Hello, my name is Ms. Chorekdjian.

I'm so excited to be learning with you today.

I will be guiding you through our geography lesson.

I'm really excited to get started.

We are going to have a great time learning together today.

Let's start our learning.

Welcome to today's lesson from our local area unit called Local area: how is it changing? Together we'll be continuing our learning about our local area and investigating how it is changing.

Today's lesson is called Evidence from fieldwork.

And during this lesson we're going to plan and then undertake some fieldwork.

Our learning outcome for today is to collect data to investigate current changes in our local area and evaluate the impact of these changes.

Some of this learning is brand new, but I'm here to help you.

This links back to previous learning you might have done investigating your local area and how it's changed over time.

You might have also collected people's views and opinions about their local area.

I'm really excited to get started.

I hope you are too.

Let's have a look at the keywords we'll be using today.

Fieldwork, environmental assessment, risk assessment, route, and evidence.

Let's do my turn your turn and practise saying these key words together.

Fieldwork, fieldwork.

Environmental assessment, environmental assessment.

Risk assessment, risk assessment.

Route, route.

Evidence, evidence.

Well done.

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

Let's think in more detail about what these keywords mean.

Here are the definitions of our keywords.

Fieldwork is investigating the outdoors using geographical tools and thinking to gather information or data.

An environmental assessment is an evaluation of the positive and negative qualities of the locality.

A risk assessment looks at what hazards we might come across and how to keep us safe.

A route shows the starting point and endpoint of a journey, sometimes with stops in between.

Evidence is a fact or piece of information that helps prove that something is or is not true.

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

First, we'll be thinking about where we should go in our local area.

Then we'll be thinking about what we should look for in our local area, and finally we'll be discussing our opinions about the changes that we find.

I'm really excited about today's learning.

Let's get started.

I'm sure you've all completed some fieldwork before, but before we go out and do our fieldwork, we need to make sure that we know how to keep ourselves safe.

Being outside means we have to think about new risks that we might come across.

This is known as a risk assessment.

Can you think of what these risks might be? Try to think about what is in your local area.

Are there any roads? Is it very busy with a lot of people? Could children get lost? What do you think the risks might be? Pause the video and discuss this as a think, pair, and share activity.

How did you get on? Did you talk about crossing roads safely at crossing points to make sure that cars stop? Did you talk about always staying with your group and not wandering off? Did you talk about looking around you to make sure there isn't any hazards that you could trip on? Thinking about all of those things will help to keep you safe.

Let's have a check here.

Which three of these will help keep you safe during fieldwork? A, staying next to our adults.

B, keeping away from the edge of the road.

C, crossing the road whenever we like.

Or D, walking not running.

Pause the video now and answer this question.

How did you get on? Did you say A, staying next to our adults? That's correct.

Keeping away from the edge of the road and walking, not running, so all of those things will keep you safe.

Crossing a road whenever we like doesn't keep us safe because it means that we can't monitor the traffic and see where the cars are coming from.

You always have to cross the road with the guidance of an adult or making sure that you are at a crossing point.

Great job.

Let's continue with our learning.

Before we go outside, we need to plan where we are going to investigate.

Remember that we want to investigate the current changes in our local area.

By planning a route, using a map, we won't get lost and we'll know where we are investigating.

Let's have another check here.

Why should we use a map to plan where we are going to investigate? Is it A, so that we don't get lost.

B, so that we know where we are investigating.

Or C, so we don't have to walk far.

Think about this question and pause the video now.

How did you get on? Did you say A and B? So those are both good reasons why we need to plan where we're going to investigate.

It's now time for Task A.

For your first task today, you are going to need a map of your local area.

I would like you to use that map to plan a safe route from your school and around your local area.

Think about how far your planning your route to be.

It needs to be in walking distance of your school.

Try and plan a circular route so that you end up back where you started.

If you can try and plan a route through different types of areas in your local environment.

I'll plan a route around my local area as an example for you as well.

Pause the video now and complete Task A.

How did you get on? Did your route cover any of the areas marked in blue? Did you also plan a circular route so that you can end up back at school and see different things so that you don't have to walk back on yourself? Check your route with your geography bodies to see if you've decided on a sensible area to cover.

Make sure you end up back where you started and evaluate if you planned a route looking at different areas and environments around your local area.

If you need to make any improvements or amendments to your route, you can do that now.

Good job, well done for completing Task A.

It's now time to move on to the next part of our learning, which is thinking about what we should look for in our local area.

We are going to investigate current changes in our locality as we walk along this route.

What kind of changes might we see in the local area? Pause the video now and answer this question.

How did you get on? You could have talked about more building work taking place in your local area.

You could have talked about trees being planted or other human or physical features that you could spot on the route.

Things that you might see would include road sweepers.

These clean up the roads and paths in our local area.

They remove the litter and leaves.

Why would this be a positive change? Have you ever seen road sweepers in your local area? Do you think that would be a positive change? Road sweepers would keep our local area nice and clean.

If we didn't have road sweepers, our area might become dirty and full of litter, so I think that would be a good, positive change.

You might also see gardeners, people who keep our green areas tidy by weeding, pruning or planting new plants.

Why would this be a positive change? Think about that and discuss it with your partner.

Pause the video now.

How did you get on? Sometimes you might see people working for the council, tidying the green areas and the flower beds.

You might have seen them tidying the areas next to the roads or even by roundabouts.

Keeping the area tidy and encouraging wildlife and flowers, it's good for the environment and it's also good for our mental wellbeing.

You might also see some painters as you walk.

They could be painting fences, walls, shops, or even signs.

If you have a new shop opening in your area, the new owners will need to repaint the sign, so keep your eyes open for any new signage while you're completing your fieldwork.

Even though this is quite a small change, it can have a big impact on how we think about an area.

Why do you think this could be a positive change? Pause the video now and answer this question.

Seeing painters as you walk might be a positive change because it means that more restaurants and shops are coming to your local area.

You might even see some people fixing potholes in the roads.

Why would this be a positive change? Pause the video now and think about this with your partner.

This could be a positive change because bumpy roads are bad for cars, for cyclists and for pedestrians, so they would be making sure that the road is safe.

You might even see some builders.

They could be repairing or improving existing buildings or they could be building a new one.

Why would this be a positive change? Pause the video now and think about this.

So although building work might be noisy and it might not look very nice, the end result could be new homes, new shop, or new facilities in the area, which would be a positive change.

You might even see buildings that are for sale or for rent.

This shows that there may soon be a change in owner or occupier.

Why would this be a positive change? This could be a positive change because it means that more people are moving into the area, so it could mean more friends for you.

Let's have a check here.

Which of these would be evidence of people bringing about change in the local area? A, builders, B gardeners, C, cars, or D, a road sweeper.

Pause the video now and complete this check.

How did you get on? Did you say A, builders, B, gardeners and D, a road sweeper? Great.

All of these are evidence of people bringing about change in your local area.

Well done if you got that right.

It's now time for Task B.

This is my favourite parts of geography lessons and that's fieldwork.

We've already done our risk assessment and we've planned our route.

We now know what to look for in our local area.

Remember, we're going to be looking around and finding evidence of change.

I want you to walk around your route and take photographs of any changes that you see and mark the location on your map.

You're going to need the following equipment: your map with the route marked on; a clipboard and a pencil or a pen to make any notes or annotations to your map; and a digital camera or an iPad to take photos of the changes that you'll find.

Pause the video now and complete Task B.

How did you get on? Could you find evidence of some of the different types of changes? If you did find evidence did you remember to take photographs and to annotate your map to show where you found these changes? On my example, I've marked the location of some roadworks where the road surface was being improved and I've also marked where building work was taking place.

Well done for completing Task B.

Let's continue with our learning.

For the final part of our lesson, we need to decide what we think about the change that's happening here.

We can do an environmental assessment of the areas where we found evidence of change.

What do we think about these places? We might think that these changes are mostly positive or mostly negative.

Remember, good questions will get you good answers that allow patterns to show.

We could use scores to easily analyse the results.

You could use an environmental assessment like this.

You could think about small change happening or a dramatic change happening, so if there's a small change, you'd mark one on the scale, or if there was a dramatic change, you'd mark five.

We could also think about if the change was negative or positive so you could circle one if it was a negative change or five if it was a positive change.

And I've also got here a scale to show the opinion of change in the area, and there's lots of emoticons here to show how you're feeling about the change.

So the first one on the left would show that you love that change, and then the furthest on the right would show that you are really angry and you don't like that change.

You might even hate that change.

So let's have a check here.

Which of these statements are true? A, all changes positive.

B, small changes can be positive.

Or C, people can have different opinions about changes in their local area.

Pause the video now and complete this check.

How did you get on with that? Did you say B, small changes can be positive and C, people can have different opinions about changes in your local area? Those are both correct.

The only statement which isn't true was statement A, which says that all change is positive.

People can have different opinions of changes.

Some people might think that new buildings is a positive change and others might think it's a negative change.

It could be a change for the worse if there's lots of traffic on the road and that means that all change isn't positive.

Good job.

That was some really careful thinking that you had to do there.

Let's continue with our learning.

It's now time for Task C, which is your final task for today.

During the fieldwork, I'd like you to stop at different locations where there's evidence of change and I'd like you to carry out an environmental assessment.

In my example route, we saw three areas of change.

Therefore, I would do three environmental assessments at each of those places and you can see that I've marked them with the letters A, B, and C.

Use the environmental assessment on the accompanying worksheet to take out with you on your fieldwork.

Remember to note down the location of each assessment.

You can use those scales there to help you record your opinion of the change in this area.

Pause the video now and complete Task C.

How did you get on with this task? Did you conduct an environmental assessment at each location? Here's what I've done.

So for location A, I've noticed that there's been some change, so it's not a small change, and it's not dramatic.

It's in the middle.

I've said that the change is mostly positive, so I've given it a four on my scale and my opinion of the change is that I like it.

I don't love it and I don't hate it, but I like it.

So that shows that it is a positive change.

I'm sure you did that for all three of the locations that you stopped at.

Good job everyone.

I'm going to give you another thumbs up.

You've worked really hard today and we've now come to the end of our lesson.

We've done some fantastic geographical thinking and completed fieldwork in our lesson.

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

Fieldwork can include an environmental assessment.

For example, what do we think about the change here? Photographs can show evidence of changes that are happening.

The work that people do can change the local area.

These changes could be viewed positively or negatively.

Changes spotted could be ranked as to how dramatic the effect is or will be.

You've been fantastic today.

Well done for joining me and sharing your learning with me.

See you next time for more geography learning soon.

Bye.