ࡱ> U@ `bjbj 7zX#FFFF8*FTV[Vjl(`ZZZZZZZ$^Rh`rZ`@``ZFF[`F8Z`Z:A~I Ph¶*pDJiQl &[0V[D`h0`IFFFFIb`EJ$<l6*ZZs.yG.yKey conceptsRange and contentKey questions and ideasTeaching and learning activitiesResources Place - understanding the physical and human characteristics of real places. Space - knowing where landscapes are located. Physical & human processes - understanding how sequences of events in the physical world lead to change in places and landscapes.  Physical geography, physical processes and natural landscapes. Managed environments. Interactions between people and their environments, including causes and consequences of these interactions, and how to plan for and manage their future impact.  What is Cheddar Gorge like? Students describe the physical features of Cheddar Gorge How did the Gorge form? Students explain the formation of Cheddar Gorge Who visits the Gorge? Students recognise the different attractions of the Gorge to visitors.  STARTER: Paired work 5Ws activity Picture of Cheddar Gorge. Students are given 10 minutes to come up with 5Ws* questions that would need answering if they were making a guide for visitors. MAIN ACTIVITIES: Use the Cheddar Gorge limestone Landscape connections interactive to make links between the different images. Students asked to reorder them into a sequence that explains how Cheddar was formed. Once the images have been ordered correctly (with teacher input?) students write a paragraph to explain the formation of the Gorge. Use Cheddar Gorge limestone Landscape formation interactive. PLENARY: Make a list of different types of visitors to Cheddar. Start with image of Cheddar Man. Lots of photos of Cheddar on Flickr to use as further stimulus. EXTENSION: Research leading to the production of a Cheddar Gorge Visitors Guide. The Gorge is an ideal location for fieldwork ***  Interactive: Cheddar Gorge limestone Landscape connections. Cheddar Gorge limestone Landscape formation Links: Cheddar gorge and caves information from Wikipedia. Limestone resources from virtual quarry unit 13 ** Downloads: Google Earth (shows Cheddar in high resolution). Image of Cheddar Man. 5Ws worksheet *and Flash version.Assessment opportunitiesPaired discussion of 5Ws. Write a paragraph to explain the formation of Cheddar Gorge based on the sequence of re-ordered images. Whole class discussion leading to list of visitors.Key processesCurriculum opportunities Geographical enquiry - ask geographical questions, thinking critically, constructively and creatively Fieldwork Graphicacy and visual literacy - satellite images and other geographical data and GIS Geographical communication Opportunities for fieldwork for pupils to analyse issues in real contexts. Investigate important issues of relevance to the UK. Visualising information using GIS. Notes* More Thinking Through Geography text (Nichols 2001) gives useful tips on how to use 5Ws exercises. ** Could explore formation of limestone in more detail using Virtual quarry resources *** The RGS-IBG has produced a limestone landscapes fieldwork resource Lesson 1: Caves Crags and Cannibals Web links: Wikipedia Cheddar Gorge and Caves  HYPERLINK "http://en.wikipedia.org/wiki/Cheddar_Gorge_and_Caves" http://en.wikipedia.org/wiki/Cheddar_Gorge_and_Caves Photos of Cheddar (Creative Commons) at Flickr  HYPERLINK "http://www.flickr.com/search/?q=cheddar+gorge&l=deriv&ct=0" http://www.flickr.com/search/?q=cheddar+gorge&l=deriv&ct=0 Virtual Quarry Limestone Landscapes teachers resources:  HYPERLINK "http://www.virtualquarry.co.uk/t_geo13.htm" http://www.virtualquarry.co.uk/t_geo13.htm Royal Geographical Society with IBG Limestone Landscapes fieldwork unit:  HYPERLINK "http://www.rgs.org/OurWork/Schools/Teachers/Outdoor+Learning/Learning+locally+through+fieldwork/Limestone+landscapes.htm" http://www.rgs.org/OurWork/Schools/Teachers/Outdoor+Learning/Learning+locally+through+fieldwork/Limestone+landscapes.htm Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResources Place - different perceptions of places. Environmental Interaction - understanding that the physical and human dimensions of the environment are interrelated and together influence environmental change. Physical & human processes understanding how sequences of events and activities in the physical and human worlds lead to change in places, landscapes and societies.  Aspects of the UK, including its changing physical geography, Interactions between people and their environments, including causes and consequences of these interactions, and how to plan for and manage their future impact. .  Why does Cheddar Gorge need to be managed? Different visitors to Cheddar Gorge have the potential to conflict with each other. Management of the Gorge can reduce the potential for conflict.  STARTER: Look at images of base jumping. Discuss the issues with BASE jumping. Should BASE jumping be banned? Why / Why not? MAIN ACTIVITIES: Conflict Matrix Students complete a conflict matrix to identify where the management issues lie. Students can discuss ways in which conflict might be prevented. The discussion can result in a list of management strategies. A useful ICT resource is an interactive map of Cheddar with images and further info.* PLENARY: Students come up with a code of conduct for one named Cheddar user group e.g. climbers, cavers BASE jumpers, bird watchers etc. EXTENSION: More able students could use Google Maps to create a sketch map locating possible conflict hotspots such as beneath the highest cliffsImages: Base jumping pictures from Flickr Cheddar impact photographs Download: Conflict matrix work sheet Cheddar photo mapAssessment opportunitiesWhole class discussion Complete a matrix Code of Conduct for a specified user group Annotate a map Whole class collaborationKey processesCurriculum opportunitiesGeographical enquiry - thinking critically, constructively and creatively. Graphicacy and visual literacy - satellite images and other geographical data and GIS Geographical communication Use a range of approaches to enquiries. Use varied resources, including maps, visual media and geographical information systems. Notes*An interactive Google Map of the area is listed in the web links A good basic map is available from the Tourist Office at Cheddar. It was produced by Sedgemoor District Council and revised in 2006Lesson 2: Cheddar Climbing and Conflict Web links: BASE jumping Cheddar images:  HYPERLINK "http://www.flickr.com/search/?q=cheddar+base&l=cc&ct=0" http://www.flickr.com/search/?q=cheddar+base&l=cc&ct=0 Photo map of Cheddar:  HYPERLINK "http://maps.google.co.uk/maps/ms?ie=UTF8&hl=en&msa=0&msid=106895422170144132172.00000112849e9fa03f2fa&z=15&om=1" http://maps.google.co.uk/maps/ms?ie=UTF8&hl=en&msa=0&msid=106895422170144132172.00000112849e9fa03f2fa&z=15&om=1 Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResources Physical & human processes - understanding how sequences of events and activities in the physical world lead to change in landscapes.  Physical geography, physical processes and natural landscapes.  How do limestone caves form? Limestone caves are formed by processes of erosion. What physical features are found in caves? Students understand some of the features of limestone landscapes, caves and caving terms.  STARTER: Show caving movie Discuss how caves form. ** MAIN ACTIVITIES: Whole class activity Watch an animation of cave formation using Cheddar Gorge Limestone Landscape formation Give students a glossary of caving terms. Draw a diagram in cross section of the physical features of an imaginary cave. Watch caving movie again and/or follow a pre-prepared script and draw what they hear PLENARY: Take the virtual tour of Ogof Ffynnon Ddu. Can students find Dip Sump?  Interactive: Cheddar Gorge Limestone Landscape - formation Video: Caving movie Downloads: Glossary of caving terms Script for drawing a cave Links: OFD virtual tour website Assessment opportunitiesWhole class discussion Diagram of cave featuresKey processesCurriculum opportunities Geographical enquiry - find creative ways of using and applying geographical skills. Graphicacy and visual literacy - construct maps and plans at a variety of scales, using graphical techniques to present evidence.  Link up with other subjects.Notes** Link to properties of limestone virtual quarry lesson 1 Lesson 3: Underworld Web links: Ogof Ffynnon Ddu Virtual tour:  HYPERLINK "http://ogof.net" http://ogof.net Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResourcesPlace - physical and human characteristics of real places. Space - interactions between places and the networks created by flows of goods. Interdependence - human action in one place has consequences elsewhere. Environmental Interaction - tensions between economic prosperity and environmental quality (conserving landscapes and preventing environmental damage). Physical & human processes - sequences of events and activities in the physical and human worlds lead to change in places and landscapes Cultural understanding and diversity - peoples values and attitudes differ and may influence environmental, issues, and developing their own values and attitudes about such issues. Variety of scales, local to international. A range of investigations, focusing on places and issues. Different parts of the world in their wider settings and contexts. Physical geography, physical processes and natural landscapes Interactions between people and their environments, including causes and consequences of these interactions, and how to plan for and manage their future impact.  How do speleothems (cave formations) form? Why do caves need conservation? Cave formations result from the precipitation of soluble minerals over long periods of time. Caves are fragile environments STARTER: QTVR panorama view of Molinos Caves in Spain & discuss how the various features might have formed. Can refer to Wikipedia article or other web based resource for answer. Learn the names of the most common speleothems MAIN ACTIVITIES: Whole class activity leading to paired work Examine images of vandalized caves. Discuss the reasons why caves are fragile environments (time, cave life, fragile formations, muddy footprints remain forever etc.) Come up with a Cave conservation code and compare with real version. PLENARY: Show students a picture of birds nests for sale (note the price) and read a recipe. Could also read an excerpt from an article referring to bird nest collecting in Asia. EXTENSION: Read and discuss the San Francisco Chronicle article Deadly DelicacyLinks: QTVR panorama Images of speleothems from Wikipedia Speleothem article Wikipedia Cave vandalism images Cave Conservation code Birds nest soup menu and article Bird nest collecting article Deadly Delicacy articleAssessment opportunitiesWhole class discussion Learn terminology for speleothems Cave Conservation code Key processesCurriculum opportunitiesGeographical enquiry - solve problems and make decisions to develop analytical skills and creative thinking about geographical issues. Fieldwork Geographical communication - communicate their knowledge and understanding using geographical Vocabulary. Explore real and relevant contemporary contexts Participate in informed responsible action in relation to geographical issues that affect them and those around them. NotesThe timings for the starter and plenary activities could be extended at the expense of the main activity, which need not be covered in too much detail.Lesson 4: Save Our Caves Web links: Molinos Caves QTVR:  HYPERLINK "http://www.panoramas.dk/fullscreen/fullscreen49.html" http://www.panoramas.dk/fullscreen/fullscreen49.html Speleothems image:  HYPERLINK "http://en.wikipedia.org/wiki/Image:Labeled_speleothems.jpg" http://en.wikipedia.org/wiki/Image:Labeled_speleothems.jpg Speleothems, Wikipedia:  HYPERLINK "http://en.wikipedia.org/wiki/Speleothem" http://en.wikipedia.org/wiki/Speleothem Vandalized caves pictures:  HYPERLINK "http://wasg.iinet.net.au/poorcaving.html" http://wasg.iinet.net.au/poorcaving.html Cave Conservation guidelines:  HYPERLINK "http://web.ukonline.co.uk/nca/canda/concode.htm" http://web.ukonline.co.uk/nca/canda/concode.htm Cave diving video:  HYPERLINK "http://www.youtube.com/watch?v=HVFKfFBZvPk" http://www.youtube.com/watch?v=HVFKfFBZvPk Cave bird nest collecting picture:  HYPERLINK "http://www.flickr.com/photos/m0les/499086218/" http://www.flickr.com/photos/m0les/499086218/ Birds nests for sale:  HYPERLINK "http://www.alibaba.com/catalog/11901791/Cave_Bird_Nest.html" http://www.alibaba.com/catalog/11901791/Cave_Bird_Nest.html Birds nest soup cave image:  HYPERLINK "http://www.trekearth.com/gallery/Asia/Thailand/photo192806.htm" http://www.trekearth.com/gallery/Asia/Thailand/photo192806.htm Birds nest soup article:  HYPERLINK "http://en.wikipedia.org/wiki/Bird's_nest_soup" http://en.wikipedia.org/wiki/Bird's_nest_soup Birds nest soup recipe:  HYPERLINK "http://www.recipesource.com/ethnic/asia/chinese/soup/00/rec0005.html" http://www.recipesource.com/ethnic/asia/chinese/soup/00/rec0005.html Bird nest collecting article:  HYPERLINK "http://www.abc.net.au/science/slab/niahcave/week2-3.htm" http://www.abc.net.au/science/slab/niahcave/week2-3.htm Deadly Delicacy:  HYPERLINK "http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/2000/12/19/MN116962.DTL" http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/2000/12/19/MN116962.DTL Lesson 5: Into Titan Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResources Place - investigating a real place, considering where it is, what it is like, how it became like this and how it might change. Developing Geographical imaginations of places. Physical processes - sequences of events and activities in the physical and human worlds lead to change in places and landscapes.  A range of investigations, focusing on places. The location of places and environments. Key aspects of the UK, including its physical Geography. Physical geography, physical processes and natural landscapes  What / Where is Titan? What would it be like to explore the largest vertical cave in the UK? Students understand that vertical caves are particularly exciting and dangerous places. Students describe a caving expedition to explore Titan the largest vertical cave in the UK.  STARTER: Small groups/ whole class Dress a caver * MAIN ACTIVITIES: Small groups / short tasks: Locate Titan on a map Examine a picture of the cave. Read the guide to exploring Titan (briefly!) Make a list of the equipment needed to explore the cave using Inglesport site. Watch BBC video with sound turned off Leading to *** Create sound track / voice over /narration for video. There are various narration possibilities. PLENARY: Listen to some of the sound tracks / the original video with the sound turned up. EXTENSION: More able groups will include details about how vertical caves form. They could use the internet to find out more about Titan and Peak Cavern  Links: BES dress a caver website Titan guide Inglesport caving equipment site BBC news video of exploration of Titan Interactive: Titan / Castleton map Images: Titan picturesAssessment opportunitiesPeer assessment of video narrationKey processesCurriculum opportunities Geographical enquiry Geographical communication  Use varied resources, including maps, visual media and geographical information systems Notes*** Sound tracks could be recorded using audacity or just voiced over. The best narrations will complete a bit of extra research to explain how this huge cave was formed Web links: Dress a caver:  HYPERLINK "http://www.bec-cave.org.uk/component/option,com_wrapper/Itemid,65/" http://www.bec-cave.org.uk/component/option,com_wrapper/Itemid,65/ Inglesport caving equipment:  HYPERLINK "http://www.inglesport.co.uk/caving.php" http://www.inglesport.co.uk/caving.php Map of Titan location:  HYPERLINK "http://maps.google.co.uk/maps/ms?ie=UTF8&hl=en&om=1&msa=0&msid=106895422170144132172.00000112849e9fa03f2fa&z=15" http://maps.google.co.uk/maps/ms?ie=UTF8&hl=en&om=1&msa=0&msid=106895422170144132172.00000112849e9fa03f2fa&z=15 Guide to Titan:  HYPERLINK "http://www.hitchnhike.co.uk/pdc/cave_guide_peak_titan.htm" http://www.hitchnhike.co.uk/pdc/cave_guide_peak_titan.htm Titan pictures:  HYPERLINK "http://daveclucas.com/titangallery/index.html /" http://daveclucas.com/titangallery/index.html /  HYPERLINK "http://www.hitchnhike.co.uk/pdc/photo_titan.htm" http://www.hitchnhike.co.uk/pdc/photo_titan.htm Titan image:  HYPERLINK "http://w01-0504.web.dircon.net/pdc/photo_19990206_006_prd.jpg" http://w01-0504.web.dircon.net/pdc/photo_19990206_006_prd.jpg and:  HYPERLINK "http://w01-0504.web.dircon.net/pdc/photo_20050506_1857_rs.jpg" http://w01-0504.web.dircon.net/pdc/photo_20050506_1857_rs.jpg Titan video from BBC Short  HYPERLINK "http://news.bbc.co.uk/media/avdb/news/video/64000/bb/64582_16x9_bb.asx" http://news.bbc.co.uk/media/avdb/news/video/64000/bb/64582_16x9_bb.asx Full  HYPERLINK "http://www.bbc.co.uk/mediaselector/check/player/nol/newsid_6120000/newsid_6121600?redirect=6121616.stm&news=1&nbwm=1&nbram=1&bbwm=1&bbram=1" http://www.bbc.co.uk/mediaselector/check/player/nol/newsid_6120000/newsid_6121600?redirect=6121616.stm&news=1&nbwm=1&nbram=1&bbwm=1&bbram=1 Lesson 6: Over the sea to Skye Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResources Place - the physical and human characteristics of real places. Developing geographical imaginations of places. Cultural understanding and diversity - differences and similarities between people, places, environments peoples values and attitudes differ and may influence Environmental issues. Pupils develop their own values and attitudes about such issues. Physical geography, physical processes and natural landscapes. A range of investigations, focusing on places A variety of scales, from personal, local, regional and national.  What is it like to visit Skye? Students describe the characteristics of a Scottish mountain environment using words and images STARTER: (Small groups) Suggest captions for a suitably inspiring Flickr photo from Skye using the Flickr toys Motivator tool. Students could be shown an example. A good group activity. MAIN ACTIVITIES: Paired task leading to individual work Create a picture gallery or montage from Flickr photos that describe the Isle of Skye. Paired task. Pick some key words that describe the physical geography. (Individual task) Use the words to create a poem. PLENARY: Students choose an image to display to the rest of the class while they read their poems. EXTENSION: The poem could be combined with the image in a photo-editing application for a wall or online display.Links: Flickr Photos Flickr Toys Motivator tool Image: Example of Motivator picture outcomeAssessment opportunitiesGroup work to come up with photograph captions. Photograph collage Questioning how did students select images for montage? PoemKey processesCurriculum opportunitiesGeographical enquiry - creative ways of using and applying understanding to create new interpretations of place and space. Geographical communication - communicate their knowledge and understanding using geographical vocabulary and conventions in both speech and writing. Use a range of skills, including ICT Make links between geography and other subjects. NotesWeb links: Photos of Skye (Creative Commons) at Flickr:  HYPERLINK "http://www.flickr.com/search/?q=skye+scotland&l=deriv&ct=0" http://www.flickr.com/search/?q=skye+scotland&l=deriv&ct=0 Flickr Motivator tool:  HYPERLINK "http://bighugelabs.com/flickr/motivator.php" http://bighugelabs.com/flickr/motivator.php Lesson 7: Querying the Quiraing Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResources Place - Understanding the physical and human characteristics of real places. Space - Knowing where places and landscapes are located, and why they are there.  Location of places and environments. Physical geography, physical processes and natural landscapes. A range of investigations, focusing on places.  Can you plan a walking route around the Quiraing using an OS map? Use an OS map to plan a route Match images with map features STARTER: Show picture of the Quiraing ; pupils suggest how it was formed (A = landslip) MAIN ACTIVITIES: (Small group / paired activity) Plan a mountain walk / mountain bike ride in Skye. As an example, read description of a walk around the Quiraing from website. Plot the route on an OS map Create own walk or ride in this area based on information from the OS map PLENARY: Locate selected photos of the area on map. Which direction was camera facing? (Could be a quiz)** EXTENSION: create a route card of the planned walk / ride with bearings, escape route etc.  Map extract (digital or paper) of the Quiraing* Isle of Skye walks website Photos for plenary Assessment opportunitiesClass discussion Map and route card Photograph quizKey processesCurriculum opportunities Geographical enquiry Graphicacy and visual literacy use Ordnance Survey maps to a scale of 1:25,000 and 1:50,000 to interpret physical landscapes. 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