DROXFORD JUNIOR SCHOOL UPPER SCHOOL SPRING TERM 2012(CYCLE A)

Droxford Junior School

DROXFORD JUNIOR SCHOOL Upper School: Spring Term 2012(Cycle A) Medium Term Plan

Historical, geographical and social understanding

‘Precious Places’

To increase pupils’ knowledge and understanding of the South Downs National Park and other protected environments in the world

To ensure pupils develop their understanding of the need to protect environments due to human impact, but the conflicts this can create.

To develop pupils’ map skills

To broaden pupils’ understanding of landscapes and geographical processes across time and space

To enable pupils to explore the variety of the habitats found in the South Downs National Park and other protected places around the world.

To develop spatial awareness as pupils increase their knowledge and understanding relating to places and explore geographical questions such as ‘Where is this place?’ and ‘What is it like?’

To develop geographical vocabulary and use this in making observations about, describing and comparing places.

Level 4

Pupils show their knowledge, skills and understanding in studies of a range of places and environments at more than one scale and in different parts of the world.
They recognise and describe physical and human processes.
They begin to understand how these can change the features of places, and how these changes affect the lives and activities of people living there.
They understand how people can both improve and damage the environment.
They explain their own views and the views that other people hold about an environmental change.
They use primary and secondary sources of evidence in their investigations and communicate their findings using appropriate vocabulary.

Level 5

Pupils show their knowledge, skills and understanding in studies of a range of places and environments at more than one scale and in different parts of the world.
They recognise some of the links and relationships that make places dependent on each other.
They suggest explanations for the ways in which human activities cause changes to the environment and the different views people hold about them.
They recognise how people try to manage environments sustainably.
They explain their own views and begin to suggest relevant geographical questions and issues.
They select information and sources of evidence, suggest plausible conclusions to their investigations and present their findings both graphically and in writing

Key concepts

Place

• Understanding the physical and human characteristics of real places

• Developing ‘geographical imaginations’

Space

• Knowing where places and landscapes are located, why they are there, the patterns and distributions they create, how and why these are changing and the implications for people

Scale

• Appreciating different scales – from personal and local to national and worldwide

• Making links between scales to develop understanding of geographical ideas

Human and physical processes

• Understanding how sequences of events and

activities in the physical and human worlds lead

to change in places, landscapes and societies

Environmental interaction and sustainable

development

• Understanding that the physical and human

dimensions of the environment are interrelated

and together influence environmental change

• Exploring sustainable development and its

impact on environmental interaction

Curriculum Opportunities

 Use, apply and develop literacy, art and ICT

 Take part in activities with a real purpose and audience

 Take part in activities beyond the classroom

 Meet and work with people outside the classroom

 Build on personal interests, enthusiasms and prior learning

COMMUNITY LINKS/ PARENT INVOLVEMENT

Tractor and trailer tours after school for families to learn about the ancient woodlands and

conservation areas at Corhampton Farm.

CURRICULUM LINKS:

Literacy – Poetry inspired by Yosemite NP – powerful imagery, persuasion/ discussion – conflicts with NP, explanation texts – leaflet for NP, non chronological reports,

ICT – combining graphics – front cover, internet searches/ PPP – Wind Farms

Art – Study of Andy Goldsworthy and trip to Hillier Gardens – appreciating our local environment

Vocabulary:

Scale, national parks, nature reserves, local, regional, national, international, sustainability, conservation, geology, landscapes, habitats

Points to note:

Nick Heesman – South Downs Area Manager

Elaina Whittaker-Slark

Evaluation / Future learning:

Week

Key questions

Bloom's taxonomy/ Enquiry based learning

Teaching Activities

Resources needed:

To create an understanding of ‘Precious Places’ from local to international scale

What is precious to you?

Where is precious to you?

What places in our local environment do you feel should be unchanged for the future? i.e. protected

What is precious to your community? Why?

Do different people have different opinions?

What/ where is precious nationally? Internationally?

Why?

Knowledge

tell
list
describe
relate

Structured

Teacher makes explicit links with prior knowledge and understanding

As a class discussion work through the key questions. Classroom floor/ display board could contain concentric rings to which post it notes are added throughout the session. Aim for children to see everyone has differing opinions and whilst it is important to focus locally, we must also look globally.

Encourage children to move away from i pods to environments, habitats, protected species etc.

Draw from the children where they would like this unit of study to go.

As a class write a definition of a ‘Precious Place. E.g. should all precious places be protected? Can a precious place be a building, or only environments? Why should somewhere be protected? Print out copies for topic books.

Brainstorm thinking from lesson – knowledge harvest.

Concentric rings

To identify and explore the variety of

landscapes in the South Downs National Park

through images.

To share different feelings and perceptions of

places.

To develop geographical vocabulary.

Why is the South Downs area so special that it has been designated a NP?

Can you write in your own words...?
Can you write a brief outline...?

Comprehension

compare
describe

Structured

Child able to develop creative ideas in response to stimuli and within a structured context

Follow lesson 1 SDNP teacher pack (stopping before grid references)

Read aloud Mike Tristan quote - children draw

Look at Power point 1 – discuss what they know about SDNP

Sorting images main activity – compare and contrast (within and between US classes?)

Children choose pictures for geographical descriptions – brainstorm geographical technical words first.

(Allocate a different picture to year 6 L4/5 writers for display work

Extension – write high quality description that would enable someone to draw their image from the words only.

Teacher pack

10 key images x 5

Print outs with small pictures in middle x 3 each

To consolidate and develop basic map skills.

To explore a small area of the SDNP in detail.

What can I see and experience on a walk in the South Downs?

From the information given, can you develop a set of instructions about...?
Would this information be useful if you had a ...?

Application

Show

Use

Complete

Open

Child applies knowledge and understanding to explain links and justify decisions

Continue lesson 1 from SDNP teacher pack p.4

http://mapzone.ordnancesurvey.co.uk/mapzone/PagesHomeworkHelp/mapability/

Using OS maps ensure children are familiar with grid references, contour lines, symbols etc.

Return to 10 key images from last week

Give children grid references and locate on map.

Create a display with wall map in centre and string to images around outside. Annotate with descriptions from last week. Using knowledge of maps, can they describe other features around the photo i.e. relief, rivers, land use. Could they even orientate photo?

Focusing on area around the school, children plan a 1 hour walk. See lesson 2 SDNP pack.

Discuss Country Code.

Homework – children have until after half term to go on their walk with their parents. Children should provide a written outcome of a walking guide, including pictures, description, route etc.

3 + 4

ICT lessons

To select information and sources of evidence, suggest plausible conclusions to their investigations and present their findings both graphically and in writing

Should wind turbines be allowed in National Parks?

What are the key reasons for and against a wind turbine?

How can you research and present your findings?

ICT lessons

Open enquiry based learning project, investigating real scenario of proposals for wind turbine to be placed in West Meon.

More open lines of enquiry are generated with teacher guidance

Child identifies learning gaps and continues to build on knowledge and understanding

Child able to develop and combine creative ideas

ICT files available

Power point

Internet

Archived news reports

To know about the variety of habitats in the

South Downs National Park

To understand the relationships between

habitats and factors such as soil, rock and

vegetation.

Why are there so many different habitats in the

South Downs National Park?

Knowledge and Comprehension

Structured

Child encouraged to ask questions within structured context using prompts

In pairs, pupils sort the ten key images into two

groups: those showing natural landscapes and

those showing landscapes which people changed. Share findings as a class. Reveal that all the landscapes have been changed by people, even the woods and downs, but that as this has taken place over thousands of years, it can be difficult for us to recognise the changes.

Explain that each landscape type has its own distinct habitat, and that these are home to a range of different species of plants and animals.

Continue through lesson 4 SDNP pack.

SD OS map

10 key images

SDNP logo

SDNP fact sheet

Power point 2

Activity sheet 7

Large sheets paper

To appreciate different scales

To use atlases to locate and describe places

To understand the physical and human characteristics of real places

To ask geographical questions

Why is Yosemite a special place?

Why does it need to be protected?

Knowledge and Comprehension

Supported

Questions generated by children are relevant and become more probing

OMEGA Football/ Netball – RI + ND take remaining

DVD / photo of Half Dome by Ansell Adams

Introduce Yosemite NP and its significance

Awe and wonder at images – 8 way thinking?

Locate on atlases, identify key geology, landscape etc.

Create sketch map of Yosemite with key geographical features

Video clip; ‘Time lapse; one photographer, one subject, four seasons’ (8 minutes) A personal connection to the landscape and nature.

Geology; physical features of Yosemite produced through glaciations.

1864 Yosemite Grant signed by Abraham Lincoln to protect valley and Mariposa Grove of giant sequoia trees.

This was the first park area to be protected; conversationalist John Muir was instigator.

Current organisation as a National Park.

Compare and contrast similarities and differences to South Downs – children be prepared to explain their findings to those playing sport to introduce literacy next week (poetry)

Atlases

Yosemite photos

LITERACY

Focus on the spirituality of Yosemite NP – powerful imagery/ personification of place

John Muir meditations, Magic Box

If you’re not from the prairie by David Bouchard – write own for South Downs or Yosemite

To understand the conflicts and resolutions surrounding NP

Recognise range of interested parties in the NP and how human land use affects the landscape and habitats.

Is there a better solution to...
Can you defend your position about...?
Do you think ... is a good or a bad thing?
What changes to ... would you recommend?
How would you feel if...?

Evaluation

justify
debate
verify

Open communication

Child decides how to present and communicate

Matthew Haines visit – speaking and listening focus

Conflicts of land use; discuss conservation v deforestation for timber and sheep grazing and mass tourism / commercialisation – Yosemite NP

	HALF TERM
7 + 8	LITERACY Non chronological texts – Yosemite National Park Having looked at the park from a geographical point of view, followed by spiritual through poetry, this unit will contrast with more factual information. Pupil outcome will be to write information leaflet, based on facts about Yosemite NP, including history, culture, environmental, issues, future
Week	LO		Key questions		Bloom's taxonomy/ Enquiry based learning		Teaching Activities	Resources needed:
7	To understand the conflicts and resolutions surrounding NP To understand how humans can seek to improve and damage the environment		Who is affected by SD being designated NP? What are the conflicts that could occur? Is there a better solution to... Can you defend your position about...? Do you think ... is a good or a bad thing? What changes to ... would you recommend? How would you feel if...?		Evaluation justify debate verify Open communication Child decides how to present and communicate		Outside visit by Nick Heesman and Elaina W-S Presentation by South Downs Area Manager. Why was the SD given NP status and how has that affected those living there – good and bad issues. Set up scenarios of land use conflicts, encourage US debate. Encourage use of higher order skills in Blooms and enquiry based learning	Outside speakers Plan session together. Scenario cards Land users identification
8	Catch up week! After several weeks of visitors, changes teachers etc, possibly need session to organise, present, finish off etc. Collate copies of work from ICT and literacy into folders, contents page Speaking and listening evaluation from last 2 weeks Review homework task of guided walk – share and celebrate
	LITERACY EXPLANATION TEXTS THROUGH PRECIOUS PLACES ????? Deserts?
9	TBC		Can you explain what must have happened when...? How is ... similar to ...? What are some of the problems of...? Can you distinguish between...? What were some of the motives behind...?		Analysis Open Child analyses patterns and relationships		RAINFORESTS IBAN tribe Miri rainforest resort, Brunei Caged monkeys vs those running free, to ensure all tourists ‘see’ a monkey Commercialised rainforest hotel.
10	TBC		Can you see a possible solution to...? If you had access to all resources how would you deal with...? How many ways can you...? can you develop a proposal which would...		Synthesis Open Child plans the enquiry and identifies strategies & success criteria		MARINE Gt Barrier reef damaged by tourists need for protection Over fishing, dolphins caught in nets – concept of sustainability

2 week block LITERACY		What are the issues surrounding the largest population of sea horses in the world? How can a sustainable solution be found? What are some of the problems of...? Can you distinguish between...? What were some of the motives behind...?				Analysis investigate categorise identify explain Open communication Child decides how to present and communicate	LITERACY - Persuasion and discussion Studland Bay Dorset – sea horses Introduce issue around sea horses found in Studland Bay Dorset. As the children research, can they identify the conflicts between land users i.e. boat owners who want to enjoy anchoring in beautiful location vs protecting endangered species. Create information leaflet to be handed out in marinas	Sea horse extracts from internet
11	To select information and sources of evidence, suggest plausible conclusions to their investigations and present their findings both graphically and in writing			Can you see a possible solution to...? If you had access to all resources how would you deal with...? How many ways can you...? can you develop a proposal which would...		Synthesis Open Child plans the enquiry and identifies strategies & success criteria	LOOKING TO THE FUTURE Group research project and presentation Look at protection vs access to local area, invent an issue to be solved. Bring together all learning from unit – present to class
12	To apply learning to open ended project.	Is there a better solution to... Judge the value of... Can you defend your position about...? Do you think ... is a good or a bad thing? How would you have handled...? What changes to ... would you recommend? How would you feel if...?				Evaluation OPEN Evaluate the learning and thinking tools / strategies used	Topic evaluation

Lesson 2

Mike Tristram, the Managing Trustee for SomptingEstate, near Worthing, describing the SouthDowns.

Look across under a storm cloud to wind-whipped

‘majestic mountains’, then as the light shifts, see the

same landscape as homely gentle hills and sheltered

valleys. Look down to tiny flowers that live with the

sheep and the winds, then look up to vast skyscapes.

Listen to the cattle, sheep and ploughing tractor below

– and to the lark above. Look either north to the blue

plain of the Weald, or south to the blue sea. Walk out

of the woods along a sheep- and cattle-track to smell

the gorse on a summer day; it may be momentarily still

but you can see the bushes’ shape telling you where

the strong west wind comes from; then, walk on

through a field of spring barley which will feed the

livestock in winter, or brew good beer for your later

enjoyment ... You can see and feel that you’re in a

special and important space between earth and sky.

Geographical words

Describing the physical environment:

landscape, relief, hill, upland, lowland,downland, steep slope, gentle slope, flat land,valley, river channel, meandering, grassland,wooded, meadow, farm land, arable, wildlife,footpath, viewpoint, sheltered, exposed.

Describing the human environment:

urban, rural, ancient, modern, buildingmaterials (stone, brick), isolated buildings,house, barns, village, market town, castle.

DROXFORD JUNIOR SCHOOL UPPER SCHOOL SPRING TERM 2012(CYCLE A)

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