This is a page where you can find extra reading links and some optional activities if you find yourself looking for more to do, to fill your time. Your teacher might set you some of these tasks to do depending on your work so far.
Please do make sure you have spent a sufficient amount of time on the main lesson activities - these are not designed as alternatives - they are optional extension tasks.
Released only last week and during our half term, Catalyst issue 39 is dedicated to Climate Issues. Catalyst is a magazine produced by STEM Learning and is aimed at providing high quality scientific articles of interest to age 14 - 19 year olds.
There are 11 articles you can read, either by visiting the website, or downloading the pdfs (below), The teacher guide is also attached because it contains suggestions for how you could take your learning further, activities you could do at home, and further reading links.
Please let your teacher know if you have been undertaking any of these extension tasks and what you thought about them.
- Catalyst-Issue-39-Article-1-To-climate-change-or-not.pdf
- Catalyst-Issue-39-Article-2-What-have-oceans-got-to-do-with-the-weather.pdf
- Catalyst-Issue-39-Article-3-Fire-and-the-crazy-world-of-air-around-us-1.pdf
- Catalyst-Issue-39-Article-4-Iron-woman-searching-for-iron-at-the-end-of-the-earth.pdf
- Catalyst-Issue-39-Article-5-Save-The-World-–-The-Best-Way-You-Know-How.pdf
- Catalyst-Issue-39-Article-6-Calling-all-climate-champions.pdf
- Catalyst-Issue-39-Article-7-Protecting-the-bogs-for-peats-sake.pdf
- Catalyst-Issue-39-Article-8-How-will-tomorrows-lithium-ion-batteries-be-better-than-todays.pdf
- Catalyst-Issue-39-Article-9-Why-is-that-man-in-the-wetsuit-going-into-the-sea-holding-a-garden-rake.pdf
Additional self-directed extension task.
Use your acquired knowledge and understanding to produce a four sided A4 magazine/booklet pitched at age 14 - 19 year olds. Consider how you might layout your booklet and what you would include. A range of different topics would make it more interesting, at a range of levels. Take care to use familiar yet scientific vocabulary. If you introduce new technical terms you should define or explain them.
Something introductory might go well on the front page, the second page could included some data and evidence or research. A third page might include a more discursive topic where you could give your opinion about something you have read. The back page could focus on innovative advances in technology or suggestions for solutions at individual or government level.