Geography+2nd+Form+Lent+Term

=Geography 2nd Form Lent Term: Introduction to Places, Global Locations and Landscape=

Resources: Geography in the News Subscription User Name: Igor Password: SM574JEA via http://www.geographyinthenews.rgs.org/default.aspx


 * Week 1: Prelude**

As this is a half week, it is good to have a 'geographical' re-entry to school. Last term's work was on maps, mapping and looking at places. Lessons in this half week session might involve discussion around places visited, whether any maps were used, whether boys did any kind of navigation etc in the car. Boys might be encouraged to help their parents navigate using a road map when next they are on a road journey, or to use maps in other contexts such as to find a shop in a shopping centre or find their way in a new town, or in the countryside.

In addition to this a review of events over the holidays might be useful. Some of the recent news items for 2013, which might be investigated using Google Earth or a globe or the atlas would be to look at where the following news items happened:

(Annual month by month news summaries may be found here: http://www.infoplease.com/news/2013/current-events/)

Death of Nelson Mandela (South Africa) Harsh British Weather (Locations in the UK) Harsh USA Weather (Polar Vortex) (Information about the Polar Vortex here: http://edition.cnn.com/2014/01/06/showbiz/polar-vortex-explanation/index.html?hpt=hp_c1) The Test Cricket (Australia - state capitals) Continuing war in Syria (Syria)

You might also, online, visit Ben and Tarka's website to see where they are and where they have been in Antartica. http://scottexpedition.com


 * Introduction**

// (Note: Part of the CE programme included the learning of places around the globe, known as 'global locations.' As boys get older, they become less enthusiastic about this wrote learning. However, younger children get a kick out of learning/knowing countries and capitals and flags (although there is little geographical merit in learning the flags). Still, it is good to capitalise on this enthusiasm and hence, __ part __ of this term's work is to try to get boys to learn as many of the CE locations as possible. This is a __background__ objective of this term's work, and not the main thrust, still it provides an opportunity for a number of little tests, opportunities to look at maps and opportunities for boys to connect these wrote learnt places with real local knowledge.//

This term's work is on looking at landscape. It includes learning to look 'deeply' at landscape. This means to look for clues and cues and fits in broadly to the geographical skill of landscape appreciation, field sketches, sketch maps, photograph annotation etc. As per last term, there will be some time spent dwelling on landscape and drawing detailed field sketches, often, but not exclusively from photographs. Pupils are encouraged to think harder about what they can see - the direction of the shadow, the dampness of the ground, the ground cover, signs of habitation, footpath erosion, environmental damage etc etc, rather than just saying 'it's a hill with a road on it.' So, pupils are encouraged to look carefully and think deeply. This supports geography further up the school when they look at maps and physical landscape on the expedition etc.

The term proceeds by learning some skills about field sketches.


 * Week 2**

Look at the following landscape. Try to get boys to decide where it might be. They will spend two lessons looking and thinking and asking questions. Next week's work will be to think about field sketching it and then sketching it.



A link to this image is here: http://dorsum360.wikispaces.com/file/view/Screen%20Shot%202014-01-07%20at%2012.59.06.png/481056458/800x541/Screen%20Shot%202014-01-07%20at%2012.59.06.png

It's location is Quirang, Trotternish, Isle of Skye Here is a KMZ file which will open the file in Google Earth:

Some things to ask/investigate: Colour of light Direction of sun Why clouds? Why lakes? How were lakes formed? What's on the ground? Rainfall? Wind direction? (see grass) Roads Pathways in grass Habitation? Settlement? Rock type Land shape Land use Climate

The aim is not to give definitive answers to these things, but to get boys to notice them and to use as much evidence as possible to answer them. This is an exercise in looking and thinking, rather than being right.

Here is some information about the area: http://www.theskyeguide.com/walking-mainmenu-32/13-moderate-walks/128-quiraing http://en.wikipedia.org/wiki/Quiraing

Information about 'reading' landscape http://naturalnavigator.com

His RGS lecture is here: http://www.geographyinthenews.rgs.org/member/lectures/article/?id=1702 You will need to use the log in and password above

Have ordered these two books for you as resources too.


 * (I will try to get boys' sketchbooks ready for them to use)**


 * Week 3**

Go through the following with boys:


 * // Your Field Sketch Book //**
 * // by Dr A K Lee thinkingeography.com //**


 * // Geography is about looking at and understanding places. It is therefore important to look at places carefully and to make careful records. This can be done using a camera, but it can also be done using field sketches and maps. Becoming good at this helps us look for and see things in the landscape as well as record what we have found. //**


 * // Field sketches //**
 * // Field sketches are normally drawn when looking at a landscape, although they can also be drawn from a clear photograph. A field sketch does not have to be a work of art although it might well be! It is a way of recording what you have seen and noting down the important things in the view. //**


 * // Here are some pointers: //**


 * // - A field sketch can be of any landscape //**
 * // - A sketch map may also be a useful addition to your records //**


 * // Before you start //**
 * // - Think about what you are trying to record, so that you include a view that shows what you are looking for //**
 * // - Begin by adding the boldest features //**
 * // - You could use a grid system to help you keep things in place //**
 * // - Remember to add the detail that you are focusing in on //**
 * // - Use shading or colour (do not use felt tipped colouring pens), though you might use a black inky pen for labels. //**


 * // Always //**
 * // - Write a heading naming place and what your view or map is showing //**
 * // - Show which direction the view is facing //**
 * // - Add the time and date //**
 * // - Include something that shows scale (a person, car, building etc) if possible. //**
 * // - If you have a GPS with you, you could add the longitude and latitude of the location and its altitude //**


 * // Pointers //**
 * // - It’s best to use a pencil but when you improve you might like to try black ink //**
 * // - Bring an eraser and a pencil sharpener //**
 * // - Keep your book dry and smudge free //**
 * // - Keep your hands clean when drawing //**
 * // - Look for where the shadows are falling in your drawing - you could add the sun direction on your sketch //**
 * // - Never tear pages from your book, if there are any disasters try very hard to fix them and if you really cant, just abandon them //**
 * // - If you can, take a picture of your view so you can go back to look at it later //**
 * // - Feel free to draw other things from the landscape eg a sign post, a mound, a pub, these will be interesting additions to your sketchbook //**


 * Week 4: Field Maps and Transposition (Running through to Half Term) **

What is the difference between a field sketch and a sketch map' When might each one be useful.

Perhaps boys could write something like this in their books.


 * Field Sketches and Field Maps **

A field sketch is a drawing of a landscape that captures its important features. A field sketch is normally annotated and often shows other information, such as direction, direction of the sun and the direction the view is facing. It always has a full label giving the name of the place and where it is.

A field map is a view from above. It is a rough map of where things are in relation to one another. It shows the names of important features, such as roads, settlements etc. It has a scale, a north point and a key if required. It will also have a clear title.

Field sketching and field mapping allows geographers to get a good understanding of a place. Either might focus on one thing, such as settlements, or rivers or some other feature set.

-

Have pupils consider Cadogan Square, its location, road profile and distance from landmarks, such as Sloane Square, Holy Trinity Church etc. Have them draw a sketch map of Cadogan Square and the roads running off it. Boys might include Sloane Square, or at least have orientation pointers that show in which direction it is from the map. Have them put on the map the features (north point etc) as listed above.

Although you will have done work on scale last term, work through with them some rules of thumb to create an approximate scale.

If Google Earth is available, use the RULER tool to measure the size of Cadogan Square, (length and breadth) and the proportion and use this to help boys build a sketch map that is the right proportion. Such a map does not be rigidly accurate, but it should not be wildly inaccurate.

Here are some exemplars of sketch maps:








 * Week 5: Transposition**

Having drawn a sketch map of Cadogan Square showing features go back to the Scottish landscape that was drawn earlier. Attempt to make a field map of this environment from the oblique photograph.

Words: Try to get boys familiar with the following words:

Foreground Background Upper (part of the picture) Middle (part of the picture) Lower (part of the picture) Describing parts of the picture using directions rather than up down, above, below etc.