Education eBook

Enchanted Kingdom Contents: Microsoft Helpful Resources Contents:

Welcome to Enchanted Kingdom

A Note from the Author ‘How to use this eBook’

Enchanted Kingdom Poem

1. Enter the Mysterious Forests of Central Africa

2. Brave the Fiery Underworld

3. Surviving the Alien Sands

4. Journey the Scorched Plains

5. Voyage of the Fantastical Seas

6. Traversing the Frozen Spires

7. Mercurial Waters: Africa’s Great Rivers

8. Enchanted Kingdom: Grand Finale

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Helpful Resources

Microsoft Educator Network

Office 365

Skype in the Classroom

Classroom Templates

Template for a Purposeful Group Project Meeting

Scientific Write-Up Template

Poetry Planner

Build Project Design Sheets

Storyboarding Templates

Thank you from Us

Enchanted Kingdom Windows and Office Apps

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Dear Teachers,

BBC Earth Films seek to take audiences on a journey of discovery, using entertainment to bring to life the incredible wonders, stories and characters of our planet. Combining Hollywood expertise with BBC Earth’s world-leading nature filmmakers, we create unmissable cinema experiences for all the family. Our newest film Enchanted Kingdom 3D continues this vision and is our most ambitious and exciting film to date.

When we set out to produce Enchanted Kingdom, our vision was to create the most enchanting nature film ever made. We wanted Enchanted Kingdom to change the way that our audience sees the world.

The story takes you on a spell-binding journey through seven different extraordinary realms, opening up the world and revealing its wonders. Along the way you will meet a cast of incredible characters from heart-melting baby gorillas found deep in the forest, to extraordinary dancing lizards in a hot desert realm.

We are excited that our partnership with Microsoft will allow us to extend the magic to the classroom. The broad range of landscapes, creatures and behaviours covered in the film make it an incredibly rich resource for education. We encourage teachers to engage with the videos, images and information and to embrace the concept of discovery and enchantment in the way you prepare your lessons.

We hope that you find this eBook to be a useful and inspiring resource. Please also join us through our Skype in the Classroom sessions where your students can have the opportunity of engaging directly with the directors and filmmakers.

A warm welcome to Enchanted Kingdom,

Patrick Morris Co-Director

Neil Nightingale Co-Director and Producer, and BBC Earth Creative Director

Welcome to Enchanted Kingdom

3Enchanted Kingdom Projects

In this eBook you will find eight separate ‘Enchanted Kingdom’ projects. Seven are derived from the separate realms covered by the film, and each of these leads to a tangible end product, of which learners can be proud – a piece of content that has real-world, 21st century value. The eighth project is a ‘Final Celebration’ – an ambitious international link-up of schools across the world which invites students to reflect on their Enchanted Kingdom journey.

The beauty of the project-based approach lies in the fact that as a teacher you can allow the project to take your class on a learning journey in a variety of different directions. ‘Enchanted Kingdom’ raises many further questions and offers glimpses into exciting diversions.

Each project in this book is mapped to a specific learning objective. These objectives are common to most countries’ curricula. However they may need to be adapted by the class teacher on the basis of age and ability. The projects have also been mapped to specific subject areas, allowing teachers to cover a wide area of the curriculum using a single engaging premise – exploring Enchanted Kingdom.

Imaginatively used, they will open up additional purposeful, cross-curricular possibilities and activities that will enhance the main project. We would encourage you to take risks in your own teaching, using the projects as ‘jumping-off points’ to other curriculum areas that may not have been mentioned in the plans.

We hope you enjoy the projects as much as the students from Broadclyst Primary School. They have captured their Enchanted Kingdom learning journey via Office Mixes. The mixes supplement the projects and provide an insight into how enjoyable and exciting they found the whole experience.

Furthermore, we would encourage you to share your experiences and ideas, both as a part of the Enchanted Kingdom community on the Microsoft in Education Network and also through related networks, such as Skype in the classroom.

Thanks,

A Note from the Author ‘How to use this eBook’

Matthew Pitts, Microsoft Innovative Educator – Expert

Broadclyst Primary School

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Abigail Sansbury

Aged 11Broadcylst Community Primary School

A sea of greenery, Like a witch’s garden. Exotic, deceiving and wet; Mysterious Forest.

A scorching furnace, Blazing like the devil. Blistering, volcanic and wild; Fiery Underworld.

A landscape of golden mountains, Like a coat of lion’s fur. Endless, parched and hazardous; Alien Sands.

A searing wilderness As hot as the sun; Vast but full of life. Scorched Plains.

A wonderful paradise, A circus of colours. Vibrant and beautiful; Fantastical Seas.

Immense shards of ice, Spearheads breaking the clouds. Snowy and dangerous; Frozen Spires.

A winding sapphire serpent, As ancient as the pharaohs. Dangerous, far-reaching and deep; Mercurial Waters.

Africa, the captivating continent. Expansive deserts and lush rainforests, Warm seas and mystical mountains: Enchanted Kingdom!

Enchanted Kingdom

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Enter the Mysterious Forests of Central Africa

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The first kingdom explored by the film is the forests of central Africa. We are taken to a MYSTERIOUS FOREST to discover that even in the spookiest and most overwhelming places, we can find familiarity and friends.

The stars of the mysterious forest realm are the enchanting gorillas. For them the forest is a comfortable forest home. The lush greenery provides plenty of food, so they don’t have to work hard to find meals and have plenty of time to relax and socialise.

They are like us in many ways – eyes, faces, hands. They live in family groups and are gentle and caring for each other. The youngsters use the forest as a giant climbing frame in which to play. The whole family is protected by a silverback male who keeps everyone under control.

In this project, students will capture the movement, behaviour and characteristics of nature. They write up their discoveries which will include photos, video and audio narration.

The Mysterious Forests of Central Africa

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Learning objectives:Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant.

Project aim/question:Survival of the fittest: What impact do plants have on each other and their environment, when in close proximity?

Key language:Competition, Growth, Repair, Nutrients, Photosynthesis, Oxygen, Carbon Dioxide.

STAGE 1: Competition in the Mysterious Forest

The centre of Africa is covered with a vast tropical rainforest. The forest grows so lush and intense because of constant strong tropical sun, warmth and almost daily downpours of rain. Everything is battling for space/food/light. i.e. competition is intense.

■ After watching the Mysterious Forest segment of Enchanted Kingdom, discuss with the class the challenges faced by different plants in the ecosystem (lack of light, etc.).

■ Explain that you will be investigating this competition. Ask students to discuss how they would test the impact that plants have on each other (groups can record the conversation using OneNote).

■ Introduce key language to facilitate the discussions.

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STAGE 2: Creating your own competitive environment

■ Select a suitable container or patch in the school grounds and help students prepare the ground.

■ Plant a range of organisms in close proximity.

■ Let students plant the seeds and water their garden (plant pots could be used instead).

■ You can use TimeLapse to make observations of the plant growth and compare the changes over time.

■ At the same time, measure quantitative data such as the height and colour of plants as they grow (to be graphed later).

1. What happens to the leaves and petals once the sun comes out?

2. What changes happen over time?

3. What are the changes to a plant if it is not given enough water and nutrients?

Students can capture findings using OneNote.

Students are to answer key questions:

STAGE 3: Capturing your school’s very own Enchanted world

■ In groups students are to capture their enchanted discoveries from STAGE 1 and 2. They can use Office Mix to create an interactive presentation. The presentation should depict the beauty and wonder that surrounds their local natural environment.

■ Once published, presentations can be uploaded to a shared area, such as OneDrive, to be evaluated and reviewed by peers.

Office Mix OneDrive

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Enrichment activities: Art and Design:

Take photos of all the diverse plant species found in your school yard, park and local woods. Use can AutoCollage to create a picture collage of the photos. Hold a competition inviting parents and community members to name all the plants in your collage.

Science:Great opportunity to cover the process of Photosynthesis. Students can use Corinth Micro Plant to explore enormously magnified images, fully 3D interactive models of tree, leaf, leaf sections and plant cells.

Suggested curriculum links:

Computing PoS: Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

English PoS: Retrieving, recording and presenting information from non-fiction.

Differentiation guidelines:Support for less able students should take the form of shared planning with a teacher or member of support staff. Ensure that students have ample rehearsal time to build their confidence.

Students who struggle significantly with confidence could present using a pre-prepared Office Mix.

In order to challenge more able students, teachers should be prepared to take a step back and allow groups to take ideas and run with them.

They should also be encouraged to present in an unscripted way, challenging them to gain and monitor the attention of their audience, interacting with and questioning them.

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Useful content resources:

BBC Guide ‘Helping Plants Grow Well’ (Provides resources for different age groups)

BBC UK Wildlife

TimeLapse

Microsoft OneNote

Microsoft AutoCollage

BBC Bitesize Plants and Photosynthesis

BBC Enchanted Kingdom Website

Corinth Micro Plant

Microsoft Office Mix

Microsoft OneDrive

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Brave the Fiery Underworld2

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Africa features some dramatic areas of tectonic activity. Lake Bogoria in Kenya is a volcanic lake, which is extremely alkaline and saline. This water, poisonous to many living things, is home to a species of bacteria which forms blue-green algae.

The algae is an important part of the diet of flamingos, who filter it from the water and mud with their specially adapted beaks. They flock to the lake at the start of their dancing flamingo ritual.

In this project, students will capture the dancing flamingo ritual in a range of soundtracks created by them using electronic music packages. They will then create a dance to this music as if they are the flamingos. Final work will be performed back to the class.

Brave the Fiery Underworld

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STAGE 1: Web quest into the Dancing Flamingos

Pink flamingos fly to the lake to drink an almost magical potion of blue-green algae. The more they drink, the pinker they become, as if they are blushing. This makes them more desirable to one another. The flamingos then begin to dance with one another until they find a partner.

■ In groups, students should research Lake Bogoria and the dancing Pink Flamingos ritual. Students should think about key themes and emotions the flamingos could be feeling throughout this process, such as: Anxiety, Love, Joy and Movement.

■ Describe the types of sounds they imagine would be going on during this ritual. Encourage them to use words such as pitch and tone. Explain that their task will be to compose a soundtrack around the ritual. Students can use M8 – Mind Maps to help capture their ideas.

Learning objectives:

■ Explore and perform dances using a range of movement patterns.

■ To improvise and compose music.

Project aim/question:Can students represent the life of the flamingos of Lake Bogoria through performing arts, such as dance and musical composition?

Key language:Dance: Choreography, Unison, Isolation, Mirroring, Improvisation.

Music: Pitch, Tone, Tempo, and Rhythm.

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STAGE 2: Getting creative falling in love with the sound of music and dance

When flamingos find a partner, these partners will stay together for life. Conditions do not remain optimal at Lake Bogoria for long enough and they fly off to find another lake to nest and have their babies.

■ Using a music editor such as Audacity, students in their groups create a track of around three minutes that captures the character of a dancing Flamingo whilst going through this ritual.

■ To support the soundtrack students choreograph a dance routine as if they were the flamingos. The dance and music composition can be captured through Windows Movie Maker.

STAGE 3: Capturing and performing your Enchanted dance

■ Students can perform their dance and music to the rest of the class. OR published work can be uploaded to a shared area, such as OneDrive, to be evaluated and reviewed. After a track has received comment the composer may wish to further develop it.

Audacity Windows Movie Maker

OneDrive

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Enrichment activities: Science/Geography:

Students could build their own volcano, making sure to identify different heats and types of rock. Leave a space in the middle of their volcanos for a scientific experiment to be conducted using baking powder and coke.

Literacy: There is a number of both visual and ecological stimulus present in this ritual, students have the opportunity to engage in creative literacy and write a script for a documentary for this location.

Suggested curriculum link:

Computing PoS:

Use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting information.

Differentiation guidelines:Due to the large amount of research, it is key that students with literacy difficulties have access to visual stimuli such as videos and pictures.

Encourage independence in students who show an aptitude for musical composition; these learners could take the opportunity to record live tracks and mix them into their compositions.

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Useful content resources:

BBC Youtube clip: Flamingo Ritual (Provides resources for different age groups)

BBC UK Volcanos

Learning4Kids: How to make a homemade volcano

BBC Enchanted Kingdom Website

M8 – Mind Maps

Audacity

Microsoft Windows Movie Maker

BBC Earth Enchanted Kingdom Microsoft Windows App

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3 Surviving the Alien Sands

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The Namib Desert, due to its inhospitable nature, is almost completely devoid of human habitation. It features the second highest sand dunes in the world and stretches more than 2000km across Africa. Understandably, survival in this part of the world is a real challenge.

Enchanted Kingdom presents the few animals which live in the Namib Desert. These animals have to adapt to the harsh habitat. Snakes can only climb

these high sand dunes through moving their bodies sideways. Shovel Snouted Lizards have to ‘dance’ to stop their feet from burning, by alternating which feet they are stood on. Chameleons are also present in these deserts as they are able to adapt their appearance to the habitat.

In this project students will research, write and film (using green screen) a ‘Bear Grylls style’ survival program, set in the desert.

Surviving the Alien Sands

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Learning objectives:To identify how creatures are adapted to their environment. To explore the impact of climate and weather on a place.

Project aim/question:Would you survive the harsh environment of the Namib Desert? Could you learn anything from the animals that live in this Enchanted Kingdom?

Key language:Adaption, Mutation, Food Chains, Food Webs.

STAGE 1: What do we need to survive in a desert?

The Namib Desert is one of the driest on earth (less than 2cm a year) and rain very rarely falls. It’s also the oldest desert in the world (43 million years old) so life has had a long time to evolve survival tactics. A few tough grasses grow on some of the more stable dunes and form the basis of a food chain, but there’s hardly anything to eat here.

■ As a class, discuss the potential challenges of survival in Namib Desert situation.

■ In project groups of four, students should research each of the potential dangers and solutions that will help humans survive in a desert. Students should think about the survival techniques the animals used in the Enchanted Kingdom.

■ Student collaboration can take place using OneNote. Once groups have finished researching they are ready to storyboard and script.

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Pinnacle Studio Bear Grylls

STAGE 3: Lights, Camera, Action!

■ Students should act out their ‘Bear Grylls style’ survival show. This can be a performance or it can be filmed. If you choose to use green screen then editing can take place in any video package with green screen functionality (see digital tools).

■ The final piece must be given an audience with an opportunity to comment and get interactive. Students can use OneDrive to set up an Excel survey where participants collectively answer the question. ‘Would you go to the Namib Desert?’

STAGE 2: Is there anybody out there?

The Namib Desert is almost completely devoid of human habitation. The survival program should cover the risk factors involved which will help trekkers decide if this journey is for them.

■ Using a template to help students should collaboratively storyboard and script their show, sharing out speaking roles equally. They should aim to have an opening hook, several sections and some sort of end such as a survival skills quiz.

■ Things to think about during the planning and delivery stages:

1. Scripts can be captured using apps such as Prompter or Teleprompter Pro.

2. A green screen-recording can be set up such as Pinnacle Studio to record the final performance. The potential of Green Screen video is endless. Students could turn their survival program into a documentary based in the Namib Desert. It has the potential to unleash a lot of creativity.

■ Groups should be allowed enough time to rehearse to give a polished performance.

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Enrichment activities: Design and Technology:

A quick build project, relevant to the project, is the survival whistle. Using the instructions in the useful links section, groups can build, test and evaluate their own survival whistles.

Science:Investigate three of the film’s animals: the Peringuey’s Adder, the Shovel-Snouted Lizard and the Chameleon to find out how they are adapted to their environment. What Food cycle do they follow? Students can capture their finds using Office Mix.

Suggested curriculum links: Computing PoS:

Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting information.

English PoS: Note and develop initial ideas, drawing on reading and research where necessary.

Differentiation guidelines:Some students who lack confidence or have literacy difficulties may need extra time to rehearse lines. If MS PowerPoint is used as their cueing system then visual reminders, photos and diagrams for example, can be added.

Students who excel in drama and performing arts can be challenged to work without an auto-cue, using improvisational skills and focusing other non-verbal markers of communication, such as body language.

Office Mix

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Useful content resources:

Bear Grylls Style

WWF Factfile

WWF: Humans in the Namib Desert

Survival Secrets in the Namib Desert

Making a survival whistle: Option 1

Making a survival whistle: Option 2

Microsoft Office Mix

Microsoft OneNote

Prompter app

Pinnacle Studio

BBC Enchanted Kingdom website

BBC Earth Enchanted Kingdom Microsoft Office App

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Journey the Scorched Plains4

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In the Enchanted Kingdom film, African Elephants (Loxodonta Africana) are presented. These elephants are very determined as they need to drink more water than any other animal, yet in the dry season in the Kalahari, family herds must walk for miles before they can find water.

The herd is led by an older mother, the matriarch, and her great memory and her skill at leading the family to water keeps them alive during this tough period. The matriarch passes this knowledge down through the generations. The families face many other dangers, such as leopards, hyenas and lions that will try to catch and eat their children. So in order to survive each individual adult elephant must be committed to the wellbeing of the whole herd – the word used to describe this commitment to a common cause is solidarity.

Journey the Scorched Plains

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Learning objectives:To prepare poems and perform them aloud, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.

Project aim/question:To plan, write and perform a poem inspired by the wildlife of the Scorched Plains.

Key language:Metaphor, Similie, Adjective, Adverb, Rhyme, Syllable.

STAGE 1: Walking with Elephants

Hwange has a high number of lions and during the dry season they concentrate around the water, waiting to prey on baby elephants. It’s important for the families to keep their babies close, as the lions cannot get them if they are within the herd. The lions hunt mainly at night as they can create more confusion and the elephants do not have great nocturnal eye sight. The family must stick together.

■ Divide students into pairs, one is to take on the role of an elephant and the other the role of a hunter. Pairs are to complete a vocabulary mind map capturing the characteristics of each animal e.g. Movement, Sound, Physical appearance and Personality. This should be further developed to produce sense words, descriptive words, similes and metaphors. Students can use M8 – Mind Maps to help structure their planning.

■ Pairs should use their planning to help write a poem based on the wildlife that they are studying.

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STAGE 3: Walking with Elephants Show

■ Students should be given adequate time to rehearse their performances.

■ In order to provide students with a meaningful end-product, arrange a performance of the poetry created by the students either to other students or ideally to parents and carers.

■ Intersperse the performances with clips of the creatures and locations that inspired the poetry.

■ Office Mix presentations can be uploaded to a shared area such as OneDrive. They can also be added to any digital signage that the school has. Students can evaluate and post reviews to Office 365.

STAGE 2: Composing the poems

■ As a class, examine a range of poetry and write a shared poem either as a class or in groups. Note: Teachers should decide on a suitable style of poetry, for example shorter Haikus for younger or less able students or sonnets for those who are developing mastery.

■ Students should then compose their poems, relying on their planning notes and/or on examples of good work if necessary.

■ Once students are ready they can record themselves narrating their poems using Office Mix. It is highly recommended students supplement their poem with pictures.

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Enrichment activities: Geography:

Droughts endanger lives and livelihoods through thirst, hunger and the spread of disease. Students can explore the cause and effects of drought and its impact on animals and humans.

Maths:Calculate the body mass of different sized elephants. Once calculated, students should consider the volume of water that different sized elephants must consume in order to survive.

Differentiation guidelines:Support for less able students should take the form of shared planning with a teacher or member of support staff. Ensure that students have ample rehearsal time to build their confidence. Students could also be given word banks of pre-prepared adjectives.

In order to challenge more able students, teachers should be prepared to take a step back and allow groups to take ideas and ‘run with them.’ They should be given the opportunity to take risks with their writing, choosing other creatures from throughout the project and developing their own style of writing.

Suggested curriculum links:

Computing PoS: Use technology safely, respectfully and responsibly.

English PoS: Reading aloud using intonation to make meaning clear.

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Useful content resources:

BBC Nature: African Elephants

BBC Earth: Older female elephants are wiser matriarchs

The Wild Foundation: Drought in Africa Threatens Lives

Microsoft Office Mix

Microsoft Office 365

M8 - Mind Maps

BBC Enchanted Kingdom website

BBC Earth Enchanted Kingdom Microsoft Windows Phone App

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5 Voyage of the Fantastical Seas

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Located between the continents of Africa and Asia, the Red Sea coral reefs cover an area of vast natural beauty, featuring a diverse range of sea creatures. Coral reefs are the richest underwater habitats, in species diversity they are the marine equivalent of rainforests.

The Red Sea has 1000 species of fish and 220 of corals. But unlike, the rainforest, all the life is

on display and it’s incredibly colourful. So these are the most colourful, crowded, vibrant and hectic environments on Earth.

In this project, learners will be creating a virtual underwater safari experience; using Kodu to design a video game encapsulating the awe and wonder beneath the waves.

Voyage of the Fantastical Seas

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Learning objectives:To design, write and debug programmes that accomplish specific goals; solve problems by decomposing them into smaller parts.

Project aim/question:To research, programme and share a video game, exploring the reefs and seabed of the Red Sea.

Key language:Science/Geography: Tourism, Archaeology, Climate, Diversity. Computer Science: Algorithm, Debug.

STAGE 1: Getting to know the Red Sea

Coral reefs exist only in shallow tropical seas where the water is clear and sunlight can penetrate. This is because the coral colonies have symbiotic algae within them that provide most of their food, need for warmth and sunlight to photosynthesise and grow.

■ Students can create a Kodu word game based on the Red Sea coral reefs. In pairs, students should research the history, wildlife and geographical features of the Red Sea. They should identify some key underwater ‘stars’ they would like featured as characters in their Kodu game.

■ Research can be collated in an OneNote notebook tab.

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Kodu Introductory tutorials

STAGE 3: Testing and Refining

■ Once games are finished allow time for students to play several games created by others. Encourage students to give each other specific feedback about what works well and what could be improved.

■ Give students time to act on any feedback they received in order to reefing their world. Final copies can then be published to the Kodu online communities.

STAGE 2: Getting started with Kodu

Coral reefs are the richest underwater habitats, in species diversity the marine equivalent of rainforests. The Red Sea has more than 1000 species of fish and 220 of corals. But unlike, the rainforest, all the life is on display and it’s incredibly colourful. So these are the most colourful, crowded, vibrant and hectic environments on earth.

■ If students are unfamiliar with Kodu ensure that they have sufficient chance to ‘play’ with the editor. You may want to demonstrate how to open an empty world, add and delete land, give it colour and texture and use the water tool to add a seabed.

■ Give students time to explore and develop a detailed seascape and create their sea avatars. They may want to refer to Kodu: Introductory tutorials for guidance.

■ Demonstrate how to create a sequence (algorithm) that will make avatars move towards identified objects within Kodu. Give students time to write their own sequences.

■ Stop regularly, showing examples of good programming. Encourage them to test out their codes regularly and edit them. This is also a good opportunity to use more able programmers to support those who are struggling.

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Enrichment activities: Literacy:

Create short stories based on the characters in the exploration video game the Red Sea.

Design and Technology:Students could build 3D models of their game’s landscape. Or produce cover designs that can be used to package game’s.

Suggested curriculum links: Computing PoS:

Design, write and debug programs that accomplish specific goals; solve problems by decomposing them into smaller parts.

English PoS: In writing narratives, consider how authors have developed characters and settings in what they have read, listened to or see performed.

Differentiation guidelines:If children struggle to visualise their games, give them time to explore existing Kodu worlds. Give students with literacy difficulties video and audio sources to aid in their research.

More able programmers should use Project Spark, instead of Kodu, which involves a greater level of complexity.

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Useful content resources:

Kodu Classroom kit for educators

Kodu: Introductory tutorials

BBC: The Red Sea - Heat tolerant corals, Eritrean reef

BBC Nature - Reefs, videos, news and facts

BBC Earth Enchanted Kingdom Microsoft Windows Phone App

BBC Enchanted Kingdom Website

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Traversing the Frozen Spires6

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Mount Kenya in central Africa is so high that every day is summer, and every night is winter. The animals and plants must adapt to the brutal conditions in order to survive. At night, the Giant Groundsel plant tucks its leaves closely together as if wrapping up in a blanket to prevent itself from freezing. Geladas live in these volatile mountains. Their long fur keeps them warm at night whilst they hide in caves, and as the sun rises every morning they climb to the top of the mountain to play.

Each night the water on Mount Kenya freezes, creating a Crystal Kingdom. Yet in the day streams and rivers are vibrant with energy.

In this project, students will investigate the properties of materials and create a composite material that could be used to insulate and protect the equipment of the Enchanted Kingdom film crew on Mount Kenya or in the Simien Mountains of Ethiopia.

Traversing the Frozen Spires

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Learning objectives:To develop an understanding of materials that insulate against hot and cold temperatures.

Develop an understanding of the forces exerted on a falling object.

Draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.

Project aim/question:To design, build and evaluate a rugged kit bag that could be used by the Enchanted Kingdom Film Crew.

Key language:Gravity, Air Resistance, Potential Energy, Insulate.

STAGE 1: Unpacking the problem

The high mountains of tropical Africa are a unique environment. The Enchanted Kingdom crew filmed on Mount Kenya, which is about 17,000 feet high (5199m) and right on the equator. At night things change dramatically. Whatever the weather during the day, the skies often clear at night. With clear skies at such a high altitude, temperatures plummet as low as minus 10°C. Frost forms and everything begins to freeze solid. Shallow streams freeze over. Larger ones keep flowing but the splashes and dripping water create many icicles and coat the bankside vegetation with a layer of ice.

■ In groups students are going to compete with each other to design and make a durable equipment case. Discuss the difficulties relating to filming at various altitudes in the mountains, as well as what could cause damage to equipment (e.g. heat, cold, fall damage).

■ Give groups the opportunity to evaluate a range of equipment cases (laptop cases, mobile phone cases, etc.), looking at their suitability and what could be changed to adapt them for mountain use. Groups can use OneNote to research and collaborate.

■ Ask groups to come up with a range of realistic experiments to test cases (this will help them decide what material to use for their case). Ideas might include:

1. Insulating a cold & hot substance to maintain an even equipment temperature2. Drop test 3. Water spillage test

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STAGE 2: Design and build phase

Right on the equator, the clouds hide a mountainous world so high that snow falls and glaciers cling to the slopes. It’s a world of unique giant plants, where nature beats to a magical rhythm, of summer every day and winter every night. Plunging temperatures after dark transform it into a Crystal Kingdom, as everything freezes. So as not to freeze to death the plants wrap themselves in a blanket of leaves.

■ Discuss the idea of composite materials, which utilise the best features of several materials to solve a problem.

■ Groups should sketch their carry case designs using Fresh Paint. Students should seek feedback on their designs before they go into production.

■ Students are to gather a range of materials that they will use to build the carry case and go into production (it may be easier to have materials prepared and give each group access to the same amount of material). Students can capture and narrate the production process using Office Mix, this should include filming and taking photos.

STAGE 3: The Test

■ Groups are to test their designs. The tests can be based on equipment that you have access to. Tests could include:

1. Keeping ice cubes cold2. Keeping water as close to boiling point as possible3. Dropping a house brick on the case. The case could

contain a fairly fragile object, such as a DVD case4. Dropping the bag from a height

■ Once the testing is finished, groups should be given the opportunity to evaluate their design. This process should be added to the Office Mix journal created during stage 2. One finished, Office mixes can be published to OneDrive for feedback.

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Enrichment activities: Numeracy:

There are opportunities to read measurements and collect quantitative data from each equipment bag test. Students can produce graphs and charts to present their findings.

Literacy: Great opportunity to explore various stages of the Water Cycle: Evaporation, condensation and reversible changes of state.

Suggested curriculum links:

Computing PoS:

Use technology safely and respectively.

Design and Technology PoS:

Select from and use a wide range of materials and components.

Differentiation guidelines:

Support for less able students should take the form of shared planning with a teacher or member of support staff. Ensure that students have ample rehearsal time to build their confidence. Students who struggle significantly with confidence could present using a partially pre-prepared Office Mix.

In order to challenge more able students, teachers should be prepared to take a step back and allow groups to take ideas and ‘run with them’. They should also be encouraged to present in an unscripted way, challenging them to gain and monitor the attention of their audience, interacting with – and questioning – them.

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Useful content resources:

BBC Human Planet: Farming in the Simien Mountains

BBC Human Planet: Life in thin air

BBC Earth Enchanted Kingdom Microsoft Office App

Microsoft Office Mix

Freshpaint

BBC Enchanted Kingdom

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7 Mercurial Waters: Africa’s great rivers

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Mercurial Waters: Africa’s Great Rivers

Africa has some of the largest and most awesome rivers on Earth – Congo, Nile, Zambezi. They all originate in mountain areas. It also has Victoria Falls (on the Zambezi) the largest sheet of falling water in the world, with 1 million litres pouring over the edge of the Falls every second during the wet season.

Many of these African rivers are populated by Nile Crocodiles, the world’s largest reptiles (up to 7m long and weighing up to 1.5 tonnes) which have barely changed since the time of the dinosaurs.

Students will design and build a prototype boat, which is able to avoid capsizing.

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STAGE 1: The wonder of Victoria Falls

Victoria Falls is justifiably called one of the Wonders of the Natural World, and spans almost 2km (1 1/4 miles), making it the largest show of its kind on Earth. The sight of more than 9 million litres of water crashing down into the Batoka Gorge is one not easily forgotten.

■ Students can virtually tour Victoria Falls using the Panoramas in Bing Travel. They are to research what tourists can do when they make a visit to the Falls.

■ In pairs, students are to imagine they have visited the falls and write a postcard home.

■ They can use the water options in Fresh Paint to capture the art work that will supplement the postcard.

Learning objectives:Identify scientific evidence that has been used to support or refute ideas or arguments. Compare and group together everyday materials on the basis of their properties. Draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.

Project aim/question:To design, build and test a boat that cannot be capsized by a crocodile or a hippo.

Key language:Buoyancy, Density, Evaluate, Diagram, Prototype.

Bing Travel Fresh Paint

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STAGE 2: Swimming with crocodiles

Many of Africa’s rivers are populated by crocodiles, the world’s largest reptiles (up to 7m long and weighing up to 1.5 tonnes) and barely changed since the time of the dinosaurs. In the Serengeti, on the Grumeti River, the crocs have only one substantial meal a year. They may snack on a few fish in between but their main meal comes when the wildebeest arrive on their annual migration.

■ Present students with the class challenge: “You are a Nile fisherman in a self-propelled boat (using an oar or paddle). If you capsize, you run the risk of encountering a Nile crocodile at a closer distance than you would like! How can you build a boat that is unlikely to capsize?”

■ Ask groups to sketch ideas and upload them to a shared network like OneNote for comment and discussion.

■ Encourage students to make a first attempt at their design using card or paper. This will allow them to evaluate and alter their design as they are working and will assist struggling pupils in understanding what the final boat will look like.

■ Finally, groups should build their boats. The best material to use for the build project is balsa wood. It is easily manipulated and can either be bent into shape or carved as a solid block.

■ Once boats are created, students can create a 3D panorama of their work using Photosynth. For guidance check out ‘How to use Photosynth to generate panoramic images with 360 views’

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Enrichment activities: Numeracy:

The construction of the boat can be linked with topics such as movement, direction, rotation and angles. Boats also provide a real life context for the idea of scaling and ratio.

Geography:Using OneDrive students can take and share photographs and videos of rivers in their local area, captioning them with relevant information, such as human impact.

Suggested curriculum links: Computing PoS:

Use and combine a variety of software on a range of digital devices to accomplish given goals, including collecting, evaluating and presenting information.

Design and technology PoS: Select from and use a wide range of materials and components.

Differentiation guidelines:Support for less able students should take the form of shared planning with a teacher or member of support staff.

In order to challenge more able students, teachers should be prepared to take a step back and allow groups to take ideas and run with them.

STAGE 3: Testing & Evaluation

■ To test the boats, weights can be used to simulate the fishing craft’s cargo. These should be placed to one side of the boat and the load increased until the boat capsizes. Students can also simulate a river current. The boat that withstands the most pressure is the winner.

■ Once the testing is finished groups should be given the opportunity to evaluate their design. The experiment can be written up in OneDrive using Word and Excel.

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Useful content resources:

Nile Crocodile

BBC Swimming with crocodiles

Youtube: How to use Photosynth to generate panoramic images with 360 views’

Bing Travel

Fresh Paint

Microsoft OneNote

BBC Enchanted Kingdom

BBC Earth Enchanted Kingdom Microsoft Windows App

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8 Enchanted Kingdom: Grand Finale

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THE FINAL PROJECTACTIONS: SKYPE

Although the Enchanted Kingdom film focuses almost solely on Africa, its message is a global one. Nature is to be respected, protected and marvelled at. By participating in this final, collaborative project, the learners in your school will be able to share the nature in their locality with other students around the world, regardless of their location.

Enchanted Kingdom: Grand Finale

Using Skype in the classroom - you will be able to link up with other classes and go on a shared nature walk in your local area.

What do you need to get involved?

■ Devices with the Skype App installed.

■ Several school-based Skype Accounts that can be used by children (one for each device).

■ A link school (found on the Skype in the classroom network – see appendix for details).

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Learning objectives:Students will be able to identify the similarities and differences between ecosystems and the creatures that live in them.

Project aim/question:What natural kingdoms are living in your area?

Key language:Adaption, Mutation, Food Chains, Food Webs, Ecosystems.

STAGE 1: Preparing for the link-up

■ After finding your link school (see Skype in the classroom – appendix), task the class with researching as much as possible about their area. As part of this process, ask students to generate enquiry questions to as their link class (e.g. how does the weather affect eco-systems near your school?).

■ Investigate your local area, searching for plant and animal species that call it their home. Each project group should focus their research on a small number of these that they will be able to talk about during the link.

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STAGE 2: Linking with another classroom

■ Depending on the wireless signal, the number of devices and the number of available staff, teachers on both sides of the link will need to discuss times and dates for students to link.

■ If a class only has one or two available devices, teachers may wish to conduct small discussions between two groups (one in each location) that are spread out over the period of a few days or weeks.

A purposeful link:

1. Students spend a short time introducing themselves to their counterparts.

2. They discuss what their local area is like to live in.

3. While out and about in their local area, groups take it in turns to show wildlife in their locations (birds nests, hedgerows, etc.) using their research to inform what they say.

4. There should be opportunity for groups to ask questions of each other.

5. The groups close the call by deciding on areas for further research.

STAGE 3: Building upon the link

■ After the link, groups can spend time feeding back what they found to their peers. They can also conduct additional research into the questions that they were asked during the link.

■ Once this is done, they can use an email client (such as outlook.office365.com) to contact their counterparts with extra information.

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Helpful Resources

Digital tools explained Useful software for your classroom

In order to achieve some of the outcomes of the project, students will need access to certain apps, programmes and devices.

We have listed some recommended ones to help you get started.

Helpful Resources

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For schools that want to modernise their communications and productivity infrastructure on their terms. Office 365 provides staff and students with free email, sites, online document editing and storage, instant messaging and web conferencing.

Office 365 allows students to save their work in the cloud using OneDrive. They can then use Office Web Apps to access and continue with their work at home, removing the separation between school work and homework.

Enchanted Kingdom Windows and Office Apps

Many of the Enchanted Kingdom projects feature apps from the Windows Store. These can be downloaded to any Windows 8 device. Use the special BBC Enchanted Kingdom apps to view film images, videos and reference materials.

Drag and drop content into your projects. Some apps, such as TimeLapse, are able to transform devices into valuable scientific recording tools. Creative apps such as FreshPaint can transform Art & Design projects, and computing tools such as Kodu and Project Spark will introduce learners to programming in an engaging way.

A list of useful apps featured in Enchanted Kingdom projects can be found in the Official Enchanted Kingdom app.

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Microsoft Educator Network

Connect, collaborate and share your Enchanted Kingdom projects on the Microsoft Educator Network. Here you will find a community of educators all looking to take new approaches to teaching and learning, using technology to help students develop 21st century skills. There is a dedicated space for all things Enchanted Kingdom and it’s a great place to help start navigating through the Enchanted Kingdom resources.

Skype in the Classroom

BBC Earth and Skype in the classroom have come together to bring you engaging and inspiring interactive learning experiences based on the stunning Enchanted Kingdom film and the lesson plans in this eBook.

You can meet an expert from BBC Earth, talk to the Enchanted Kingdom film-makers, and connect and collaborate with other classrooms who are also taking part in Enchanted Kingdom learning.

Visit the Enchanted Kingdom page on Skype in the classroom to see the range of BBC-led guest speaker sessions on offer as well as lessons created by teachers, who wish to Skype with another class around this curriculum.

To feel inspired and see Skype in the classroom learning in action, watch this film about Fabien Cousteau talking to students from the bottom of the sea.

Skype in the Classroom Film on Fabien Cousteau

Getting started on Skype in the classroom

Join Skype in the classroom All you need to join and create a simple teacher profile is your email and Skype ID (if you don’t already have a Skype ID, or if you’d rather keep your work and personal accounts separate, create a new account).

Visit the Enchanted Kingdom collection page Here you will find all the lessons relating to BBC Earth’s Enchanted Kingdom; from BBC Earth guest speakers to other classrooms looking to collaborate – browse the list and click Join to take part when you find a lesson you like (you have to be logged in to be able to do this).

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Classroom Templates

1. Template for a purposeful group project meeting

2. Scientific write-up template

3. Poetry planner

4. Build project design sheets

5. Storyboarding templates

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Organising Group WorkA template for a purposeful group project meeting (to be printed or added electronically to a OneNote Notebook or Word Document). This can be adapted to suit the age and needs of the pupils.

Click to print page

GROUP MEETING AGENDA

Group:

Meeting Date & Time:

Chairman:

PROBLEMS & SOLUTIONS

What problem(s) need to be solved?

What are the possible solutions?

ACTIONS (TO-DO LIST)

Group Member: Task:

Aaron

Yasmin

Template for a purposeful group project meeting1

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2 Scientific write-up template

SURVIVAL OF THE FITTEST:

What impact do plants have on each other and their environment, when in close proximity?

AIM:

Our aim was to investigate the impact that plants have upon each other when they grow close together.

PREDICTION: (WHAT WE THOUGHT WOULD HAPPEN)

I believe that…

This is because…

EQUIPMENT:

METHOD:

1. First…

2. Once the experiment was set up...

3. We recorded the data by…

INDEPENDENT VARIABLES (FOR OLDER CHILDREN):

The variables that we kept the same were…

DEPENDANT VARIABLE (FOR OLDER CHILDREN):

The variable that we chose to test was…

CREATING A FAIR TEST:

We ensured that our results were reliable by…

RESULTS: A TABLE TO SHOW…

(You may include a bar chart or another type of graph here to help you explain to your reader what has happened.)

CONCLUSION:

From my results, I can conclude that my prediction was correct/incorrect because… This data suggests that…

Helpful Resources 57 Click to print page

3 Poetry plannerWithin the fourth project, Journey the Scorched Plains, children may struggle to incorporate creative vocabulary and phrases. They may find it useful to use a format such as the one below.

Word and phrase bank for the...

...African Elephant.

Adjective bank:

.....................................

Powerful verbs:

.....................................

Metaphors:

.....................................

Similies:

.....................................

Adverbs:

.....................................

Helpful Resources 58 Click to print page

4 Build project design sheetsTo be used during projects six and seven.

Design 1 Design 2

Basic pencil or electronic ink sketch Basic pencil or electronic ink sketch

Strengths: Strengths:

Weaknesses: Weaknesses:

Design 3 Design 4

Basic pencil or electronic ink sketch Basic pencil or electronic ink sketch

Strengths: Strengths:

Weaknesses: Weaknesses:

Helpful Resources 59 Click to print page

5 Storyboarding templatesA simple template can focus learners as they plan video projects, such as the survival show in Surviving the Alien Sands (Project 3).

Segment Title Presenters Key information What will the set look like (quick sketch)?

1. Introduction/Welcome David

2. Staying hydrated Alex

3. … Claire

Helpful Resources 60 Click to print page

Helpful Resources

Thank you from Us

We at Microsoft are excited to be involved in ‘Enchanted Kingdom’. The quality of the project, the breadth of its scope and its ambitious reach are in tune with all that we, as a global company stand for.

Our interest is naturally given extra impetus by the fact that the film is a highly creative enterprise using cutting edge technology that enables talented film makers and artists to achieve their vision to an unprecedented degree. It takes audiences on a breath-taking series of journeys, encountering landscapes, awe-inspiring natural wonders and an infinite variety of living creatures.

In a way that we find exciting, the film reflects our core message that Microsoft technologies are, above all, creative, setting users free to express their responses, views and feelings in whatever way seems appropriate. The lesson plans that are included here, with advice about appropriate Microsoft technologies, will help learners to bring that creativity and emotional impact to life, while acquiring and reinforcing a rich array of knowledge and skills along the way.

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Click here to access the Microsoft Educator Network site

© 2015 Microsoft Corporation. All rights reserved.

All images ©BBC Earth Productions (Africa) Limited and Reliance Prodco LLC 2015.

The BBC Earth logo is a trademark of the BBC and is used under license. ©BBC Worldwide 2015.