This was the question that we hoped to discover the answer to during a whole day’s virtual workshop to the Amazon. On board today’s event were more than 120 Key Stage 2 pupils and teachers from Middleton Primary School near Leeds in West Yorkshire (https://www.middletonprimary.org/), as well as a handful of Year 3 to Year 6 children from Wrightington Mossy Lea Primary School, a very small establishment close to Chorley in Lancashire (https://www.mossylea.lancs.sch.uk/).
On their arrival into the Zoom meeting, all classes were re-named after a group with an interest in the Amazon, e.g. researchers; farmers; miners; loggers; tourists; developers; indigenous people; conservationists. After introducing ourselves and making use of Digimap for Schools (https://digimapforschools.edina.ac.uk/) to identify our various locations within the UK (never miss a chance to develop place and locational knowledge!), outlining the learning objectives and format of the day, it was time for our ‘starter’. I played a short movie clip to challenge any misconceptions about the location of the Amazon (it covers many countries within South America, not just Brazil). Using Google Earth Pro, we then ‘travelled’ from the UK to Manaus in the state of Amazonas in northern Brazil and I posed a few questions to the children relating to distance, direction, means of travel, sustainability, costs, length of time, etc. They were then immersed in a 360 degree tour of the tropical rainforest, which truly fascinated many.
The ‘main’ part of the workshop was divided into two components, the first led mostly by myself and the second delivered by Adriana Meirelles, a Brazilian and professional animator/film producer.
The first session had a geography focus, but also integrated an element of numeracy/maths, literacy/English and promoted critical thinking. We looked at the distribution of tropical rainforests across our planet, analysed and interpreted a climate graph and data for Manaus and explored the tropical rainforest biome.
After break, I handed over to Adriana briefly to talk about the importance of the tropical rainforest. She focused on five key aspects and drew on her own experiences of the Amazon too.
I was then at the helm again and we contemplated a fundamental local and global issue (deforestation). This comprised a 5Ws + how activity, the projection of a short movie clip and a few ‘killer facts’, as well as discussing possible actions to protect the tropical rainforest. Pupils were then invited to put themselves in role as an advisor to the Head of State for Amazonas in northern Brazil; should he/she opt for Option 1 (Let the indigenous community live and manage the land as they have done for thousands of years) or Option 2 (Allow the forest to be cleared for cattle ranching)? Youngsters were encouraged to justify their thoughts fully too.
The final activity of the morning included a spot of ‘thunking’; providing pupils with an opportunity to think deeply, philosophically and independently. They were asked what their ‘dream Amazon’ would be like and invited to share their thoughts with fellow students, teachers and ourselves.
After lunch, we came together again virtually for the afternoon session, steered by Adriana Meirelles, to learn about the indigenous people’s culture and lifestyle through the medium of art and design and technology. Firstly, Adriana talked about her origins (Sao Paulo), emphasised the extent of Brazil by comparing it with the area of the UK and highlighted how diverse the country is. Using a series of photographs, Adriana then took her audience into the heart of the Amazon. She explained that the rivers are seen as roads and projected images of river boats with hammocks and many people.
Subsequently, a film about indigenous people was screened. Adriana explained that people live in the forest and work with nature, protecting it and living in harmony. They have a simple life, living in communities and maintaining strong traditions. Whilst they live extensive distances from each other, such traditions encourage them to meet up, have fun and help each other. Adriana discussed the indigenous people’s philosophy in order to ensure the sustainability of the tropical rainforest; living within its limits; relating to it in an ‘affectionate’ way; ‘dreaming’ about the forest. Adriana discussed how we might follow their example so that we lead more sustainable lifestyles and help preserve the rainforest and our planet too.
Marcella Haddad, a professional photographer-journalist, had spent a day with the indigenous people in Adriana’s film and, later, introduced her to them. Adriana shared further footage and information that both she and Marcella have gained from their regular conversations with, and their visit to, the Kambeba indigenous community last August.
Adriana referenced some items that she had collected on her various trips to the Amazon and demonstrated how she had used these to create her own forest soul and allow its character to be unveiled using her brilliant animation skills. It was then time for pupils to be creative! She invited the children to produce their own forest soul using natural artefacts (an English forest soul, who might become friends with a Brazilian forest soul). Teachers were requested to take photographs of pupils’ artwork, so that they could be shared with Brazilian teachers and pupils. Some of their wonderful creations can be viewed below:
Double bubble encourages youngsters to reflect critically, comparing their lives with those of the Kambeba children in the heart of the Amazon; whilst some things are very different, there are several similarities. I steered a whole group discussion, encouraging classes to unmute themselves to convey their thoughts or add comments to the chat feed. We agreed that both deem an education as important and attend school, may complete similar tasks, enjoy swimming, fishing and climbing trees. However, in contrast, much of their learning takes place outside, they do not wear a school uniform, buildings are made of different materials, there is less technology available within their classroom and they eat different things.
Towards the end of the workshop, pupils and teachers were given some time to reflect via the completion of an online Google Form and annotating a pair of hands to identify things that they already do to reduce their impact on the planet and further actions that they may now take to ensure a positive future; an effective means of us gathering pupil and staff voice, as well as youngsters contemplating their learning and experiences over the course of a day.
Words/phrases used to sum up the day included:
An informative event, covering many areas of the curriculum.
Detailed; knowledgeable; well-resourced; rushed; first-hand experience.
Many thanks for yesterday, it was a very informative day.
Teachers and pupils have been inspired to continue with or extend some of their learning and experiences from today over the remainder of this week. We will endeavour to share their subsequent work with the Kambeba children too and, hopefully, have some messages to relay to teachers and pupils in return.