WELCOME_TO_THE_UNITED_KINGDOM

WELCOME TO THE UNITED KINGDOM - UK – OK (A unit for Key Stage 3) This unit builds on KS unit of work, as published, entitled Getting to Grips with the UK Areas of the KS3 statutory order covered in more significant depth include: -undertake geographical enquiry -class / school based fieldworking -using maps of different types and making maps -communicating geographical information in a range of formats -investigating key aspects of the geography of the UK including changing physical and human geography, current issues and its place in the world today -exploring real and relevant contemporary issues -using Geographical Information Systems (GIS) -participate in responsible action in relation to geographical issues that affect them -examine geographical issues in the news -investigate important issues of relevance to the United Kingdom This is not a lesson by lesson break down – it is merely a suggested routeway through a more detailed investigation of the UK – including a range of suggestions for exploring the noted key questions Where there is group work, sufficient time must be set aside for the students to present their findings to the whole class Apply the concept of slash and burn to this planning frame! Key Question Learning Objectives Learning Pathway – Suggested Activities – Teaching and Learning Strategies – Resources What on earth is the United Kingdom really like? Starter ideas 1- Sounds and Pictures Elgar – Enigma Variations http://www.youtube.com/watch?v=Dsw4IhZ_uQ0 together with images of the UK downloaded from www.geograph.org.uk -To analyse a wide range of secondary sources of information – Strange goings on -To explore personal perceptions of the UK -To gather geographical information on the UK and present findings in an appropriate format http://www.cheese-rolling.co.uk/photos_and_images.htm - Cheese rolling http://www.youtube.com/watch?v=vcE-QQAy_a0 - Highland games http://www.youtube.com/watch?v=0dEZ4w7VRq4&feature=related Morris dancing http://www.youtube.com/watch?v=FqtIlaHIqrs – Millennium stadium http://www.youtube.com/watch?v=HmI0kvsath0 – Davali festival Leicester 2010 http://www.youtube.com/watch?v=sh2DEgjzdfk Guy Fawkes night – Carousel of activities introducing the UK -Landscape paintings http://www.google.co.uk/images? um=1&hl=en&rls=com.microsoft%3Aen-gb%3AIESearchBox&rlz=1I7SKPT_en&tbs=isch %3A1&sa=1&q=landscape+paintings+of+the+UK&btnG=Search&aq=f&a qi=&aql=&oq - UK anthems, songs, regional music Thoughts - UK poems (for example Matthew Arnold – Dover Beach) and accounts – for example snippets from: Bill Bryson – Notes From a Small Island – ISBN 0-552-99600-9 Charles Jennings – Up North Beyond the Watford Gap – ISBN 0-34910685-1 Charlie Connelly - Attention All Shipping – ISBN 0-349-11603-2 Stuart Maconie – Pies and Prejudice – ISBN – 978-0-09-191022-8 J.R Daeschner – True Brits (From Bog Snorkelling to Cheese Rolling) – ISBN 0-09-945346-0 - Meet the expert – hot seating a UK expert – somebody who has travelled extensively across the UK - UK image explorers – picture sorting and analysis – UK images from www.geograph.org.uk - Data investigators – UK facts and figures explorers Students complete mind map unravelling what the UK means to each of them This can be added to during the unit – good AfL and AOL – using different techniques to display existing and new knowledge of the UK Students work in teams to create a presentation on the UK to be shown by TV channels across the world prior to their coverage of events at the 2012 Olympic Games Exploring what the term UK means to the students and their lives What on earth has it got to with me? Links to history – making of the UK http://en.wikipedia.org/wiki/United_Kingdom Where on earth is the United Kingdom? -To synthesise information from a range of geographical source material -To describe and explain the location of the UK -To explain the impact of the location of the UK on the people who live there Investigating the location of the UK within a European and Global context This gives the opportunity: -to enhance atlas skills -to use appropriate locational vocabulary – latitude and longitude -to place places With younger KS3 students this can include building up an address for the school within the context of the solar system Who can produce the most simplistic – yet accurate description of the location of the UK for the introduction to a new KS textbook on the UK Group / paired work – investigating the impact of location for example on climate, occupations, tourist destinations and farming etc (Use of thematic maps) Great weather events 1987 – storm and 2011 – winter Opportunity to teach specific components of UK geography in this section for example weather and climate Exploration of the advantages and disadvantages of living in the UK What has the UK got to with me? If they have not investigated the UK in KS 2- Magic Map sorters – Sorting secondary sources – Creating mighty map washing lines For washing line activity, selected pairs of students are given an envelope with one of the following items in They have to describe their geographical resource to other members of the class and place it on the washing line in the correct position From space to place The sources listed below are only suggestions Students are selected at random so that sequencing of resources comes into consideration – other students in the class can support their peers in placing the resource in the correct place Source Picture of the solar system Source Photograph of the earth from space – (Apollo 13 astronaut ‘Over a colourless lunar surface, the earth hangs like a gaudy Christmas bauble against a deep black background – the most beautiful bauble I have ever seen’) Source Satellite image of the world – lights around the world Source Map of the world – physical Source Map of the world – political – showing the countries Source Map of the Northern Hemisphere Source EU satellite image – physical features Source EU map showing countries Source Satellite picture UK – physical Source 10 Map of the UK showing towns and cities Source 11 Map of the SE region Source 12 Aerial picture of the SE from Google earth / Google maps Source 13 Maps of Hampshire – different scales / parts 1:50000 etc Source 14 School location map Source 15 Picture of the school gate / school sign High order questioning to dig deeper into each resource is essential What are the key characteristics of each of the countries of the United kingdom? Starter activity – pictures and check lists – (access to internet for cross referencing if required) – 20 images from around the UK – Where is each location? Which of the countries of the UK are they in? What does the picture show? – identifying and describing geographical features shown -To identify and describe geographical features Country detectives – Split the class into UK detectives – investigating England, Northern Ireland, Scotland and Wales http://en.wikipedia.org/wiki/England http://en.wikipedia.org/wiki/Wales http://en.wikipedia.org/wiki/Scotland http://en.wikipedia.org/wiki/Northern_Ireland -To undertake simple framed geographical enquiry -To represent the geography of specific UK countries in personalised formats Use of atlas maps – with detailed maps of individual countries – if not Google maps of the UK and the individual nations – country data etc -Design a mural – with a series of images which best portrays the geography of their selected country Considerations include rural v urban coastal v inland, upland v lowland, islands v mainland and old v new etc -Design bubble maps to show the main characteristics of the selected country -Produce trump cards outlining the geography of the selected nation -Produce their own photo collage of their country and outline the reasons for selecting their photographs Display collages in the school entrance -Create country travel game – based on the geography of the selected nation Extended writing – write comparatively about the geography of the countries making up the UK (see Ofsted report February 2011) -Create a detailed itinerary for a coach trip for visitors to the individual nations of the UK – Highlights of England – Highlights of Wales etc Model expectations using a range of printed tourist and / or on line tourist brochures The brochure to be set out in personalised formats but must map of route – travel times between destinations – pen pictures of places and areas visited – weather expectations– the tour has to give a real flavour of the selected country – and it’s diversity How are places in the UK similar and different to my place? Recap on the key characteristics of the school locality – -To describe and explain the geography of the locality of the school Depending on time –opportunities for local fieldwork – Use My Map section of Google Maps to create a virtual tour of the school locality Alternatively take pictures of the school locality for placing on www.geograph.org.uk etc Uploading of films of the school locality to You Tube -To apply fieldworking skills and techniques Secret places working in pairs – How are the following localities (places) similar and different to the school locality (They need to place places) -To synthesise information from geographical information systems -To explain how places in the UK can be similar and different? -To give reasons for similarities and differences between places There findings can be displayed around a wall map of the UK The activity is based around postcodes for specific localities (their research is based on what they can discover about the settlement that their postcode is in) DD11 1PS; 1V51 9NP; G5 0YP; IV22 2PA; CF10 1NT; CF47 8AN; LL24 0EL; SY23 2BX; BT1 5GS; BT40 1AS; BT48 9LD; BT70 1AB; TR19 7DF; WA10 3TT; B1 2EA; CB7 4HF; BD23 4DB Where is their secret location – placing places? What are the key geographical features of the locality? Why has the settlement developed where it is/ How is it similar and different to the locality of the school and the settlement that the school is situated in? Use http://maps.google.co.uk/ , www.geograph.org.uk http://www.upmystreet.com/ http://www.bing.com/maps/?showupgrade=1 etc How can the UK be divided into different regions? Teaching the concept of a region – Personal regions covered by individual students in their day to day life – comparisons for the regions that they cover with a classmate Dangerous Minds theme - Mapping local hoods -To explain the concept of a Mapping the school catchment area as a region Mapping visitors to the region school (data has to be collected in advance) – travel to work area for staff -To create simple maps to represent geographical information Newspaper regions – using local papers – for example in the south of the county Southern Daily Echo – Bournemouth Echo - Portsmouth Evening News etc -To explain how aspects of geography determine the landscape -To analyse thematic maps and describe geographical patterns -To explain reasons for specific geographical patterns – distributions in the UK Starter activity – exploring how the county of Hampshire can be broken into different regions – for example the main districts – Magic maps which split the county into regions for example – geology, landuse and districts and population distributions (densely and sparsely populated) etc – physical v human regions What correlations can the students see between the mystery maps – suggesting reasons why? Group investigations on UK regions through analysis of thematic maps This can include:-relief -climatic -farming types -economic regions http://www.picturesofengland.com/mapofengland/regions.html -industrial location -population http://www.google.co.uk/imgres? imgurl=http://www.sasi.group.shef.ac.uk/publications/pandpimages/g01_p opulation_map.jpg&imgrefurl=http://www.sasi.group.shef.ac.uk/publication s/pandpexamples.htm&h=802&w=450&sz=89&tbnid=DJgg0WHcoWPt9M: &tbnh=300&tbnw=168&prev=/images%3Fq%3Dpopulation%2Bmap %2Bof%2Bthe %2BUK&zoom=1&q=population+map+of+the+UK&usg= CVgoTobQdUa JzTFxsyn4CnxxDxs=&sa=X&ei=EXBTYOCCYyDhQfruOX9Bg&ved=0CCEQ9QEwAA http://sticerd.lse.ac.uk/dps/case/CBCB/census2_part1.pdf -socio – economic -political views http://www.telegraph.co.uk/news/politics/2432632/UK- General-Election-2010-political-map.html -health http://www.dailymail.co.uk/health/article-1037116/The-REALhealth-map-Britain-From-lowest-life-expectancy-fattiest-diet-likelyfare.html http://news.bbc.co.uk/1/hi/health/7584191.stm Other examples… What does their map show? How is the information displayed? Is the information easy or hard to (extract) read? top pieces of information they have discovered – suggesting reasons for the differences across the UK for their research area etc Each group produces a summary of their findings for other groups – placed on VLE – to be downloaded by their peers How are regions of the UK both similar and different? Starter activity – review map showing the economic regions of the UK (not just for England) How does it split the UK up? Which region is Hampshire in? Which other counties are in this region? Counties game http://gwydir.demon.co.uk/jo/maps/england.gif - just for info -To describe how the UK is divided into different economic regions -To undertake geographical enquiry on UK economic regions -To compare economic regions and explain reasons for similarities and differences between them http://nuff.org.uk/factfile/images/NUFFIndex/maps/ukregions.gif Able students issues with being ‘ruled form Guildford – Surrey’ Students given specific economic region to explore – Agree with whole class the common questions that they want to ask about their region – research the information for their region – display in personalised format Work in pairs to compare their regions – comparative writing – this might well need modelling – support from the English department as necessary How is ‘our’ region linked to other parts of the United Kingdom? -To create maps to display personal links with UK places -To use simple fieldworking skills and techniques to explore how the school is interconnected to other UK places -To recognise and explain how the local region is interconnected to other UK places Mapping personal links to other parts of the UK – Which UK places are important to us and our extended family – real opportunity to enhance and apply mapping skills and techniques Creating ‘My Personal UK Explorer Map’ Comparing UK links across the class Selected task form for example Service provision investigation – Which areas of the UK does the school have service and provision links with? Displaying findings – collecting of data prior to the activity – visitor to the list – local providers – national providers (school finance officer) Exploring infrastructure links from the local area to other UK destinations National news links Local service centre review – shops / offices – UK HQs etc Local sporting connections – on the road with Farnborough Town – Basingstoke Bisons etc Others How is the United Kingdom interconnected / interdependent on other Examples of starters - Getting to Grips with international news footage – the world at our finger tips Technology has shrunk the world – examples Chilean miners – parts of the world? -To use fieldworking skills and techniques to investigate global links Japanese Tsunami - Investigating holiday venues / visit venues for students in class – Investigating changes to holiday patterns through time – from UK tourism to global tourism - Hunting and mapping global links through in school fieldwork – electrical equipment, food stuffs, clothes, published materials, car production etc -To describe and explain how the UK is both - Investigating global interconnectivity through study of premier UK interconnected and football teams – UK ‘supporter’ teams or trans-global commodities interdependent to / on other groups of nations Detailed personal or group research on UK links related to for example -To explain the concept of - The British Commonwealth http://www.mapsofworld.com/worldBRIC and describe the commonwealth-map.htm importance of these nations to the UK now and in the - The European Union future http://europa.eu/abc/european_countries/index_en.htm - The United Nations http://www.un.org/Depts/Cartographic/english/htmain.htm Important groupings of today the BRIC nations Who are they? Why are they important to the UK? What impact could they have on our lives in the next decade (and beyond)? http://www.investopedia.com/terms/b/bric.asp http://en.wikipedia.org/wiki/BRIC http://edition.cnn.com/video/data/2.0/video/world/2009/11/25/pilgrim.bric.c ountries.cnn.html How has the geography of the United Kingdom changed in the last 50years? If the students have not investigated the concept of change (causes and consequences) then this is a time to it – Suggest investigate the notion of change in their own lives – personal time lines – noting key events -To explain the concept of and reasons for geographical change Investigating a local case study of change – for example - housing growth in the local area; housing decay – disused military homes; a new superstore development; and coastal erosion – exploring reasons for change – social, economic, political, natural, environmental etc -To recognise and describe change that are taking place in the school locality -To explain the causes and consequences of change in the local area -To undertake geographical enquiry (UK case study) -To explain both the causes of change to a specific UK locality and the impact of this change on people, place and environment Starter activity – Old and New Comparing old (1930 – 1950 – 1970 OS maps of your district) – Highlighting the significant changes that have taken place across time Use of OS 1:25000 free maps Investigating district plans – What are the key projected changes noted in the plans for your district? Homeworking task Remembering the past – A chance to explore the geography of the UK when great grandparents, grandparents and adults who look after them at home were younger – The opportunity for creating geographical / historical pod casts – Students to generate their own interview questions Change detectives – selected regional case studies from across the UK (exploring change in more detail) Examples – these are differentiated – for example Olympic site (easier) to Leicester (hard) - London Docklands Stratford Olympic Site Rhondda Valley – South Wales Coalfield Gun Wharf or Cardiff Bay Grimsby – fishing fleet – Deadliest Catch – No longer - Coastal change on the east coast of the UK GEAR – Kitty – ‘They have taken the heart out of Glasgow Leicester – demographic changes Oldham – Rochdale – Bury – Bolton (The dark satanic mills) Others - What are the key issues facing the United Kingdom today? -To use a range of secondary sources to summarise UK news -To identify and explain key issues facing the UK as a nation today -To undertaken geographical enquiry to dig Starter activity – investigating current national news via the use of a range of secondary sources – local newspapers, national newspapers, Internet news sites etc (Different sources for different groups of students) Which news items are common to all the sources? What is hot gossip in the UK today? Why? How is the news item reported – looking at bias in the reports etc? Focused investigation of one or more of the issue(s) – Group research and presentations Issues might include Population migration Energy prices and energy sources Housing Well being – health issues – www.worldmapper.org deeper into contemporary UK issues Transport and travel Occupations and job opportunities Olympic issues The research topics will change through time – this is very much about contemporary issues / concerns Note we cannot ignore contentious geographical issues – otherwise we sell the subject short Similarly we cannot be the preachers of doom and gloom What we want in the future for the Untied Kingdom? NOTE Children and young people are our today and our tomorrows – It is important that their views are sought on local, national and international issues – we ignore their voice at our peril - To describe and explain personal visions for the UK of tomorrow Mind Mapping – Life in the UK 2011 – What is it really like for us? Following the previous investigations the students work in teams to outline their dreams and aspirations for the UK of tomorrow – the UK of the 21 st century (participatory geography) - To express geographical viewpoints using appropriate techniques Their points of view are shared in a range of formats for example the school newsletter, the VLE, the school council, class and corridor displays or to a review panel – year leader – HT –school governor etc Exploring the methods by which we can express our feelings about issues impacting on our lives / concerns that we have – exploring the democratic pyramid from local – to global (UN rights) Letters expressing their considerations can be sent to the local MP and Euro MP