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SCOTTISH MINING-MUSEUM TRUST LADY VICTORIA COLLIERY NEWTONGRANGE MIDLOTHIAN EH22 4QN TELEPHONE: 0131 6637519 FACSIMILE: 01 3 I 654 1618 www.scottishminingmuseum.com www.scottishminingmuseum.org e-mail: [email protected] [email protected] REGISTERED CHARITY No. SC003227 This pack will support a visit to the Scottish Mining Museum focusing on the story of coal. The pack is aimed at P5 to SI, although we hope that teachers of other ages can adapt the ideas contained here for their own use. The pack is divided into four sections, dealing with practical information about planning a visit, information for teachers, information for group leaders and pupil activity sheets. The pack provides ideas for teaching and learning in Environmental Studies, from levels C to E. page 1 page PLANNING A MUSEUM VISIT 3 This section looks at how to make best use of the resources contained in the pack. LINKS TO THE 5-14 GUIDELINES 4 Shows what areas of the curriculum this topic supports. IDEAS FOR PRE AND POST-VISIT WORK 5 IN THE CLASSROOM These ideas will help to prepare the class for the museum visit and to use the evidence gathered for further work. TOPIC INFORMATION FOR TEACHERS 6-24 A guide to the gallery and the story it tells. We provide information about the theme of each particular section and about three key objects to look at on a visit. There are photocopiable drawings of key objects if teachers want to create their own activity sheets or guides. INFORMATION SHEETS FOR GROUP LEADERS 25 -33 These sheets are designed to provide a resource which teachers or group leaders can use on the visit. They will help to focus attention on key exhibits and can be used to generate discussion. PUPIL ACTIVITY SHEETS 34 -51 These sheets aim to provide some independent work for pupils after group discussion. They can be used after the group has thought about ideas contained in the key display sheets. EVALUATION SHEET 52 We hope that you can tell us how well the pack worked for your visit. page 2 BEFORE THE VISIT AFTER THE VISIT A successful visit requires careful preparation and • A museum visit works best if it is clearly part of we recommend that you adopt the following plans the topic in the classroom. After the visit the to ensure that the visit goes smoothly. children should have lots of evidence that needs • carefully read the pack beforehand so that you to be written up and explored further. Think know its contents. about the different types of writing that the • study the activity sheets and decide which ones pupils could do. are suitable for which children and make • Were there questions that could not be photocopies answered in the museum? Can further • photocopy the sheets for group leaders to use. research help? • before the visit, divide the class into small • How are you going to record and present the groups, each with an adult helper. Each group results of your visit? Do the pupils need a folder can explore specific areas of the displays - do or another way of keeping a permanent record? not expect each pupil to see everything. • Can any expressive arts work emerge from the • discuss with the class why they are going to the visit? Think about the exciting possibilities of art, museum. The visit should be seen as the chance drama, dance and music connected to the to gather information and evidence that may world of coal mining and industry. not be available in the classroom. It is also a • How are groups of pupils going to share chance to gather evidence by seeing real their evidence? objects - a more exciting activity than researching in books! • think about the ways in which pupils can gather evidence. Drawing, writing, talking and photography are ail good ways to collect evidence. Drawing should be encouraged since it makes you look closely at the objects. • if possible, visit the museum yourself beforehand and encourage adult helpers to do so too. Alternatively, try to get all the adult helpers together at the school to go over their role, including the group leader sheets. DURING THE VISIT • ensure that pupils and groups leaders have copies of relevant sheets, clipboards, pencils and plenty of blank paper. • do not give pupils rubbers, as they will spend ages rubbing out and adjusting their drawings! • groups should know which adult they are working with and should know what to do in the event of any emergency. • groups should take part in the discussions as suggested by the key display sheets. Each group should start with a different sheet and do them in a different order - this avoids crowding. • pupils can then work more independently in the gallery by using the pupil sheets. • the whole class should get together at the end to quickly discuss the visit. What was the best/most interesting/exciting display or task? page 3 LINKS TO THE 5-14 NATIONAL GUIDELINES Visiting the Scottish Mining Museum provides a PEOPLE IN THE PAST great chance for children to investigate real objects Studying people, events and societies of that show the story of coal in Scotland. The objects significance in the past - pupils will find some offer teachers the opportunity to provide learning distinctive historical features of the topic and experiences that encourage the use of a range of understand something of the diversity of lifestyles skills across the strands. Before, during and after a and experiences of people in past societies. museum visit children will: Developing an understanding of change and • plan their activities continuity, cause and effect - pupils will see some • collect evidence of the changes that have taken place over a period • record and present evidence of time in coal mining and understand why some • interpret and evaluate evidence features change whilst other do not. • gain knowledge and understanding • develop informed attitudes Developing an understanding of time and historical A museum visit is an excellent way to work on the sequence - pupils will be able to place events in a strands since a visit involves use of all these skills. It chronological framework with appropriate features. also provides a perfect context to deliver the Developing an understanding of the nature of relevant contents and contexts for developing historical evidence - pupils will see a wide range of understanding as detailed here. sources of historical evidence in the museum and will be able to use and assess the value of these SCIENCE Understanding Energy and Forces resources. Forms and sources of energy - pupils will TECHNOLOGY understand that coal is a source of energy laid Understanding and using technology in society down millions of years ago. Conversion and Technology and human needs - pupils will transfer of energy - pupils will understand that coal understand the need of individuals and groups for can be burned to provide heat and light and that the energy that coal provides. They will see how this heat can be used to provide steam. The steam people can use technology to change their own can then be converted into movement or another environment and lifestyle. form of energy, such as electricity. Technology and demand for resources - pupils will Understanding Earth and Space see why the technologies to support coal mining Materials from earth - pupils will understand that were developed and how other technological coal comes from the earth and can provide a range developments affected coal mining. of uses. Burning can also change coal. Technology as it affects lifestyles - pupils will SOCIAL SUBJECTS understand how coal mining and its technologies People and Place have affected the way people live by providing Aspects of the physical and built environment - energy for a variety of purposes. pupils will see that coal is a major physical feature Technology to control the environment - pupils will of Scotland and that it is a resource which people see ways in which energy is converted when coal is collect and use. The collection and use of this burnt and what people have done with that energy. resource has resulted in a range of built/constructed features, such as colliery buildings. Ways in which places have affected people and people have used and affected places - pupils will see that coal is a reason why people have dug into the land and changed the landscape. They will understand the origins, location and usage of this major natural resource. page 4 THINGS TO DO IN THE CLASSROOM BEFORE AND AFTER THE VISIT As already discussed, the museum visit is most After the visit successful if it is part of the ongoing topic and • There will be many opportunities for language clearly linked to work in the classroom. The key work as a result of the museum visit. The visit aim of the visit is to gather evidence and to then can be used to inspire functional and use this evidence for further work. imaginative writing and associated reading in further research work. There should also be Doing follow up work is strongly recommended - plenty of talking after the visit as pupils talk in this allows pupils to discuss the visit together, to groups and convey information about the visit share experiences and thoughts and to reinforce and the evidence they have gathered. the learning that has taken place. • Ideas for writing could include newspaper Teachers should consider assessing pupils on the stories about a new technology and its benefits evidence gathered, as well as the knowledge and or problems, advertisements for coal and its understanding generated by the discussion sheets products, flow charts showing how coal is or pupil sheets. mined and prepared for market or descriptions of the museum and its displays along with THINGS TO DO comments on how well they worked.
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