Lesson video

Hello, my name is Ms. Chorekdjian.

You've made a great choice to learn geography with me today.

I will be guiding you through our lesson.

We're going to have such a great time learning together.

Let's get started.

Welcome to today's lesson on our Local Area unit called Where Do We Live? This lesson is called A Survey of How We Get to School.

You'll be learning to collect information to find out how pupils in your class get to school and why they travel that way.

Some of the learning is brand new, but I am here to help you.

This links back to previous learning you might have done, exploring your local area, locating features of your local area, and completing fieldwork outside your school.

I'm really excited to get started, I hope you are too.

These are the keywords that I'll be using today throughout our lesson.

Let's practise saying these words together.

Let's do my turn, your turn.

Journey to school, journey to school.

Block Graph, block graph.

Data, data.

Transport, transport.

Choices, choices.

Well done.

I want you to be using these keywords throughout our lesson.

These are the learning cycles that we'll be working through together in today's lesson.

First, we're going to think about what transport is used for the journey to school, then we're going to be thinking about displaying that information in a block graph, and finally, we'll be interpreting information and data and understanding the findings.

Are you ready to start your learning today? Fantastic.

Let's begin.

Geographers collect and organise information to sort and rank it.

They do this through carrying out geographical investigations, which means finding out answers to questions by doing fieldwork.

So, remember, they're collecting and organising information to sort and rank it, so we'll be doing a little bit of that later on in today's lesson.

Geographers need to look for ways of organising information and looking for patterns.

Sorting and ranking data are ways in which we do that.

So the data is grouped, and we look for patterns, and those patterns gives us information about what we're trying to find out.

For example, how many people travel to school using different methods of transport? Which method of transport is more common or less common? So those are questions that we would answer by sorting and ranking our data and looking for patterns.

So let's have a check here.

Let's think about this statement and how we can finish the statement so that the sentence makes sense.

In investigations, geographers collect and organise information to what? Pause the video here and complete this sentence.

Did you say, "In investigations, geographers collect and organise information to sort and rank it to find out answers to questions"? That's correct, well done.

I'll give you a thumbs up there.

Today, we'll be collecting and sorting information on the transport we use on our journey to school.

Have a look at the picture there and see if you can talk about different methods of transport that you use to get to school.

Great.

Did you talk about taking public transport, riding a bike, riding a scooter, or maybe driving? Good job.

There are many different means of transport that we use to travel to school, including walking, riding a scooter, cycling, driving, or using public transport, so taking a train or a bus to get to school.

So these are all the different ways that pupils in your school might get to school.

Let's have a check here.

Different means of transport on your journey to school include a, walking, b, swimming, c, using public transport, like buses or trains, or d, cycling.

Pause the video now and pick three answers from the list below.

How did you get on? Did you pick walking, using public transport, like buses or trains, and cycling? Those are all correct.

Well done.

These are different means of transport that we could use on our journey to get to school.

Good job, everyone.

Factors that can affect your means of transport on your journey to school include, so that means different reasons why you might take different modes of transport on different days.

So these factors are, how close you live to the school.

So if you live really close to the school, that means you're in walking distance, so your mode of transport might be walking.

If there are any cycle paths for you to safely use a bicycle or scooter on, so that might encourage you to cycle to school if there's a safe place for you to ride your bike or your scooter on your journey to school.

If you live further away with good transport links for buses or trains, that would mean that you could get either a bus, two buses, or maybe a train would be more direct.

And then if you live further away and your parents and carers need to drive to work after they drop you to school, then really, your only option would be to drive to school so that they could get to work on time.

There might not be any good public transport links where they work.

All these factors would affect your means of transport or your journey to school.

Maybe if you stay at your grandparents' house for the weekend, your means of transport might change from week to week.

You might have been within walking distance from your house, and then you might need to take a train or a bus from your grandparents' house.

Your means of transport doesn't have to be the same every day, it could change from day to day, or it could change from week to week.

Let's investigate the transport we use on our journey to school.

How do you travel to school? You might have talked about that earlier, but now, I want you to think about why you travel this way, and if you travel this way regularly, or if it's once or twice a month or a week.

Pause the video now and answer those two questions.

Good job.

So you talked about how you travel to school and why you travel that way.

Well done.

Asking everyone the same question and recording their answers is called a survey.

We can record answers in a table like this one.

So for this survey, my table includes information about the types of transport and the number of pupils.

What could our question to this survey be? Look at the different columns and think about what our question could be.

What have I asked everyone? Pause the video now and answer this question.

How did you get on? Did you say that maybe the question could be, which method of transport do you use to get to school? That would be a good question to ask everyone in our survey because I could write down the different types of transport they take on their journey to school, and then I could write how many pupils use that method of transport.

What I would like you to do now for task A is to conduct a survey with your classmates.

I'd like you to ask them the question about which types of transport they use on their journey to school, and then I would like you to count the number of pupils that use each type.

You can use this table here to help you.

Pause the video now and complete task A.

How did you get on conducting your survey? Here's an example of what my survey looks like.

So the types of transport that people used in my class were the bus, walking, cycling, the train, a car, or a scooter.

And you can see there that I've recorded the number of pupils that took each different type of transport.

Well done for conducting that survey, I'm sure that was really fun for you as well.

Let's give ourselves a thumbs up.

Good job.

So now we're going to move on to the next part of our lesson, which is displaying all of that data that we collected from our survey into a block graph, and I'm going to teach you what a block graph is as well.

We've collected information during our investigation on the means of transport we use on our journey to school.

Now we need to use the data we collected and record it on a block graph to understand what it means.

A block graph is a way of presenting our data to help us understand and interpret it a little bit easier.

So this was the table that I'd completed in task A.

Here's the information on the types of transport that people use to get to school, and then the number of pupils that take that different type of transport.

Information from tables can be recorded quite easily into block graphs.

Graphs show data from fieldwork or surveys, and they help us discuss and analyse what has been found out.

Block graphs allow us to compare numbers in a clear and visual way.

So this is an example of a block graph.

You can see there that the numbers are quite easy to compare with each other because we can see that the more popular types of transport have got more children who've selected it.

We are going to work through and create a block graph ourselves together.

We'll see how many pupils travelled by which means of transport so that we can compare the mode of transport that was the most or least popular.

A block graph starts like this, so you've got your two axis there, the x-axis and the y-axis, and then we have to label our axis.

The label says the number of children, and then it goes up from one to eight.

I know from my table that the most popular mode of transport only went up to eight, so I don't need my numbers to go any higher than that.

Then I've written the type of transport, and I've written all the different types of transport that was said in our survey.

So I've written car, walk, bus, cycle, train, and scooter.

I don't need to write anything there that nobody said because I wouldn't have any data to interpret or to present.

So I would only need to include the types of transport that people said in the survey.

Here's the information and our data that needs to be drawn into a block graph.

So I've written the types of transport, now I need to look at the column that's got the number of pupils to work out how I can populate my block graph.

So here's my block graph again.

So for every child that's counted, a block needs to be added above that type of transport.

So we'll do two examples together.

So for car, there were three pupils that had selected car.

So I would draw three blocks that would line up with the number three.

Then for walking, eight children had selected walking, so I would draw eight blocks that would line up with the number eight.

There you go.

So you can quite clearly see that three children travelled to school in a car and that eight pupils travelled to school by walking, and that's how we would complete our block graph.

Let's have a check here before we do any more learning.

This is an example of a what? What is this in the picture? Pause the video now and answer this check.

Great.

How did you get on? Did you say, "A block graph"? That's correct.

This is a block graph, and this is how we are presenting our data from the survey that we've just conducted.

So let's finish completing this block graph together.

Three children had come to school in a car, so we've already drawn up to three, then I've already shown you that eight children travelled to school by walking, so we've drawn eight blocks that would line up with a number eight.

Now, children who took a bus, there were five children that travelled to school on the bus, so, again, I've drawn five blocks that would line up with the number five.

Next, we had children who cycled to school.

So how many pupils cycled to school? There were also five pupils that cycled to school.

So, again, I would draw five blocks to represent those five children.

Moving on to train, only three pupils travelled to school on the train.

So, again, I would only draw three blocks to represent those children.

And finally, pupils that travelled to school on a scooter, there were six of those pupils, so I will, again, line that up with the number six.

And there we go.

We've completed our block graph.

Can you see how easy it is to see the information clearly displayed like this? We can clearly see how many pupils use each method of transport.

So we had three children that used a car, eight pupils that travelled to school by walking, five pupils that used the bus, five pupils that cycled, three pupils that took the train, and six pupils that used their scooter.

So for task B, what I would like you to do is to use your tables from task A and to complete a block graph for the data that you collected.

Remember to label your x-axis and your y-axis and to make sure that you've got the right numbers and you've got the right type of transport.

Pause the video now and complete your block graph.

Well, geographers, how did you get on completing your block graphs? How did you present your data? Does your block graph look something like this? So you've got the number of children and the type of transport, and then you've drawn a block for every pupil that had selected that type of transport.

Well done.

That was really tricky learning, but you've worked through it so well.

You can give yourselves another thumbs up.

Now that we've drawn our block graph, what we are going to do is to interpret that data and understand our findings from our survey.

We've used our data to create a block graph for the transport we take on our journey to school.

Now we need to interpret and understand what we found out.

Graphs showing data from fieldwork or surveys can help us discuss or analyse what has been found out.

We can use graphs to answer questions.

What questions do you want to answer based on your graph? Pause the video now and answer that question.

Great.

I'm sure there are lots of questions that you want to answer based on your graph.

Let's look at my block graph.

What questions do I want to answer? Maybe I want to answer the question, which mode of transport was the most popular? And I'm sure some of you want to answer that question as well.

So let's look at mine together and see if we can answer this question.

So the most popular mode of transport was the one that had the most pupils that chose to come to school using that mode of transport.

Pause the video now and see if you can answer that with your partner, which type of transport was the most popular? Did you say, "Walking"? That's correct because eight pupils walked to school, and that was more pupils that came to school using that mode of transport than any other mode of transport.

So maybe you can answer that question about your own block graphs right now.

Pause the video and answer that question about your block graph.

Good job.

So you've now interpreted data from a block graph.

It's that easy.

Should we see if we can interpret some more data? Let's have a check here.

Which mode of transport was the least popular? So, again, you're interpreting data here.

I'm going to leave it up to you to complete this check.

Which mode of transport was the least popular? How did you get on? Did you say, "The train"? That's correct because there were only three pupils that chose to come to school using a train.

You could have also said, "Car," because car was also the least popular.

There were three pupils that used the car and the train.

Let's have another check here.

Which mode of transport was just as popular as taking the bus? Pause the video now.

How did you get on? Did you say, "Cycling"? That's correct.

So five pupils cycled to school, and five pupils took the bus to school.

Well done.

Now we've interpreted the data, Let's think about understanding what it could mean.

Walking was the most popular means of transport, why do you think that is? Pause the video and answer that question.

Did you talk about the fact that most pupils might live very close to school, and so they can walk quite easily? Good job.

Let's think about travelling by train or tube.

Travelling by train was one of the least popular means of transport.

Why do you think that is? Pause the video and answer that question.

Did you say that most pupils might live very close to school, and so only a few pupils would need to travel further on a train? 'Cause that's quite a far distance if you need to take a train to come to school.

So that's why travelling by tube was one of the least popular means of transport.

People have different reasons for choosing how they travel, for example, safety.

So, remember, we talked about if there was a cycle path, there might be a safe route for you to travel to school? And if there isn't a cycle path, you might choose to walk on the pavement or travel by tube or bus or even in a car.

Distance, so we've talked about living closer to school, and that means you walking to school, or if you live further away, you might need to take the tube or a train.

Time, so if there's not a lot of time for your parents to drop you off to school and then head into work themselves, they might choose to drive.

The weather, if it's raining, it'll be really difficult for you to walk to school in the rain, so you might choose to get on a bus.

Your health, mental or physical, you might really enjoy walking or cycling, you might find that it helps you being outside, it also keeps you fit.

Can you think of any more reasons that people would choose how to travel? Pause the video now and answer that question.

Maybe a pupil might live close to another pupil, and so they walk to their house and ride their bikes together, that could be another reason.

There could be lots of reasons for people's travel choices.

Travel choices can be different every day.

You could walk to school if it's nice and sunny, or when it's raining, you could take the bus.

You don't have to travel to school in the same way every day.

It's now time for task C.

What I would like you to do is to draw a picture of your travel choices.

Write a sentence about what the data on your block graph tells you about the means of transport that your classmates use on their journey to school and why.

Pause the video now and complete task C.

How did you get on, geographers? Here's an example of my task C.

So I've drawn some pictures there, and I've written, "Scoot to school." Six pupils in my class use a scooter as their means of transport on their journey to school, this is the second most popular means of transport, this could be because they live close to school and want to exercise, so they're healthy.

Well done, everyone.

I'm sure that you've done some lovely drawings of your travel choices and have been able to explain them quite clearly using evidence from your block graph.

Well done.

I'm sure you had lots of fun conducting a survey in your class on the types of transport used for your journey to school.

It was really tricky presenting that information in a block graph, but you've done it so well, and you've interpreted and understood what the data could mean, that's fantastic learning.

We've now come to the end of our lesson.

So let's go through a summary of the learning that we've completed together today.

Geographers collect and organise information to sort and rank it.

Many different means of transport are used for the journey to school, for example, bus, walk, car, train, or bike.

Block graphs showing information or data from fieldwork or surveys can help us discuss and analyse what has been found out.

People make a choice about how they travel.

The reason for their choices differ, and may be due to distance, time available, safety, and the weather.

There could be many other reasons for your travel choices.

It's important to remember that choices depend on so many factors, and they don't have to be the same every day.

Well done for your learning today.

You've been fantastic.

You can give yourselves one last thumbs up.

Thank you for joining me today and for sharing your learning with me.

I'll see you for more geography lessons soon.

Bye.