| Year:
5/6 |
Likely
time: 6 hours |
|
|
Organisation
2 or 3 children in each group of similar ability
|
Differentiated Groups (of 2 or 3)
H = Higher Attaining Groups
A = Average Attaining Groups
L = Lower Attaining Groups |
|
FOCUS
|
ACTIVITIES
(group work) |
RESOURCES
|
DIFFERENTIATION
|
Our school
and change
Observing and asking relevant geographical questions |
Group
brainstorms "What is Sandling School like?"
ISSUE - WE NEED 2 MORE CLASSES.
H. What decisions will need to be made? Can you design some Qs?
A. What questions will need to be answered?
L. Where will the children hang their coats? Which toilets will they use?
Which route will they follow to get to the hall? Can you think of some
more questions like this? |
School
headed notepaper to record wordstorm "What is Sandling School like?" |
- by outcome
- by language used by teacher
|
| Data
collection and recording activites |
H. Design a group plan to accommodate 2 more classes. Make a sketch
map from an aerial photo to show your plan. Can you add some improvements
to the school grounds? Take photos of the sites that will change.
A. Where could new classrooms be built? Draw your own map of the school
grounds to mark the place, using the 1:1250 map to help you. Would you
like to make any more changes to the school grounds? List your ideas
and reasons, and mark them on the map. Take a photo of 2 sites that
will change.
L. Where could new classrooms be built? Have a look around the grounds.
Mark them on an outline map of the school grounds. Take a photo of the
place you would like to build them.
|
H.
Aerial photo of school (oblique)
camera (5 school geography resource cameras used throughout)
A. 1:1250 map of school grounds for reference only
camera
L. Enlarged 1:1250 map of school grounds to be coloured and labelled
camera |
- by resources given (H)
- by mapmaking task (A)
- by use of first hand experience for group (L)
|
| Interpretation
and analysis of data |
H. What
problems could there be? How good do you think your plans are? Who could
you ask for another opinion? What would the photos look like after the
change?
A. What problems could there be with you plans? Looking at your photos,
draw a postcard of what each place would look like after the change.
L. Would your plans be easy? What problems could there be? |
H. open-ended
A. prescriptive to focus response
L. group not expected to think of more changes |
|
Communicating findings
|
H. Present your proposal to the class and explain your reasons (orally).
A. Present your ideas to the class and explain you reasons (orally).
L. Tell the class all your ideas (orally).
|
|
- by language used by the teacher
|
| Evaluation |
VISIT FROM ARCHITECT AND VIEW PLANS CHOSEN BY KCC AND THE GOVERNORS
H. How do the plans compare to your plans?
A. How are the real plans similar/different to your plans?
L. What is similar to your plan?
What is different to your plan?
|
The architect
Real plans drawn up by architect
The builders/foreman
I.T. |
- by language used by the teacher
|
| Next Step |
WHEN THE BUILDING WORK BEGINS
H. Design a survey of building materials used.
A. Where do the building materials come from? How can you present this
information?
L. Can you find out where the building materials come from? Make a list.
AFTER COMPLETION - Compare aerial photos before and after.
|
Aerial
photos of school before and after building work (oblique) |
H. open-ended to
L. prescriptive
|
