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=>>> Lent and Summer term programme see menu bar on right hand side.= = = =Geography 2nd Form Michaelmas Term=

Access GEOGRAPHICA360

=**Week 1**=
 * Basic introduction to geography and orientation exercise**


 * What is geography?** A general introduction which gets pupils to ask questions about what geography includes. Specific answers to this question can actually be rather complex, and so the objective here is to have boys try to answer the question. Basically pretty much anything can be included in the study of geography, so you need to be quite inclusive. The conclusion to the discussion is that geography can study just about anything.

At the end of this show them the Prezi on geographica360 and the short video.


 * The Key to the Kingdom:** The corollary is that geography will help pupils learn about how the world works and about their place (man's) place in the world. Understanding geography is understanding how the world works, it is 'life's instruction book.'


 * Where do we start:** This question should be posed. Again let boys say what they like. Where is the start of learning about the planet. They should ultimately come to a (guided) conclusion that it starts right where they are and the question this leads onto is just exactly where are we?


 * Where am I?** [RESOURCES NEEDED: PAPER A5] This question should be posed. Again let boys say what they like. Give out paper and get them to write answers on them as large as they can. Get them to come out and when there is a repeat, send him back to his desk with a new piece of paper. Soon you should have a line of boys at the front of the room all with places in which they are in eg Earth, Cadogan Square, London, Universe, England, United Kingdom, Northern Hemisphere etc.


 * Sorting:** How are we going to sort this out? Get yourselves in order. Boys shuffle and decide. Collect the paper in order.


 * Book:** [RESOURCES NEEDED: EXERCISE BOOKS FROM PHOTOCOPY ROOM DARK GREEN A4] Distribute books. In their books on the second white facing page get them to write down Where Am I? And then give them the list of places they said from the largest to the smallest.

**Cover books**: Cover books in a map, put on name sticker and cover with plastic.

**Insert Sheet**: [RESOURCES NEEDED: PRINT AND TRIM INSERT SHEET IT CAN BE FOUND ON GEOGRAPHICA360] Boys to add insert sheet in inside endpaper of book. They should do this after they have covered their book so that the sheet is not obscured. Boys should read through this with the teacher.

**Title page**: Boys to start a title page saying geography. They can draw things of a geographical nature around the word and they should be told that their drawing can be drawn slowly over many weeks, and should be finished for half term. Use this as a finishing off exercise. Book should be 1. Front endpaper book rules sheet. 2. Front white facing page: Title Page 3. Rear of title page: Blank Page 4 Where am I writing as above.

**Geographica Booklet**: Give out geographica booklet and green folders in which they should be put.

=** Week 2 **=
 * Basic national understanding **


 * Where am I?** (2) Last week we thought about where we are and we worked it out. Use Google Earth on the screen to connect scales. Zoom out from Cadogan Square and show the British Isles.



Support information for this can be found here: http://blog.ordnancesurvey.co.uk/2011/08/whats-the-difference-between-uk-britain-and-british-isles/

Boys should also learn some places around the British Isles.

Here is a sheet boys should be given. Click to download and print. It has two sides and can be printed double sided. It will need to be trimmed. The back side can be glued on because the answers will be written on the front.

Boys should colour the map carefully. Encourage them to take some time as this will support the cartography they will do later in the year.

It will actually take a while for this work to be done. Use finishing off exercise from last week for speedy workers. Try to slow them down and be neat and tidy.

=Week 3=
 * Introductory Mapping**

Boys to look at the London Map in Geographica. Enjoy the map with them, the colour, the age etc.

Which way round does it go? Talk about turning the map around the right direction. Eventually introduce the "special geographical word" for turning a map around the right way - 'orientation'. Get them all to say it and use the word a lot in the lesson. Reward boys for using it. Remind them in subsequent lessons.


 * Introduce the compass points**. Get a compass from the Geography Room. Get them to stand up and face N S E W, eventually introduce NE SE SW and NE. Play a game where you say the direction and they have to turn to face the direction. Boys are happy to play this for a while. You can do it at the start of each lesson and occasionally thereafter for consolidation.

Give out this sheet:



And have boys label and glue into their books. The title should be compass points. The sheets will need to be cut in two as they are 2 x A5 per A4 sheet.

//NB The building does not exactly face NSEW tell boys this, it's a little bit out, you can check it with the compass. Basically, however, we say that The side of the building facing Cadogan Square is East.//


 * 4, 8, 16 Point compass.** Boys at this stage should just know the 8 point. If they are keen go through the 16 point and talk about why it might be necessary.


 * NEW: See this site for computer room use. Compasses and Directions by Ordnance Survey**
 * http://mapzone.ordnancesurvey.co.uk/mapzone/PagesHomeworkHelp/mapability/compassesanddirections/**


 * Some of the earlier pages are most relevant.**


 * Cadogan Square: Look at the Cadogan Square map which is in Geographica and on the Geographica 360.**




 * Give boys a copy of this map and get them to draw the compass point on it. Click on the map above for the PDF.**

POSSIBLE BOOKWORK**: Draw compass in books. Give out simple made up map and ask them to tell directions from one place to another, or set work based on the London Underground local map. Using the atlases, get them to write ten places that are North of where they are, South, East, West etc.

=Week 4=

Boys learn basic navigational use of a compass.

Map and compass skills. One lesson take boys out in to Cadogan Square Gardens with a printout of the above map. Get them to work on directions and using the compass. This process might take one lesson to prepare and one to 'execute.' You might want to show them the compasses in one less and discuss how they work.

There is more information than you need here: http://adventure.howstuffworks.com/outdoor-activities/hiking/compass.htm

Other potential resources: http://www.wow4water.net/images/2006724164251.pdf dorsum360.wikispaces.com

Possible activities: Give each boy a compass (these are on order and we should have them soon) and walk around the square asking what direction things are in relation to one another. If possible try to get them to understand direction FROM and direction TO. This can be a big problem later in their school geography, and good to clear it up early! Put a pillow case over a boy's head with the compass underneath and get another boy to move him to a set location eg find the marker, using steps north, south, east and west, i.e. guidance using instruments.

NB: Boys at this age often have a conceptual problem with how the points of the compass work. They think that North in one place is different to North in another place, the objective here is to try to get them to not think this way!

Print off this sheet to help with access into Cadogan Square Gardens. The key is in the green box in the top drawer of Mr Kaye's desk.




 * POSSIBLE BOOKWORK**: Encourage work using the 8 point as opposed to 4 point compass. As per above, get them to find locations that re NE SE SW and NW. Make a map showing what things might be found around Cadogan Sq. Could provide simple map on which they could add places.

=Week 5= Boys learn context using Local Area map (from Sloane Sq Tube Station), Google Maps, and the London Underground Maps.


 * Introduce/discuss the local area map.**

You could even ask them what the London Underground could provide to help people when they exit the station, and then steer them to come up with a map, whereupon you might reveal that, funnily enough, they do make one, and you happen to have some with you...

Discuss distance and direction to Sloane Square Tube station. How would you orientate the local area map. What else is in the vicinity. Why would the Underground make such a map? Who would it be useful for? What else could it include? Does the map have a title, scale, north pointer, key? What are these things, and explain that these things are important rudiments for good maps.


 * Introduce to local area using Google Maps on the screen.**

What is where? Zoom out, which direction is France, Germany, Iceland, the North Pole, Greenland etc. Get them to understand the relationship between distance, direction, and the map on the screen.

Introduce to Tube Map.

You could go through a little about the London Underground Map. The history of it is quite interesting. You could even show them early prototypes.

http://en.wikipedia.org/wiki/Tube_map


 * Examples of alternatives**

Not ok I'm coming ok understand this Friday I need to consult diary
 * New:**

http://londonist.com/wp-content/uploads/2013/01/in-circles-smooth.jpg (Very interesting)

http://also.kottke.org/misc/images/tubegeo.gif

http://farm5.staticflickr.com/4038/4408874775_a05f58623e_o.jpg SKELETON!

Keep re-iterating distance, direction, locations, relationships between places etc. Continue to play the direction game.

http://www.inlondonguide.co.uk/images/stories/1_TopMenu/map_london_b.jpg
 * POSSIBLE BOOKWORK**: In the Computer Room use Google Maps and get boys to find interesting places near SHS and indicate what they are which direction they are from SHS. Use Google Earth on classroom screen and centre on SHS and then explore and ask boys to make a note in their books about what direction they are from SHS. Print a London map and get them to determine directions from SHS. Perhaps use a map such as this one:

=Week 6= The Whole World I: Looking at the Atlas including navigating the atlas, indexes, tables of context, map finders, UK sections, world sections, other maps etc.

Go through the atlas, over two weeks, exploring it and instilling in pupils the pleasure of looking at maps. It might be useful to activate Google Earth/Maps on the screen at the same time to zoom in and to ask and answer questions about place eg It's all very good to look at a map of Africa, but what do villages look like etc. Explore places on Google Earth/Maps and then look them up in the atlas. - Exercise their map reading skills.

There are some interesting things to see here. Clicking on the Google Earth icon on each page will download the KMZ file which will launch Google Earth and show it on the screen.

Initially look at atlas pages 4-11 explaining the reading of maps and use of the atlas.

GAMES: Once you have demonstrated how the index works. Have boys close their atlases, and they have to find a location in the atlas in the index, turn to the right page and put their finger on the location, and put their hand up.


 * POSSIBLE BOOKWORK**: Make a ten question quiz questions and answers on back of a card. Then swap with another boy to answer. Quiz. Ten question quiz using atlas as a resource.

NB Do not use the fantasy maps for this part of the course, as they will be used later in the year.

=Week 7= The Whole World II: Continue going through the atlas, working on indexes. Play games encouraging them to find things, and set work to find things that are very interesting - encouraging them to mine maps for things that are unexpected. (This is a very useful exercise in looking, exploring, and grappling with the map). Continue to use Google Earth on the screen to zoom into specific landscapes.

You might use GeoGuesser with them, which is an online web app showing locations in the world. (I have not used this yet with this age group, and am not sure whether they will have enough ability to interpret landscape locations from photographs - but it is certainly worth a try).

Ask questions like: What is missing in this atlas? How could it be better? What is the best thing about it? What is the worst thing about it?


 * POSSIBLE BOOKWORK:** Write a book review of the atlas (this encourages them to be critical consumers of map data). Tie this in with the 'lies' of the Tube map. Is there anything that is misleading? Why is Britain featured in a disproportionate way? Where are most of the people on the planet? (Look at the population map) Should it have a Chinese focus? Why / why not?

=Week 8= Glorious Maps Look at other maps. I can give you some OS maps and a few others. Look at online maps.

This is a good YouTube introduction to loving maps: https://www.youtube.com/watch?v=dldHalRY-hY&feature=player_embedded#at=78

Historical maps are available here: http://www.oldmapsonline.org

Here is a range of interesting maps: (Beware not all of them are suitable for a young audience, so be prepared to scroll over some) http://twistedsifter.com/2013/08/maps-that-will-help-you-make-sense-of-the-world/ Some are also rather USA centric.

=Week 9=


 * This unit is spread over the weeks remaining in the term. It is not split in weeks because various sections might take differing amounts of time. Best to read over the process and try to time it to the time remaining in the term.**

Resources below. Choose a range from those below and any others you might find.

What is a cartographer?

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Maps can be great fun and quite artistic!

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 * Look at Ordnance Survey**

Here is an introduction to the Ordnance Survey http://www.bbc.co.uk/news/uk-13853690

This is the Ordnance Survey YouTube Ordnance Survey Page http://www.youtube.com/user/OSMapping/videos you might want to mine it for things that you think might be appropriate:

Some information about Ordnance Survey's practice of updating maps http://www.youtube.com/watch?v=2nVY4OHoiS8

See this short unit on the Beauty of Maps http://www.bbc.co.uk/schools/teachers/beautyofmaps/

The video programme is not still available but there is an interesting excerpt here: http://www.bbc.co.uk/programmes/p007hqsz

Review key aspects of maps: Title Scale NorthPoint Key/Legend

Map Documentary Sadly not complete, but perhaps nice to dip into some of these episodes.

http://www.youtube.com/watch?v=G1_Eyx96Et4
 * Medieval Maps: Mapping the Medieval Mind**

http://www.youtube.com/watch?v=ZXjwnk0UKRc
 * City Maps: Order out of Chaos**

http://www.youtube.com/watch?v=uZMF_G0RmuY http://www.youtube.com/watch?v=ZXjwnk0UKRc
 * Atlas Maps: Thinking Big**

Look at some beautiful maps.

The big reveal, perhaps we can make some (maps)...

Cartography Part 1: Draw a make believe island. It needs a realistic scale, north point, key and title. You can be creative but also realistic. Draw your island on a piece of A4 paper. Teacher to review and approve.


 * Cross Curricula Part 1a: Get boys to write an history of the island. Include legend, and something about the historical weather e.g. the winds that come from the north. Who settled it and when and why, and what resources the place might have etc. This is to get them to think about the island as a real entity.

Part 2: Discuss the difficulties of using black fountain pens. How easily they break if they are dropped, if too much pressure is used or if the nibs are scraped.


 * Cross Curricula Part 2a: Get boys to write a one page story about something that happened on the island. They have to use the geography of the island as part of the story. Last year they seemed to make a bit of a meal of this, so probably wise to try to condense this exercise and get them to focus on the use of place, location, direction etc. The rationale for this exercise is for them to 'invest' in the map and to use it effectively.

Part 3: Give them a piece of tracing paper and some clips. Get them to draw alignment crosses in pencil on their maps and on the tracing paper - so that they can be erased later. NB Ink eradicators do work with the black pens, but there is no post eradication black ink, so it can be used to clean up little messes, but you will not be able to write over the top with the fountain pen.

Part 4: Frame the maps. I have some passepartouts, as well as last year's work which I did not return to boys, at least you can show them last year's work, and perhaps once it has done this job, we might return them!

>>Happisburgh in the recent news: http://www.telegraph.co.uk/earth/environment/archaeology/10625386/Happisburgh-footprints-they-will-make-us-rethink-what-we-know-about-early-humans.html

ALSO

There’s a good overview of Happisburgh on Britain from Above Disc 1: Untamed Britain.