Ice-thickness from scratch: visualising past processes by calculation

The new ELI+ is 'Ice-thickness from scratch: visualising past processes by calculation; modelling glacial striation-formation by calculation – thinking through the assumptions'. 

A field simulation of the scratching of striations on bedrock by the debris frozen into an ice sheet, used to approximately calculate the thickness of the ice sheet and to discuss the assumptions made. The activity has been devised to enable pupils to gain a deeper understanding of the glacial processes which erode bedrock surfaces, such as the one shown in the photo.
Other activities about glacial erosion can be found on the website.

Watery world game for young children

Have you tried the ELI Early years 'Watery world game; climb through the watery world but watch out for snakes!'

The game can be played in any science or geography lesson and has cross curricular links with literacy and numeracy. It is also a useful water cycle introduction or revision exercise.
More ELI Early years activities can be found in Teaching strategies on our website.

Fieldwork strategies to make a good educational experience

Our new ELI today is for Educators and is "The ‘What makes a good educational experience’ approach to planning fieldwork; thinking through the fieldwork strategies that are most likely to inform and inspire."

Field experiences have potential to educate participants at a range of levels – but these will only be realised if leaders have awareness of the wide range of possibilities.
There are many fieldwork ideas on our website.

'All Powerful' strategy - using imagination outdoors

Have you tried the ELI 'The ‘All powerful’ strategy; discussing geological histories in imaginative ways'

The view above is of the Deccan Traps in India. Start the activity by saying, ‘If I were ‘All Powerful’ and wanted to re-create the view you see before you, I would move the land we’re standing on today over a ‘hot spot’ producing lots of fast-flowing lava that, when it cooled, recorded the latitude at which it formed
(30 degrees S) – what should I do next?’
This activity uses a ‘deep questioning’ approach to a plenary fieldwork activity, by asking what series of events would be necessary for the view before the pupils to be recreated. The activity can be used at a range of scales from a small quarry to a landscape-wide interpretation.
Many more ideas for fieldwork can be found on our website.