Location of Schools
My school:
This exemplar is for a teacher- led lesson in geography. It includes some whole class activities, individual work and pair work. Children can, individually or as a class, work through section 1 of the Schools Geography unit, before or after this lesson.
Learning objectives:
- That children will explore and become familiar with the natural and human features of their school and its immediate surroundings
- That children will engage in the practical use of maps, photographs and aerial photographs of their school
- That children will understand how to read the a compass
- That children will find sunny and sheltered areas of their school grounds
Resources : Compasses. Map of school area. Aerial photograph of school area. Simple map of school building and its grounds.
Warm ups: Aim- To generate interest
A) Children can be told that they will be examining a mystery place and will have to discover as much information as they can about it.
Teacher might show the children part of a picture of their school taken from an unusual angle. Children might have to match this with some other parts of the picture to make the full picture. The school is then identified and the lesson moves on.
Or
B) Show children a range of pictures on OHP or using a slide show of pictures. Children as a group must see what they all have in common and write down their answer individually. Share this with the class. The answer could be: They are all school buildings/public buildings.
1. Brainstorm in pairs or groups of four -where are schools usually located? What can we tell about this from examining a map/maps showing a school?(s) Are all schools near roadways? Are they near houses and other homes? Resources: Map of school area. Aerial map showing school.
In pairs they will speculate on the key things about where their own school is located
They will consider the environment of the school
Comment on the types of spaces which are outside and what they are used for.
Will comment on whether some parts of the school are [a] sunnier [b] more sheltered
Development
2. Children will be given a small map of the school and grounds.
It is explained that they will have to write in pencil the areas outside which they think are sunny areas. Aspect is introduced. It is explained that sunny places are south facing areas while areas which get least sunshine are north facing.
Pair work: What direction do winds come from. Children are given a few minutes to consider this. Feedback.
Development
3. Explain and teach: Winds are called after the direction from which they come so a wind from the north is called a northern wind. Ask children might this bring cold temperatures and why. Ireland's most common wind comes from the south west. Show on a large map. Areas of the school that are facing south west are windy as a result.
**Compass points: Revise.
Distribute compasses to groups of about 4. Ask children to find north in the classroom.
Application: Outdoors: Children in small groups take the map of the school and grounds and survey the school or part of it. The plan should have a few questions attached to the rear asking children to observe and find evidence of sheltered areas, sunny areas in the grounds etc.
Return to classroom: Feedback - Ask children were their speculations correct.(ie what they had originally drawn on their plans) Children then comment on what they have discovered. Record summary of the information on a large table naming the sunny areas etc.
Recording information: What I learned about my school building and grounds
Using text and drawings.