Year: 3

Term: 3

Medium Term Plan

Into the Woods

Main Hook /Experiencology

Local Woodland Walk

Immersion into topic through pictures, photographs, music, drama and discussions and debates

RSPCA visitor

Visitors and Trips

RSPCA visitor in

The Lookout

Areas of Learning- Term view

Subject NC objective Skills RE Christianity-To know

the Miracles of Jesus

To know what a miracle is and ask questions about the miracles of Jesus Creating a large mixed media piece on a miracle of Jesus Using role play to act out a miracle of Jesus Create a poster or leaflet explaining the miracles of Jesus

Geography/Theme Locate the World’s countries, using maps, concentrating on their environmental regions, key physical and human characteristics

Name and locate countries using maps, atlases, globes and digital computer mapping-particular focus on 2 National parks around the world Research, discuss and debate deforestation - Amazon rainforest-for and against Research into the distribution of natural resources including energy, food, minerals and water Observe, record and present the human and physical features of our local area.-Prospect park

Science Construct and interpret a variety of food chains, identifying

Interpret a variety of woodland food chains Create their own woodland food chain Identify producers, predators and prey

producers, predators and prey

To know which animals are carnivore, herbivore and omnivore and to know the difference between each one. To know what an ecosystem is.

Art To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

Learn about great artists-Georgia O’Keeffe

To study the famous artist Georgia O’Keeffe-close ups of flowers to inspire animal eye drawings To make comparisons between two landscape/woodland artists Sketching and painting landscapes based on a chosen artist’s piece to base theirs on

R-Time To build respectful relationships and good manners.

To enable children to develop lifelong social skills.

To reduce bullying. To improve

behaviour.

Who and what I would like to be Making a magic mix cake I spy game using rhyme How can I make my school day even better.

D.T Generate, develop, model and communicate

Select and use a wide range of materials

Design an environmental piece of art in the style of Andy Goldsworthy To create my own environmental piece of art in the style of Andy Goldsworthy

Computing Explain and write algorithms

How algorithms work and to detect and correct errors

Researching QR Codes

To design an algorithm to move a bee bot

To download a QR code reader on the IPad

To scan QR Codes to research into animals and National Parks

French Learn basic communication skills in a new language

Salut! Animals

Music Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

Listen and understand how wood instruments are played and how they are made Use wood instruments to create your own piece of music, changing the mood Look at music used in the film ‘Into the woods’

Cross Curricular Opportunities CC Reading Non-fictional texts on National parks

Atlases and maps

Research on QR Codes and instructions on how to download

+CC Writing Fiction writing-Anthony Browne ‘Into the forest’/ ‘the green forest’

Applied write-clip from the Lorax-deforestation; the black hat

Non-chronological fact file on a woodland animal

Information text on a National Park

CC Oracy Learning new words through the theme and science topics

Applying new words through discussions and deforestation debates

CC Maths Height of trees

Weight of food

Rainfall amount-bar charts to show the amount of annual rainfall in UK National Parks

Areas of Learning- Lesson details

Session Learning

Objective,

Steps to Success Success Criteria:

How do the children know they have got it right?)

Introduction

Differentiated

Activities

Plenary

Context and

Vocabulary Theme Oracy: woodlands, trees, leaves, woodland animals, fox, badger, owl, local environment, habitat, moss, air, animals, soil, water, plants, atlas, natural

resources, even distribution, deforestation, balanced opinion, man-made, physical, geographical

Theme 1

Immersion into the theme

Theme introduction- I can talk about what I already know about the theme. I know some of the vocabulary that is going to be used I can

Input Introduce the new theme to the children. Record what they already know about ‘Into the woods’ and then what they would like to discover about ‘Into the woods’. Go over the vocabulary which will be used over the term to do with Woodlands. Main Give each table a different word explosion picture, and using post it notes children to answer each question and stick it on the picture. Children to work independently on task. Partner to peer edit work with somebody who has the same photograph.

LA: To work on an A3 word explosion woodland scene as a group with teacher. Woodland word mat to assist. HA- expanded noun phrases.

Put up a new woodland scene and get children to add their own word explosions to it.

2 To understand what deforestation is and write a balanced discussion

Identify what the world deforestation means. To explore mine and others feelings on deforestation. To see different points of view about deforestation To write a balanced discussion on deforestation.

Input Show the class the image of the forestry worker and briefly ask the pupils to: Describe what they can see? Explain what they think is happening? Ask suggestions on where in the world this is happening. What do we think the tree will be used for? Google all the things wood is used for. Conscience alley-Explain that we are going to explore our feelings about this image using role play and an activity called conscience alley. Pick one child from the class to be the forestry worker, the rest of the class stand in two lines facing each other with a space down the middle. The child who is the forestry worker walks down the aisle and in turn the children in the two lines play the role of the forestry worker’s conscience and speak their minds.

LA: working with TA on a group balanced discussion.-to write one fact from each resource sheet a and b. Individually though at the end teacher to write their own personal opinion on the matter.

Select a few children to read out their balanced discussion and rest of the class to feed back. Discuss no one is wrong and that they are only our opinions and feelings. Watch the Bitesize video on Threats to the rainforest from business and farming

Examples: I am a home for birds, I provide food for orangutans, I produce oxygen for animals to breath, I am food for many different animals, I am shelter for …. Teacher to record these on the flip chart and discuss further. At this point teacher to mention the balanced argument point from different perspectives. Main Children are given resource sheet a and b. (resource sheet a is the impact forestry has on our world and resource sheet b is what the forestry industry gives us) Children to write a balanced argument on deforestation using the facts that they have been given on the resource sheet. To end the discussion with a personal view of theirs. Which one do they agree with and the reasons why? Maybe they can’t decide and agree with certain things.

3 To debate for and against deforestation using role play

I can use the IPad to find information on deforestation I can visit the various websites to collect this information I can write an argument for or against based on a role/person affected by deforestation

Input Recap on deforestation and record from previous sessions what deforestation brings our world but also what it has taken away. Visit www.the world counts and visit deforestation. Main Children in pairs are given a role card (logger, Pharmacist, restaurant owner etc …) Twinkl deforestation role cards to adapt. Children in pairs to use the IPads to research into deforestation. Visit active wild.com, kidsbritainia, the world counts, national geographic to collect information and facts. Children in pairs to write up an argument/discussion from the point of view of one of the role cards. Facts only from internet.

LA: To be paired up with a lead learner to support them.

Within roles, read out a few paired debates from each roles.

4 To know the renewable and non-renewable natural

I know what a natural resource is I know which natural resources are

Input Children to brainstorm all the natural resources that the earth gives us. (water, air, plants, animals, coal, metals) Teacher to record this on flip chart

LA: Group work-work as a team to draw the natural resources for each country.

Discuss with the class resource rich/poor countries

resources from our earth

renewable and non-renewable I know that natural resources are not evenly distributed around the world. I know that natural resources are found in particular countries due to their climate, land and altitude.

paper. Discuss that some of these natural resources are renewable and some are non-renewable. What is difference? Children to draw a table in their books and list the items which are renewable and non-renewable. –twinkl word mat Discuss that we are going to look at resource distribution. Visit www.ecoschooltoday.com-natural-resources This is where the resources are found (I.e. which country). Why do we think some countries have some/more natural resources than others? Ask the question Why are resources distributed unequally over the earth? It always depends on the physical factors like land, climate and altitude. It is unequal because these factors differ from place to place on this earth. Main Children to fill in an empty world map with the natural resources that are found in that country-this to be done through drawings of the resource. Children to fill in from a table which has the country and the natural resources that are found there. Extension: HA- to provide a key for each natural resource.

To write a learning log about what they have learnt.

5 To know the difference between human and physical features

I know what a human geographical feature is? I know what a physical feature is? I can sort out human geographical features from the physical ones

Input Introduce that we are looking at the difference between human geographical and physical features. What does this mean? Discuss what physical geography is: made by the earth. Human geographical features-made by man- Can children come up with some examples. Show them a slide of human geographical features-Golden gate bridge in San Francisco, Chichén Itzá in Mexico, Leaning tower of Pisa in Italy, Eiffel tower in France. Look at the two different mats (physical and human (Man Made) adapt the twinkl ones-discuss as a class.

LA: This table to start with a smaller collection of photographs to sort first and then to extend when finished. Which one from the human column would you like to visit? Which one from the Physical column would you like to visit?

Teacher to give an example of one of the human or/and physical landmark you have visited. Which human/physical geographical place have you been to? Would you like to visit?

Teacher to explain that Physical geography looks at the natural processes of the Earth, such as climate and plate tectonics. Human geography looks at the impact and behaviour of people and how they relate to the physical world. Main Children to sort out the photographs into two different groups/categories. Those which are physical and those which are human geographical features. To write a learning log about the difference between the two and give your own example of a human or physical geographical feature-maybe one you have visited. HA: children to locate some of these famous human and physical locations on maps, IPads and atlases.

6 To name and locate the different National Parks around the world.

Input What is a National Park? An area of countryside protected by the state foe the enjoyment of the general public or the preservation of wildlife. Visit the UK National park website to discuss the different UK National Parks. Has anyone ever visited any of them? Main Give the children a world map and a table with some of the National Parks from around the world. Using maps, atlases, IPads to locate the county and write it next to the National Park name and add it on to the World map. HA- read up on each and add a picture to go with each one. Example-Serengeti National Park-to draw a picture of a lion, Great Barrier Reef-fish, Torres Del Paine National Park-penguins and whales.

LA- to locate the UK National Parks on a map using maps, atlases and IPads.

Re-visit National Park website and read up on it. How could we help?

Science Oracy: animals, food chains, consumer, producer, predators, prey, carnivores, herbivores, omnivores,

Science 1

Immersion into the topic

I know what happens in a food chain. I know that all animals and plants need energy to survive I know what a Producer, consumer and predator is I can identify a food chain

Input Introduce to the class that we will be looking at animal food chains. Does anyone know what a food chain is? Visit BBC Bitesize-KS2 Science-what is a food chain.

Watch the ‘what is a food chain clip’. Discuss this as a class and talk about consumer-hare, producer-grass and Lion-predator. On BBC Bitesize, watch ‘What is a food chain’ under class clips.

Main Children to fill out the 4 food chain sorting activities. (2 per page) Underneath write if they are a consumer, producer and predator. Cut out and stick in book-don’t forget to add your arrows in.

LA-Complete only 2 food chains.

BBC Bitesize Food challenge-Savanah

2 To know the difference between a producer, consumer and predator

I know what a producer, consumer and predator is? I know the difference between a predator and prey

Input Briefly recap on food chains, consumer, producer and predator. Watch Bitesize KS1 clip Children to record these sentences in their books

LA- children to produce a group list of consumers, producers and predators. To create their own food chain using their list. Provide this group with food chain word mats and display posters.

Write a sentence about what a predator and prey is. BBC Bitesize Food challenge- Tundra

Show them a picture of a hedgehog and a snail. Snail Vs hedgehog-Predator or prey.

Discuss predator and prey-

Predator- an animal that naturally preys on others.

Prey- an animal that is hunted and killed by another for food.

Main

Children to make a list of as many consumers, producers and Predators as they can find.

MA- using the list above create one correct food chain.

HA-using the list above create three correct food chains.

3 To construct and identify a variety of food chains

I know what a consumer, producer, predator and prey is. I can discuss what a Carnivore, herbivore and Omnivore is. I can create multiply food chains

Input Watch the KS1 clip and the twinkl powerpoint. Go through, discuss and answer the questions/quiz. Recap on topic vocab- what is a consumer, proudcer, predator, prey.

Main

LA: Complete this activity but to work with a lead learner for support. Provide this group with food chain word mats and display posters.

BBC Bitesize Food challenge-woodland

Children to play the food chain game-cut out the animal/plant squares and make as many food chains as you can.

4 To know the different consumers and understand what a carnivore, herbivore and omnivore is

I know what a primary secondary and territory consumer is. I know what a carnivore and herbivore is I can tell you what I am I can create a pyramid food chain

Input On IWB discuss this slide. What is the oak tree? What does Primary consumer mean? What does prey mean? What is a carnivore? What is a predator? What does Secondary Consumer mean? Children to use IPads with a partner to answer what is a Primary, secondary and territory consumer. Record this is books. Find out what carnivore, herbivire and omniovre. Teacher to write sentenes for each on flipchart and children to copy in their book.

Main Children to create a 3d food chain pyramids for three different food chains.

HA-include whether these animals are carnivore or herbivores.

LA: This group to create a partner pyramid with a lead learner.

Who am I? To describe the animal/ using animals or plants that it eats and those that eat it.

5 To use an IPad to create an animal

Input LA: This group to be given a set of pictures

Watch the ecosystems educational video.

food web and know what an ecosystem is?

Discuss what an ecosystem is? An ecosystem is a large community of living organisms (plants, animals and microbes) in a particular area. The living and physical components are linked together through nutrient cycles and energy flows. In books children to draw the path of energy from sun to producer, consumer and predator. Discuss that the energy is the food we need to stay alive.

Look at the Twinkl food web-stick in book and add in the arrows together. Discuss and look at different food webs-explain that some plants/animals provide energy for lots of other animals Main

Children to create their own food web. Research a food web on the IPad with a partner and copy this into their books.

of different plants, animals, the sun and to create an A3 food web.

RE 1

To know what a miracle is and ask questions about the miracles of Jesus

I can define the word ‘Miracle’ I can find out what happened in some of Jesus’ miracles

Input Ask the children to define the word ‘miracle’ What is a miracle? Do you believe in miracles? Discuss this. Discuss that today we expect doctors to be able to cure almost any illness. But in Jesus’ time finding a trained doctor was almost impossible. So when people found out that Jesus could heal people they flocked to him for help. And according to the gospels in the bible, he did help them. How do doctors heal us today, medicines, operations, doctors, nurses and midwifes etc …. Discuss that many of the people who were healed by Jesus were on the fringes of society, they were outcasts and were mocked. Jesus behaved differently and he showed love and compassion. Christians believe that Jesus used his supernatural power of god to heal people. Main Give each table an artist’s drawing of one of the five miracles of Jesus. (Water into wine, Healing a paralytic, calming the storm, feeling the 5000, walking on water.) As a table the children fill out word explosions on their table’s miracle.

Look at the twinkl power point on miracles of Jesus Looking back at the explosion word pictures, have any of your questions been answered?

2 To create a large mixed media piece on a miracle of Jesus

I know what the five miracles of Jesus are? I know how Jesus healed people?

Input Briefly recap on the five miracles of Jesus and record these on flipchart paper. Can anyone remember how Jesus helped/healed in each one. What were the different methods of healing Jesus

LA: Support from the rest of the group due to mixed ability groupings.

The children to walk around each of the groups work and one person from each group leave a positive word/phrase

I can work within a group to create a mixed media miracle of Jesus.

used? Touched people, laying his hands on them, prayed for them, spoke to them. Main In mixed ability groups children to create a large mixed media piece on one of the five miracles of Jesus. Group to decide on design, resources and outcome.

or comment on a post it note about the art college.

3 To use role play to act out a miracle of Jesus

I can work as a team to practice a play script on a miracle of Jesus I can act and perform a miracle of Jesus in front of the class I can say what I like about others performances

Input On each table (mixed abilities) there will be a miracle of Jesus script. As a table read, discuss and share thoughts with rest of the class. (5 mins) Main Children to act out one of the miracles of Jesus. Give each group 15/20 mins to practise their roles. Explain that they can change it slightly if they want but that it has to stay true to the story. In groups children to preform the miracles of Jesus in front of the class. Teacher to take photographs for evidence to make photo page.

LA children will be supported within the group as it is mixed abilities.

Class to offer their thoughts and feedback. What did you like about it? What advice would you give to change it?

4 To create a poster or leaflet explaining the miracles of Jesus

I can say what my favourite miracle of Jesus is. I can retell some of the miracles of Jesus using words, sentences and drawings I can give my personal opinion on God, Jesus and his miracles.

Input Discuss the five miracles and explain these are only a few of the miracles Jesus performed according to the bible. What was your favourite miracle? Do you believe these miracles happened? Visit youtube to look at other miracles from the ones that had been discussed in previous sessions. Miracles of Jesus Christ/animated bible stories from the bible, Bible stories for kids-Jesus heals the leper, The miracle of 5 loaves and 2 fish Main Thinking about some of the miracles that we have been learning about this term children to create a poster or leaflet telling people about some of the miracles that Jesus performed.

LA: To create their own poster but to ask for help from a lead learner when they need it. Provide this group with word mats, miracles of Jesus stories to support and scaffold. Only focus on one miracle if that helps.

Explain who we thinks make Miracles Happen? Jesus back then? Who now? GOD. Ask them the question If God does exist, a miracle I feel he should perform is …………. Record this on some nice card to read out at a later time. Do you still believe in Miracles?

HA: To include a personal comment about what a miracle means to them.

R Time 1

R Time session 3.20 Who and what I would like to be

Please see R Time book

2 R Time session 3.18 Making a magic mix cake

Please see R Time book

3 R Time session 3.21 I spy game using rhyme

Please see R Time book

4 R Time session 3.22 How can I make my school day even better.

Please see R Time book

Art 1

To study and observe landscape artists over time

I know about some of the famous landscapes artists in history I can discuss and compare two artists work and say what I like and dislike I can sketch a Reading landscape/woodland scene

Input Discuss with the class that we are going to look at some famous landscape/woodland artists from around the world and through history. What is a landscape/woodland? Show them a collection of pieces (IWB) look at John Constable, Claude Monat, Vincent van Gogh and some of their landscape art. Which pieces do we like/dislike? Display two landscapes side by side (IWB) what do we like/dislike about both? What is the same? What is different? Which do we prefer and why? Teacher to model drawing one of the landscape/woodland pieces only. Talk and mention background and foreground. Keep referring back to the original piece. Main Children to spend the first session just drawing out their landscape/woodland piece.-Children pick from a choice of two (Woodland scene or field scene on Southcote/Reading) Spend a few minutes studying their picture first. Every 10 mins ensure children stop and revaluate the picture and their drawing.

LA: To work on a large partner landscape/woodland scene with a lead learner.

Spend five minutes with a partner and discuss what you like about each other’s work. Make changes to your sketch if you want.

2 To use a chosen media to create my own

Input Brief recap on famous landscape artists. Teacher to model filling in her drawing from the previous

LA: continue to work with same lead learner and fill in the

Pick a selection of finished pieces and discuss. Do any of the pieces look like any of the

landscape/woodland scene

session using paints, pastels, wax crayons and colouring pencils. Teacher to demonstrate on hers with all of the medias. Main Children to fill in their sketches from the previous session picking one of the medias that teacher used. (Paints, crayons, pastels, was crayons) Ensure children look closely at colour, tone and shade.

landscape/woodland scene

famous artists we looked at? Who were you inspired by?

3 To develop and practise shading techniques to create a close up of an animal eye

I know about the famous artist Georgia O’Keeffe and her close ups I know what pencil shading is and how it is created I can create a close up of a shaded animal eye I can explain how I did it

Input Quickly recap on the different types of animals that we would find in the woods. Explain to the children that we will be looking at close drawings of animal eyes. Mention the artist Georgia O’Keeffe in that she use to paint close ups of flowers. Show the children a few examples of her close ups and discuss. (IWB) Teacher to sketch one of the eyes from the IWB. Discuss and mention shapes that make up the eye. Explain that I am going to shade in the eyes. Why do we shade? To give our drawings tone, depending on where the light and dark is hitting the object. Objects are 3d and we need to show this in our drawings. Discuss that you will focus on the tone and change this by the pressure you apply to the pencil and the different pencils you use. Main Children to pick an animal from the table selection. Make sure they study their picture closely before they even pick up the pencil. Look at the different tones, shading and skin/fur directions. Children to create a close up of their chosen animal eye. They can mask off the eye to help them.

LA- support with the drawing of the eye and sit next to a lead learner

Share with the class our close up animal eyes. Children to come up with positive comments about others work.

DT 1

Design an environmental piece of art in the style of Andy Goldsworthy

I know what a National Park is? I know who Andy Goldsworthy is and I

Input Discuss with the class what a National Park is? Visit www.nationalparks.gov.uk –What is a National Park? Talk about them being protected, who is responsible? Discuss where all the UK National

LA: To design and label an environmental piece of artwork as a group. To work as a team to

Look at some more examples of Andy Goldsworthy art.

can discuss some of his environmental art I can design and label my own environmental art piece

Parks are? Has anyone visited any of the National Parks? Discuss and look at the British Sculptor/environmental artist Andy Goldsworthy. Show some examples of his work and ask the children what he uses to create his own art pieces. Visit BBC Bitesize-KS2 art and design Andy Goldsworthy-video clip Main Children to brainstorm ideas on how to create art in a Natural environment-record their ideas as a group for only 5 mins. As a whole class, children to spend 10 mins walking around the school playing field to identify resources available, and to pick a spot in which they will create their own environmental art.-Refer back to Andy Goldsworthy on the importance of the location of the artwork. When back in class, Individually children to design a piece of environmental art in the style of Andy Goldsworthy. On IWB show examples of children’s environmental art for inspiration. Discuss the resources that will be available to us.

discuss resources, design and location.

2 To create my own environmental piece of art in the style of Andy Goldsworthy

I can select my own resources based on my design I can create an environmental art piece which looks similar to my design I can evaluate my own art piece and others

Input Briefly recap on Andy Goldsworthy environmental art. Ensure all children have finished their designs. Children who have not finished-give them 10 mins to do this –Rest of the class to go around and study all the classes designs and be prepared to feedback thoughts and ideas. Main Children to go outside and create their own environmental art piece in the style of Andy Goldsworthy. They need to ensure they base their piece very closely on their design. Discuss that children may need to cut their natural resources so ensure classroom scissors are taken out on

LA: To create their group environmental piece of artwork. To work as a team and stick very closely to the original design.

To write up a learning log on what they created, the resources they used, record any changes made to their original design and the reasons behind these changes.

playground/playing field. Teacher to take photographs of each art piece as evidence in their book.

Music 1

Listen and understand how wood instruments are played and how they are made

I know some instrument names made from wood

Input Visit https://www.quora.com/Why-we-use-wood-musical-instruments Class to list all the instruments they know? Which instruments are made from wood? Bamboo flute, Xylophones, recorders, guitars, violins, cello, harp, woodblocks, bongos, piano, Oboe, didgeridoo, Kokiriki. Play some didgeridoo music, Watch on youtube Marimba music. Main Explore with some wooden musical instruments as a group. How do they work?

LA: To be explored as a class.

Watch a Marimba being made.

2 To create my own piece of music using wood instruments

I can discuss how music in a movie sets the atmosphere I know which music can create a scary, happy, sad scene I can play a wooden instrument to create a type of mood for a familiar story.

Input Show them a clip of the movie ‘Into the woods’ Discuss this is a movie about going into the woods. The music creates different atmospheres-scary, happy, sad etc … Share the fairy tale Little Red Riding hood. Discuss that we are going to create music to go alongside the story to create a certain type of atmosphere. Discuss the way you play the music and how hard/soft creates different effects in music. Get children in the class to play one the instruments at different parts of the story. Teacher to demonstrate. Main In small groups children to retell the story Little Red Riding Hood using musical instruments to change the mood and atmospheres for the different scenes. Which wooden instruments play the best scariest music? Which ones for a happy/sad scene?

LA: Mixed ability groups

To listen to each groups background music.

French 1

Animal lesson 1 Salut! On the Farm

2 Animal Lesson 2 Salut! Pets

3 Animal Lesson 3 Salut! What’s your dog like?

4 Animal Lesson 4 Salut! Where is the cat?

5 Animal Lesson 5 Salut! Where is the elephant?

6 Animal Lesson 6 Salut! Henri looks for his mother

Computing 1

To know and create my own algorithm

I know what an algorithm is I can create my own algorithm to move a bee bot

Input Discuss that today we are looking at algorithms. Watch BBC Bitesize on algorithms.

Discuss what is an algorithm? Teacher to write a sentence about what an algorithm is and children to copy this sentence in books. Main Explain that they are going to create an algorithm (set of instructions) for a bee bot to move. Some on the IPads and some using real Bee Bots. (To be done in pairs or small groups)

LA: To work with lead learners.

To watch the Bee Bots move using the algorithms set by the pairs/groups.

2 To know and use QR

codes I know what a QR code is. I can download a QR code reader on the IPad I can find information on animals using QR codes I can find out about National Parks using QR Codes.

Input Discuss what a QR code is? Show the children an image of one? Do you know what it does? Have you seen these before? Explain that we are going to use QR Codes to help us find more information of animals and National Parks. Children to download the QR code reader onto our IPads. Give children a set of instructions to do this. Main Children to scan animal groups differentiated texts code hunters to find out more information on animals. To repeat this using National Parks.

LA: Working with a partner for support.

To write a learning log on what a QR code is and what they do.