St Joseph’s Medium Term Planning

Subject: Geography Term: Autumn Term 2009 Topic: An Island in the Sun
Geography Skills
• ask geographical questions
• analyse evidence and draw conclusions
• understand different viewpoints
• communicate in different ways
• use appropriate geographical vocabulary
• use maps at a variety of scales
• use ICT
• decision making
• interpreting visual material on DVD
• use secondary sources of information including aerial photographs
• describe and explain why places are like the way they are and identify change
• recognise interdependence
• recognise physical and human patterns and processes
• recognise impacts on environments and the need for sustainable management

Cross Curricular Links

Science: Living things in their environment (adaptation)

ICT: Finding things out (selecting suitable sources, finding information, classifying it and checking for accuracy) and Breadth of study (working
with others to explore a variety of information sources and ICT tools)

PSHE and Citizenship: Developing confidence and responsibility (offering opinions and explaining viewpoints), Preparing to play an active role as
citizens (researching, discussing and debating topical issues, problems and events; reflect on spiritual, moral, social and cultural issues and
understand other people’s experiences; explore how the media present information; Developing good relationships and respecting the differences
between people (to think about the lives of people living in other places and times, and people with different values and customs; recognise and
challenge stereotypes; differences and similarities between people – cultural, ethnic, racial and religious diversity); Breadth of opportunities
(consider social and moral dilemmas).

English: En3 Writing Breadth of Study (10: Pupils should be taught to use writing to help their thinking, investigating, organising and learning. 11:
The range of forms of writing should include narratives; poems play scripts, reports, explanations, opinions, instructions, reviews and
commentaries). GRANDPA BY THE SEA, Narrative and Non Fiction units.

Mathematics: Ma4 Processing, representing and interpreting data (represent and interpret discrete data using graphs and diagrams, including
pictograms, bar charts and line graphs, using ICT where appropriate; draw conclusions from statistics and graphs), Breadth of Study (using
mathematics in their work in other subjects).

Some children will not have progressed as much
and will…
have demonstrated the capacity to describe
through comparison key physical and human
features of coastlines, selecting material
accurately in response to enquiries framed by the
teacher whilst drawing upon a number of
appropriate geographical skills and recognising
how people can improve or damage the
environment.
Most Children will…
have demonstrated understanding through
accurate description and explanation of the
main features of coastal environments, the
processes of erosion and deposition and
how these processes change the coastline;
the range of different viewpoints held by
people about environmental change and
development whilst utilising a wide range of
skills of geographical enquiry.
Some children will have progressed further
and will…
have demonstrated that they can recognise and
explain the processes and features evident
within a range of coastal environments, make
links and relationships between physical and
human activities and processes; reach
conclusions and judgements about contentious
geographical issues and recognise how places and
environments may be managed sustainable.

Vocabulary Resources ICT

Coast, coastline, beach, estuary, port,
marsh, swamp, reclaimed, fiord, cliffs,
stack, waves, erosion, deposition, beach,
bay, headland, cave, wave-cut platform,
disaster, hazard, report, journalist,
physical, human, arch, stump, long-shore
drift, swash, backwash, tide, shingle, sand,
spit, lagoon, environment, leisure,
employment, sport, traffic, congestion,
pollution, flooding, hazard, harbour, rock
armour, pier, defences, town, village,
Caribbean, West Indies, heritage, culture,
volcanic, geology, landscape, tropical, coral,
reef, contours, mountain, lava, spring,
tourist, conservation, management,
snorkelling, development, costs and
benefits, export, import, trade, fair trade.
Contained on CD Rom that accompanies the unit is: Word to produce leaflets.
Internet to research St Lucia.
 Medium Term Plan DVD Jurassic Coast
 Key Question schemes of work 1-19
PowerPoint
 Photographs required for Key Questions 1-19
 Learning and Teaching materials required for Key Questions 1-19
 Power point presentations on the Jurassic Coast and Pitons coastal
areas
 Background notes for teachers on the Jurassic Coast, St Lucia and
the stages of chocolate manufacture.
 Video of cocoa bean processing in St Lucia
In addition the following resources are used during the unit:
 O.S. Landranger 192 Exeter and Sidmouth
 O.S. Landranger 194 Weymouth
 Jurassic Countdown by June Vernau ISBN 0-9539197-4-9
 Jurassic Coast 2 Disc DVD set Divercol Productions
Wk Key Question Intro/Teacher input
8 KEY QUESTION 1: • Ask pupils to study each of the
What is the coast? 12 photographs of different
coastlines carefully. What can
they see in each of the
photographs? What do all of the
photographs have in common?
Invite pupils to contribute ideas.
Explain that they all show the
coast ie where land and sea
meet.
9 KEY QUESTION 4: • Introduce pupils to the map of
What evidence of the Jurassic Coast in east Devon
erosion can we see and Dorset and refer them also
along the Jurassic to an atlas to locate the area
Coast? within the British Isles. Explain
that the coast is a World
Heritage Site where the rocks
record 185 million years of the
earth’s history. Using the edge
of a piece of paper ask pupils to
calculate the distance in
kilometres or miles along the
coast from Orcombe Point to Old
Harry Rocks.
Guided Activities / Independent Work Plenary / AFL
• Divide pupils into groups of four and number 1- • are able to compare
4. Tell the class that this activity is called and contrast using
‘pictures from memory’. The objective is for appropriate
the group to produce an accurate copy of the vocabulary to
large poster photograph that they will only see describe, observe and
for short intervals. Call up to the front all ‘A reason (Level 3).
pupils’ and allow them to study the poster
photograph of the Jurassic Coast for 30
seconds. They then return to the group and
have 30 seconds to draw what they can
remember. Next call all ‘Bs’ and repeat moving
on to ‘Cs’ and ‘Ds’. Repeat to allow all four
members of the group to study and draw on
four occasions.
• Distribute the 7 photographs of coastal • use an atlas to locate
features along the Jurassic Coast together Jurassic Coast within
with the 7 Name Cards and 7 Definition Cards. the British Isles
Encourage pupils to make up 7 sets each (Level 3) and calculate
containing one photograph, one Name Card and actual distance along
one Definition Card. Pupils complete this the coast (Level 4).
exercise by filling in the summary sheet.
• are able to compare
• Now show pupils the DVD Aerial film of the and contrast (Level 3)
Jurassic Coast with the dialogue turned down, and to demonstrate
accompanied by appropriate backing music. Ask understanding using a
them to identify any of the 7 features studied range of geographical
above that they observe in the film. skills and correct
geographical
• Plenary: On the diagram of the coast add the vocabulary (Level 4).
following labels to the correct arrows: notch

10 KEY QUESTION 7: • Remind pupils of the main
Can I recognise features of coastal erosion and
coastal features on deposition by doing a short test
an OS map? (drawing quick sketches on the
board and asking them to write
down the name as soon as they
recognise it). Alternatively
distribute at random a card with
the name of a feature on it to
each pupil and then ask them in
turn to come and draw it on the
board.
11 KEY QUESTION 8: • Ask pupils to look closely at the
How do people use photograph of children on the
the Jurassic Coast beach at Charmouth. What are
and what problems they doing? Make the link with
can this cause? fossils by showing them the
second photograph. This is one
way in which people use the
Jurassic Coast.
• Look at the photograph of the
two fossil hunters. They are
at base of cliff, cave, arch, wave-cut platform, • can identify and locate
stack, stump, waves, broken pieces of rock main physical features
of coastal erosion and
explain the processes
by which each has
been formed (Level 4).
• Distribute the OS maps of the section of • can recall geographical
Jurassic Coast from Exmouth to Sidmouth. On information and
the map 10 coastal features are shown by present it
arrows. Ask pupils to study each one carefully. appropriately (Level
Now pupils use the map key of water features 3).
to match each arrow 1-10 with the correct • can demonstrate
coastal feature as shown on the separate understanding by
sheet. correctly labelling
features 1-10 and
• Plenary: Finally, distribute the 10 photographs explaining their
showing different coastal features and ask choices (Level 4).
pupils to match the correct photograph to • can demonstrate
each of the coastal features they have understanding using a
identified above. range of geographical
skills and correct
subject vocabulary
(Level 4).
• Ask pupils to design a sign that could be placed • demonstrate
at Charmouth Beach to warn fossil hunters of understanding through
the dangers of digging in the cliffs. Encourage diagrams, labels and
pupils to present to the class, describing and text (Level 4).
explaining what they have drawn and written.
Now distribute the actual sign that is used. • compare, contrast and
How accurate were they? select appropriate
• Now ask pupils to work in pairs and study the information and
set of photographs showing many other ways in describe and reason
which people use the coast. Make a list of all accurately (Level 3).
 being responsible by only
collecting fossils on the beach.
What problems would they cause
if, as some fossil collectors do,
they decided to hammer or dig in
the cliff? Why would this be
dangerous?
12 KEY QUESTION 15: • Distribute the set of rain forest • Support pupils to access the website
What can be found photographs. Ask pupils to
in the rain forest? describe what kind of place this
is. Explain that the rain forest
is made up of trees such as teak
and mahogany and other plants
including giant tree ferns and
beautiful flowers like orchids
and hibiscus. The rain forest
also provides a wonderful habitat
for a great variety of animals
and birds. It is home to the St
Lucia parrot, one of the rarest
birds in the world.
13 KEY QUESTION 17: • Give out the two photographs
Should new houses showing ‘Lots for Sale’ and a new
and villas be built in villa under construction within
the World Heritage the Pitons WHS. Explain that
Site? Jalousie Residences is selling 81
plots of land within the site at
$200,000 each for people to
the activities they can see. Remind pupils that
the Jurassic Coast is a World Heritage Site
with a very special environment that is • demonstrate
important to protect. understanding through
• Working in pairs, encourage pupils to study the explanation (Level 4).
photographs again, this time from the
perspective of what environmental problems
each of the activities could cause. Encourage
each pair to feed back to the class explaining
their thoughts.
complete basic
www.thewildones.org/Animals/stLParrot.html geographical task
Use the information here to complete the involving accessing and
separate task sheet: St Lucia Parrot. identifying data on
website (Level 3).
Pupils to make parrots using milk bottles.
• Model the conventions of a discussion text by • demonstrate
reading through ‘The Future of the Mountain understanding through
Forest’. Draw out the following: explanation of main
issues for and against
• introductory paragraph; (Level 4)
• a second paragraph outlining the arguments • and make links to
for allowing the building; enable conclusion and
 build luxury villas on. Give out
the colour advertisement and
read through with the class.
• Explain that UNESCO has asked
for a report to be written
discussing the arguments for and
against building in the WHS and
recommending what should be
allowed to happen.
14 KEY QUESTION 18: • Unwrap a bar of chocolate in
Where does my front of the class. For two
chocolate bar come minutes ask pupils to work in pairs
from? and attempt to list all the
ingredients of chocolate. Take
feedback and write up on the
board. How many mentioned
cocoa beans? Explain that
growing cocoa beans to make into
chocolate can only happen in
tropical parts of the world and in
St Lucia it is very important with
95% of the beans being exported
to America to make into
chocolate.
• a third paragraph outlining the arguments judgement to be made
against; (Level 5).
• a concluding paragraph judgement about
what should happen in the future.
• Organise pupils into pairs and support them to
make notes for and against allowing the
development using the A3 prompt sheet
provided. Provide prompts and ideas and
encourage them to draw on material from Key
Questions 9-14 to help.
Using the discussion text outline sheet, the notes
that pupils have made for and against and the
writing frame, encourage pupils to write a first
draft and then a final piece.
• Distribute the sets of photographs showing Are able to describe,
stages in the production of chocolate from the compare and contrast,
picking of the cocoa pod in St Lucia to chocolate select and reason when
bars leaving a factory in America. Challenge undertaking basic
pairs of pupils to sort them into the correct geographical tasks (Level
order from beginning to end of the process. 3)
• Next give each pair a set of labels to match up
with each photograph. Place each label onto the Demonstrate
correct photograph. understanding of stages
of chocolate manufacture
(Level 4)