Year+2+Geography

Year 2 || =Seaside=
 * GEOGRAPHY


 * Information ||

Objectives
• To understand what the seaside is like and why people like to go there • To use maps and atlases • To use a variety of resources to find out information • To develop geographical vocabulary

Prior learning
To benefit from this lesson, children should: • have discussed what places they have visited and compiled a list; • have contributed to a wall display representing the information pictorially or graphically by bringing postcards and photographs from home (this could be done in a short end-of-afternoon session); • have located places by using a map or atlas and grouped them into types of environments, e.g. town, countryside, seaside.

Vocabulary
seaside, beach, human, physical, features

Resources
• data projector or interactive whiteboard linked to a laptop • computer suite or standalone computer • Internet access and a web browser • presentation software that allows images to be displayed alongside a word bank (in this Example, //Textease//) • example resource file showing completed presentation (in this Example, //Scarborough PowerPoint// //file//) • wall map of the British Isles • atlases

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use the appropriate presentation software and word bank; • use an interactive whiteboard or data projector; • access and download images from the Internet.

Preparation for this lesson
Download from the Internet some images of seaside places that people visit for enjoyment. Include different types to enable children to identify a variety of coastal features. Ideally, show resorts that are reasonably close to your school. Prepare a presentation file of images of UK seaside locations that people visit for enjoyment. Before the lesson, set up the relevant software and resource files on the shared area of the network, or on the computers that the children are to use. Prepare the software on your own computer ready for display. Prepare a set of help cards, or prompts and diagrams, to help children to remember what to do when they are using the software.


 * Lesson extract ||

Main activity
Using the whiteboard, make a list of the seaside locations that the children have visited in this country. Encourage children to talk about the locations, saying what they did and saw along the beach. Not all children will have made visits. If possible, pair children so that at least one of them has visited the seaside or so that both of them have visited the same place. Revise where the children have been, or would like to go. Place each resort on a large class map of the UK, using and developing the display. Start your presentation file. As you show the slides, create a geographical vocabulary word bank, which can be saved if the whiteboard is interactive. Q What features can you see on the photographs? (e.g. beaches of different materials, sand, pebbles, mud and mixtures of these; shoreline, dunes, cliffs, rocks, pools, pier, lighthouse, groynes, funfair shops, stalls, seats and shelters) Q Do we see these features at home? What is different? What is the same? Identify the physical and natural features, distinguishing them from the human and built features. Q Why do people choose to visit these places? What attracts people to these places? (e.g. beautiful scenery, sandy beach, interesting shops, something different to do, clean air, fishing, and so on) Q What kinds of activities do people do in these places for enjoyment? (e.g. walking, playing, shopping, sightseeing) Q What features do you like to have when you visit the seaside? Q Which age groups do you think like a sandy beach? Why? Organise the class to work in pairs or small groups. Ask the groups to use maps and atlases to help locate a seaside place of their choice (not necessarily one that they have visited). Encourage them to describe where the resort is in the UK (e.g. on the east coast, looking out onto the North Sea). With the children, collect and save some more images. Extend the children’s thinking through questions such as: Q Where is this seaside place to be found? Q What buildings can you see in the picture? Q Is the activity you can see in the picture work or play? Q What natural features can you see? You may wish to help the children to create a presentation file similar to the resource file included on the CD-ROM, ‘Our seaside place’ (resource A).

Next steps
Go to http:// [|www.multimap.com]. Enter the name of a place and get a 1 : 25 000 map and aerial photograph to print off and display. Annotate the map and/or photograph with geographical vocabulary, e.g. shore, cliffs, lighthouse, sandy bay, pebbly beach, using labels created with a word processing package. Similar lessons can be developed for other themes or localities, local and distant, e.g. rivers, villages.//


 * Notes ||

Links to QCA schemes of work
The lesson links to: QCA Geography Unit 4: Going to the seaside Section 1 Who has visited other places?

Subject links
Possible links can be made to reading and writing activities in the literacy hour and to work in art.

Why use ICT?
The advantages of using ICT are as follows. • The Internet gives access to a much wider range of information and resource material than is offered by the print resources in a school. New and interesting images stimulate the development of geographical vocabulary. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion.

Year 2 || =Global eye=
 * GEOGRAPHY


 * Information ||

Objectives
• To understand how the quality of the environment can be sustained and improved • To understand the slogan ‘think global, act local’ • To collect and analyse evidence

Prior learning
To benefit from this lesson, children should: • be able to collect data; • to be able to sort and classify data using a range of simple criteria; • know how to use a simple graphing program to create pictograms; • have carried out a simple survey using a questionnaire and analysed the results; • have visited and undertaken simple investigations of their locality. The lesson also assumes that in Year 1 children have looked at recycling in the classroom and playground, and the different materials in each area.

Vocabulary
recycle, sustained

Resources
• data projector or interactive whiteboard linked to a laptop • computer suite • presentation software (in this Example, SMART Notebook Software//) • data handling program with survey form and graphing facility (in this Example,// Data Handling //interactive teaching program (ITP))//

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • prepare and use a data collection form; • use a simple database with graphing software; • use an interactive whiteboard or data projector; • access the Internet.

Preparation for this lesson
Design a simple data collection form that children can use to conduct a survey of what is recycled in their homes based upon the questions above. Use a tick box format for the form if possible. You may want to develop the idea of ‘yes’ or ‘no’ and compare these with multiple-choice questions with tick boxes. Include unlikely items such as spectacles or shoes. It helps to think of jumble sales! Print enough copies in readiness for the lesson. Design a simple database ready to input data from the form. You may wish to look at some recycling websites in advance of the lesson. Refer to the yearly teaching programmes in the Framework for teaching mathematics from Reception to Year 6// to identify the aspects of data handling that can be drawn out in this lesson. This will help to make sure that the teaching and learning of mathematics and geography are mutually reinforcing. Before the lesson, set up the relevant software on the shared area of the network or on the computers that the children are to use. Prepare the software on your own computer ready for display.


 * Lesson extract ||

Main activity
See how far children remember their work on recycling in Year 1. Make sure that they understand what the term ‘recycling’ means and that it does not always mean taking things to a dump. Other people can benefit, for example, through clothes taken to the charity shop, or placed in a nursery dressing-up box. Build on this by asking: Q What could be recycled at home? (e.g. card, paper, cans, clothes, glass, waste food, household goods) Work in groups to see who can make the longest list. Q What happens to things that are recycled? Q How does recycling help the environment? Help the children to understand the term ‘sustainable development’. Make sure that they appreciate that this is about ensuring a better quality of life for everyone in the world now, and for generations to come. In short, if something can be reused, it saves making the same thing again. Give out the data collection form and ask children to complete it. Now ask the children to work in pairs or small groups and to put their results into the data handling program ready to graph the class survey results. You may need some extra adult support for this part of the lesson. Use pictograms and bar charts but not pie charts (children are unlikely to have met pie charts previously in their mathematics lessons, or have done the necessary work on fractions to be able to discuss them properly). Q What do the results tell us about the extent to which recycling is happening in our homes? Compare the two types of graph. Ask: Q Which graph gives the clearest information? Q Which recycling are we doing quite well at? Which could be improved? What are the reasons for this? Q Would the results be the same if we surveyed other classes in school? Draw out what could be recycled for other people and recycled for processed reuse (e.g. glass, tin, paper). Q What can you start to do now to help the environment? How could you encourage your family to help you? Bring in the idea of recycling through charity shops, TV and Blue Peter appeals, Red Cross emergency calls for blankets in natural disaster areas. Discuss the idea that recycling saves trees, peat and digging holes for minerals, and that the environmental consequences of recycling/not recycling go beyond local solutions. Explain the slogan ‘think global, act local’.

Next steps
The lesson could be extended as follows: Q What do we recycle in school? What could we do to improve things in school?


 * Notes ||

Links to QCA schemes of work
The lesson links to: QCA Geography Unit 17: Global eye Section 4: What do we recycle at home? QCA ICT Unit 2E: Questions and answers Section 1 Key idea: that information can be represented as graphs but that this can only provide limited answers to questions

Context of this lesson
This is the fourth out of seven lessons. Earlier work should have shown that more than paper, glass and plastic can be recycled (e.g. clothes, books, records and video tapes are recycled through charity shops).

Subject links
Links can be made to reading and writing activities in the literacy hour and work on handling data in the daily mathematics lesson.

Why use ICT?
The advantages of using ICT are as follows. • A simple data handling program with graphing facilities takes much of the tedium out of sorting and presenting information in graphical form. • The use of the Internet helps teachers to extend their own knowledge and understanding about environmental issues before teaching the children.

GEOGRAPHY Year 2 || =An island home=

Information ||

Objectives
• To locate a place on a map of the British Isles • To identify some of the physical and human features of a place • To identify how an island is different from the mainland

Prior learning
To benefit from this lesson, children should: • be familiar with some of the physical features of their local environment; • be able to discuss typical forms of transport and jobs in their own locality.

Vocabulary
island, jobs, weather, shops, mainland, beach, sea, water, pier, jetty

Resources
• data projector or interactive whiteboard linked to a computer • word processing or presentation software (in this Example, //SMART Notebook Software//) • Internet access to websites providing maps of the British Isles and Coll and photographs of Coll, such as [|http://www.multimap.com] [|http://www.collholidays.co.uk] [|www.isleofcoll.org] • //Katie Morag and the Two Grandmothers// by Mairi Hedderwick (Bodley Head)

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • download, print and project images from the Internet.

Preparation for this lesson
Before the lesson, collect some photographs of Coll. Have ready some photographs of your locality. Set up the photographs on your computer ready to project. Print out a selection from both collections of photographs ready for the sorting exercise in the lesson.

Lesson extract ||

Introduction
Read //Katie Morag and the Two Grandmothers// to the children. (Struay is a fictional name for the real Isle of Coll in the Inner Hebrides off the west coast of Scotland. The ferry comes from Oban.)

Main activity
Use an interactive atlas or appropriate website with an interactive whiteboard or data projector to show children the location of Scotland and the Western Isles. Alternatively, use a wall map of Great Britain. Show the children a selection of photographs of Coll. Discuss with the class the differences between their own locality and Struay. For example, find out who has been on a boat similar to the ferry. Start a word bank on the whiteboard with island words (e.g. sea, water, pier, jetty). With the children, locate your home area on the map of the British Isles, mark the spot and devise a route to the Western Isles. Explain that Skye is the only Scottish island linked to the mainland by a bridge. Discuss different ways of travelling to Struay. Discuss also why people might choose the ferry or helicopter, raising issues such as cost, convenience, time taken for the journey, frequency of the service, the weather. Go through the story again with the help of the saved pictures and photographs. Ask the children to identify suitable words to describe the physical and human features in Struay (e.g. rocky, bleak, empty). Add these to the word list. Organise the class to work in groups of three or four children. Give the groups copies of photographs of Coll and of their home locality. Ask the groups to sort the photographs into photographs of Coll and photographs of their home area. Then ask the groups to find three differences and three similarities between Coll and their home locality.

Plenary
Bring the class together and take feedback from the groups. Summarise the similarities and differences.

Next steps
Ask children to create labels for the photographs using words from the word bank. Continue to use the websites to discover more information about Coll, such as times of the ferry and shop opening hours. Develop the lists of physical and human features to show activities, jobs, shops and different types of transport. Compare and contrast with the children’s home locality.

Notes ||

Links to QCA schemes of work
The lesson links to: QCA Geography Unit 3: An island home Section 1: Where is Struay and what is it like?

Context of this lesson
This is the first lesson of the series of lessons in the unit. It builds on locality work in Unit 1. The series uses stories to develop children’s awareness of geographical features.

Subject links
Link to reading and writing activities in the literacy hour.

Why use ICT?
The advantages of using ICT are as follows. • The Internet gives access to a much wider range of information and resource material than is offered by the traditional print resources in a school. • The use of the Internet helps teachers to extend their own knowledge and understanding about particular issues before teaching the children. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. • To buy quantities of good quality photographs so that each pair of children can have one is expensive – only one is needed for an ICT presentation to the whole class. An extensive range of photographs is available at relatively small cost or even free on CD-ROM or from websites.