Teaching Strategies, Tactics, and Methods

What is a Bookmark?

A bookmark is something you attach or place on the inside of a book before closing it to help you remember where you were up to. Some common everyday objects you can use for bookmarks are receipts, slips of paper, ribbons, or paperclips.

There are other strategies; besides bookmarks, people use to remember page numbers. For example, writing down or memorizing a page number, leaving a book open face-down, or folding down the top corner of a page. Folding corners (also called ‘dog-earing’) is frowned upon by librarians and book owners as it damages pages and looks messy.

How to Make a Bookmark

Bookmarks can take many shapes and forms and can be as creative as you like when creating your bookmark. Depending on the shape and size of the bookmark you’d like to make, you’d approach the process differently.

Creative Homemade Bookmark Suggestions and Ideas

There are countless fun and crafty ways to make a bookmark with your students or child. Here are a few great suggestions to get you started:

  • Attach a button to the end of a paperclip. If you can find an oversized button and paperclip, even better. To mark your page, clip the decorated paper clip onto it (perhaps even a few pages to help secure it) and close the book.
  • Make an elastic loop and decorate it. Cut a strip of elastic a little bigger than twice the length of your book and sew the ends together to form a circle. Next, decorate it by sewing felt decorations, buttons, or anything else you like. You could even sew on a little felt arrow if you want to remember which line you were up to. To save your page, loop the elastic over all the pages you haven’t read and close the book.
  • Use photographs of friends and family. For a twist on the classic bookmark, decorate your beloved page-keeper with images of the people closest to you, so they’re with you for all the adventures you may go on.

What is a Division Fact?

Division facts are division number sentences related to times tables knowledge.

For example, 50 ÷ 5 = 10, 25÷ 5 = 5, and 10 ÷ 5 = 2 are all division facts of the five times table.

Division facts in schools

At the beginning of KS1, children begin to learn to count in 2s, 5s, and 10s.

This can be visualized by having the children separate objects into groups of these numbers.

While the term ‘division’ and associated symbols are not used at this age, children are introduced to the basic concepts of division and division facts.

Year 2

Children should be more confident with their 2, 5, and 10 times tables at this stage.

They will regularly practice division by partitioning objects into equal groups and begin to explore the inverse(opposite) of operations (that division is the inverse of multiplication, for example).

How can division facts be learned?

Division facts can be learned more easily by using arrays.

These are visualizations of groups of numbers using images.

The above array provides a visual representation of 15, or 5 groups of 3, or 3 groups of 5.

These can be used to help reinforce division facts.

Who was Alexander the Great?

Alexander III of Macedon, also known as Alexander the Great, was a king of the Ancient Greek kingdom of Macedonia. He ascended to the throne in 336 BC at the age of 20 and was known for conducting several military campaigns during his rule.

By age 30, Alexander the Great had created one of the largest empires in history, which stretched from Greece to northwest India. Yet, in all that time, he was undefeated in battle.

Alexander the Great is known today as one of the greatest military minds ever and is considered one of the greatest rulers in ancient history. He used a combination of practical tactics and carefully laid plans to take control of vast regions of territory and defeated enemies in Egypt, India, and the Achaemenid Empire, among others.

The early life of Alexander the Great

Alexander the Great was born in Pella, the capital of the Kingdom of Macedon. Several legends related to Alexander the Great’s birth, as his mother claimed that she dreamt that a thunderbolt struck her before realizing she was pregnant, leading some to believe that Alexander was the son of Zeus. In addition, other signs and omens recorded at the time were used to suggest that Alexander was destined for greatness.

Alexander learned how to read, play the lyre, fight, ride, and hunt during childhood. In his youth, he tamed a horse named Bucephalus, which accompanied him throughout his reign. The famous philosopher and polymath Aristotle tutored Alexander until he was 16. During his time in education, Alexander developed a love for poetry, particularly the works of Homer.

How Alexander the Great became king

Alexander’s education under Aristotle ended when he was 16. As the heir to the throne of Macedonia, he would serve as regent while the king was away at war, which gave him experience in managing the kingdom. In 336 BC, Alexander’s father, Philip II of Macedon, was assassinated at the wedding of Cleopatra of Macedon, Alexander’s sister. Alexander took the throne after the death of his father.

The next year, Alexander the Great initiated the Balkan campaign, taking control of the regions of Thrace and Illyria. This was Alexander’s first military campaign, and it was a huge success. As a result, Macedonia reassigned its Alexander’s advisors had recommended that he use diplomacy to deal with the rebellious areas. Still, Alexander ignored this advice and led 3,000 men to deal with the problem.

Alexander’s methods of alleviating the rebel states differed depending on how they responded to him. Athens sued for peace, and Alexander pardoned all of the rebels. Thebes, on the other hand, attempted to fight Alexander’s forces, and in response, he razed the city and divided its territory among the other cities in the area. This established temporary peace in Greece, which allowed Alexander to think about expanding the part of his kingdom.

Alexander the Great’s conquest

Before his death, King Philip II had begun a campaign against the First Persian Empire, also known as the Achaemenid Empire. When the news of Philip’s death reached the Greek forces, they were demoralized and defeated. Alexander wanted to restart this campaign and conquer the Achaemenid Empire. Alexander amassed an army of over 48,000 soldiers and crossed the Hellespont, known today as the Dardanelles, in 334 BC.

Alexander defeated the forces of the Achaemenid Empire in the Battle of the Granicus and accepted the surrender of their capital city. He then moved along the Ionian coast, granting democracy and autonomy to the cities there. Finally, Alexander the Great captured enough territory to call himself king of Asia, as he took control of Syria, Tyre, and the coast of the Levant. After this, Alexander quickly turned his attention toward Egypt.

Alexander’s forces laid siege to the city of Gaza, which was heavily fortified. His advisors warned him against the blockade, but Alexander continued anyway, eventually taking the city. After taking Egypt, Alexander restored old temples and paid tribute to the Egyptian gods, which made him a popular figure there. As a result, many people regarded Alexander as a liberator rather than a conqueror.

After a long campaign, Alexander finally took the Achaemenid Empire’s capital after the Battle of the Persian Gate. He entered the capital of Persepolis and remained there for five months when a fire broke out and destroyed much of the city. Alexander regretted the damage to the city and ordered his troops to help fight the fire.

After taking the Achaemenid Empire, Alexander the Great began a campaign in the Indian subcontinent. He wanted to reach “the ends of the world and the Great Outer Sea” and invaded India to increase the size of his kingdom. He won an important victory over King Porus at the Battle of Hydaspes but turned back at the Beas River as his troops were tired and wanted to go home to see their families. Alexander had several other campaigns planned, including an invasion of Arabia, but he would not be able to embark on these campaigns.

The Death of Alexander the Great

In June 323 BC, Alexander the Great died in the palace of Nebuchadnezzar II in Babylon, the city he intended to establish as his capital. He was 32 when he died, and the cause of his death is still unknown to historians. Some historians believe that, like his father, Philip II, Alexander the Great was assassinated by one of his enemies. Others suggest he died for other reasons, such as drinking too much-unmixed wine.

His kingdom collapsed after Alexander the Great’s death as he had no clear heir. Alexander’s territory was divided between his generals, ending everything he and his father had fought for. Today, historians acknowledge that Alexander the Great neglected the part he had in favor of expanding his borders. He left no clear heir and ignored his health, which may have contributed to his early death.

What was Alexander, the Great like as a ruler?

Alexander the Great ruled as King of Macedonia for only a short time, just over ten years, and yet in that time, he established a huge Empire that spanned several subcontinents. As a result, he could quickly end rebellions within his territory after his father’s death and promptly expand his territory through a series of quick and decisive victories.

One of the things that made Alexander the Great a popular ruler was his rational thinking. Where possible, he did not expend lives needlessly and would take avenues that led to peace that avoided violence if they were presented to him. This made him a pragmatic ruler. Alexander the Great also observed the customs of other cultures that he wanted to assimilate into his Empire and respected his rivals.

Why is Alexander the Great important to history?

Even though Alexander the Great was the only king of Macedonia for less than 13 years, his actions changed the course of history. He created a huge empire that stretched from Macedonia to Egypt and from Greece to part of India. This not only allowed the Hellenistic culture to extend far beyond its original borders, but it also allowed for trade and travel between very far apart lands.

Some historians consider Alexander the Great to be one of the greatest men because he led one of the world’s largest and most powerful armies. However, Alexander the Great also dominated a huge empire that rivaled some of the world’s largest conglomerates.

By spreading Greek culture across his empire, Alexander the Great laid the groundwork for the global spread of democracy that would come hundreds of years later. He also enabled many aspects of various cultures worldwide to mingle and interact. This exposed many people in his empire to previously-unseen cultures, inventions, foods, music, and stories, all of which broadened his people culturally and spiritually.

Fun Facts about Alexander the Great

  • During his reign, Alexander the Great was never defeated in battle.
  • Alexander the Great named over 70 cities after himself and one after his horse.
  • Alexander the Great’s favorite book was The Iliad, written by Homer.
  • During his life, Alexander the Great had three wives.
  • Alexander the Great was king for just 13 years.

35 Fun Math Activities for Second-Graders

How do you Engage Second-Grade?

The best way to engage second-graders is to use games and activities that excite them while simultaneously learning at play or completing the given task. For exFor example, using

35 Fun Math Activities for Second Grade

If you’re wondering, “what math activities are good for second grade?” then wonder no more! We’ve got 35 good math activities for a second grade; all you need to do is keep reading

  • Make Ten: This is a super easy game that can be played with a pack of cards! As the name suggests, make ten with any combination of cards from a standard package. This can be increased for difficulty.
  • Mystery Shapes: Place a few 3D shapes into bags and have kids feel inside and tell you what condition they think it is! They will have to count the sides and edges with their hands to deduce what shape it is.
  • Head-to-Head Dice: Students can go head-to-head in this fun game where a pair or more of students are given three dice each to roll and must compete to see who gets the highest number in total.
  • Fraction Pizza: Probably the tastiest second-grade math activity on the list – this can be played next time pizza is on the menu, where kids have to work out how much pizza remains after each slice is removed as a fraction!
  • Counting Rod Activities 
  • Math Race: Have students line up at one end of a classroom or, better yet, outside and answer multiple-answer math questions by raising their hand to their chosen answer. Every student that raises their hand at the correct answer gets to move forward a step. Whoever gets to the other side or goal line wins!
  • Egg Carton Math: This game needs an old egg carton, marker, and counters. Write numbers inside the empty egg carton where the eggs would normally sit, place your counters inside (starting with two is fine), and shake it! Then, open up and see which numbers your counters have landed on. Use these numbers for your score, and then see who gets to 100 first!
  • Rush Hour: Use old clocks or toy ones and have kids move their hands forward, determined by what the roll of their dice dictates. Whoever gets to the end of the 24-hour day wins!
  • Close Call: Another card game where students each flip four cards and must use the digits to make two numbers; they can add those numbers to see who can get the highest at the end!
  • Graph and Grow: This long-term activity pays off in the end.
  • Bean Bag Math Toss: Label separate buckets, bins, boxes, or containers with different place values and have other color bean bags worth different values that are tossed into the containers. Students must then add up all the different values at the end of the game!
  • Hop-Scotch Math Style: Write out different numbers in the hop-scotch boxes and have kids answer math questions based on the number in front of them; they then advance if they get it right. If they get it wrong, they could have to go backward and subtract for increased difficulty!
  • Fill the Piggy Bank: Draw a big piggy bank on a whiteboard and print off some paper coins that can be added inside the piggy bank. However, only coins that have been added together and given the correct answer can be added. This is great for the whole class to get involved in!
  • Dollar Dash: Assign the numbers on dice as different coins, one = a penny, two = nickel, three = dime, four = quarter, five = half a dollar, six = roll again. Then race to see who reaches the value of a dollar first!
  • Math Olympics: This activity is great because it gets kids outside and active! Perform different Olympics sports such as the long jump, running, and high jump, and have students measure the heights and lengths using measurements like yards, feet, meters, inches, etc.
  • Ordering Numbers
  • KABOOM: For this second-grade math activity, you will need plastic coins, popsicle sticks, and a cup. Glue some coins onto the bars and hold them up to your students; if they answer the correct total of the cash on the stick, they get to keep it; if they answer incorrectly, they go KABOOM! And must place their post back in the cup!
  • Math Flashcards: Make some math flashcards with questions on one side and the answers on the back. Each kid gets to keep their card if they answer correctly, and the first to reach 15 wins! Difficulty can be increased by starting with simple addition and subtraction questions and then moving on to multiplication and division.
  • Place Value Scavenger Hunt: This game is great as it’s a great way to use old magazines or newspapers before recycling them! First, make a scavenger checklist based on place values such as “find a 5 in the tens” or “find a 3 in the hundreds” then, students must search through the old magazines or newspapers and see if they can complete their scavenger hunt. Whoever finishes theirs first could even win a prize!
  • Buddy Balls: A simple game where one student holds a paper cup and their partner, or “buddy,” throws balls of cotton wool into the cup. They will then see if the final number of cotton balls in the cup is odd or even. Then, they can take calls holding and throwing.
  • Tic-Tac-Toe Mathematics
  • 21: Kids get to flip playing cards and try to get as close to 21 as they can by adding the value of their cards together; however, if they pick to flip a card that takes them over 21, they lose!
  • Making Hand Measurements Game: Conventional measurements can confuse some kids, so why not use less conventional measurements to measure their hands? This is also a great opportunity for kids to use their imaginations as they must find sets of objects to measure their hands. For example, using erasers or paperclips to measure.
  • Gumdrop Geometry: Ok, so we thought the pizza fractions game was delicious; this might be up there, too. Students must make geometric shapes using gumdrops and toothpicks. Set challenges for them! And as a reward, why not try convincing them teacher gets to eat the gumdrops if they succeed?
  • Sidewalk Chalk Game: Draw a “ladder” on the sidewalk with chalk and write different math questions between each rung that are appropriate for second-graders. You can make a large die out of cardboard or just a regular one (try not to lose it outside!), then whatever number the die lands on, they get to move up the ladder and answer the question they landed on!

What is the Subjunctive Form?

The subjunctive form is the verb form used to explore a hypothetical situation (for example, If I were you) or to express a wish, a demand, or a suggestion (For example, I demand he be present). These are auxiliary or additional verbs that express necessity or possibility.

The subjunctive isn’t used in English very often. Nowadays is usually replaced with modal verbs like might, ‘could,’ or ‘should,’ which suggests a situation (Should I, Could I, Might that mean). However, the subjunction verb form still survives in traditional expressions like ‘come what may.

What is the Subjunctive Mood?

The Subjunctive Form is sometimes referred to as the Subjunctive Mood, but it is important, when teaching KS2, that you maintain using either the Subjunctive form or the subjunctive mood to avoid confusion

Examples of Subjunctive Form:

Here are some simple but effective examples of the subjunctive form that you can use to get some idea of how your students can start building the subjunctive form and verb into their writing:

  • If I were in the program, I would sing the song.
  • I suggest that Lisa write the article.
  • I propose that Suzan be asked to perform in the program.
  • If I were in your place, I would not do it.
  • I suggest that Jack come here to solve it.

What is Short Story Writing?

Short story writing is a literary form that is characterized by its limited word use. In terms of word count, short stories are usually between 1,000 to 10,000 words. Ultimately, it’s a story that can be read in one sitting. It’s prose fiction, but it can belong to any genre, whether crime or fantasy, as a large aspect of the short story, is its aim to create a specific mood or atmosphere.

Short stories use all the same literary techniques as novels, such as character, plot, and setting. However, this is to a much more constrained degree. With the word count only a fraction of the length of a novel, short story writers are tasked with deciding on every word with specific intent.

The contemporary short story form only developed in the 19th century. Before this, short story writing existed worldwide in different histories and cultures in the styles of fairy tales, legends, myths, fables, and anecdotes.

Characteristics of short story writing

While there are countless numbers of techniques that characterize a short story, here are a few listed so that you can get a better understanding of the form:

  • Character: Characters are the people who exist in the stories. It is through these characters that a lot of the plot is experienced. Characters are both active and reactive and useful tools for moving the story forward or expressing certain themes.
  • Plot: The plot is often confused with the story, but they are two very different things. The story is more about what happens when it happens and where it happens. However, the plot is more about why and how it happens. The property is the series of events that create the story.
  • Setting: The setting is where the story takes place, both geographically and in terms of time. This is a very useful tool to convey a certain mood or atmosphere in the story. For example, if you wanted to create a scarier mood, you might have it set at night in an isolated wood with no one around.
  • Theme: The theme is the overarching concept or idea for a story. It is a subject that the author may have wanted to explore. For example, a story about two individuals who cannot be together may explore the theme of love, or more specifically, forbidden love. The music is a fantastic way to interlink different narratives and portrays the author’s intent.
  • Point-of-View: Point-of-view is the perspective from which the story is told. There are three main perspectives. First-person perspective, which is from the point of view of a character. Second-person philosophy, which uses the reader as the point of view. The third-person perspective is a non-character narrating the events. Point-of-view is an essential technique in storytelling and drastically impacts how the story’s events are described.
  • Symbolism: Symbolism uses objects, motifs, and even characters to represent an idea or concept. This is useful for incorporating more subtlety and nuance into your story. For example, if an account is about time, there may be a lot of imagery of clocks and watches to represent the larger theme. This is especially effective for short story writing, where these techniques can add underlying meaning and depth to your story without exhausting the word count.

Structure of short story writing

While short stories, like other literary forms, have a degree of artistic freedom, many pieces follow a similar writing structure. This is known as the dramatic structure, allowing the author to create tension, stakes, and resolution within a limited word count. The affected system is split into five parts, as follows:

  • Exposition (Beginning): Exposition is the setting of the scene. The mood is conjured, and the time and place are introduced. Many short stories are like zoomed-in areas of a larger picture, so a greater level of backstory may be alluded to here.
  • Rise: The rise is the driving force. What is occurring in the story? What is moving the characters? The bank is often the meaning behind the character’s actions and the reason for the report.
  • Climax: The climax is when the rise has reached its peak, and it’s time for the protagonist to face their fate. If the surge is a character attempting to escape the police, the climax is the final confrontation with them, where everything comes to a head. However, the conclusion can also be a point of realization, where the protagonist turns the odds in their favor.
  • Return: The return is where the characters attempt to return to normality or finish their journey by reaching their goal. The events of the climax often characterize the tone of the return. For example, if the protagonist is successful in their endeavors, the return would be happy. However, if the climax requires sacrifice or the protagonist loses during the finish, the recovery has a more somber tone.
  • Resolution or Destruction (Ending): The ending completely depends on the story’s events. Suppose the protagonist didn’t escape the police. In that case, the end might be their destruction in the form of arrest. On the other hand, if the protagonist managed to defeat the great threat, the ending would be their resolution to find safety and peace after the fight.

Six top tips for short story writing

Starting with a blank page can feel daunting, especially when you are young and don’t have much long-form writing practice. So here are six short story writing tips we hope will help your young learners with their writing!

  1. Set a word or page count and stick to it. Whether your students need to write 500 words or three pages for their story, set an amount they need to register to, so they know how long their story should be. This is also helpful in stopping them from writing too much.
  2. Make mind maps. It can be hard to think of story ideas, so get your students to pick a genre or theme for their stories and create a mind map. Branching off your learners should include character ideas, locations, and interesting things that could happen.
  3. Read other short stories. Reading short stories will give your students examples of what they need to write themselves. They are also a great source of inspiration and ideas.
  4. Start with the ending and then the beginning. Having your students think of what they want to happen at the end of their stories gives them a clear point to get to in their writing. This will help stop their writing from wandering in too many directions and taking too long.
  5. Use images or story starters. Sometimes a little inspiration can go a long way. Using interesting pictures and photos to provide a story setting can get imaginative juices flowing. Story starters are a great jumping-off point for short story writing. You’d be surprised how many different stories can come from the same prompt.
  6. Include conflict. Have your students think of an issue or problem their main character needs to overcome. Without any challenge or competition in a story, there is nothing to be resolved, meaning there’s nothing for the characters to do. This is important to make a story interesting and keep readers interested.

Benefits of short story writing

There are many benefits to children writing short stories. First, it’s a great way for them to practice spelling, punctuation, grammar, and other skills!

Planning: Short story writing tasks are a great opportunity to help your students develop planning skills. Being able to plan is important for making longer pieces of writing great. For example, planning writing can help you develop a convincing argument in an essay, stay within tight deadlines and word counts, create a clear flow of ideas between paragraphs, and also enables you to create a clear structure such as beginning, middle, and end.

Being concise: When writing stories, it can be easy to let your imagination run away with itself. By challenging your students to stick to a specific word count or several pages, they learn how to condense their ideas and only include what’s important to their stories. If your students go over their word counts, you could ask them to cut their work down, developing self-editing skills. These are beneficial for other types of writing too!

Using language devices: Stories are full of language devices like metaphors, pathetic fallacy, and foreshadowing. Depending on what they have been studying in their English lessons, short story writing is a great opportunity to include new language devices. For example, you could challenge your learners to include examples of alliteration or some similes.

Writing speech: In everyday writing, there aren’t many opportunities to include addresses, but short stories are great for dialogue. Scenes with dialogue are a useful way to move a plot along, show different character traits, and add variety to pages with many descriptions. This is also good practice for using punctuation correctly

Being creative: Short story writing is a fantastic way for children to express themselves and explore their imaginations. Giving young ones creative writing can also be a relaxing and mindful activity. Once they have completed their stories, they will have a piece of work they can be proud of and share with others. In addition, children will feel a sense of accomplishment and have an example of the English skills they have been learning.

How to find the main idea in a short story

Understanding stories will help children to write their own. Finding the main idea of a text means you can identify the topic of a piece of writing and then uncover the writer’s stance on that particular topic. Here are some helpful tips for children down below on how to find the main idea in a short story:

1) Identify the topic – Read part of the text or a chapter of a text and try to identify that section’s topic. This includes things like what that passage is about and who is involved.

2) Summary – After reading a passage, task children with summarising what they have read in their own words. Try and make this as accurate as possible by highlighting the main aspects with a few words.

3) Read the first and last lines – Authors often give away their main idea in a passage’s very opening or closing lines. This is similar to how we would use a conclusion in essay writing but more precise. One of the quickest ways to grasp the main idea is to turn to these two points. For example, if a story starts with ‘once upon a time,’ that’s a pretty clear indicator that you are reading a fairy tale.

How to annotate a short story

Before your students embark on their short story writing adventures, they need to understand the devices that go into writing a short story. Having your class analyze an existing piece of writing by annotating it is a great way to help them identify and understand these devices. Down below are some examples of how to annotate a short story.

Highlight areas you are interested in – Use a highlighter to mark keywords or information as you go along. Highlighting regions means you can easily reference and identify the important parts of the text.

Sticky notes – Use Post-it notes to make notes about the sentences or phrases you think are important or use interesting writing devices. Using sticky notes means that not only can you write more, but you can avoid damaging the pages.

Colour coding in pencil – Choose a different colored pencil to circle each technique you come across. For example, you could spin a recurring theme in red and any symbolism in blue. This will make it easier to reference the different devices used and get a sense of any patterns in writing.

What is a River?

A river is a flowing stream that leads to the sea, a lake, or a river. The water is usually fresh; rivers begin as small streams that get larger the further they flow.

Some rivers flow all year round, whereas others only flow in certain seasons or if there’s been a lot of rain. Rivers can be thousands of miles long and form geological features of a landscape, like valleys, gorges, and canyons. The Grand Canyon is perhaps the most incredible example of rivers’ impact on a landscape.

While rivers are major features in a landscape, they only cover around 0.1% of land on Earth. Nevertheless, they’re essential to life for many animals, and throughout history, human civilizations have been built around the freshwater they provide. Most major cities in the world are situated on the banks of rivers. More than just a source of water, rivers have historically helped people obtain food, travel and transport goods, defend territory, and more.

The Geography of a River

How are rivers formed?

No matter how big or small, all rivers have a starting point where the water begins its flow. This is called a headwater.

Rivers generally begin in upland areas. When rain water and melting snow collect on high ground, it begins to form little streams, which flow downhill because of gravity. These small streams, brooks, or creeks join together, becoming larger and larger until they start rivers.

The water shapes the landscape on its way down, eroding rock and carving out networks of valleys. When it reaches the lower ground, rivers widen and take a more winding route, with most rivers emptying into the sea.

What are the three stages of a river?

The Upper Course

The source of a river is often a spring found on a hill, mountain, or glacier. The part of a river near the head is called a young river. Rain falling in highland areas flows downwards and collects in channels, forming a stream. As the stream continues to run downhill, it is joined by other streams and increases in size and speed. The point where two rivers join is called a confluence.

The Middle Course

Fast-flowing water causes erosion as a river reaches its middle course, which makes it deeper and wider. The river erodes left and right, forming horse-shoe-like loops called meanders.

The Lower Course

In the lower course, a river is in flatland and flows slowly. The force of the water is lower than in the other stages, so the river deposits all the bits of eroded land it has been carrying with it.

What are the main parts of a river?

In the upper course of a river, you’re likely to find:

  • Source — Have you ever wondered what the start of a river is called? Well, wonder no more! The beginning of a river is called the source. The front of a river can also be called the headwaters! What’s interesting about the beginning of a river is that, even if the water gets fast and powerful in the later stages, the source is usually quite calm. Often, the source of a river is a spring that comes from underground or marshy areas fed into by snow. The source of a river can also range drastically in terms of size. For instance, it can be huge, with many smaller water sources flowing together. On the other hand, the source can also be tiny, with just a small amount of water coming in from a lake or pond. The start of a river is very important and dictates the river’s health as a whole because anything that happens there affects everything upstream.
  • Potholes — Potholes are small holes found in the bedrock of a river bed. These holes are formed from sediment and other materials carried by a river and scouring the river bed.
  • V-shaped Valleys — These valleys are formed by erosion from a river over time.
  • Interlocking Spurs — Interlocking spurs are projecting ridges that extend alternately from the opposite sides of the wall of a young, V-shaped valley that a river flows down.
  • Waterfalls — A waterfall is when a body of water makes a steep fall off a rocky ledge into a plunge pool below. This fall is from a great height. Another name for a waterfall is a cascade. Waterfalls are formed through the process of erosion.
  • Rapids — The rapids are sections of a river where the water bed has a fairly steep gradient which causes the water to move very fast, especially over rocks.
  • Gorges — A gorge is a narrow valley with steep, rocky walls between hills or mountains.

In the middle course of a river, you’re likely to find:

  • Floodplains — Floodplains are flat, low-lying ground formed mainly of river sediments. These areas are typically found next to rivers, lakes, and coastal waters that periodically flood when the water level is high. Floodplains are key in sustaining the plant and animal populations around them. They also benefit nearby humans, as floodplains absorb the excess water that would otherwise travel downstream and flood the areas where people live.
  • Meanders — The meanders of a river are the name given to the bends that the river takes. These bends are caused by the water chipping away at the soil outside of a river bend and placing it on the inside. This process happens slowly over time.
  • Oxbow lakes are U-shaped lakes created when a wide meander of a river is cut off and makes a freestanding body of water.

And in the lower course of a river, you’re likely to find:

  • Large Floodplains — Large floodplains are larger areas of low-lying ground formed mainly of river sediments.
  • Deltas — The delta is the end of a river. In these large, silty areas, the water in the river slows down and splits off into different channels. Deltas usually occur when a river meets an ocean, lake, or wetland.
  • Estuaries — The estuary is the wide part of a river that meets the sea.
  • Levees — The levee is a barrier designed to prevent flooding.

What is the start of a river called?

The start of a river is called the source. This is the place where the river begins its journey toward the sea. Rivers can have more than one source and tributaries, where different strands of rivers and streams join together to form one river.

The start of a river is also sometimes called a headwater.

What is the bottom of a river called?

Rivers flow in channels. The bottom of a river is called the river bed, and the sides of the track are called the banks.

What’s the end of a river called?

The end of the river is called the mouth. There’s often a river delta at the mouth, a large, silty area where the river splits into many slow-flowing channels. These channels often have muddy banks. The landform of a river delta is created by the deposition of sediment that the river has carried as the flow leaves the mouth and enters either an ocean, sea, estuary, lake, reservoir, or (less often) another river that can’t carry away the sediment.

Where is the river fastest?

A river normally fasts in the upper reaches.

Can a river have a beach?

Beaches can be found alongside rivers and formed from sediment or eroded materials.

What is the valley of a river?

Valleys are low-lying land areas between hills or mountains that rivers run through. River valleys are often V-shaped near the river’s source but become U-shaped and wider as the river gets closer to sea level.

The Ecology of Rivers

The ecology of rivers is all about the living organisms within the river, specifically their relationships with one another and the ecosystem. The term ‘ecosystem’ refers to the environment and is made up of the many interactions between the plants, animals, and microorganisms in said environment. In addition, the interactions between living organisms and non-living physical and chemical components make up the ecosystem.

There are several key components of every river ecosystem:

  • Flowing water that is largely unidirectional
  • A state of continuous physical change
  • Different microhabitats that are frequently changing
  • Variability in terms of the flow rates of water
  • A selection of plants and animals that have adapted to live within water flow conditions

Let’s break down some of the major factors and aspects of a river ecosystem:

Water flow

Water flow is the main thing that sets river ecosystems apart from other water ecosystems. There is no one set type of water flow for all river ecosystems, as the strength and speed of the flow vary greatly depending on the kind of river you’re dealing with. In addition, a range of factors can impact a river’s water flow, such as input from snowmelt, groundwater, and rain. Another reason why water flow is such a huge aspect of river ecosystems is because it can massively affect and change the shape of riverbeds through erosion and sediment.

Substrate

The substrate refers to the surface on which the organisms in a river live. The substrate can vary. For instance, the substrate can be inorganic and composed of geological material from the surrounding area, such as pebbles, gravel, sand, or boulders. Alternatively, it can be organic, in which case it would be composed of fine particles, leaves, wood, moss, and plants. The substrate is not a permanent fixture of a river ecosystem; it can change greatly during floods, etc.

Light

Light is a vital part of the river ecosystem, as it supplies the energy for photosynthesis. Photosynthesis is the river’s primary food source so it would die without light. Light is also extremely useful for prey species living in the river, as they can hide from predators in the shadows it casts. The amount of light that a river receives completely depends on the location of the river. For example, if it is in an exposed area with little to no overhanging trees or shrubbery, the river will receive a lot of light, as the sun can shine directly onto the surface. On the flip side, if the river is in a shaded area, such as a forest, the river will receive much less light as there is limited sunlight access.

Temperature

The water temperature in rivers varies greatly between different environments. The water temperature is altered through radiation at the surface of the water and conduction to and from the air and surrounding substrate. Additionally, in deep, slow-moving rivers, the water temperature can vary significantly within that one river ecosystem, depending on the whereabouts of the water you are in. Many factors come into play when determining the temperature of the water, such as the climate, shading, and elevation. Not all animals are suited to live in these environments, as they need a set temperature. The organisms that can live in this type of water are known as poikilotherms. These organisms can live here as they can alter their internal temperatures to suit their environment.

Water Chemistry

Like many other aspects of a river ecosystem, the water chemistry varies between different environments. The water chemistry is largely determined by inputs from the surrounding area and can also be impacted by rainfall and pollution from human sources.

The most important component of water chemistry in every river ecosystem is oxygen. This is because the majority of living organisms need it to survive. For the most part, oxygen enters the river at its surface, but its solubility lessens as the temperature of the water increases. This means that rivers with an overall lower water temperature, which tend to be fast-flowing rivers, generally contain more oxygen. Conversely, rivers with a higher water temperature, which tend to be slower-flowing rivers, have a lower oxygen content. Several factors can limit the water’s ability to absorb oxygen, such as:

  • Poor water circulation
  • High levels of animal activity
  • Large amounts of organic decay in the waterway

Bacteria

While they may seem insignificant, bacteria play a key role in keeping the river ecosystem running smoothly. Each river ecosystem contains a vast amount of bacteria, which is essential for energy recycling. The part of bacteria is to decompose organic material into inorganic compounds, which plants and other microbes can use for energy.

Plants

Plants, like bacteria, play a key role in sustaining life in a river’s ecosystem. This is because, when plants photosynthesize, they convert light energy into chemical energy that can then be used as fuel for other organisms within the river.

Algae is a type of plant that is found in the majority of river ecosystems. It is also the most significant source of primary food in rivers. For the most part, algae can be found floating freely. This means that algae get swept away quickly in fast-flowing waters and, therefore, cannot sustain large populations of organisms. In slow-moving waters, however, algae can stick around in the same place for longer and tend to build themselves up to large numbers. To avoid being swept away, some species of algae, such as moss, fix themselves to various objects in the river.

Invertebrates

Invertebrates are animals with no backbone. The invertebrates in river ecosystems include snails, mussels, clams, and limpets. Invertebrates can live in almost every habitat available in the river, including the water’s surface, below the substrate, under rocks, floating in the current, and more. To avoid fast-flowing currents, some invertebrates live in the substrate area or on the sheltered downstream side of rocks. However, invertebrates cannot prevent the current altogether, as they depend on it to supply food and oxygen.

Invertebrates are both consumers and prey in river ecosystems.

Fish

Different species of fish exist in different kinds of habitats in the river, depending on their genetic makeup. For instance, most fish avoid the current by living near the bottom of rivers, on the banks, or behind obstacles like rocks. These fish only venture into the current to get food or change location. On the other hand, some species of fish never go into the current. A variety of fish also requires different lotic systems, such as springs, streams, wetlands, and oceans, for various life cycle stages.

Like invertebrates, fish are both consumers and prey species in river ecosystems.

Birds

When we think of the different wildlife found in rivers, we often forget birds, but numerous birds live in river ecosystems. However, birds are not restricted to only living in the river, unlike fish and other wildlife. For this reason, birds tend to split their time between the river and different terrestrial habitats.

Uses of Rivers

Rivers have a wide range of uses for animals, humans, and the environment. Some of these uses include:

Construction material

Rivers are home to many coarse sediments, sand, and gravel, vital construction materials. In some circumstances, using these materials in construction can give way to new lake habitats as gravel pits fill back up with water. Alternatively, in other cases, using river materials for construction can harm and destabilize the riverbed and course. It can also damage spawning fish populations that rely on stable gravel formations to lay their eggs.

Energy production

Fast-flowing rivers are a popular energy source through structures like watermills and hydroelectric plants. While hydroelectric plants are a much more recent invention, there is evidence to suggest that watermills have been used for hundreds of years. Before steam power was invented, watermills were widely used to grind cereal and process wool and other textures. However, with the increased need for sustainable energy sources in recent years, there has been a ride in the development of large-scale power generation from water.

Food source

Rivers are a rich source of food for a wide range of species, and they have existed since before recorded history. Rivers contain edible aquatic life, such as fish, mussels, clams, etc. Moreover, rivers are a huge source of fresh water widely used for drinking and irrigation. Rivers are also extremely useful for determining how urban areas like cities are structured. They are often the focal point for urban renewal projects, such as river walks and greenways. Moreover, rivers are used as a method of disposing of wastewater. In the past, they have also been used to dispose of other waste (many countries in the developing world still use this method).

River Facts (KS2)

  • Rivers flood when there’s heavy rainfall. Floods can cover surrounding areas with water that rises above people’s homes.
  • When rivers flood, they deposit nutrients in the land, making it fertile for farming.
  • Some rivers flow through underground caves. These form when rock cracks above allow rainfall to fall through and collect.
  • At 300-340 million years old, the Finke River is the oldest in the world. It runs through central Australia, and Aboriginal legend says it was formed when the Rainbow Serpent shot out from Lake Eyre.
  • Different names, such as creeks, streams, and brooks, refer to small rivers.
  • In the USA alone, there are around 3.5 million miles of rivers.
  • Seventy-six rivers worldwide are over 1000 miles (ca. 1,609 km) long.
  • When people build dams to restrict a river’s flow, the lake that forms is called a reservoir.
  • At 220 miles (ca. 354 km), the River Severn is the longest river in Britain.
  • The Congo River is the deepest. It is thought to be around 230 m deep in parts — enough to submerge Big Ben 2.5 times!
  • Rivers form beautiful geographic features as they travel from their sources, such as valleys, canyons, lakes, and waterfalls.
  • Despite being essential to life on the planet, our rivers are polluted with chemicals, sewage, and waste. It is thought that up to 400 million tonnes of garbage pollute rivers yearly.
  • Lots of places are named after rivers or river crossings. For example, Oxford got its name because there was a place on the River Thames where people could cross the river with their oxen.
  • The Welsh word for a river mouth is ‘aber,’ so many towns in Wales have ‘aber’ in their names to describe the rivers they are on.
  • We celebrate World Rivers Day on the fourth Sunday of September each year. The event highlights the beauty and importance of rivers and strives to increase public awareness around the improved stewardship of rivers.

Features of a River

The helpful diagram below highlights the various features of a river.

Rivers Around the World

The Amazon River

The Amazon is the second-longest river in the world and has the largest capacity. At its widest point, the river is six miles wide.

The Amazon flows through Peru, Brazil, Ecuador, Colombia, and Venezuela before flowing into the Atlantic Ocean.

The Ganges River

This 2525 km river begins in the Himalayas. It flows through Nepal, India, and Bangladesh and empties into the Bay of Bengal.

Hindus believe its waters are purifying and that bathing in them will forgive sins and cure illness.

The Mississippi River

The Mississippi is the longest river in North America at 3779 km. Its source is Lake Itasca in Northern Minnesota, and it travels through ten states before emptying in the Gulf of Mexico.

Amazing facts about the Mississippi River

Impress your children with these amazing facts about the Mississippi River!

  • It takes 90 days for a drop of water to travel the entire Mississippi River.
  • From its source in northern Minnesota to the Gulf of Mexico, the Mississippi River drops 1,475 feet (0.45 kilometers).
  • It’s home to 360 species of fish, 326 species of birds, 145 species of amphibians, and 50 species of mammals.
  • The Mississippi River is the third-largest watershed in the world.
  • The deepest place on the Mississippi River is 200 feet deep and is located near Algiers Point in New Orleans.
  • At its skinniest point, the river is between 20 and 30 feet (ca. 9 m) wide, but at its largest, it is more than 11 miles (ca. 18 km) wide!
  • The name Mississippi comes from the Anishinabe people, who called the river ‘Messipi,’ which means Big River or Father of the Waters.
  • The river runs through 10 states, including Louisiana, Mississippi, Arkansas, Tennessee, Kentucky, Missouri, Illinois, Iowa, Wisconsin, and Minnesota. This includes a massive 110 counties.
  • Every day, the river distributes water to over 18 million people.
  • It inspired many of Mark Twain’s famous stories, including the well-known ‘The Adventures of Huckleberry Finn and ‘The Adventures of Tom Sawyer.’
  • A Slovenian swimmer named Martin Strel swam the entire length of the ‘Great River Road’ (2,414 miles (ca. 3,885 km) / 3,885 kilometers) in 68 days in 2002.

The Murray River

With its source located high in the Australian Alps, the Murray River is 2575 km long and flows into the Indian Ocean. It’s home to a diversity of wildlife that can only be found in Australian waters, such as golden perch, Murray cod, and the platypus.

The River Nile

The Nile is thought to be the longest river in the world at 6650 km. It’s located in North-Eastern Africa and runs through Sudan, Burundi, Rwanda, DR Congo, Tanzania, Kenya, Ethiopia, and Egypt.

Most of the cultural and historical sites of Ancient Egypt are found along the riverbanks of the Nile.

The Yangtze River

The Yangtze is the longest river in Asia at 6418 km, and it flows from the glaciers on the Tibetan Plateau to the East China Sea at Shanghai.

It’s heavily polluted by local industry and is home to endangered species like the Chinese alligator, Chinese Paddlefish, and the river pig.

River Flooding

Rivers burst their banks and flood for various reasons, determined by factors in the surrounding landscape. As a result, floods can be disastrous and have a positive long-term impact.

What causes a river to flood?

Floods occur when a river bursts its banks, causing water to spill onto the floodplain. The main cause of the flooding is heavy rain; the quicker the rainwater reaches the river channel, the higher the chances of a flood.

Several factors of the surrounding landscape will affect how quickly rainwater reaches the channel. For instance:

  • Steep-sided channels — A river channel enveloped by steep slopes leads to faster surface run-off.
  • A lack of woodland or vegetation — Trees and plants catch or drink water, so a lack of either in the drainage basin means the surface run-off will be high.
  • A drainage basin that consists primarily of impermeable rock — Water can’t percolate through the rock later, leading it to run quickly over the surface.
  • Drainage basins in urban areas — These are made up primarily of impermeable concrete, prompting overland flows. In addition, drains and sewers divert water to the river channel, while homes with sloping roofs increase the run-off.

What are some flood management techniques?

River Engineering

River engineering is a branch of civil engineering that studies human intervention in the course, characteristics, and flow of a river to achieve some benefit. It’s an ancient practice; before recorded history, people intervened in the system and behavior of rivers for various reasons, such as management of water resources, protection against flooding, or facilitating passing along or across rivers. Methods of flood management or prevention are often based on improving the river’s flow.

Afforestation

Afforestation is the deliberate planting of trees in a drainage basin to increase interception and storage of water while limiting surface run-off. Afforestation reduces a river’s discharge, so it’s less likely to flood. It also prevents mass wasting, which lowers the amount of soil entering the river and keeps the capacity of the river high. The method is particularly effective at reducing the risk of flooding when combined with floodplain zoning.

As well as offering protection against flooding, afforestation creates new habitats for animals and filters pollutants out of rainwater, thus improving water quality. The disadvantages of the method are that it requires a lot of space to be effective, while it can be unpopular among farmers since the trees can sap nutrients from the soil.

Floodplain Zoning

Floodplain zoning organizes flood defenses to ensure that land near the river that often floods isn’t built on. Instead, the land could be used for pastoral farming, playing fields, and the like, areas that rarely get flooded and are used for houses, transport, and industry.

Wetland Restoration

Wetland restoration involves creating conditions that facilitate the creation of wetlands (swamps or marshes). Wetlands can store large volumes of water, helping reduce the discharge in a river. Wetlands don’t reduce flooding where they’re located, but rather further downstream of the river. Like afforestation, wetland restoration creates new habitats for animals and increases biodiversity. However, they limit the land available for farming, which means they can be unpopular with farmers.

River Restoration

River restoration is the restoration of a river that’s undergone hard engineering to its original course. It ranges from un-straightening a channel to removing artificial levees or diversion spillways. This may seem paradoxical, as restoring the river to its original method will undo the engineering that aimed to prevent flooding in the first place. However, restoration can divert flooding to less valuable land, meaning the risk of downstream flooding falls.

The method can prevent and revert any potential environmental or ecological damage introduced by engineering projects while it is very cheap. Issues mainly arise when it’s served in areas still in use. The local environment agency decides whether the land is valuable, and their decision may not necessarily represent the opinions of the people who use it.

What are the effects of flooding?

Floods can wreck people’s homes, ruin people’s possessions, and dramatically disrupt communities and communications. Still, flooding can have some positive impacts on an area. For example, when a river floods, it deposits fine silt (alluvium) onto the floodplain, making it fertile and excellent for agriculture. Regular flooding may be necessary for those living on or near floodplains to support their farming and provide them with food.

In general, floods have a greater impact on less economically developed countries (LEDCs) than on more economically developed countries (MEDCs). This is due to many factors; for instance, LEDCs tend to have more farms, and farming communities are often situated near fertile flood plains. Another important factor is that LEDCs don’t always have the resources to prevent flooding or manage its aftermath.

How are white water rapids formed?

White water rapids are sections of turbulent water. They usually occur in the upper course of a river, and layers of hard and soft rock form them. The layers of soft rock erode faster than the layers of hard rock, so the river’s bed is uneven. Rapids are popular with tourists, adventurers, and thrill-seekers looking to raft down them.

Rivers in Europe

  • The Volga is the longest river in Europe, at 2,290 miles (ca. 3,685 km) in length. It travels across Russia and empties into the Caspian Sea and has been used to transport resources for centuries.
  • The Thames is one of Europe’s most historic rivers and made London an important Roman trading post from as early as 100 CE.
  • The busiest river in Europe is the Rhine. It runs from the Swiss Alps through Germany and the Netherlands before it empties into the North Sea. The river is used to transport a variety of goods and resources.

The Volga River

Rivers in Asia

  • The Yangtze River in China is the longest in Asia, acting as a trade highway through the world’s most populous country.
  • In the Indian subcontinent, the Ganges is considered sacred to Hindus, who believe its water purifies the soul and heals the body.
  • The Tigris and Euphrates rivers flow from Turkey, through Syria and Iraq, and into the Persian Gulf. The earliest evidence of civilization and agriculture was found near the rivers.

The Euphrates River

Rivers in North America

  • French explorers traveled the St. Lawrence river in Canada in the 1500s, discovering fish, wildlife, and Native American tribes.
  • The chief river of North America is the Mississippi, and its importance as a trade route has increased over time.
  • The Colorado River helped the Grand Canyon, cutting through rock layers over millions of years.

The Colorado River

Rivers in South America

  • The Amazon is stronger than any other river in the world; more water flows through the Amazon than is carried by the Nile, the Yangtze, and the Mississippi combined.
  • The Paraná River on the Brazil-Paraguay border provides energy to lots of communities.
  • The Río de la Plata is the widest river in the world, with a maximum width of 220 km, and forms part of the border between Argentina and Uruguay.

The Paraná River

Rivers in Africa

  • The two largest rivers in Africa are the Nile and the Congo. The Lower Nile was home to one of the earliest civilizations; around 5,000 years ago, the ancient Egyptians benefitted from the Nile’s annual flooding, which made the land fertile.
  • The Congo river flows through a huge equatorial rainforest and is the deepest river in the world. It’s a highway for transporting goods, and vast urban areas are situated on the river banks.

The Congo River

Rivers in Australia

  • Despite Australia’s arid climate, there are still rivers running through it. The Murray River flows 2,590 km from the Snowy Mountains to a lagoon on the Indian Ocean. Indigenous Australians revered the Murray River, and the Murray Valley had the highest population density on the content before Europeans arrived in the 17th century.
  • The Darling River joins the Murray River near the town of Wentworth and flows 2,739 miles (ca. 4,408 km) from the highlands of the eastern coast.

The Darling River

River Terms

  • Bank — The riverbank is the land at the side of the river.
  • Basin — The land water must cross to reach a river. It collects all available water from its area’s tributaries, creeks, and streams.
  • Bed — The bed is the bottom of a river and can be made of sand, rocks, or mud.
  • Canal — An artificial waterway that is used so that boats can transport goods across the country.
  • Confluence — Where two rivers join together.
  • Current — The strength and speed of the river. Water always flows downhill; the steeper the ground, the stronger the current.
  • Delta — A wide muddy or sandy area where some rivers meet the sea. Here, the river slows down and drops all the sediment it’s carrying.
  • Downstream — The direction that the water flows, downhill from its source towards the sea.
  • Drainage basin — The area of land drained by a river.
  • Erosion — When a fast-flowing river damages the riverbanks and washes bits of them downstream, making the river wider.
  • Estuary — Where a river reaches the ocean and the river and ocean mix. Estuaries are normally wide and flat.
  • Floodplain — The flat area around a river often gets flooded when the water level is high.
  • Freshwater — Water with low concentrations of dissolved salts and other total dissolved solids. River water is often fresh water instead of seawater or brackish water.
  • Meander — A river that follows a winding course.
  • Mouth — The point at which a river enters the sea.
  • River channel — The area a river flows in, with banks on each side.
  • Saltwater — The type of water in seas and oceans.
  • Silt — Small bits of dirt or sand that are carried along by a river.
  • Source — The point at which a river starts its journey. This could be a spring on a hillside, a lake, a bog, or a marsh. A river may have more than one source.
  • Stream — A small river.
  • Tidal river — At the end of a river, near the ocean, water from the sea flows up the river when the tide comes in. This part of the river is called ‘tidal.’
  • Tributary — A small river leads into a bigger river.
  • Upstream — The opposite direction to how the river’s water flows.
  • Watershed — Water flows down the side of hills into rivers, but the water that lands on opposite sides of the same hill might flow into different rivers. The watershed is the boundary between two river basins.

What are Primary and Secondary Sources?

What does primary source mean?

Primary sources give you direct access to the subject you’re researching or learning about. They contain basic information. They can give you a first-hand account of an event or period, represent original thinking, and give you new knowledge. They’re usually the center of a piece of research.

The type of primary source used depends on the topic of the research. If the issue is new and current, data from interviews and experiments you do yourself can be used as a primary resource. If it’s historical, you must gather it from people directly involved with the topic using documents and texts.

Examples of primary sources include:

  • diaries, correspondences, and ship logs;
  • creative works, such as art, film, or literature;
  • original documents, such as a birth certificate;
  • biographies and autobiographies;
  • interviews, speeches, and oral histories;
  • government data;
  • statistics;
  • research reports;
  • newspaper reports, and editorial/opinion pieces.

What are primary sources used for?

Primary sources are the foundations of original research. They help to:

  • make discoveries;
  • provide evidence for your argument;
  • and give credible information about the topic.

What does secondary source mean?

Secondary sources provide second-hand information and often offer explanations for primary sources. They analyze, interpret and restate information from primary sources. They’re generally considered to be persuasive. They use commentary, evaluation, and opinions to persuade the reader of the writer’s argument.

Examples of secondary sources include:

  • journal articles commenting or analyzing research;
  • textbooks;
  • dictionaries and encyclopedias;
  • books that interpret and explore, such as academic books;
  • biographies;
  • dissertations;
  • reviews, essays on, and criticisms of creative works, such as art, literature, and music;
  • newspaper editorial/opinion pieces.

What are secondary sources used for?

Secondary sources help to provide background information or an overview of a topic. They show how other researchers have approached, interpreted, and analyzed the case. They help to:

  • learn background information about the subject;
  • support your arguments and ideas;
  • contrast your opinions or beliefs;
  • find the information you can’t access directly.

How do you use primary and secondary sources?

In a piece of research, you would directly analyze a primary source. Secondary sources are used to test their arguments against new evidence or use their ideas to support and form your own.

Both primary and secondary sources have to be correctly cited to avoid plagiarism.

Primary and Secondary Source Examples

Primary Source Secondary Source
Novel Article or essay analyzing the novel
Painting Exhibition catalog explaining the painting
A historical figure wrote letters and diaries Biography of the historical figure
Music recordings An academic book about the musical style
Photographs of a historical event Documentary about the event
Interview with an important figure Article interpreting the interview/biography about the figure


Can a source be both primary and secondary?

Whether a source is primary or secondary depends on the topic of research. One source could be primary or secondary, depending on the angle you approach it.

For example, if the research is about the poems of Edgar Allen Poe, a biography of Poe would be a secondary source. However, if the study were about him as a historical figure, it would be a primary source.

What is Scripting?

Scripting refers to a few behaviors connected to repeating set phrases and words from a pre-planned conversation, either as an autistic person or on behalf of an autistic person. It’s a very common practice since many autistic people find social interactions and situations stressful and prefer to have a ‘game plan or script that allows them to prepare for an unfamiliar or challenging event. It can be a very helpful way to get autistic children familiar with new things. However, it can lead to stilted and repetitive speech patterns, and there’s a little overlap with echolalia in some circumstances.

Why is scripting helpful for autistic people?

First, you must understand that autistic people don’t come with the same ‘user’s manual’ as non-autistic (or allistic) people. While we’re still learning a lot about the different ways that autistic and allistic minds work, there are some basic things that we do know – and they explain a lot. The key point is that autistic people don’t appear to have the same mental filters as allistic people. Allistic people’s minds are quite organized spaces – no one’s mind works the same way. Still, the brain prioritizes and sorts the information it receives in a relatively similar format. While some people are a bit more forgetful than others, and some have sharper senses, this usually falls within a reasonably narrow band of variation, and the brain’s pretty good at organizing and processing everything in a certain way, with a lot of these things happening without people even noticing. This isn’t what’s going on in an autistic mind.

While the allistic mind is very good at sorting, filtering, and generating a relatively organized sense of the world entirely on autopilot, autistic brains do not have this autopilot function. This means that autistic people have to manually do many things that allistic people’s brains do without being aware of them. This means that there’s much more variation in how autistic people operate in the wider world – there’s only so much that you can keep track of at any given time while you’re also bombarded with the whole world without any filters. This is why autistic people can find things that seem very easy to allistic people very difficult – for example, in an allistic mind, a lot of the legwork in interpreting the non-verbal parts of a conversation is being done subconsciously. In contrast, the autistic person has to manually do this and hold up their end of the conversation!

This is why autistic people are often extremely fond of routines and patterns in daily life. When the world is a huge and confusing mess, having a solid point of reference and a way to cling to helps to impose some structure and help autistic folks make sense of the world. Unfortunately, this is also why many autistic folks feel very adrift when they have to undertake something new, even if it’s not that far from what’s familiar. Rather than being able to adapt automatically, they’ve got to sort out the rules of this new situation manually. This is even more nerve-wracking for children since they encounter new scenarios much more frequently than adults, which is where scripting comes in.

Ok, but what exactly is scripting?

Scripting is a cluster of methods that autistic people and those that support them use to help to alleviate the anxiety associated with new situations and people. Essentially, it works by providing a framework for the event – it can be as simple as rehearsing what to say when meeting a new person a few times under your breath, or as complex as a fully planned timetable for an event, with illustrations, rough notes as to how long each stage is likely to take, a guide to other people who’ll be there, and a model conversation, complete with preplanned questions and example answers.

‘Scripting’ most commonly refers to the spoken side of events – it’s called this because the autistic person is more or less working from a prepared ‘script’ to participate in the conversation. There usually isn’t a literal piece of paper with what they’re going to say written down – although sometimes there can be! Most autistic people mentally write the script for what they’re going to say – which may make what they’re saying seem a bit stilted or slightly out-of-sync with the conversation.

This can also lead to autistic people having a rather repetitive pattern of speech, using the same phrases and expressions repeatedly – even when it’s not necessarily the right thing to say. This happens because, at some point, they learned this word or phrase was correct in a certain environment and are applying it to every situation that matches those original parameters (at least in their eyes).

Scripting can lead to these little conversational quirks, but it’s also a very useful pattern of behavior for many autistic people – it makes a stressful or unfamiliar situation more predictable, which may alleviate a great deal of anxiety and thus allow them access to a lot of parts of life that they might not be able to face without this level of preparation.

Scripting also gets an autistic person talking – which is the best way for them to develop their social skills. We all develop socially by interacting and mimicking others – it’s just that for autistic people, it’s a more conscious process. Scripting can be a crucial stepping stone that allows autistic person to build their confidence and get more familiar with how more organic conversation can flow. Over time, they can better understand how these situations work and begin interacting with them in a less structured way.

Many autistic adults still use scripting to some extent, although they might be extremely eloquent. They may still have to engage in conscious planning before a new situation, but they build up a much more flexible and adaptable script and learn how to deliver the more fixed parts naturally!

What are the downsides of scripting?

There are some possible drawbacks to scripting, which are usually more apparent in children than adults. The most challenging of these is when a child starts to use words and phrases in a script without properly understanding it – which limits their ability to build upon the hand and learn how to communicate organically. Think of it like speaking a foreign language: while if you’re able to rattle off a few key phrases, you’ll be able to muddle through in the short term, unless you understand what all the words mean separately and why they’re put together in that order, the second you try to move outside those basic phrases, you’ll immediately trip over yourself and not be able to go any further.

This can lead to seemingly random repetitions of phrases and words with a clear intent to communicate – but without the necessary context to get across what the child wants to say. This overlaps with interactive echolalia, where a child echoes words and phrases to communicate with others rather than ‘using their terms. This cannot be very clear in the short run, but by turning detective, you can usually find the source of the phrase and work out the logic behind how the child is using it – and there’s almost always some logic behind how they’re using the words. By taking the time to understand how they’re using language, you can help your child deconstruct their faulty script and build a more effective one. In cases where a child struggles with speech beyond echolalia, consulting a speech and language therapist is a good step. However, this may not be necessary in milder cases.

There can also be problems with scripting limiting how children interact with others. Some autistic children who use scripting become very confused and agitated when other children don’t follow what they [the autistic child] expect them to do – they struggle to understand that the other child isn’t aware of the script the same way that they are, and therefore might not precisely follow it. This can lead to very ‘bossy’ forms of play or possibly isolation from their peers – if a child isn’t able to handle other children acting in ways they can’t predict, then other children may become less willing to play with them. This doesn’t always occur and is often more pronounced in boys than girls (autistic girls are usually more willing to conform than their male counterparts socially, so they tend to devote more time to developing their social scripts, although they may still be somewhat socially awkward). Still, if it appears to be cropping up, it’s important to have a conversation with your child about the needs and emotions of others. It can be very confusing for autistic children to learn that other people think and experience the world differently, but it’s also a key step in their development. Accepting that others might not always do things the way they want makes them much more likely to thrive socially.

The important thing to remember is that scripting is a relatively normal part of everyone’s social development – for autistic people, it’s just a lot more of a hands-on process. Many issues with scripting, such as difficulty adapting to changes in conversation, repetitive speech, stilted patterns of speech, or even echolalia, will diminish or disappear as an autistic person grows up. Moreover, it’s fine if they never do completely vanish! Even if their speech patterns are never quite ‘normal,’ autistic children and adults have a lot to say, and it’s up to the world to be better at listening.

What is the Solar System?

The Solar System is a group of dwarf planets, asteroids, and comets that orbit around the Sun. The planets in the Solar System include Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.

The Sun is also part of the Solar System, as are dwarf planets like Pluto, moons like the Moon, and the asteroid belt between Mars and Jupiter.

How Old is the Solar System?

The Solar System’s age has been a fascinating area of research for scientists for many years. Through a lot of studies, it has been discovered that the Solar System is almost 5 billion years old, more specifically, 4.6 billion years old.

The fact that we can know the Solar System’s age is great, but how exactly do scientists discover this information? Well, it all has to do with the study of meteorites. Meteorites, believed to be the oldest accessible material in existence, have allowed scientists to trace the age of the Solar System over 4.6 billion years. Meteorites are not the only ancient materials kicking about the universe, as some rocks on Earth date back as far as 3.8 billion years ago.

We have not always had such advanced, in-depth knowledge about the history of the Solar System. In fact, until the Late Middle Ages–Renaissance period, most people believed that Earth was a completely stationary planet at the center of the universe. It was also believed that Earth differed from the other celestial objects in the Solar System. For example, a Greek philosopher named Aristarchus of Samos proposed the idea of the Sun being at the center of the Solar System. However, the belief was by no means widely held. It was not until Nicolaus Copernicus, a Renaissance polymath in the 15th century, formulated a mathematical model of the universe with the Sun at the center of the universe that the belief was more solidified. This mathematical model is known as ‘heliocentric,’ meaning the Sun is at the center.

A couple of hundred years later, in the 17th century, Galileo made several important discoveries that improved our understanding of the universe. Notably, Galileo discovered that the Sun was covered in sunspots and that Jupiter had four satellites orbiting around it. After this, many great minds expanded on Galileo’s discoveries, including Christiaan Huygens, a Dutch mathematician, physicist, astronomer, and inventor. Huygens, widely believed to have been one of the greatest scientists of all time, discovered Saturn’s moon, Titan, and the shape of the rings surrounding the planet. Many important discoveries were made in the years following that laid the foundation for what we now know about the universe’s history.

How was the Solar System Formed?

Scientists believe that the solar system started as a loose cloud of gas and dust, and a force called gravity pulled the parts of the cloud together into clumps.

Over millions of years, these clumps formed everything that the solar system is made up of today, which includes the Sun and everything that orbits it. This consists of eight planets, asteroids, comets, and other small, icy objects. Yet, even with all these things, most of the solar system is in space!

The Sun, the largest object in the solar system, is at the center, has a diameter of 865,000 miles (ca. 1,392,083 km), and contains more than 99% of all the material in the solar system. It is a very hot ball of hydrogen and helium gases constantly changing, and its core temperature is more than 15,600,000 degrees Celsius. This process gives out large amounts of energy, which living things on Earth depend on, in the form of light and heat.

The solar system is one small part of a huge system called the Milky Way Galaxy, which is just one of the billions of galaxies that make up the universe. This puts the vast size of space into perspective! The solar system orbits around the center of the Milky Way Galaxy around once every 225 million years.

Each planet in our solar system orbits the sun at different speeds depending on how far away it is. The difference between the orbit times of the closest and the farthest planet from the sun is a massive 60,137 days!

The Order of the Planets in the Solar System?

As mentioned, eight planets in our solar system orbit around the Sun. Starting with the closest planet to the Sun, the order of planets in our solar system is as follows:

  • Mercury
  • Venus
  • Earth
  • Mars
  • Jupiter
  • Saturn
  • Uranus
  • Neptune

You may look at this list and feel like something is missing. This is because, until fairly recently, Pluto was also considered a planet. However, Pluto is now classified as a dwarf planet, meaning it is not included in the eight main planets in our solar system.

What is the Farthest Planet from Earth?

We know the order of the planets about the Sun, but what is the farthest planet from Earth? Well, the simple answer to that question is Saturn. So let’s dive deeper into Saturn, the sixth planet from the Sun and the farthest planet from Earth.

Saturn is the second-largest planet in our solar system, beaten only by Jupiter. This huge planet is essentially just a huge ball of hydrogen and helium encompassed by its iconic rings. Discovered in 1610 by the Italian astronomer Galileo Galilei, Saturn was first viewed through a telescope. It was then named Saturn, after the Roman god of agriculture and wealth.

  • Is there life on Saturn?

One of the questions everyone asks about space is: ‘Is there potential for life?’ Unfortunately, as far as we know, Saturn’s atmosphere cannot support life. The planet has an extremely cold climate, with average temperatures dropping below -176 degrees Celsius. The environment and the pressures and materials on Saturn make it pretty inhospitable. The same cannot be said for Saturn’s moon, however. Saturn has a whopping 82 moons, many of which contain internal oceans and would be capable of supporting life.

  • How big is Saturn?

As it is the second-largest planet in the solar system, we know that Saturn is big, but just how big is it? Saturn is nine times wider than Earth and has a radius of 36,183.7 miles (ca. 58,232 km) and a total mass of 5.6836 × 1026 kg.

  • Time on Saturn

Another fun fact about Saturn is that it has the solar system’s second-shortest day on any planet. One day on Saturn only lasts 10.7 hours, measured by the time it takes Saturn to make one full rotation. Moreover, a year on Saturn is around 29.4 Earth years, which is the time it takes Saturn to make one complete orbit around the Sun.

  • Saturn’s famous rings

The most defining feature of Saturn is its rings, but what are they made of? The rings are believed to be pieces of comets, asteroids, or shattered moons that were broken up before they reached Saturn. They would likely have been torn apart by Saturn’s extremely powerful gravity. Each ring comprises billions of particles of ice and rock, which are coated in other materials, like dust. The size of these particles ranges greatly from tiny ones to ones as big as a house. There are even a few particles that are as large as mountains.

Saturn’s rings extend around 175,000 miles (ca. 281,635 km) out from the planet, each moving at a different speed. Saturn’s rings are, for the most part, named alphabetically in the order that they were discovered. The main crews are called A, B, and C, and the less prominent ones are called D, E, F, and G. The exception is a gap measuring 2,920 miles (ca. 4,699 km) in width called the Cassini Division that separates Rings A and B. Beginning at Saturn and moving outward, the order of the rings are:

  • D ring
  • C ring
  • B ring
  • Cassini Division
  • A ring
  • F ring
  • G ring
  • E ring

Much farther out, there is a very faint ring called the Phoebe ring in the orbit of Saturn’s moon Phoebe.

  • The formation of Saturn

Saturn came about with the rest of the solar system around 4.5 billion years ago when gravity pulled swirling gas and dust in to form the planet. Then, around 4 billion years ago, Saturn took its place as the sixth planet from the Sun in the outer solar system.

  • The structure of Saturn

Much like Jupiter, Saturn is primarily made up of hydrogen and helium. At its center, Saturn has a dense core of metals, such as iron. This is encompassed by rocky material and other compounds that have been solidified through extreme pressure and heat. Its body is surrounded by liquid metallic hydrogen inside a layer of liquid hydrogen.

Which Planet is Farthest from the Sun?

Neptune is the planet farthest from the Sun.

Once upon a time, we had more than eight planets in our solar system. The answer to which planet is farthest from the sun was quite different. Before 2006, Pluto was considered the 9th planet in the solar system and the farthest planet from the sun. On average, Pluto was 3.6 billion km from the center of the solar system. It is so far away that one year on Pluto is the same as 248 years on Earth!

After 2006, the answer to which planet is farthest from the sun changed. NASA created a new classification system for celestial objects to be considered planets. In the new system, Pluto was labeled as a dwarf planet and removed from the list of solar system planets.

The gas giant, Neptune, is now classified as the farthest planet from the Sun because its orbit extends to 4.5 billion kilometers from it. It is so far away that it is impossible to view Neptune with the naked eye. Only one mission into space has flown close enough to photograph it.

Dwarf Planets in the Solar System

The planets that became dwarf planets in the new classification were named that because they aren’t big enough to clear out their orbits of all the asteroids, comets, and chunks of rock. Pluto, and its moon Charon, is in this category because there are many other rocks in their orbit.

The farthest dwarf planet that we know of is Eris. A planetary body so far past Pluto that it takes around 557 to 558 years to orbit the sun once!

Solar System Facts for KS2

  • For thousands of years, people thought that the Earth was at the center of the universe, as they had no idea about the solar system.
  • Astronomers like Nicolaus Copernicus, Galileo Galilei, and Isaac Newton contributed to the new model that explained the movement of the planets in the solar system, with the Sun at the center.
  • There are eight planets identified within our solar system. This number excludes the sun, a star, and Pluto, which was reclassified in 2006 as a dwarf planet.
  • Mercury and Venus are the only planets in our solar system not to have moons orbiting them.
  • Jupiter is the biggest planet in the Solar system — so big that it can fit all the other seven planets inside it!
  • One year on Neptune is the same as 165 years on Earth.
  • Despite appearances, the rings surrounding Saturn are only 30 feet (ca. 9 m) thick.
  • The Sun is a star, which is a huge ball of burning gas that gives off light and heat.
  • As well as the planets in the solar system, there are five dwarf planets: Pluto, Ceres, Eris, Makemake, and Haumea.
  • Jupiter’s largest moon, Ganymede, has a salty ocean that contains more water than Earth’s!
  • Mercury was named after the fast-footed messenger of the Roman gods because it orbits the quickest around the Sun.
  • Each year, about 28,000 tonnes of extraterrestrial material enter our atmosphere.
  • In the nineteenth century, Tsar Alexander of Russia had a sword made from an ‘iron’ meteorite.
  • Venus shines brightly in Earth’s sky because the cloud layer reflects most of the sunlight.
  • Neptune radiates 2.6 times more heat than it receives from the sun — this sign that it has an internal heat source.
  • Light from the Sun takes about eight minutes to reach Earth and takes more than 2.5 hours to travel to Uranus.
  • The highest mountain known to man is on an asteroid called Vesta. Measuring a whopping 22 km in height, it is three times as tall as Mount Everest!
  • The Earth’s Moon has approximately the same surface area as the continents of North and South America.
  • Jupiter can be seen with the naked eye from Earth as a bright, silver ‘star’ in the night sky.
  • Mars is as cold as the South Pole — its average temperature is roughly -60 °C.
  • Outside our solar system, the nearest star to Earth is a red dwarf star called Proxima Centauri, which is 4.24 light-years away.
  • Saturn’s rings are made of billions of ice-covered rock fragments and dust particles.
  • Mars was named after the Roman god of war because it appears to be the color of spilled blood.
  • The south polar ice cap on Mars is much larger than the north polar ice cap, and the southern winter is considerably longer.