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're 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's changing.

Today's lesson is called Measuring change in a day.

Our learning outcome is to collect data over a school day to investigate changes in the school grounds during a single day.

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

This links back to previous learning you might have done investigating your local area, how it is changed over time, and collecting information about it from fieldwork and people's opinions through surveys.

I'm really excited to get started.

Let's go through our keywords for today.

Our keywords are tally chart, static, fieldwork, and equipment.

Let's go through our keywords together and practise saying them through my turn and your turn.

Tally chart, tally chart, static, static, fieldwork, fieldwork, equipment, equipment.

Well done.

We'll be using these keywords together throughout the lesson.

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

Here are the definitions of our keywords.

A tally chart is a quick way of recording counting of data using lines in groups of five.

Something that is static does not move or change.

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

Equipment is the set of tools or resources needed for a particular task or activity.

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

We've looked at changes to our settlement in the past and in more recent times.

First, we're going to look at whether places are static.

Then, we'll move on to finding out how we collect data.

And finally, we will try and conclude how this place is being used and by who.

I'm really excited to get started.

I hope you are too.

Let's start our learning for today.

Do you remember Izzy? We watched the changes that had happened to her local area through her window.

She watches the changes as well.

The changes through her window take place over 15 years.

The view from Izzy's window changes during that time.

It was not static.

We've seen changes happen to our local area as well, some of them over a long period of time, but some of them more recently, so our local area is not static either.

Remember what Izzy could see out of her window when she was born.

This is what she can see from her window today.

Will the view from your window be the same in a day, a year, or 100 years? Pause the video now and think about that question.

The answer is no.

The evidence that we've collected from our local area shows us that places are always changing.

They can change from day to day.

They definitely change year to year, and again, they definitely change over 100 years.

But which changes could we see if we looked for evidence in a much shorter timeframe? We'll think about that later in today's lesson.

Let's have a check here.

Which of these could change in a day? A, the weather, B, the number of houses, or C, the number of cars on the street? Pause the video now and answer that question.

How did you get on? Did you answer A, the weather? That's right.

In just one day, the weather could change from sunny to raining to snowing, and then back to sunny again.

Living in the United Kingdom means very changeable weather.

The number of cars on the street could also change.

People come and go from their houses, from work or from school, so that could also change within a day.

It is now time for task A.

We are going to investigate one change that could happen in a day.

I'd like you to talk to your geography buddy and think of three changes that you could monitor in a day.

Then, I'd like you to decide on a change that you could investigate.

Pause the video now and complete task A.

How did you get on? Did you think of three changes that you could investigate happening in one day? Laura thought we could investigate the weather.

Alex thought that we could investigate the number of cars on the road.

And Jun had the idea to investigate the number of pedestrians passing our school gate.

Today, I've chosen to investigate the number of pedestrians that will pass our school gate.

So, now, we're going to be thinking about how we can collect data.

To investigate the number of people passing our school gate, we'll need to collect some data.

What data should we collect? Pause the video now and answer this question.

How did you get on? Did you think about collecting the number of people that walked past our gate in the morning? So, maybe when they dropped children off at school.

Maybe the number of people that walked past our school gate at lunchtime.

That's if they want to come and collect children from nursery.

We might also want to look at the number of people passing our school gate close to three o'clock when school finishes.

Let's have a check here.

When would be the best times to carry out this fieldwork? Would it be A, nine o'clock in the morning, B, 12 o'clock at lunchtime, C, three o'clock in the afternoon, or D, six o'clock at night? Pause the video and have a think about this question.

So, which of these times would be the best for our fieldwork? Did you answer A, nine o'clock in the morning? That's correct.

B, 12 o'clock at lunchtime, and three o'clock in the afternoon is also correct.

I don't think anybody wants to come back to school at six o'clock at night to do some geography fieldwork.

So, that one is not a correct answer for today.

We've chosen times which are spread out throughout the day and they're not too close together, so hopefully we'll see some changes in our data.

The best way to record the number of pedestrians passing the school gate is by using a tally chart.

For each person who walks past, we can mark one tally like this.

If a second person walks past, we can mark another tally, and another tally for a third person.

A fourth person would have a fourth tally.

And remember, with tally charts, when a fifth person walks past, we will put a diagonal stroke through the four straight lines that we have, and that will show us that we've got a group of five.

Remember that the fifth tally makes a gate across the group of four.

This makes it much easier to count our data, because we're all really good at counting in fives.

Let's check our understanding of interpreting tally charts.

How many is shown by this tally? Is it A, 10, B, 15, or C, 20? Pause the video now and answer this check.

How did you get on? I can see three groups of five tallies.

So, if I count in fives, 5, 10, 15, I can work out that the correct answer is 15.

I hope you did that as well.

Good job if you got that right.

Thumbs up.

So, now we know what we're investigating.

We know the times of the day that we are going out to do our counting, and we know that we are going to record our data using a tally charts when we get outside, but we've got to make this a fair investigation.

So, to make it fair, we should count the pedestrians for the same length of time at each point in the day.

10 minutes should be long enough to count as many people as possible.

If you wanted to, you could always change it and make it longer if you had more time.

Just remember, it needs to be the same length of time for every check that you do.

Fieldwork carried out at different points during one day tells us more about how a place is used and by who.

We could carry out our fieldwork once in the morning, once at lunchtime, and then once in the afternoon.

It depends which time suit you and your school day.

We'll need some equipment to investigate the number of pedestrians passing our school gate.

What things do you think we should take with us? Which equipment will be useful to have? Pause the video now and think about the equipment that we all need.

How did you get on? Did you say clipboards, a table to record the data, something to write with, and then a timer to count 10 minutes? Good job.

Well done if you got that right.

Let's check your understanding of the equipment that we'll need to take with us.

Which equipment will we need to take? A, a map, B, clipboard, C, table to record the data, and D, a timer to count the 10 minutes.

Pause the video now and complete this check.

How did you get on? Did you think carefully about the equipment we'll need? We'll definitely need a clipboard and a table to record the data and a timer to count the 10 minutes.

We won't need a map on this occasion, because we are just going to be standing outside our school gates.

Right.

It's now time for task B.

What I'd like you to do is to carry out fieldwork in your school grounds at three different points during the day.

You should record your results in this table.

So, you're going to write the three times down in the column that says time.

The column in the middle is where you're going to record the number of people that pass by your school gate, so that's where you're going to use your tallying.

Remember that after every fourth stroke, you have to put a diagonal stroke across the rest and that represents a tally of five.

And then, you have to use your counting skills to count in fives and total up the number of people that walked past your school gate at that time.

Pause the video now and complete task B.

How did you get on? Did you have fun carrying out your fieldwork? Did you remember to cross out each group of four tallies to make a tally of five? And I bet it made it much quicker to count, didn't it? Here are the results of when I completed my fieldwork.

You can see that at 9:00 AM, there were 29 pedestrians that passed my school gate.

At 12:00 PM, there were only five.

And at 3:00 PM, there were 35.

That must have meant that there were more people at the start of the day and at the end of the day than there were at the middle.

And if we think about those times, most children would get dropped off to school around nine o'clock and most children would get collected at three o'clock.

Not many children would be collected at 12:00, so the people that would be passing by would be people that walk along that road to get to another place.

Good job.

Well done for completing that task.

Let's continue with our learning.

Now, we're going to be thinking about how this place is used and by who.

Let's look at the results of our fieldwork.

If you're counting the number of pedestrians who passed by your school gate, did you get similar results to me? I found 29 people passed by the school gate at nine o'clock in the morning.

Only five pedestrians walked past at 12 o'clock in the afternoon.

And then, when I came back at three o'clock, there were 35 people who passed by my school gate.

Let's have a quick check here.

So, I'd like you to use that table to answer these questions.

Which time of day was the busiest and which time was the quietest? Pause the video now and complete these questions.

How did you get on? Did you say 3:00 PM was the busiest time, because that's when we counted the most pedestrians? And did you say 12:00 PM was the quietest time, because that's when we counted the fewest people? Good job.

Well done.

Let's continue with our learning.

It's now time for task C.

I'd like you to write an answer to these questions.

Why do you think the number of pedestrians changed over the course of the day? You can use this sentence starter to help you, the number of pedestrians changed over the course of the day, because.

The next question that I would like you to answer is why do you think 9:00 AM and 3:00 PM were the busiest times? You can use this sentence starter to help you.

The busiest times were 9:00 AM and 3:00 PM, because.

Pause the video now and complete this task.

Great.

I'm sure you did really well there.

Let's have a look at the answers that I've recorded.

The number of pedestrians changed over the course of the day, because people only need to visit our school at certain times of the day.

The busiest times when 9:00 AM and 3:00 PM, because those are the times of the day when people come to school to drop off or collect their children.

Did you write similar answers to mine? Well done if you did.

Good job.

You can give yourselves another thumbs up.

I wonder if we would've had the same results to our investigation if we'd counted the number of people at the weekend, maybe the number of pedestrians would increase or decrease.

There might be more or less people at the weekend.

What do you think? If we wanted to continue our investigation, we can try and find out about why people travel at these times, we could do a survey and ask them why they walk past our school at different times in the day.

All of that helps us gather information about how our area is used by people and why.

Well done for all of your thinking today.

We've now come to the end of our lesson and we've had some great fun conducting some more fieldwork to investigate a change that happens in one day.

Let's go through a summary of the learning that we've done today.

Places are not static and so change during the course of an hour, a day, a year, or 100 years.

Fieldwork carried out at different points during one day tells us more about how a place is used and by who.

Revisiting the same place early in the morning, at lunchtime, and in the afternoon to gather data on the same day will reveal change.

You've been fantastic today.

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

See you next time for more geography lessons soon.

Bye.