SUMMARY
Students assemble into teams to research and build physical representations of key components of Exit Erik’s London adventure, as listed in PROJECT OPTIONS below.
PREREQUISITES
Reading the London book is NOT required. However, if you are reading the book, it’s best to start this project BEFORE reading the book so that students can be working on this project in the background whilst reading. It’s a great opportunity for inter-class activity as there are lots of projects to choose from.
SUBJECTS
- English (info collation / presentation)
- History (research)
- Geography (mapping)
- IT (online research / presentation)
- DT-Design & Technology (project design & creation)
- Math (costings)
- Art (physical creations)
AGE
- 5-7 with extensive parental or teacher help
- 8-10 groups should work mostly independently
- 11+ exemplary outcomes should be expected
STUDENTS ARE SUCCESSFUL IF THEY
- work effectively as a team
- research as extensively as required
- source necessary items for their build
- build an appropriate and quality creation
- present the team’s outcome with enthusiasm and clarity
RESOURCES NEEDED
- London book
- project guidance (see PROJECT OPTIONS below)
- presentation requirements (as per your own criteria)
- assessment information (as per your own criteria)
- internet access for students
- art supplies
- project materials they deem necessary and source themselves
LOGISTICS
Break into groups of 2-4 students (however you see fit – but ideally by letting them choose which particular project most interests them).
Groups are to work as independently as possible on the projects listed below. Each group should present their findings to the rest of the class as indicated below.
It is best to divide up the groups a day or so before they will begin these projects so they can talk about what they will do and what resources they will need. Encourage them to decide amongst themselves what resources each of them will bring to the team – and what they can’t arrange themselves and will need you to get for them.
Of course, multiple groups can do the same project if desired.
DIFFERENTIATION
Some projects are more complex than others. That should not determine how students select projects, as the selection should be based on their interests. Lower and higher ability students simply need their role within the group adjusted accordingly.
PROJECT OPTIONS
Note: The questions listed below are samples only. You may not be able to answer all of them. You may have better questions you would like to answer.
1. INDUSTRIAL WASTE PROCESSING PLANT (for students who like Science)
Questions:
- What is an industrial waste processing plant?
- Why are they dangerous?
- When have they been in the news?
- What is their job?
- What happens with the waste they receive and release?
- Where are they located in your country?
- What does that mean for the people who live near them?
Team Output: Make a model of an industrial waste processing plant – using play dough, cardboard, popsicle sticks, wood off-cuts, discarded packaging, or anything that will let you make a physical representation of a nuclear power plant. Include all key elements that are important for these places, including labelling key aspects of the design.
This group should present at the start of Chapter 1 (or delay if time is lacking).
2. EXIT MAN (for students who like to walk around and experiment)
Questions:
- Where can a flat person go that you can’t?
- What does this mean for the flat person’s experience of the world?
- How would being flat change your life?
- In what ways is being flat an advantage?
- In what ways is being flat a disadvantage?
- How would you feel if you became flat – and why?
Team Output: Make an exit man cut-out and walk around the classroom/school/your house/shops finding out where he can go that you can’t and what that means for him and you. Find some way to record and present these findings to the class – possibly with photos or video.
This group should present at the start of Chapter 3 (or delay if time is lacking).
3. WATERLOO STATION (for students with an interest in architecture)
Questions:
- What is Waterloo Station?
- Where is it located?
- When was it built?
- What’s so special about it?
- What other important buildings are near it?
- How many platforms does it have?
- How many trains arrive or leave there each day?
Team Output: Using any suitable resource you can find, build a model of Waterloo Station.
This group should present at the start of Chapter 4.
4. LONDON (for students who like to travel to new places)
Questions:
- Where is London?
- What is the river that runs through London?
- Where do tourists get their information about London?
- What can we see / do / visit?
- What is special about London?
- What major historical people came from London?
- What major modern day people come from London?
- What major historical events happened in London?
- What TV shows are based in London?
- Which celebrities live in London?
- If you were to visit London, what would you definitely want to see/do?
- If reading the book, where did Exit Erik go in London?
Team Output: Make a physical map of London (3D if you can, with playdough, cardboard, or any resource you have) and show where all of the major landmarks are located and where some key people lived or where key historical moments took place.
This group should present at the start of Chapter 5.
5. TATE MODERN (for students with an interest in art galleries/museums)
Questions:
- Where in London is the Tate Modern located?
- What was it before it was an art gallery?
- How much does it cost to visit?
- What type of art do they display?
- What material is the building made out of?
- If you go to the top viewing deck, what can you see when you look out the window?
- What famous artists have their work on exhibit there?
Team Output: Using any resources you can find, build a physical model of the Tate Modern and the area of London surrounding it. Consider trees and the river, bridges and train stations.
This group should present at the start of Chapter 6.
6. PICASSO (for students interested in art)
Questions:
- Who is Pablo Picasso?
- When was he born?
- When did he die (and how old was he)?
- Where did he grow up?
- Is he famous for any particular works of art?
- What’s special and unique about his art?
- What other artists were alive and successful at the time?
Team Output: Create various art pieces that look like Pablo Picasso’s art. Be able to explain what makes them similar to Picasso’s art. Create art pieces that represent the other successful artists alive at the time and explain why Picasso was so different.
This group should present at the start of Chapter 8.
7. ORIGAMI (for students with good fine motor skills who like crafts)
Questions:
- What is origami?
- Where did it originate?
- What is its purpose?
- What size paper do you need?
- What sorts of things can you make with origami?
- How can it be useful in our everyday lives?
Team Output: Make some origami creations to present to the class. Make at least one creation while the class is watching. Then, give everyone in the class a sheet of paper of the correct size and and get them to follow your instructions to make one or more origami creations. If you can, use video to film ‘bloopers’ yourself messing up and struggling with making your early origami creations. Link the class’ creations up with string and display them in your classroom.
This group should present at the start of Chapter 9.
8. LONDON EYE (for students who enjoy heights, Physics, and architecture)
Questions:
- What is the London Eye?
- When was it built?
- Who built it?
- What did it cost to build?
- What does it cost to experience?
- What is so great about it?
- What does it cost for a ticket?
- Why was it built?
- Where in London is it located?
- What train station is nearest to the London Eye?
- What bridge is nearest to the London Eye?
- How far is it from the London Eye to Big Ben?
- Have there ever been any accidents?
Team Output: Using any resources you can locate, build a model of the London Eye. If you can, place it in context in a model of the surrounding area, with buildings, the river, bridges, etc. Teach the class what you have learned about it.
This group should present at the start of Chapter 12.
9. TOWER BRIDGE (for students who like History)
Questions:
- What is Tower Bridge?
- What does it look like?
- What river does it cross?
- How many visitors come to see Tower Bridge every year?
- Where in London is it located?
- When was it built?
- What major buildings are near Tower Bridge and what’s important about them?
- What tourist activities can you do at Tower Bridge?
- Was Tower Bridge involved in any major historical events in London?
- What’s the story about a man buying London Bridge got to do with Tower Bridge?
Team Output: Using any resource you can find, build a model of Tower Bridge, putting it in context regarding the other buildings around it. Teach the class all you have learned.
This group should present at the start of Chapter 14.
10. LONDON ZOO (for students who like animals and working with technology)
Questions:
- Where is London Zoo on a map of London?
- How far is it from the London Eye?
- What animals do they have there?
- What are the most endangered animals they have?
- What are the most interesting (to you) animals they have?
- What can you learn about the three most interesting animals?
- How much does it cost to visit?
- What do you think are the most interesting animals there?
- What route do you take using public transport to get from London Zoo to the London Eye?
Team Output: Create a model of the three animals you researched in depth. Educate the class about these animals by doing a presentation using slideshows, video, audio – anything you can learn to use.
This group should present at the start of Chapter 15.
11. LONDON TRANSPORT (for students who like buses and trains)
Questions:
- How do people get around London?
- What are the travel zones?
- What are the different transport options?
- What is the difference between them?
- How much does it cost in British money to use these network systems?
- How much does it cost in your money?
- What does ‘Mind the Gap’ mean?
- What is the train symbol?
- What is the tube symbol?
- Who designed the current London tube map?
- How much would it cost to buy a travel card for zones 1-6 for a full week?
Team Output: Find a map of London’s transport network to show the class (perhaps give groups their own). Explain all you learned. Host a competition to see which groups can most quickly plot the travel route from point A to point B, as selected by you. Source prizes for the winning groups.
This group should present at the start of Chapter 18.
12. EXIT SIGNS (for very trust-worthy students)
Questions:
- What are exit signs?
- Why do we need them?
- Are exit signs the same around the world?
- What do exit signs look like in different countries?
- What safety signs are in your school (walk around and find them)?
- Who designed the exit sign most commonly used today?
Team Output: Make a map of where all the safety signs (exit and otherwise) are located in your school. Make a huge poster of this to display in the class.
This group should present at the start of Chapter 19.