ࡱ> U@ UHbjbj TO?ZZZn,,,8.--n.....;;;$RAXZQP:N;@QQ..x ͧUUUQ4Z.Z.UQU,U3UʜpZ.. yC,Rpž80R\pnnZ΢ ;hFCJUH<L;;;nnd#*$Tnn* Teachers Notes Section 1  Please refer to the Curriculum Map for learning objectives for the China theme. The resources have been designed for students at Upper Key Stage 2. They cover the requirements for the study of a river, the Yangtze, within the geography curriculum. They also provide the opportunity for the development of history skills looking at change with time in China. Resources are divided into 2 key areas as listed below: Resource SectionKey Question being exploredSection 1:Where in the world is China?Section 2:What is the Yangtze and what is its importance? Guidance concerning how to deliver section 1 of the resources is provided within this document, and guidance concerning how to deliver section 2 of the resources is provided within the teachers notes accompanying section 2. Each of the two sections of resources contain fact sheets either to be used by pupils in lessons or for teachers to supplement their own subject knowledge and a series of activity sheets containing details of the tasks students should complete. Within each of the two learning areas listed above, teachers have been provided with a sequence of learning activities to deliver to a class of students. Please note that the ideas provided in these notes can and should be adapted to suit the ability and age of the children in question. Graphicacy is the essentially pictorial communication of spatial (geography) and temporal (history) information. A graphicacy and oracy approach has been adopted here, since this encourages pupils with limited literacy skills to succeed in humanities, unhindered/uninhibited by having to write things down. Oracy requires pupils to use their newly acquired vocabulary as they discuss information and ideas and enables teachers to hear and check its use. The worksheets that are provided are intended to be used collectively with a class or group, on an interactive whiteboard if available, but could be printed off and used by pupils individually or in small groups if required. The emphasis is on children doing humanities and talking about what they are doing, with the teacher listening in and joining in geographical and historical conversations, extending childrens understanding, thinking, vocabulary and interest. The following symbols have also been used in the resources to make practitioners aware of preparation required before delivery and items to keep for future lessons.  Retain for future use  Preparation of materials required Starting the topic: Before teachers begin to deliver the material provided within the fact sheets and associated activity sheets it is recommended that a simple baseline assessment is first conducted with students. This should be completed before the actual lesson begins and will allow teachers to assess the progress made by the end of the topic. Three ideas for baseline/introductory activities are provided below: Word association: Start the topic with a quick China word association activity. As a whole class activity ask the children Whats the first word you think of when I say chocolate? collect a few oral responses. Repeat with football. This gets the children into the mood. Ask them to jot down the first 5 words they think of when you say Asia, which might include what?. Collect responses until there are no new words to collect. Repeat with China. This gives a quick idea of the childrens preconceptions of China and an indication of what misconceptions and perhaps prejudices need addressing during the topic. Mind mapping: Divide children into small groups (3-4) and ask them, on A3 sheets of paper, to mind map everything they know about China (including Chinese people, Chinese homes, the Chinese landscape), selecting from and possibly adding to the words elicited above. Collect in these mind maps. (Sharing them with the whole class at this stage can introduce misconceptions where none existed.) At the end of the topic these will be returned to the children for them to edit and amend and then construct a class mind map. Encouraging enquiry activity: Ask children to think of anything they would like to know about China. Create a list of questions they would like the answers to. Use prompts such as How, why, who, what, where, when? Encourage them to ask geographical questions (about the landscape, weather, people, customs, religions, language). Put these questions up on the wall and explain to children that the answers will be discovered over the coming lessons (but not all in this section). Refer to these questions throughout the topic to ensure the childrens questions are answered. Put this question sheet up on the wall and make it accessible to students (they can add more questions to it as they go along). Selecting from the three activities listed above forms the introduction to this short unit of work. Once completed, teachers can begin guiding children through section 1 of the resources as detailed below. The activities, organised as a series of enquiry questions, form a continuum, providing each pupil with the opportunity to consolidate their graphicacy skills as far as they are able. Section 1: Key Question: Where in the world is China?   Resources to print/use from site: Teachers Notes Section 1 Student Activity Sheet 1 Why do we need to know where China is? Student Activity Sheet 2 How can we find out where China is? Student Activity Sheet 3 Outline map of the world Student Activity Sheet 4 Can you find China on these archive maps? Student Activity Sheet 5 What we have discovered about China. Country Fact Sheet Archive maps from Gallery (Images 1 to 4 in the gallery) Activities: Why do we need to know where China is? Why is it important to know? Encourage children to think about and discuss these questions in small groups. Collect their ideas non-judgementally as each group reports back. Childrens geographical locational knowledge, what might be called geographical general knowledge, is often quite poor and needs building up whenever possible, to help develop their mental map of the globe. To assist their discussion, ask if they think they could do a topic on China without knowing where it is, and ask how knowing where it is will help them. Having considered these questions might encourage them to be more curious about the location of continents, countries, cities and other geographical features and help their placing and understanding of world events. You may like to collect ideas on Student activity sheet 1 (Titled: Why do we need to know where China is?), used on the IBW or as a recording sheet for each group of children. How can we find out where China is? Ask children to consider how they can find out where China is? As they report back their ideas use Student activity sheet 2 (Titled: How can we find out where China is?) on the IWB to record them all, (or give each group of children their own recording sheet). This activity helps children to develop their own research skills as they have to think about what sources of information are available, rather than being told what to use. Once a range of resources has been suggested ask children to select or prioritise from them which would it be best to use? Ask them to identify and sequence 3 and then try to give reasons for the choices. Student activity sheet 2 can again be used for recording. An atlas would be the best place to start as it has an index. So, where is China? Hopefully at the top of the list (previous activity) is an atlas as this has an index in which children can look up China and be directed to a specific map or page. Encourage children to use any atlases available (doesnt need to be a class set) to find China. As children do this check that they are using the atlas correctly. Use different maps to discover both Chinas place in the world and detail about China. Ask them to look at a world map to locate China. Encourage children to explain orally where China is, introducing if necessary, and using appropriate language about adjacent countries, the Himalayas, the continent of Asia, oceans, position with reference to the Tropic of Cancer, possibly also latitude, longitude and northern hemisphere. (Depending on the age group of children being taught the concepts of north, south, east and west may need to be refreshed. Children may also be unfamiliar with Tropic of Cancer. Explain that this is an imaginary line that stretches around the earth north of the Equator.) Encourage children to be inquisitive about China, noticing mountains, plains, rivers and settlements and using keys to decode the map including topography and scale. Ask children to locate their own country on different maps, including a world map. Question them about which continent it is a part of, whether it has borders with other countries, whether it is an island, whether it is north or south of the equator, how far it is from China, how big it is compared to China (if smaller, how many times could it fit into China?). Using student activity sheet 3 (Titled: Outline map of the world) on the IWB (or as a record sheet for individual or groups of pupils) locate and mark China and your own country, and annotate the map with any other detail the children wish to record. Can you find China on the globe? Using globes (3-D representations of the world) is vital to help children develop their own 3-D mental map of the world in which they live. They should work towards being able to manipulate this mental image, to rotate the globe, in their mind when they hear the name of a continent, country, place mentioned. If possible, provide both physical and political globes. Discuss the different ways they represent the world, by showing physical features like mountains, plains, river systems with colouring conventions related to height above sea level or by showing political or human features/constructs like countries, each a flat colour. Ask children to find China and their own country. They should have little difficulty unless they find scale challenging. This is another oral activity, so encourage them to talk in 2s or 3s as they find the two countries and listen to the vocabulary being used, hoping to hear east, far east, Asia, the Himalayas. Ask them how they set about the task, how they knew where to look, providing another opportunity to explain the location of China. Can you find China on these old maps from the Royal Geographical Societys archive? This activity is a challenge to read old maps from the RGS archive. Show children the 4 archive maps from the image gallery (these are the first 4 images on the gallery page). Analyse the maps as a class and ask children to locate China. Information about each of the maps is provided in the table on the following page. Use Student activity sheet 4 (Titled: Can you find China on these archive maps?) either use on the IWB or provide a copy to groups of children, to record the childrens observations. They should find China on the maps in the gallery and then transfer the information to the smaller (worksheet) or larger (IWB) maps, an exercise in scale. As an oral activity elicit childrens responses to the questions posed on Student activity sheet 4 and have a discussion about exploration, discovery and world map-making. Using the archive maps students should be able to compare the old maps to the atlas map they have already used. The maps date from very different years and children should come to understand, by putting the maps in date order, that the old maps show the world when it was still being explored so some countries are missing and many are mis-shapen. Archive map information: Map NameMap DateMap MakerAdditional informationA woodcut map of the world on 6 sheets1644Matteo RicciMatteo Ricci (1552-1610) was an Italian Jesuit priest. His map is unusually centred on the Pacific Ocean. This could be explained by the many years he spent in China from 1582-1610, when he died in Beijing. He was the first Westerner to be invited into the Forbidden Palace in 1601. Nova Totius Terraum Orbis Tabula (World map)1655-1658Johan BlaueJohan Blaeu (1596-1673) was an engraver whose father founded a Dutch printing house which specialised in maps and atlases.World map showing north and south poles1545-1572UnknownNoneMap of the world on Mercators projection1608Jodocus Hondius SnrThis copper plate wall map is made up of 16 main sheets. The map hangs in the RGS-IBGs home in Kensington, London. It is illustrated with compass roses, sea monsters and creatures and sailing ships. Around the edge are illustrations of cities and peoples of the world based on historical, classical and religious themes. These include a depiction of the Great Wall of China. Jodocus Hondius Snr was Dutch as were many of the early cartographers. Words that children may choose to use for annotation (depending on the age and experience of the children) ChinaShallow seaAsiaDeep seaSouth East AsiaEast China SeaTibet (adjacent countries Mongolia, Nepal, Japan, N & S Korea, India)Pacific OceanBorderHigh GroundLandLow GroundCoastMountainsSeaHimalayasCurrentsEverestPlateauRiver YangtzeDesertYellow River Gobi DesertBeijingTaklamakan DepressionShanghaiRiverGreat Wall of ChinaRiver MouthKey You may wish to provide pupils with a copy of the China fact sheet for them to extract information that interests them, possibly to use for map annotation. Do this at an appropriate time but not too early, otherwise they may over-rely on it. Alternatively you may prefer to use this as a teacher resource. At the end of this short unit revisit the questions that have structured the unit and elicit the childrens views and knowledge after completing the activities. Optional Extension Activity:   What can you find out about China from a physical map of the country? This activity uses an image of a physical relief map of China. Children can extract information from the map, perhaps helped by comparing it with the atlas map used earlier, and gradually become more familiar with the conventions used for colouring physical maps. While the children are exploring this map use the opportunity to talk with groups about China, to further elicit their ideas and (mis)information, their experiences and interests. Provide individuals or groups with a copy of Student activity sheet 5 (Titled: What we have discovered about China) to annotate. This sheet has a wide border for this purpose. Provide children with a reduced size map of China to glue into the centre of this page. Encourage children to write down things they have learned about China around the map and remind them to draw arrows to link their information to the relevant parts of the map. Alternatively you may like to laminate a map of China so pupils can write with a dry-wipe pen, you can take a photocopy for record purposes and then wipe the map clean. Encourage children to compare the different maps they have seen so they can locate cities and towns they have heard of. Discuss the different styles and amounts of information shown on the maps. As a conclusion The Chinese have many legends to explain how their landscape came to be. One of these is The Dragons Tears by Manj Gregory, illustrated by Guo Le which explains the formation of a string of lakes. The dragon cried and each teardrop became a lake. This story, available as a dual language text (English and simplified Chinese), would form an appropriate conclusion to this unit. Details of this text can be obtained by visiting:  HYPERLINK "http://www.mantralingua.com" www.mantralingua.com Ideas for Cross Curricular Links Literacy Traditional Chinese folk tales. Art Beijing Opera masks, calligraphy, Chinese New Year decorations. History Possibility of exploring the story of the First Emperor of China and the Forbidden City. Science Exploration of the life and habitat of Chinas national animal the panda. Issues surrounding conservation and animal protection could also be explored here.   Resources required: Atlases World map Globes Resources Required: A physical relief map of China (these are readily available in good modern atlases or on the worldwide web). 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