Lesson video

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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 from our unit on our local area study, where do we live? This lesson is called Buildings and Features Near Our School.

Today, you'll be learning to investigate the street outside your school and do some fieldwork to observe and record what is there.

Some of this learning is brand new, but I'm 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 planning fieldwork outside your school.

I'm really excited to get started.

I hope you are too.

Here are the key words that we'll be using throughout our lesson today.

Let's practise saying these keywords together.

Let's do my turn your turn.

Fieldwork.

Buildings.

Large-scale map.

Recording sheet.

Display.

Well done.

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

Let's look at the learning cycles we'll be working through together today.

First, we'll be investigating the street outside our school, so that's where we'll be doing our fieldwork.

And then we'll be thinking about displaying the information that we gathered from our fieldwork and sharing that information with others.

Are you ready to start your learning today? Good job.

Let's begin.

Features in our local area may include houses and different types of houses, shops.

They could be shops that you buy food from or shops that you buy clothing or toys, or other things from, schools, and different places of worship.

Green spaces like fields, open areas with benches or parks.

Medical centres like doctors or dentists.

Transport links, bus stops or train stations, or leisure facilities.

Places that you go to eat, like restaurants or the cinema where you can go to watch a film.

There might even be theatres as well.

Familiar features of our street outside school might include trees, hedges, parks, green spaces.

Familiar buildings like the library shops, homes or places of work like offices.

Safe places to cross, zebra crossings or pelican crossings.

There might even be a toucan crossing as well.

Footpaths or pavements for you to be safe when you are walking, or there might even be a cycle path for you to cycle on with your bike or your scooter.

Transport links like the bus stops or stations and there could be traffic lights or roundabouts to help the flow of traffic.

And then other features would include lampposts, postboxes, benches or rubbish bins.

There might even be a recycling bin as well.

Many streets include a range of buildings that includes shops, homes, places of worship like synagogues, mosques, churches, or temples, offices and places of work or stations and much more.

Each of these buildings also have different types of buildings which look different from each other.

Remember, types of homes include semi-detached, detached, flats, or bungalows.

Here's a true or false check question to help us with our understanding.

We've got to read this statement and decide whether or not it's true or false.

All the buildings on the street look the same.

Pause the video now and answer that question.

How did you get on? Did you say false? That's correct.

All the buildings on a street look different depending on what type of building they are.

Let's think about justifying our answer and thinking about why it's false.

Is it, A, houses on the street are all different or, B, many streets include a range of buildings which could all look different? Pause the video now and complete this check.

How did you get on? Did you say many streets include a range of buildings which could all look different? That's correct.

So all buildings on a street do not look the same because the street includes a range of buildings.

And then we talked about within those building there are different types of buildings.

So well done for completing that check.

That was a little bit tricky, but you worked through it so well.

I'm going to give you a thumbs up.

Let's continue with our learning.

Geographers investigate places by going outside to collect information in different ways.

This is called fieldwork.

You are geographers and today you'll be completing fieldwork, recording information you collect on a recording sheet.

Remember we've talked about it being so important to plan fieldwork to make sure that you collect the right information and that you record it so it helps you to remember.

We want to investigate one of these questions during our fieldwork today.

What is the most common type of house or tree on this street? How many safe places are there to cross this street or how many buses stop on this street? So we are not going to answer all of these questions because that's a lot of information that we'll need to collect.

Let's discuss this as a class and choose which one we'd like to investigate together today.

Pause the video now and think about which one of these questions you'd like to investigate.

We'll be talking more about these questions later.

Geographers can find features on an aerial photograph.

This is an aerial photograph of my local area.

Let's see what features we can spot together.

Restaurant, somewhere I can go and eat.

A supermarket, the park gym, a medical centre, a place of worship, my school, the allotments, my local park, my house, the station or the library.

Those are all different features that I can identify from this aerial photograph.

When doing fieldwork, geographers use large scale maps to locate their position and features they see.

So you can see there that I've used a label to locate where my school is on this large scale map.

This is a large scale map of the street outside my school.

We'll use it to locate the position of features.

It's time for another check now.

So let's think about how we can complete this statement.

When doing fieldwork, geographers use large scale maps to, A, see a very large area of a place, B, locate features and their position, or C, learn how old a place is? Pause the video now and answer this question.

How did you get on? Did you answer B, when doing fieldwork geographers use large scale maps to locate features and their position? And that's exactly what we did using that large scale map of my local area.

Remember that we keep ourselves safe when completing fieldwork by following these tips.

We use any equipment correctly and only for what it's meant to be used for.

We stay with the group and don't wander off.

We look out for low branches to make sure we don't hurt ourselves.

We are careful not to trip on tree roots, and we don't walk into ponds or rivers because we don't know how deep they are.

We definitely don't pick or eat anything growing on trees because we don't know if they're poisonous or not.

These are all the things that we can remember to keep ourselves safe when completing fieldwork.

It's now time for task A.

So what you are going to be doing is you are going to use this large scale map of this street and your recording sheet and collect information to find out answers to your questions.

I'd like you to take photos of the features you see and locate them on your map.

Here's what your recording sheet looks like.

So it is the question that you'd like to investigate.

It's what information you are collecting, the notes and observations that you make, and then the location on the map.

And the most important thing is you've got to remember to take photos because that's one way that we can record information from fieldwork.

So I'd like you to tick that box once you've taken the photos.

Pause the video now and complete task A.

How did you get on? Here's my example.

So you can see there that on my large scale map of the street outside my school, I've located these features.

So I've located a bungalow, a cottage, a detached house, a semi-detached house, a terrace house, and some flats.

I wonder if you can think which question I chose to investigate.

You can see there that I've chosen to investigate the types of houses on the street.

So I've taken photos of all of them and I've also taken a photo of the postbox because I thought that was quite interesting as well.

Here's my recording sheet.

So the question that I chose to answer was what is the most common type of house on this street? Well done if you guessed that correctly.

The information that I'll collect is I counted the number of the different types of houses that I found on the street.

So I found three flats, 14 semi-detached houses, 12 terraced houses, three bungalows and three detached houses.

The notes and observations that I made whilst completing my fieldwork was the most common type of houses on the street outside school are semi-detached and terraced.

And then the location on the map was close to the allotments.

So well done everyone for completing your fieldwork and for investigating those questions.

Good job.

I hope you had a great time completing fieldwork and I hope that you kept safe while you were doing that as well.

Going to give you a big thumbs up.

Now we're going to think about displaying the information that we've gathered from fieldwork and how we can share that information so others can benefit from the information that we found out.

You've now completed fieldwork in your local area and around our school.

Now, we need to think about how to share and display the information that we've gathered through fieldwork.

Can you think about any ways we could do that? Pause the video and see if you can think of ways we could share information.

Great.

I'm sure you had a really good discussion there.

Geographers use maps, labels, and photographs to share information about places that they've investigated through fieldwork.

Did you say that we could share our answers using maps and labels and the photographs that we've taken? Well done if you did.

Let's have a check here.

Choose three things that geographers use to help them share information about places they have investigated.

A maps, B, magnifying glasses, C, photographs, or D, labels.

Pause video now and choose three answers from this list.

How did you get on? Did you say maps, photographs and labels.

That's correct.

So those things are what geographers could use to share information about places that they visited.

Well done.

Think about the information from our recording sheet that we can share about the fieldwork we've completed.

What information did you record? We could talk about the features that we saw.

So the buildings or the green spaces or wherever you chose to investigate.

You could talk about their location on the large scale map, so that would help others locate them and visit them as well if they wanted to.

The photographs we took of them, photographs are really good, important pieces of information that help share what a place looks like.

So they're real key things that we need to share with others.

We can also share labels that we use to add information to our photos to share a little bit of extra information about them.

And then we can think about how we display it all together so that it's visually appealing and easy to understand so that someone can come and find out information without getting confused about it.

So here you can see I've got my large scale plan of the street outside my school and then some of the photos that I took.

And then I'm showing an arrow of the location where I saw that feature and then a label that adds more information.

So I can say there that I've got a picture of a postbox with the initials GR.

Then I can also say that I located a cottage with a thatched roof and I thought that was interesting because mainly cottages with thatched roofs aren't in cities like they are where I found it.

They're generally in villages.

So I thought that was interesting.

And then I also saw a bungalow.

So I've marked the location there and I've written a label that says bungalow close to the Green Man Pub.

So you can see there that from this display, I've shared photographs of the information that I found and then I've added extra information using labels.

I've also used arrows to show exactly where they were located on the map to help others find them as well.

You'll be sharing your displays of information you gathered during fieldwork with your classmates because I'm sure you all chose to investigate different questions and you didn't all pick the same one.

So this is a great opportunity to learn from each other.

Together, you'll answer some of the questions you found out about your street.

This will contribute to a large display to illustrate your findings.

Maybe you want to share your findings with other pupils that go to your school.

Maybe you want to share it with a partner class or you might want to share the information with parents and members of the school community.

Things to remember when sharing information with each other, so that is if you are presenting.

You've got to speak slowly and clearly so others understand what you have to say.

Use language that others understand.

So you might be presenting to people or pupils that haven't done the same learning as you, so they might not be sure what you are talking about if you use language that they don't understand.

You've got to look at your audience and that shows them that you are really interested about the topic and that you want to communicate with them.

You've got to stand still on the spot so they can focus on you rather than getting distracted by you walking up and down.

And you've got to ensure that your photos and your drawings or your labels, if you've used any, are clearly visible and again, easy to understand.

So these are all the things that you've got to remember when you're presenting to your fellow pupils or parents.

It's now time for task B.

So what I would like you to do is to use maps, labels, photographs, and drawings to share information you gathered from fieldwork.

You have to share your work with others in the class or like I said, a partner class or members of your community, like parents and teachers.

And you've got to present your findings and all of your learning will contribute to a large display to illustrate your findings and answers to your questions, so that you can help share the information from what you found out with others.

Pause the video now and complete task B.

Good job, geographers.

How did you get on? Here's an example of what I've done.

So there's my large scale map of the street outside my school and then the photos that I've taken and I've located where those photos were taken on the large scale map.

And then I've included extra information using my labels.

So I've said cottage with a thatched roof, bungalow, close to the Green Man Pub, and postbox with the initials GR.

And there you can see that I've made a poster or I've made some models and I've contributed to that class display.

So that's where all your learning is going to be presented as well.

Good job geographers.

I'm sure you had a lot of fun today completing fieldwork and investigating buildings and other features that are on the street outside your school.

You've presented your findings really clearly and you've shared information with others.

Well done.

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

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

Many streets include a range of buildings, including homes, shops, places of worship offices, et cetera.

When doing fieldwork, geographers use large scale maps to locate their position and features they see.

Geographers use maps, labels, and photographs to share information about places they've investigated through fieldwork.

You've been brilliant today.

Well done.

Give yourselves one last thumbs up.

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

You'll see me again soon for more geography lessons.

Goodbye.

I've finished the video