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 from our Local Area unit called Where Do We Live? This lesson is called the Street Outside Our School.

Today, you're going to be learning to share your ideas about how you could investigate the local area and help plan fieldwork in the street outside your school.

Some of this 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, looking at aerial photographs or maps of your school grounds and your homes and locating features of your local area and describing them using locational language.

I'm really excited to get started.

I hope you are too.

Here are the keywords that we'll be using today and we'll be learning more about them later.

But first let's practise saying them together.

Let's do my turn, your turn.

Field work.

Field work.

Familiar street features.

Familiar street features.

Danger.

Danger.

Street.

Street.

Good job.

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

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

First, we're going to be looking at features on the street outside our school.

Then we'll be thinking about keeping safe when completing fieldwork.

And finally we'll be planning fieldwork in our local area.

So that is looking at fieldwork that we could be doing on the street outside our school.

Are you ready to start? Fantastic.

Let's start our lesson for today.

Think about your journey to school.

Do you walk, cycle or travel in a car? Turn to your partner and answer that question.

Pause the video now.

Great.

Did you tell your partner how you get to school? Good job.

Now what I want you to do is on that journey, I want you to think about the features that you might remember about the street outside your school.

What do you see on the street? For example, I've got a pupil here, Sofia, and she sees the pavement, traffic lights, trees, and lamp posts.

Have a think about the features that you remember on your journey to school.

Pause the video now and talk about them as a think pair and share activity.

Great, I'm sure you had a really good discussion there about all of the features that you remember from the street outside your school.

Let's talk about some features in more detail.

So here are some of the features you might see on a typical street outside school.

Trees, hedges, parks, green spaces or bus stops.

You could also see some more of these features here.

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

You might also see safe places to cross, like a zebra crossing or pelican crossing.

You could also see some footpaths, so safe places for you to walk.

Pavements and cycle lanes.

So if you cycle to school, if you use your scooter, you'll definitely be riding in a cycle lane.

You might also see some of these features, transport links like bus stops or underground stations or maybe even railway stations.

You could also see some traffic lights.

So again, that helps you cross the road safely and it helps to manage the flow of traffic.

You might also see lamp posts, benches, rubbish bins, cycle lanes and parking bays for cars to park.

So those are all features that you could see on a typical street outside school.

So we've talked about what you see on the way to your school.

Now that we've looked at all of these features, pause the video and have another discussion about things that you might have forgotten about when you walk to school.

Pause the video now and see if there's any other features that you remember on your journey to school.

Good job, I'm sure you had a great discussion there with your partner and with your class about the local area features that you might see on a typical street outside your school.

It's now time to check your understanding.

Features of the street outside a school may include.

You can choose three from the list below, A benches, B houses, C foxes or D trees.

Pause the video now and answer that question.

How did you get on? Did you answer A, benches? B, houses and D, trees.

Good job.

They're all features that you might see on a typical street outside school.

Well done.

We're going to give you a thumbs up.

Fantastic learning so far.

It's now time for task A.

What I would like you to do is write a list of all the familiar features you remember about the street outside your school from your journey to school.

There's a sentence starter here to help you.

On my walk to school, the familiar features I can remember about the street outside my school are, and then you can write them in a list next to those bullet points.

Pause the video now and complete task A.

Good job everybody.

How did you get on? Here's an example of what I see on my walk to school.

On my walk to school, the familiar features I can remember about the street outside my school are bus stop, benches, houses, a postbox, a lamp post and a park.

Well done, I'm sure you were all able to list those features and you might all have the same features if you've travelled to school using the same roads.

Good job everybody.

Let's continue with our learning.

Now we're going to think about keeping safe when completing fieldwork.

Sometimes geographers draw maps from memory to help them remember about an area.

They might do this after they've investigated an area by going outside.

Do you remember what this is called? You might have done some of this already.

Going outside and investigating and collecting information.

What is that called? Turn to your partner and tell them the answer to this question, pause the video now.

How did you get on? Did you answer fieldwork? That's correct, geographers investigate places by going outside to collect information in different ways.

This is called fieldwork, but you don't have to be in a field to be doing fieldwork.

You can be on the street outside your school and that's what we're going to be talking about and planning today.

You are geographers and today you'll be planning fieldwork.

There are different types of fieldwork.

We will be planning fieldwork investigating the street outside our school and its familiar street features.

So that's what we will be investigating.

We'll be on our street outside and we'll be looking at familiar street features.

Let's have a check here.

So what is fieldwork? Is it A, going outside to collect shells? B, going outside to collect information or C, going outside to be in the sun.

Pause the video now and answer this check.

How did you get on? Did you say B, going outside to collect information? That's correct.

That's what fieldwork is and that's what we're going to be planning today.

When we complete fieldwork, we need to complete a risk assessment.

Does anybody know what I mean when I say risk assessment? Have a think, pause a video now and discuss this with your partner.

How did you get on thinking about what the words risk assessments mean? It means thinking about possible dangers and how we can all stay safe.

Well done if you got that right.

We keep ourselves safe when completing fieldwork by following these tips.

Use any equipment correctly.

That means you are only supposed to use the equipment for what it's meant to be used for.

You're not meant to be holding it up high above your head or swinging it around.

You are only supposed to be using equipment for what it's meant to be used for.

Stay with the group, that's really important because we don't want anybody to get lost or left behind.

You must stay with your group and your designated adult or your teacher.

You've got to look out for low branches.

So lots of trees have got branches that hang low and if you are not looking in front of you might miss it and you might walk into it and hurt your eyes, your nose or your face.

So make sure you're looking ahead and keeping an eye out for low branches.

You've also got to be careful not to trip on tree roots, so you've got to be alert looking forward and scanning in front of you, making sure that low roots are not sticking out because if you trip over them you might hurt yourself.

We don't walk into ponds or rivers because we dunno how deep they are.

And if you don't know how deep they are, it might be difficult for you to come back out.

We don't pick or eat anything growing on trees.

That's because we don't know if that fruit is poisonous or not.

And if you eat it and it is poisonous, it might give you a bellyache.

So we've got to make sure we follow these tips to help keep ourselves safe.

Let's have a check here.

When completing fieldwork, you should A, run into or pond river.

B, be careful of hanging branches or tree roots.

C, stay with your group and your teacher and D, not pick any berries or fruit off trees.

I'll give you a clue here, you can pick three answers from this list below.

Pause the video and complete this check.

How did you get on? Did you say B? Be careful of hanging branches or tree roots.

Did you say C? Stay with your group and your teacher and D not pick any fruit or berries off trees.

Well done.

Those three are all correct.

And they're really important that you remember those tips so that you can keep yourself safe when completing fieldwork.

Good job.

I'll give you a thumbs up.

It's now time for task B.

So what I would like you to do is to write a risk assessment of two potential dangers and how to help everyone stay safe when completing fieldwork.

You can use this template to help you.

Pause the video now and complete task B.

Well geographers, how did you get on with task B? Here's what I've written, but you could have had different answers as well.

I've said the ways we keep ourselves safe when doing fieldwork are we might get lost if we wander off.

So that's the potential danger and our risk assessment to help us stay safe is we need to stay with the group.

The next one, we might trip over tree roots.

So that's the potential danger.

And the way that we can stay safe is we need to be careful and look where we place our feet.

And then the final danger that I've thought about is we don't know what plants and berries are growing, so in order to keep ourselves safe, we don't eat them because they might be poisonous.

So that's an example of my risk assessment.

Well done if you've completed yours as well and you've got similar answers to me.

You can give yourselves another thumbs up.

It's now time for the final part of our lesson today.

We're going to be planning fieldwork in our local area on the street outside our school.

So let's just think about what we've talked about already today.

We've talked about the street outside our school and the familiar street features.

So remember you talked about what you could see on your journey to school.

We've talked about completing fieldwork by going outside and gathering information about places and that's what we're going to do.

And we've talked about the dangers that we need to keep ourselves safe from when completing fieldwork.

So now what we're going to do is we're going to share ideas about what we could investigate in our local area and plan fieldwork in the street outside our school.

Geographers plan fieldwork to make sure they think about the best questions to ask and collect the right information for the topic they want to investigate.

You want to make sure that you maximise going outside and collecting that information.

If you haven't planned it, you might forget to collect some really important information and that means that you won't be able to finish your investigation properly or you might even have to go outside and do it again.

So we really have to think carefully about what we want to investigate and what information we want to collect.

They need to know what they're collecting information on and how they will collect it and record it.

So this is a true or false question.

You've got to think carefully about if this statement is true or not.

Geographer's plan fieldwork.

Is that true or false? Pause the video now and answer that question.

How did you get on? Did you say true? That's correct, geographers do plan fieldwork.

Now let's think about justifying our answer and thinking why that is true.

Do geographers plan fieldwork because they like making lots of notes? Or to make sure they collect the correct information? Pause the video now and answer this question.

How did you get on? Did you say B? To make sure they collect the correct information.

That's true, so geographers do plan fieldwork to make sure they collect the correct information.

Remember we talked about making sure that you know exactly what you're looking for, how you're going to collect it and what you're going to use to record it on.

And that's really important to make sure that you make the most outta the fieldwork.

Good job everybody.

Let's have another thumbs up.

So let's think about what we want to find out about the street outside our school.

What could we investigate as geographers about our local area? Is there anything that you want to find out about our local area? Is there anything that you pass by every day on your journey to school that you think about? Pause the video now and share some ideas about what you want to find out about the street outside our school and things that we could investigate as geographers about our local area.

Pause the video now and answer those questions.

Great, I'm sure you had lots of different ideas about things that we could investigate about our local area and find out about the street outside our school.

Let's think about the familiar street features from earlier.

We talked about trees, hedges, parks, green spaces, familiar buildings like the library, shops, homes and workplaces like offices.

We talked about safe places to cross, so a zebra crossing, a pelican crossing or some traffic lights.

We talked about footpaths and pavements and we talked about cycle lanes as well.

So safe places for us to use while we are walking or travelling.

We talked about transport links like bus stops or stations.

Traffic lights or roundabouts to help the flow of traffic.

And then we talked about lamp posts, postboxes, benches and rubbish bins.

These are all the familiar street features that you could have wanted to investigate when you just talked about it now with your partner.

Let's think together about questions that we could investigate and information that we can collect about these familiar street features from the street outside our school.

Now that we've talked about those familiar street features, are there any questions that you have about some of these features? Are there any questions that you thought about earlier that you might want to change or adapt or think about differently now that we've talked about these features? Pause the video now and think about some questions.

How did you get on? Some ideas that you could include maybe the types of houses on the street.

So thinking about if the houses are mainly semi-detached, if they're flats, detached, et cetera.

You could also think about the types of trees that are on the street outside your school or in your local area.

So trees like oak trees, ash trees, beech, alder, silver birch, et cetera.

So you could do an investigation about the types of trees that you see.

The number of benches, how many benches there are and where they are.

You could investigate the types of crossings that you have in your local area.

So thinking about a zebra crossing, a pelican crossing, a toucan crossing or et cetera.

The types of lamp posts that you might have.

So some might have electric charging points for electric vehicles or maybe even solar panels so they're not using electricity.

You could investigate the monarch's initials on the local post boxes.

So I dunno if you've noticed, but all post boxes have got monarch's initials on them and it could show you that those post boxes were installed around the time of those monarchs reigns.

So the monarchs that we could be investigating are Queen Victoria, King Edward VII, King George the V or Queen Elizabeth II.

So that could be a question that you want to answer or investigate.

So here are the different types of questions that I've come up with based on what we've just talked about.

What is the most common type of house on this street? So I could investigate that if I wanted to for my fieldwork.

What is the most common type of tree on this street? How many safe places are there to cross on this street? How many bins are there on the street? So those are questions that I've come up with and what I would like you to do now is to think about other questions that you could ask.

Pause the video now and complete this check.

Great.

How did you get on? Did you say a question you could ask is potentially how many buses stop on this street? Or which monarch's initials on the post boxes? Well done.

Good job.

I'm sure you've had some other questions as well.

It's now time for task C.

So you're going to be thinking about planning the fieldwork that you want to complete on the street outside your school.

So what I would like you to do is to answer these questions.

The question I would like to investigate when completing fieldwork is, so that's what you are going out to investigate.

Then you're going to think about what information you're going to collect to help you with that investigation.

And finally, you're going to think about how you can record that information to make sure you remember it.

Pause the video now and complete task C.

Good job.

How did you get on planning your fieldwork? Here's some of the answers that I've written.

So yours could be similar or they could be slightly different depending on what question you chose to answer.

The question that I would like to investigate when completing fieldwork is what is the most common type of house on this street? The information I will collect is a list of different types of houses and a tally of how many of each there are.

And then I'll record it by using a tally chart with a paper and a pencil.

And then I will also take photos of each different type of house using an iPad.

Good job.

Geographers.

I'm sure you were able to plan fieldwork in your local area.

Well done for also thinking about how to keep safe when completing fieldwork.

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

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

Geographers sometimes draw maps from memory.

For example, a map showing familiar features from the street outside school.

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

This is called fieldwork.

Risk assessment means thinking about possible dangers and how you can keep yourself safe.

Geographers plan fieldwork to make sure they think about the best questions to ask and collect the right information for the topic they want to investigate.

You've been brilliant today.

You can give yourselves one last thumbs up.

That's such fantastic planning.

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

I'll see you soon for more geography lessons.

Bye.