Teaching Materials and an explanatory scheme for: 1998 Bangladesh Floods Case Study

Japan Case Study

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Contents

Introduction 3

Part 1: Year 8 1998 Bangladesh Teaching Materials Explanation 3-10Lesson Plan 1 4Lesson 1: Exercise 1 and 2 5Lesson Plan 2 6Lesson 2: Exercise 1 and 2 7Lesson Plan 3 8Lesson 3: Exercise 1 and 2 9Lesson Plan 4 and 5 10Lesson 4 and 5: Exercise 1 10

PART 2: Year 9 Japan Case Study Materials Explanation 11-13Exercise to Locate Japan and surrounding countries 13Reveal Starter Activity 13Odd one out 13Where? What? When? and Why? 13Give this picture a title 13Where in the world? 13

References 14-15

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Explanation of teaching materials

IntroductionGeography is an important part of the curriculum and encourages students to answer questions about the human and natural world using different scales of enquiry. It helps students to develop knowledge of;

Places and the environment. Understanding maps. Investigative and problem solving skills inside and outside the classroom (e.g.

fieldtrips) (The National Curriculum Online1, no-date).As a subject it is an important link between the natural and social sciences (The National Curriculum Online1, no-date). Before I started creating my teaching materials, I had the following aims;

1. To create teaching materials based on the 1998 Bangladesh flood case study aimed at a year 8 mixed ability class.

2. To create materials based on the Japan case study aimed at a year 9 mixed ability class.

This pack is divided in to two parts. The first contains an explanation on how to use the 1998 Bangladesh flood materials as part of the Key stage 3: The shape of our world topic in the autumn term. It will end with an assessment task. The second contains an explanatory scheme on how to use the materials made for the Japan case study. This is part of the Key stage 3, year 9 summer term.

To ensure that the materials were appropriate for both year groups, I researched the language used in key stage 3 books and internet revision sites. My link teacher read through the materials to ensure the students would be able to understand them. I also observed similar materials used in the classroom for year 8 and 9 classes and how the students handled them. This ensured that the materials were appropriate for the desired age group.

PART 1: Year 8 1998 Bangladesh Flood Materials

This pack contains materials produced for 4 lesson plans. The creation of the lesson plan is an essential part of learning according to Durbin (1996 cited in Lambert and Balderstone, 2000 p11):

“In order to foster motivation, interest and responsibility, pupils need to know what they are required to do, why they are required to do it and how they can succeed.”

The plans are considered ‘short term’ because they only cater for a few lessons. To put these plans together, I needed to consider:

Clear learning objectives. Ensure different activities are created to cater for different learning styles. Plan in phases to incorporate different learning styles. Encourage skills such as ICT, literacy, numeracy and citizenship. Outline the resources needed (QCA, no-date).

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Lesson Plan 1

Class/ Ability Year 8 mixed abilityLesson Title Lesson 1: Bangladesh Floods; An introduction.

Learning Objectives To understand where Bangladesh is. Understand how the flood was formed. Understand the effects of the flood on

Bangladesh.Resources Video

T.V. and Video player Microsoft PowerPoint Interactive white board and projector Computer Blank fill in sheet Answer sheet Alternative video question sheet made for SENs

and weaker students in the class. Glue sticks

Preparation Make enough photocopies of the question sheet for the class.

Ensure the T.V. and video are working properly. Health and Safety None

Activities and Timing 5 mins: Students write down learning objectives for the day.

10 mins: Reveal starter lesson. 25 mins: Watch video on Bangladesh flooding

and fill in sheet. Stop video when need to write down answers.

10 mins: Check through the answers during class discussion.

5 mins: Pupils need to stick their sheet in to their book.

5 mins: Pack away.Support/Extension/Homework Alternative video question sheet made for any

SEN’s or weaker students in the class.

Lesson 1:Exercise 1: Reveal starter activity

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1. Load PowerPoint presentation saved as ‘Bangladesh Reveal Activity’.2. Open the slideshow.3. Ask each student a question e.g. What is the capital of France?4. Each time they get a question right, click on the slide which removes a block

to reveal part of an image. 5. The students will continue answering questions until the image is revealed6. Then a class discussion is directed using where, what, how, why and when

questions relating to the image.

Exercise 2: Video question and answer sheet1. Give out question sheets including the support sheet for weaker students in the

class.2. The students will then watch the Bangladesh 1998 video.3. The video is then stopped in the appropriate place to answer the questions.4. The students will then fill in the answers on the sheet.5. Check through the answers as a class using the teacher answer sheet.

This activity was used as an introduction to 1998 Bangladesh flooding case study. I chose to use television resources because;

1. It helps to bring unreachable and distinct places to the classroom.2. It allows peoples views and opinions on the subject to be heard (Durbin,

1996 cited in Lambert and Balderstone, 2002) .i.e. Many children in year 8 are in the romantic stage of learning so many of the students enjoy stories portrayed in T.V. programmes because it gives them a chance to connect to peoples emotions (Egan, 1997).

3. Difficult concepts such as volcanoes and in this case, flooding, are explained through a series of images, graphics and commentary.

4. The location of an area is related to a wider region through a series of ‘nested’ maps.

5. It gives a visual expression of change of geographical phenomena over a short period of time (Durbin, 1995 cited in Lambert and Balderstone, 2002 p142).

However, there are some difficulties faced when using these resources such as;1. Displaying detail on maps.2. Containing both subtle and complex viewpoints about the issue in the

program.3. Spending sufficient time on the images so that the viewer can absorb the

information which is often complex (Durbin, 1995 cited in Lambert and Balderstone, 2002 p142).

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Lesson Plan 2

Class/ Ability Year 8 mixed abilityLesson Title Lesson 2: The causes and effects of the 1998

Bangladesh Floods.Learning Objectives To understand the differences between human

and physical causes of floods. To explore the effects it can cause in a

developing country.Resources Word sort packs x16

White board Marker pens Blue tack Answer sheet Sheet with results table on it Glue sticks Atlases

Preparation Create enough word sort packs for the class. Ensure enough photocopies of the results table

are made for the class. Make sure there are board markers in the

classroom.Health and Safety None

Activities and Timing 5 mins: Students write down the learning objectives for the day.

10 mins: Wordsort activity, 1 pack between 2. Sort the statements in to human causes; physical

causes and effects. 10 mins: Check answers. Students will come,

one at a time, to the front of the class and stick the statement on the whiteboard under the category that they think it belongs to.Discuss whether the answer is correct or not.

20 mins: Copy answers into a table into their book. This is used as a summary of what they have learnt.

5 mins: Stick answer sheet in to book. 5 mins: Pack away.

Support/Extension/Homework 10 mins: Extension activity involves labelling the three rivers in Bangladesh and the capital city. This will involve using an atlas.

Homework: Research Bangladesh Flooding Solutions using the internet or books from the library.

Lesson 2:Exercise 1: Word sort activity and answer sheet

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The word sort packs are a kinaesthetic and visual activity aimed at helping the students to distinguish between physical causes, human causes and effects of a natural disaster. It also introduces some new geographical vocabulary to increase the pupil’s knowledge, breadth and understanding of this case study (The National Curriculum Online2, no-date).

1. Tell students the aim of activity which involves separating the statements into three categories;

i. Physical causesii. Human causes

iii. Effects These category headings are also in the pack and are printed on yellow paper.2. Write the category headings on the whiteboard.3. Keep a spare pack at the front of the class.4. Give out one word sort pack between two students.5. Once they have finished, check through answers by asking an individual to come to the front of the class and take a statement from the spare pack.6. The student should then put the statement under the heading that he/she

thinks is correct on the whiteboard.7. Discuss with the class whether they think it is correct or not. 8. Discuss why.9. Encourage the students to put the statement in the correct category if it was

wrong.10. Ask the students to write their results on to the table on the sheet.11. Then they will need to stick the sheet into their books.

Exercise 2: Extension Activity1. Give out map sheet.2. Give out atlases.3. The students need to label the map using an atlas.4. Check answers as a class. The answers are:

1. Bhamaputra River2. Dhaka3. Meghna River4. Bay of Bengal5. Ganges River

The use of atlases and maps in the classroom helps students develop the following interrelated skills:

Locational skills. Symbol skills. Sense of scale. Interpretation of data (e.g. describing and retrieving information from their

maps). (Balderstone and Lambert 2002).

Lesson Plan 3

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Class/ Ability Year 8 mixed abilityLesson Title Lesson 3: Effects of Flooding: Graph of the percentage

area flooded in Bangladesh over a decade.Learning Objectives To create a graph of percentage area flooded.

To improve numeracy and IT skills. Resources Computer room with 30 computers in it booked

in advance. Microsoft Excel Microsoft Word Ensure the data is saved in Microsoft Excel and

that all students have access to it. Interactive white board to demonstrate what to

do.Preparation Ensure booked computer room.

Check all the computers work.Health and Safety Computers are regularly checked and tested for

safety. The teacher should monitor how the students

access computers. Ensure no food and drink is taken in to the

computer room.Activities and Timing 10 mins: Demonstration of exercise by the

teacher and give out instruction sheet to the rest of the class.

40 mins: Create graph using Microsoft Excel. 5 mins: Remind the students to save their work. 2 mins: Pack away.

Support/Extension/Homework 15 mins: Extension activity includes answering questions about the graph.

Creation of sentences on sheet to help summarise what the graph shows as an aid for SENs or weaker students in the class.

Lesson 3:Exercise 1: Graph production using excel

This material was used to improve the students:

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ICT skills. Numeracy skills.

1. Book a computer room.2. Do a teacher demonstration.3. Give out instruction and data sheet.4. Ask the students to copy data in to excel.5. Then remind the students to save their work.6. The students will then need to create the graph.7. Ask the pupils to save their work.

If the students have finished the first activity, then they can move on to the extension activity.

Exercise 2: Extension activity1. The students need to answer questions at the bottom of their instruction

sheet using a Microsoft Word document.2. Go through the answers as a class.3. Ask the students to save their work once finished.

The answers to this activity are:i. 1998

ii. 68%iii. 1994 and 1997iv. 0%

Exercise 2: SEN activity1. The students need to fill in the blanks in the sentences given at the bottom

of their instruction sheet using a Microsoft Word document.2. Go through the answers as a class.3. Ask the students to save their work once finished.

Lesson Plan 4 and 5

Class/ Ability Year 8 mixed ability

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Lesson Title Lesson 4 & 5: Newspaper article on the Bangladesh 1998 Floods (Assessment)

Learning Objectives To create a newspaper article discussing the causes, effects and solutions of the 1998 Bangladesh Floods.

Resources Access to a computer room with 30 computers in it booked in advance.

Outline of the Article saved in Microsoft word Key Geography New Foundations x 20 Geog.123 x 20 Students books

Preparation Check booked computer room. Check computers work. Bring books to computer room.

Health and Safety Computers are regularly checked and tested for safety.

The teacher should monitor how the students access computers.

Ensure no food and drink is taken in to the computer room.

Activities and Timing 10 mins: Give out the instructions for the lesson. The students will create a newspaper article which will discuss; physical causes; human causes, effects and solutions to the 1998 Bangladesh flooding using their graphs, information from their word sort table and video answer sheet. They can also use Key Geography New Foundations p44-45 and Geog.123 p84-89.

40 mins: To write the newspaper article. 5 mins: Remind the students to save their work. 2 mins: Pack away.

Lesson 4-5Newspaper article

This is an assessment task for students. To use the materials:1. Book a computer room.2. Ask students to load the newspaper article template.3. Give out Geog.123 and Key Geography New Foundations to the students.4. Using graph saved, text books, and the table from their book they will

create a newspaper article.5. They need to write about human causes; physical causes; effects and

possible solutions.6. Ask them to save their work.

PART 2: Year 9 Japan Case Study Materials

These materials are a collection of starter activities used to introduce different aspects of the year 9 Japan case study, such as:

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Japan’s physical characteristics. Japan’s human characteristics. Industry and trade in Japan.

The Japan case study gives students a chance to understand different societies and cultures (The National Curriculum Online1, no-date). It also helps them to learn about how places and people are interdependent (The National Curriculum Online2, no-date).

Many of these materials used contain photographs associated with Japan. Teachers should use the compass rose (figure 1) given in Geography handbook to guide class discussion.

Figure 1: The Compass Rose

The learning skills developed by students from using visual resources in the classroom were discussed by Robinson and Serf (1997 p57 cited in Lambert and Balderstone 2000 p139):

Allow students to make careful observations. Allow them to learn how to use a visual source to acquire information.

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Develop their analysing and evaluation skills. Help them to recognise the importance of interpretation. Give the students a chance to produce an oral interpretation of the image. Develop an ability to empathise with the situations and/or the people

portrayed. Allow them to form links between photographs.

These skills are all encouraged in the Key stage 3 national curriculum (The National Curriculum Online2, no-date) and are important to develop in preparation to study geography at a higher level (e.g. photographs are often used in decision making exercises and exams at GCSE and A-Level).

Exercise to Locate Japan and surrounding countries1. Give out a map sheet to each member of the class. 2. Give out an atlas to each student.3. Ask them to fill in the countries on the sheet.4. Load a PowerPoint presentation with the map and answers on.

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5. Go through the answers as a class.6. Discuss as a class:

What are the other countries like? Are they developed or developing countries?

Reveal Starter Activity1. Load PowerPoint presentation saved as ‘Reveal’ in Japan starter activities folder.2. Open the slideshow and display on interactive white board.3. Ask each student a question e.g. what is the capital of Japan?4. Each time they get it right a question right, click on the slide. A block is then

removed each time the student gets a question right, which starts to reveal an image.

5. The students will continue answering questions until the image is revealed.6. Ask the students about the image using the compass rose as a guide.

Odd one out1. Load PowerPoint presentation saved as ‘Odd One Out’.2. Open the slideshow and display using the interactive whiteboard.3. Ask the students which city is NOT in Japan.4. Click on the last slide which highlights the answer in red.

Where? What? When? and Why?1. Load PowerPoint presentation saved as ‘5w’s’.2. Display on the interactive whiteboard.3. Ask the students;

i. Where the photo could have been taken?ii. What is in the image?

iii. When was it taken?iv. Why was it taken?

Give this picture a title1. Load PowerPoint presentation saved as ‘Give this a Title’.2. Display using the interactive whiteboard.3. During a class discussion, ask the students to give the picture a title.4. Discuss as a class the titles they have given.

Where in the world?1. Load PowerPoint presentation saved as ‘Where in the world?’2. Display using the interactive white board.3. During a class discussion, ask the students to think of where in the world the

image is from.4. Ask them to explain their answer.

References

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