geo- resources –february 2012 sharon witt. aims to know the national curriculum map work...
TRANSCRIPT
Aims • To know the National
Curriculum map work requirements for Key Stages 1 and 2
• To know and understand how to develop the children’s graphicacy skills
• To evaluate resources for teaching places e.g. maps, photographs, etc
• To develop a range of geographical teaching and learning strategies
Good geographical detective work could include:
• Pictures • Sounds• Children’s Feelings• Local people’s feelings• writing• Sketches• Data• Photographs • Noises via a Dictaphone
• Surveys e.g. carrier bag survey, traffic, land use
• Counting• Measuring• Maps • Field sketches• Questionnaire • Etc…
What is graphicacy?
• Children are increasingly making sense of their world through visual images which for young children provide more information than text
• The skill of interpreting pictorial forms of spatial information is known as graphicacy
• Baldwin and Coleman( 1965) described graphicacy as “the fourth ace in the pack” along with literacy, numeracy and oracy.
Why use photographs?• Images play an important role in shaping our ideas
about ourselves and other people • Good open- ended resource with lots of potential in
the classroom • Important for children to question photographs and
develop their visual literacy, enquiry and critical thinking skills
• Can provide stimulating, challenging and creative learning opportunities and hep them gain knowledge and critical understanding of the wider world
How do children respond to and “read” photos?
Do they see what adults see?
• Children will “home in” on clues in the picture that seem familiar and use these to interpret the photograph (even if their understanding of the clue doesn’t fit the context of the rest of the picture)
• Children may add details that aren’t there!
• Children respond differently to photographs according to their age
• Children will tend to ignore the unfamiliar.Margaret Mackintosh
How do children respond to and “read” photos?
Do they see what adults see?
• Children will “home in” on clues in the picture that seem familiar and use these to interpret the photograph (even if their understanding of the clue doesn’t fit the context of the rest of the picture)
• Children may add details that aren’t there!
• Children respond differently to photographs according to their age
• Children will tend to ignore the unfamiliar.Margaret Mackintosh
Alison Cook & Sue Parsons Feb 2009
Research says…• That understanding pictures is a skill that
needs to be taught through planned, directed activities.
• Young children do not see a picture as a whole, but as a series of unconnected, random details.
• They notice foreground and large background objects but tend to ignore the middle ground.
(Mackintosh, 1998)
Alison Cook & Sue Parsons Feb 2009
General sequence of response
• Big objects, things they know, recognise & can name
• Size & colour• Foreground detail (not necessarily relevant to
main essence of photo)• Main essence & associated objects – less
interest in details• Grasp of the whole picture, generalisations
Alison Cook & Sue Parsons Feb 2009
How can we help pupils to see the image?
• Develop appropriate vocabulary
• Give a title to help generalisation
• Focus on different areas of the image
• Building, sky-scraper, tower block, island, bridge, quay, transport, aerial view…
• Manhattan from the air• Look at the bottom of the
picture…
Alison Cook & Sue Parsons Feb 2009
…and then read the picture?• Matching - how are these the
same/different?• Appreciate size, scale and distance –
why are the tulips so large?• Sort photos into sets – own or given
classification• Sequence photos eg features from a
local walk or the journey of a river• Make a field sketch from a photo,
then label, annotate, colour different aspects
• Handle increasingly complex & unfamiliar images
Alison Cook & Sue Parsons Feb 2009
What could the children do with this image?
• Answer your (differentiated) questions
• Label what they see, describe, begin to explain
• Ask their own questions about it• Expand the picture width-ways• Add speech/thought bubbles• Use clues to make a sensible
guess about location• Pretend to be there – make up a
story/newspaper item/postcard home…
• Questioning • Freeze frame• Hot seating• Matching sets • Drawing photographs • Comparisons• Cropping/ masking
Photo activities
• Field sketching • Labelling• Titling • Describing• Sequencing• “good and /or bad
adjectives • Speech bubbles
Be creative!Use tried and tested methods and develop your own!
Catling and Willy (2009,p. 44)We see places through two lenses : as real places
and as imagined places. Our experience and knowledge of places is inevitably limited and partial providing an image of these places . Our involvement with places creates an image which is personal .Yet much that we know of places through experience or via secondary sources is shared. ...We may deal with multiple perspectives of the same place to create our own view .These place views are partial and situated.
Game show Geography
• http://www.sln.org.uk/geography/gameshowgeography.htm
Types of Maps and their Symbols
• Picture maps• Architects and other plans
• Large and medium scale OS maps, including:• 1:25,000 scale (Pathfinder)• 1:50,000 scale (Land ranger)
• Street maps• Road atlases
• Thematic maps, e.g. weather forecast maps• Flat maps of the world and continents
• AtlasesNot forgetting:• Globes
Other maps encountered, including:
• in newspapers• on the internet• in brochures• on t-shirts• in magazine
Opportunities for Map work
• Learning about symbols and the map key• Learning about grids• Learning to use a compass• Learning about relative size and scale• Learning about map purposes and selectivity• Making maps of the table and room• Making maps in the school grounds• Making maps of a street and an area• Using picture maps to find out about places• Using aerial photos to find out about places• Using Ordnance Survey maps to find out about places• Using maps in locality packs to find out about places• Using atlas maps to find information• Using ‘all sorts of maps’ at a variety of scales• Learning about maps and places through picture/story books
Types of symbols used on maps
• Lines: e.g. rivers, boundaries• Points: e.g. telephone box• Shapes: e.g. buildings, fields• Pictograms: e.g. trees• Colour: e.g. water, woods• Words: e.g. place names• Numbers: e.g. contour heights
Understanding ‘conventional’ maps
• Know about the information in the ‘margin’ on maps• Identify the information that is supplied with a mapThis should include:• key• grid• compass rose• scale bar• title• Recognise that not all maps have these features!
National Curriculum Map work Requirements for KS 1 and 2
• KS 1/2Geographical skills:use plans and maps at a variety of scalesuse atlases and globes at a range of scalesmake plans and maps at various scales
Through Geographical Skills in KS1/2 PoS:
• children are introduced to maps• children use and make maps• children develop their map skills and competencies• children use maps in various contexts
Map work should be integrated with place and thematic studies:• use maps in locality/place studies• use maps in thematic studies• use maps looking at topical matters
Elements of map work should include:• locating features, places and issues• showing distributions and patterns• appreciating size and scale• identifying changes and development• specifying the role of the map
2. Where do I hang out?
LLLLLLLLLLLLLL
LLLLLL
LL
LLLLLLLLLLL
LLLLLLLLLLL
LLLLLLLLLLL
+++++++++++++++++
++++++++
+++++
Daughter’s house
Sittingbourne
Beach
Local shop
Local Hall tap dancing
Sheerness
Ebbsfleet St Pancras
London
Cliffs
Train
Town
City
Walk
Car
Station
0000000000 Friend’s house
ADULT last week
Shop House
0000000 Bike
Where do you go to in an average week?Where did you go last week?What is your ‘everyday’ geography?
Paula Owens
Nanny’s house
My house The
beachParis’s house
Jungle way home
Daddy’s shopBus stop
Oliver’s mapAged 5
2. Where do I hang out?
Child’s beginning map - unstructured
Paula Owens
LLLLLLLLLLLLLL
LLLLLL
LL
LLLLLLLLLLL
LLLLLLLLLLLLLLLLLLLLLL
Nanny and Granddad’s house
Sittingbourne
Beach
Local shop
Friends
Sheerness
Cliffs
Bus
Town Walk
Car
School
xxxxxxxxxxxxxxxxx Nanny and Granddad
xxxxxx
LLLL
LLLL
LLL
Daddy’s shop
House
CHILD
3. Who do I hang out with?
Mummy
Mummy Mummy
Mummy and Daddy
Mummy
Uncle Danny
Uncle Zac Auntie Kerri My cousin
Mummy and Daddy
Mummy and Daddy
Add significant people to the mapWho are these people? Where do you meet them and why?
ShopsPaula Owens
4. I am where I live
vVv vVv vVv
Gardening, canoeing,Walking, bird watching, photography, biking
garden
sea
tracks
cliffs
marshcopse
birds
•What environmental features are around your home?•Where do you play? What do you do?•How do the locality features influence activities?
Personal geography ‘glasses’ of an adult
Paula Owens
Other mapping ideas Generic mapping ideas to suit all ages
• Write down the names of geographical features on some post it notes . Can the children find them on a map?
• Landmark mapping – draw the things YOU remember ! This can raise the issue of what do you put on a map. Will it be there tomorrow ?
• Emotional mapping • Transition mapping- emotional journey from
Year 6-year 7
Directed Task • Explore the Oxfam “mapping our world” site and consider
it’s use within a primary classroom
http://www.oxfam.org.uk/education/resources/mapping_our_world/
• ICT – Explore the Geography Teaching today on line cpd http://www.geographyteachingtoday.org.uk/online-cpd/course/primary-geography-and-ict/
• Wendy North’s Everyday Geographies blog – it is very good with lots of resources. http://primarygeogblog.blogspot.com/
Other mapping ideas Generic mapping ideas to suit all ages
• Write down the names of geographical features on some post it notes . Can the children find them on a map?
• Landmark mapping – draw the things YOU remember ! This can raise the issue of what do you put on a map. Will it be there tomorrow ?
• Emotional mapping • Transition mapping- emotional journey from
Year 6-year 7
Directed Task
• Explore the Oxfam “mapping our world” site and consider it’s use within a primary classroom
www.oxfam.org.uk/coolplanet/mappingourworld/
• Look up workshop notes on using Digital photography in the classroom at all levels by Bryan Ledyard and John Halocha .This includes an input on how to take effective geographical photographs , a range of websites offering high quality free digital images and using images to support enquiry and creative thinking
http://www.geography.org.uk/events/annualconference/derby2007/#top