Mapwork Lesson 2 Where am I? Key Stage 3 Geography Resources Mapwork Lesson 2 Where am I? Outline the overall direction of the next lesson and the key skills pupils will develop. Pupils will: develop an understanding of their local area; recognise the key features of the area; develop map work skills; and understand the concept of sustainability. These lessons teach a sense of place as well as map work skills and sustainability

Improving the Area I Live in Lesson 2 Improving the Area I Live in Learning intentions Pupils: examine sustainable options for the area around their school and weigh up the pros and cons for each option (T, PS & DM); and present their ideas to the class (Managing Information). Set out the learning intentions for the lesson. Ask your pupils to copy these into their notes so that they have a clear understanding of the learning expectations from the start of the lesson. Key Term: Sustainable – able to be maintained

Getting Started What are some of the important features around our school? Think about our school area and what we discussed in Lesson 1. What areas around our school could be improved? Starter: Give your pupils time to consider their thinking from Lesson 1 by asking: what key features did we identify? Move the discussion forward to consider what could be improved in the area. Ask your pupils: Have you noticed any areas needing attention? What do you feel the area lacks at the moment? Are facilities provided in the area for all age groups? What types of shops are not easily accessible?

Our School Area Insert a map of our school area here using Google maps. Access a Google map of the school area as in Lesson 1. Pin on key features as in Lesson 1 using an interactive whiteboard. This time identify areas needing improvement on the map.

Our Top 5 As a class, select five areas that need improvement: Area Problem 1. 2. 3. 4. 5. After discussing general areas of improvement, narrow the ideas down to the five most important and identify current problems. Ask the class to make a table like this in their book and complete it together. Look back at your spider diagram. USE two DIFFERENT COLOURS to highlight renewable and non-renewable sources. (Don’t forget to add a key)

Active Learning Task Divide into five groups. Each group should consider a solution for one area. They should suggest something new for the area and name who would benefit. They should think of a sustainable solution. This should be something that can be there for a long time and is not too expensive to replace. Give each group one area to consider and ask each one to: suggest a new idea; and outline who may benefit. Discuss the term sustainable and how the pupils’ ideas need to be realistic and taking cost and longevity into consideration.

Time to stop and reflect Consider potential difficulties with your idea. Would anyone be negatively affected by your changes? Do you want to make some changes to your final ideas before you present them to the class? Prepare your final ideas. Decide on the best way to present your ideas to the rest of the class. Use this slide to pause the lesson and assess your pupils’ learning. Encourage your pupils to think analytically about their own ideas and evaluate their concepts. Explain that this is a life skill. Tell your pupils that they should not be afraid to see problems and need to make corrections before final presentation.

Class presentations Each group should vote on whether they think each idea is a sustainable solution or not. Ask each group in turn to come to the front of the class to give their presentation. Encourage clear public speaking skills so that pupils gain confidence. Try to ensure that all pupils in the group have a role to play in presenting their ideas to the class.

Plenary Can you remember what the term sustainable means? Finish this sentence: If I was the Sustainable Development Manager for our local council, my plans for our area would include .... Ask each pupil to tell their neighbour what sustainable means, without looking at their notes. Recap the correct definition. Pupils can take on the role of Sustainable Development manager orally in the classroom or as a written homework, depending on time restrictions.

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