 unit. Ocean for beginners X-Curric 14-16 is a Key Stage 4 (KS4) resource. The lessons build on prior knowledge of oceans and the species and habitats it encompasses. Students explore ecosystem goods and services and answer GCSE style questions reflecting on how we use the oceans. The unit then reviews what is meant by ocean plastics pollution and encourages students to critically appraise information from different media sources. Students then go on to consider careers in this field by evaluating the work of an ‘Ocean hero’. At the end of these three lessons students will be fully prepared to embark on the full Key Stage 4 unit - Ocean Plastics 14-16. Get the full unit resources here: https://encounteredu.com/teachers/units/oceans-for-beginners-x-curric-14-16

This is the fourth lesson in the eight lesson Global Climate and Renewable Energy unit for KS4 and GCSE. This lesson focuses on developing students’ knowledge and understanding of different types of renewable and non-renewable energy. In this lesson students will learn about how different types of energy are generated and stored, focussing on examples of renewable and non-renewable sources. Students will also look at the energy production matrix of the UK, the Netherlands and the European Union, comparing and contrasting them. The unit provides a robust understanding of the latest findings promoting climate literacy, while being curriculum-aligned to GCSE exam body specifications, equipping students with the knowledge and skills to tackle challenges of the future. The unit and its associated activities and multimedia can also be accessed on the Encounter Edu website.

This is the sixth lesson in the eight lesson Global Climate and Renewable Energy unit for KS4 and GCSE. Students will consider and predict the electricity consumption of the UK. Specifically, students will have to evaluate whether renewable energy generation will be able to meet predicted demand. In this lesson students will be thinking about what our energy needs may be in the future, and how we will generate enough energy to meet those needs. Students will also study a diagram from an academic journal article to evaluate the reliability of renewable forms of energy. The unit provides a robust understanding of the latest findings promoting climate literacy, while being curriculum-aligned to GCSE exam body specifications, equipping students with the knowledge and skills to tackle challenges of the future. The unit and its associated activities and multimedia can also be accessed on the Encounter Edu website.

This is the fourth lesson in a full unit (Biodiversity Science GCSE Coral Reefs) using the coral reef as a new context for applying concepts of biodiversity, human impacts and conservation. The ‘Which coral reefs should we protect?’ lesson develops students knowledge and understanding of how to complete a transect, how to use this information to investigate the impact of abiotic factors on distribution and abundance of biodiversity on coral reefs. The rest of the unit can be found here: https://encounteredu.com/teachers/units/coral-oceans-science-14-16

This is the fifth lesson in a full unit (Biodiversity Science GCSE Coral Reefs) using the coral reef as a new context for applying concepts of biodiversity, human impacts and conservation. The ‘How do we protect coral reefs?’ lesson develops students’ knowledge and understanding of the importance of surrounding environments to coral reefs. Students will start off by looking at the life cycle on coral reefs and the importance of mangrove forests and sea grass to the biodiversity of coral reefs. Following this students will learn what a Marine Protected Area (MPA) is and decide where they would locate the four different MPAs in Com. The rest of the unit can be found here: https://encounteredu.com/teachers/units/coral-oceans-science-14-16

This #GoogleExpeditions lesson develops students’ understanding of human anatomy. This lesson focuses on the electrical control of the heart, with students being able to identify the location of the SA/AV nodes, Purkinje fibers and bundle of His, as well as being able to describe the steps in the cardiac cycle. Google Expeditions are immersive 360 degree photo stories designed for use in the classroom. For more see: https://www.google.com/edu/expeditions/. This is Google Expeditions Lesson is number 3 of a 4 lesson sequence. It can be used as a standalone lesson or in conjunction with others listed below. Lesson 1: Google Expeditions: The Heart – External Structure https://goo.gl/UHEs0F Lesson 2: Google Expeditions: The Heart – Internal human heart structure https://goo.gl/96wNXN Lesson 3: Google Expeditions: The Heart – Electrical control of the heart beat https://goo.gl/P3E6tX Lesson 4: Google Expeditions: The Heart – Cardiovascular disease https://goo.gl/7CG7FN

Our ocean in crisis KS2 is a resource for year 3, year, 4, year 5, and year 6 students.This lesson asks students to share what they know about ocean plastics pollution and sort ideas into the categories true, false or uncertain, leading to the realisation that there might be different agendas for the information we receive in the media. Student’s research and present about an ‘Ocean hero’ and their achievements. They then discuss the ways in which they can make a difference by making a pledge to change one thing. This is one of three lessons. The lessons introduce students to the awe and wonder of the ocean and its inhabitants building a love for marine wildlife and a desire to protect it. The unit goes on to explore some of the many ways we depend on the ocean, from food to livelihoods. Finally, this unit introduces students to what is meant by marine plastic pollution and encourages students to take a thoughtful and critical approach to the information they receive from the media. At the end of these three lessons students will be fully prepared to embark on the full Key Stage 2 unit Ocean Plastics 7-11. Get the other lessons in this unit here: https://encounteredu.com/teachers/units/oceans-for-beginners-x-curric-7-11

Our oceans and us KS3 is a resource for year 7, year 8, and year 9 students. This lesson introduces students to the concept of ecosystem goods and services and allows them to discuss and share their knowledge. Students write a letter to the Secretary of State for the Environment outlining their thoughts on the ocean’s significance and their concerns about its health. Students also describe how damaging the marine ecosystem could be detrimental for all of us. This is one of three lessons. The lessons introduce students to the breadth and depth of the ocean and the wonder of the creatures that inhabit it. The unit goes on to explore some of the many ways we depend on the ocean and asks students to write to the Secretary of State for the Environment expressing their concerns about ocean health. The unit then reviews what is meant by ocean plastics pollution and encourages students to critically appraise information from different media sources. Students then go on investigate possible career opportunities within this field. At the end of these three lessons students will be fully prepared to embark on the full Key Stage 3 unit - Ocean Plastics 11-14. Get the other lessons in this unit here: https://encounteredu.com/teachers/units/oceans-for-beginners-11-14

This is the sixth in a six lesson unit, Submarine STEM KS2. We reccomend that you take students on the journey of levers using both lesson five and six. Lesson six sees students develop their understanding of levers and pulleys and relates this to how cranes launch and recover submersibles. Students will continue to develop their crane, this time adding a lever or pulley system which will raise and lower their submarine model. This lesson is from the Submarine STEM 7-11 unit. You can access the unit here: https://encounteredu.com/teacher-resources/submarine-stem-science-ages-7-11 The unit enables students to explore materials, forces, and living things while working scientifically. The unit is based on real life submersible exploration of the XL Caitlin Deep Ocean Survey off Bermuda, the Sargasso Sea. To experience the full impact of this scheme of work it can be taught in advance of our annual Submarine Live event. Live lessons can be booked for free here: https://encounteredu.com/live

The science team explain how laboratory work can complement field sampling. Learn how these experiments allow for controlling variables (ie experimental constants) and how the scientists design their experiments using the idea of a fair test. This full lesson includes: Student Sheet Video 3 Student Sheet Video reflection This video lesson can be used as part of Lesson 5 of the Plankton, Plastics & Poo unit. There are also opportunities to use a flipped approach to learning, setting the video lesson as pre-work before the topic is taught or as home learning to provide reinforcement of factual knowledge or to encourage further reflection. All lessons and resources are available from Encounter Edu’s TES profile.

In this chemistry Key Stage 3 (KS3) lesson, students investigate the different properties of plastics. In groups students design an investigation testing either thermal insulation or tensile strength. Included are teacher resources with an investigation template. This is a single lesson from the Ocean Plastics Science unit. Ocean Plastics Science is a Key Stage 3 (KS3) resource combining both biology and chemistry. Students are taken on the journey of plastic. Exploring how plastics are manufactured, used, and disposed into the ocean. Students will learn the science behind what makes plastics both brilliant for everyday purposes and devastating to our oceans and marine life. Included in this topic are teacher resources that promote students to conduct authentic research, emulating research conducted by The University of Plymouth. Students will test the properties of plastics, investigate compostable alternatives, and analyse case studies to discover how plastics can physically and chemically harm marine life. If you liked this resource, please rate and review below. This will help to promote oceans education in schools worldwide.

Plastics: what are they? Part one is a Key Stage 2 (KS2) lesson. Students follow the life cycle of a single-use bottle. Using Google Maps, students track the journey a plastic bottle goes on during its lifetime and map the possible outcomes of where it could end up. Students go on to consider some alternatives to recycling plastic, such as re-using it. It may be possible to organise a speaker to join this lesson, some local authorities offer schools programmes or outreach workshops. Ocean Plastics 7-11 is a Key Stage 2 (KS2) cross-curricular unit of work encompassing science and geography which also develops skills in mathematics, citizenship and spoken language. The unit addresses four key questions; what are plastics, where are plastics, what impact can plastics have and what can I do? These questions are answered by developing students understanding of properties of materials, living things, habitats and human and physical geography. The unit explores the pros and cons of a variety of plastic products, investigates how plastic finds its way to the ocean and looks at what changes can be made on a local and global scale. Students understand the complex issues surrounding oceans plastics through this units optimistic and innovative approach to challenging attitudes and behaviour. Get the whole unit resources here: https://encounteredu.com/teachers/units/ocean-plastics-x-curric-7-11

This is the first in a six lesson unit, Submarine STEM KS2. This lesson explores the importance of the ocean and introduces students to some of the strange creatures which inhabit the deep sea. This lesson is from the Submarine STEM 7-11 unit. You can access the unit here: https://encounteredu.com/teacher-resources/submarine-stem-science-ages-7-11. The unit enables students to explore materials, forces, and living things while working scientifically. The unit is based on real life submersible exploration of the XL Caitlin Deep Ocean Survey off Bermuda, the Sargasso Sea. To experience the full impact of this scheme of work it can be taught in advance of our annual Submarine Live event. Live lessons can be booked for free here: https://encounteredu.com/live

Our ocean in crisis KS4 is a resource for year 9, year 10, and year 11 students. In this lesson students will consider some of the myths in the media relating to ocean plastics by completing a true or false activity. They then analyse different news reports considering the motivations different organisations and media outlets may have. Students conduct research about an ‘Ocean hero’ and create a detailed career plan to emulate the achievements of their chosen hero. The lesson concludes with a class discussion about the changes they can implement in their lives which could make a difference to the levels of marine plastic pollution. This is one of three lessons in the Oceans for beginners X-Curric 14-16 unit. Ocean for beginners X-Curric 14-16 is a Key Stage 4 (KS4) resource. The lessons build on prior knowledge of oceans and the species and habitats it encompasses. Students explore ecosystem goods and services and answer GCSE style questions reflecting on how we use the oceans. The unit then reviews what is meant by ocean plastics pollution and encourages students to critically appraise information from different media sources. Students then go on to consider careers in this field by evaluating the work of an ‘Ocean hero’. At the end of these three lessons students will be fully prepared to embark on the full Key Stage 4 unit - Ocean Plastics 14-16. Get the full unit resources here: https://encounteredu.com/teachers/units/oceans-for-beginners-x-curric-14-16

This lesson will look at how the goods and services of a coral reef are used globally and within Timor-Leste. With a study of the economic value of the coral reef and developing an understanding of how that economic value is calculated. This lesson will also develop an understanding of what is meant by different services provided by the coral reef. This lesson is from the Coral Oceans Geograpy 14-16 unit. You can access the unit here: https://encounteredu.com/teachers/units/coral-oceans-geography-14-16 The unit delivers a comprehensive understanding of coral reefs. Through the use of our exclusive galleries, videos and online resources, students will develop their knowledge and understanding of what coral reefs are, why they are important and how to protect them. The unit includes challenging lessons on abiotic components such as the nutrient cycle and biotic factors such as food chains. To experience the full impact of this scheme of work it can be taught in advance of our annual Coral Live event. Live lessons can be booked for free here: https://encounteredu.com/live

Computing KS3: Overcoming failures give students the opportunity to consolidate the learning from the first five lessons, revisit any shaky territory and experiment with combinations of inputs, outputs and different ways of coding the mBot. Students will look at some of the ways in which technology has failed in the past, and how engineers have worked to overcome those problems. They will look back over the hardware and software they have been using in the past five lessons and combine these skills to complete challenges. This is a single lesson fromt he Computing KS3 unit. Computing KS3 is a computing and robotics education programme based on driverless car technologies. Students will develop their ability to code as well as their design thinking as they tackle smart city challenges. Through a series of nine lessons, students will learn about aspects of making, programming and design thinking as they build and program their own robot cars. They will work in teams to tackle coding challenges based on the actual problems that engineers are faced with in designing autonomous vehicles. In a final design challenge, students will need to work on not only the technical aspects of driverless cars, but also how they can improve lives and create smarter and safer communities. All lesson resources are found here: https://encounteredu.com/teachers/units/code-smart-11-14

Computing KS3: Safety and signalling is a resource in which students will consider how technology and people interact. Students will learn about signalling movement and giving warning with light and sound. Students will use code to control their robot car’s LEDs and buzzer to produce lights and sounds for a variety of different scenarios. Finally, they will discuss the other sensors and signals they think would be useful for their robots and an autonomous vehicle in real life. This is a single lesson fromt he Computing KS3 unit. Computing KS3 is a computing and robotics education programme based on driverless car technologies. Students will develop their ability to code as well as their design thinking as they tackle smart city challenges. Through a series of nine lessons, students will learn about aspects of making, programming and design thinking as they build and program their own robot cars. They will work in teams to tackle coding challenges based on the actual problems that engineers are faced with in designing autonomous vehicles. In a final design challenge, students will need to work on not only the technical aspects of driverless cars, but also how they can improve lives and create smarter and safer communities. All lesson resources are found here: https://encounteredu.com/teachers/units/code-smart-11-14"

Computing KS2: Mapping and robotic cars will teach students about obstacles and sensors. Students will discuss the risks that a smart city presents, focusing on the challenges that an autonomous vehicle faces while navigating in the real world. They will then learn about the ultrasonic sensor on board the mBot and how to use it to avoid obstacles. Finally, they will think about how driving speed can influence a vehicle’s ability to react to obstacles. This is a lesson from the Computing KS2 unit. Computing KS2 is a computing and robotics education programme based on driverless car technologies. Students will develop their ability to code as well as their design thinking as they tackle smart city challenges. Through a series of nine lessons, students will learn about aspects of making, programming and design thinking as they build and program their own robot cars. They will work in teams to tackle coding challenges based on the actual problems that engineers are faced with in designing autonomous vehicles. In a final design challenge, students will need to work on not only the technical aspects of driverless cars, but also how they can improve lives and create smarter and safer communities. All lesson resources are found here: https://encounteredu.com/teachers/units/code-smart-7-11