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Aim: Design an Outdoor Classroom experience on soils for Junior Cycle Geography Students

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Aim: Design an Outdoor Classroom experience on soils for Junior Cycle Geography Students

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Measuring weather

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Coastal processes

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Loreto Letterkenny & Gairmscoil Mhic Diarmada

Study of urban land use

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Loreto CS Milford

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Aim: Observe and record weather conditions 

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Aim: Observe and record weather conditions 

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To explore fluvial landforms created by deposition.

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Student Cohort: 2nd years

Aspect of geography: Weather & Climate

Unit of Learning Title: Weather: How it impacts on our lives.

LO's: 1.7, 1.8 & 2.8

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Student Cohort: 2nd year

Aspect of geography: The Sea

Unit of Learning Title:

LO's: 1.5; 1.10; 2.7; 2.8; 2.9

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Student Cohort: 2nd year

Aspect of geography: Coast

Unit of Learning Title: Human interaction on beach erosion

LO's: 1.5 Explain how the processes of erosion, deposition and transportation shape our fluvial, marine and glacial landscapes

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Student Cohort: 3rd years

Aspect of geography: Weather

Unit of Learning Title: Weather wonders - Exploring predictions and/or patterns

LO's: 1.8 – gather, record and interpret weather data.

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Student Cohort: 1st Year Group

Aspect of geography: Soils

Unit of Learning Title: Soil: An Essential Resource for Life

LO's:

1.4 assess a soil type in a local area in relation to

composition and vegetation

2.4 assess the exploitation of water, fish stocks, forestry, and soil as natural resources

3.4 consider the factors affecting the location and origin of rural and urban settlement in Ireland

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How would you plan for the Outdoor Classroom?

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How would you plan for the Outdoor Classroom?

prior revision/overview of topic/processes

Risk assessment (mindful of inclusion)

check weather conditions

gather and check necessary equipment

list of tasks (measurements) to be completed

log sheet to record data

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How would you plan for the Outdoor Classroom?

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How would you plan for the Outdoor Classroom?

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How would you plan for the Outdoor Classroom?

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How would you plan for the Outdoor Classroom?

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How would you plan for the Outdoor Classroom?

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Site: The School (outside)

Equipment: Recording booklet, Rain Gauge, Thermometer, Octave Scale, Hydrometer, Campbell Strokes Recorder & Anemometer.

Geographical Skills: Collecting & recording information. Numeracy & literacy skills. Observation skills. Communication skills (individual & team). Different representations of date (graphs & bar charts).

Methods of Gathering Data: Booklet. Primary observation. Measuring.

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Site: local beach

Equipment: clinometer, measuring tape, ranging poles, stopwatch, OS map, oranges (longshore drift), view finder, quadrant, callipers, meter stick, Power's Law of Roundness Scale,

Geographical Skills:

mapwork, measuring, observation, interpretation, analysise data, find proceses and make connections

Methods of Gathering Data:

primary sourcces (collecting measurements/data)

secondary resources (older maps)

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Site:

Beach

Equipment:

Measuring tape

oranges

ranging pole

clipboard

clinometer

teachers students

waterproofs

stopwatch

recording sheets

Geographical Skills:

data gathering

Methods of Gathering Data:

sampling

cross sections

wave frequency

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Site: Outside the school

Equipment: Clipboards, worksheets , thermometers for measuring temperature, anemometers for wind speed etc

Geographical Skills: Observation skills, data collection both quantitative and qualitative , analysis and interpretation of data

Methods of Gathering Data:

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Site: Drumboe Woods, Stranorlar

Equipment: Measuring tape, callipers, stop watch metre stick (to record the depth of the water), bridging poles, hydroprop, clipboard.

Geographical Skills: measuring and recording, observing, field sketch map, risk assessment, numeracy and literacy skills when analysing the data.

Methods of Gathering Data:

1. Measure the width of the channel.

2. Measure the depth (5 points across the channel)

3. Measure the velocity (5 same points across the channel)

4. Measure the size of the sediment.

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Site: School Grounds

Equipment: Soil Sampler, Soil pH tests, glass beaker, thermometer, soil thermometer, measuring tape, trundle wheel, soil samples.

Geographical Skills: measuring, observation, recording data, drawing field sketch.

Applied Geographical Skills: engage with geographical questions (who, what, where, when, how and why), gather data, organise and interpret data, analyse geographical information to find patterns and connections, present geographical information.

Method of Gathering Data: Survey 123 questionnaire

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How would you gather the data? Observation of cloud cover, wind direction & speed. Measuring temperature & precipitation levels.

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How would you gather the Data?

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How would you gather the Data?

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How would you gather the Data?

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How would you gather the Data?

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How would you gather the Data?

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How would you gather the Data?

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Data to be collected: How would you gather the data? Observation of cloud cover, wind direction & speed. Measuring temperature & precipitation levels.

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Data to be collected:

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Data to be collected:

Present day Land use

Historical land use

Changes in land use

Width of buildings

How many stories and use of each storey

Condition of building

Function of building

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Data to be collected:

-length of the beach

-longshore drift

-wave frequency

-impact of dune renourishment

-sketch map

-height/ slope of the dunes

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Data to be collected:

Measure and record temperature

Observe and note the type of cloud cover present

Measure wind speed and direction

Note any signs of precipitation

Have students document their findings on a results sheet

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Data to be collected:

1. Measuring Width - Measure across the channel using the tape measure

2. Measuring Depth - Using the metre stick measure the depth of the river in different stages.

3. Measuring Velocity - measure the speed of the sediment using a stop watch at the 5 intervals.

4. Sediment size - Randomly selecting sediment and measure using the callipers.

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Data to be collected:

Observation of local soil particles (soil in glass beaker with water)

Observation of local soil particles texture and colour

Compare local soil to texture and colour of other soil types

Measure Soil pH

Observation of human interaction with soil on school grounds

Observation of changes in uses of soil over time - historic maps

Observe the aspect of school polytunnel (compass direction)

Measure soil temperature (in and outside polytunnel)

Field Sketch of site - to show human interaction with soil in school

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Student Cohort:

2nd or 3rd years

Aspect of geography:

Urban land use

Unit of Learning Title:

LO's: 3.5 Examine the causes and effects of urban change in an Irish town or city.

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What questions could you ask to support students to make connections and identify patterns in their data? Connections between clouds & perceptions levels. Their recordings & local weather forecast.

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What questions could you ask to support students to make connections and identify patterns in their data?

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What questions could you ask to support students to make connections and identify patterns in their data?

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What questions could you ask to support students to make connections and identify patterns in their data?

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What questions could you ask to support students to make connections and identify patterns in their data?

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What questions could you ask to support students to make connections and identify patterns in their data?

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What questions could you ask to support students to make connections and identify patterns in their data?

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Data Analysis Questions:

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Data Analysis Questions:

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Data Analysis Questions:

What is urban decay?

Reasons for urban decay?

Possible solutions?

Any evidence of urban renewal or redevelopment?

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Data Analysis Questions:

impact of dunes and height

slope of the dunes at certain points

the impact of wave frequency

why is the rate of erosion happening at certain points

Impact at different times of year

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Data Analysis Questions:

How do different weather elements such as temperature, wind and cloud cover interact or influence one another?

Is there any correlation between cloud cover and likelihood of precipitation

How might the observed weather patterns influence agriculture in the area

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Data Analysis Questions:

1. Describe the gradient of the river?

2. Where is north?

3. What is the land use in this area?

4. What is the impact of the human activities and how has this affected the river characteristics?

5. What evidence of river processes can you see?

6. What is the underlying rock type?

7. How does velocity change along the river channel?

8. Where do you think the water is deeper/shallow?

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Data Analysis Questions:

What characteristics did you observe in the local soil?

What soil type is this?

Has the local bedrock affected the local soil? How?

Why is soil temperature important?

Why is aspect important for the polytunnel?

Has the use of the local soil changed over time? Why?

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Presentation:

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Presentation:

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Presentation:

Table format

Bar chart

Photos

Survey 123

Powerpoint

reflection

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Presentation:

sketch map

photos

graphs

written report

comparison

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Presentation:

Each group would fill in their results sheet and then present their results to the class on return to the classroom either orally by doing a digital presentation.

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Presentation:

Field Sketch

Cross Section of the River Profile

Bar Graph to show the river depth

Bar Graph on velocity

Description of the comparison of the changes along the river channel

A written conclusion of their findings/experience

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Presentation:

A poster with:

Description of local soil formation and characteristics and a soil profile diagram

Soil measurement results: pH, colour, feel, results of particles experiment

Graph from Survey 123 results about soil use

Field Sketch

Answers to analysis questions

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Student Cohort: 1st Year Geography Class

Aspect of geography: River - Fluvial Environment

Unit of Learning Title: LO's: Identify different features of a river landscape.

10.2 Describe and explain river processes.

10.3 Explain at least one upper-course landform (river erosion).

10.4 Explain at least one middle-course landform (erosion and deposition).

10.5 Explain at least one lower-course landform (river deposition).

10.6 Describe how people have interacted with and managed rivers over time.

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Site:

Local town/main street

Equipment:

clinometer

worksheet

clipboard

measuring tape

trundle wheel

phone

Geographical Skills:

Observing data

measuring width of the building

Researched historical maps

Reading town plan and recording data

Methods of Gathering Data:

observing and recording land uses

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Identify different features of a fluvial landscape.

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How would you plan for the Outdoor Classroom?

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Student Cohort: 1st years

Aspect of geography: Rivers

Unit of Learning Title: Rivers in my local area.

LO's: 1.5 Explain how the processes of erosion, deposition and transportation shape our fluvial, marine and glacial landscapes.

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Site: Drumcliff River

Equipment: Measuring tape, ranging roles, rope, waders, hydroprop, clinometer, stopwatch.

Geographical Skills: Numeracy, collecting data, recording data, observation, drawing of sketch map.

Methods of Gathering Data: Individual students going into the river to collect data.

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How would you gather the data?

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Data to be collected:

Worksheets and drawings.

Tables for information. (measurements depth, flow etc)

Photographs evidence of features.

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What questions could you ask to support students to make connections and identify patterns in their data?

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Data Analysis Questions:

How do rivers shape the land around them?

Can you think of any features a river might create over time?

At which section of the river (inner or outer bend) does the erosion occur most frequently? Explain why this is happening.

How does the river's curvature impact the deposition of materials? Which side of the meander would likely build up more sediment over time?

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Presentation:

Bar graphs and pie charts.

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Design an outdoor classroom experience on weather for Junior cycle Geography students. 

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Design an outdoor classroom experience on weather for Junior cycle Geography students. 