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Aim: To identify landforms of Erosion and Deposition in the Mature stage of a local river

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Aim: To identify landforms of Erosion and Deposition in the Mature stage of a local river

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Design an outdoor classroom experience on two contrasting areas 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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Aim: Design an Outdoor Classroom experience on soils for Junior Cycle Geography Students

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To examine coastal dynamics and deposition in Passage West

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Design an Outdoor Classroom experience on soil for Junior Cycle Geography Students

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Student Cohort:

Aspect of geography:

Unit of learning title:

LOs:

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Student Cohort: Third Year

Aspect of geography: Contrast of Environmental Qualities

Unit of Learning Title: Sustainable Development

LO's: 1.10 investigate a range of physical processes active in a chosen location and the connections between them

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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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Student Cohort: Third Years

Aspect of geography: Coastal Deposition

Unit of Learning Title: The Lost Beach: Exploring the impacts of the construction of Passage West's shipyard on deposition of the River Lee in Passage West

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

2.7 investigate examples of how people interact with and manage surface processes

3.5 examine the causes and effects of urban change in an Irish town or city

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Student Cohort: 2nd Year Geography class

Aspect of geography: Soil

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

LO's: 1.4, 2.4, 2.3

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Student Cohort: 2nd Years

Aspect of geography: soil - type & exploitation / primary ec act sustainability / Climate change

Unit of learning title: A day in a farm

LOs: 1.4 2.3 2.4 2.6

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Student Cohort:

Aspect of geography:

Unit of learning title:

LOs:

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Student Cohort: 2nd Year

Aspect of geography: River

Unit of learning title: Rivers: An Essential Resource for Life

LO's: 1.5

1.10

2.7

2.7 investigate examples of how people interact with and manage surface processes.

3.4

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Student Cohort:

Aspect of geography:

Unit of learning title:

LOs:

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Student Cohort:

Aspect of geography:

Unit of learning title:

LOs:

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Student Cohort:

Aspect of geography:

Unit of learning title:

LOs:

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How would you plan for the Outdoor Classroom?

Before students visit 2 contrasting areas, students will be shown what a '-5' score and a '5' score would look like before students fill out forms in pairs.

For example one heading is Barren to Leafy. A desert would be -5 on the scale and a Forrest would 5 on the scale

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Step 1: How would you plan for the Outdoor Classroom?

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Step 1: 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?

Scoilnet mapwork- examining changing land use in our locality including Beach Street in Passage West

Analysis and discussion of Coastal Development Plan for Passage West

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How would you plan for the Outdoor Classroom?

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How would you plan for the Outdoor Classroom?

Meet other 3rd year Geog, History & Ag science teachers, divide up workload pre trip and actual 1=2 hrs

liase with farm manager permission and inform of what we plan to look at / worksheets / tasks grouping etc

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How would you plan for the Outdoor Classroom?

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How would you plan for the Outdoor Classroom?

Check the weather and bring appropriate clothing

Materials needed such as paper and pen

Pre-Teach key terms and features such as 'meanders', 'erosion' and 'gabions'.

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Step 1: How would you plan for the Outdoor Classroom?

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Step 1: How would you plan for the Outdoor Classroom?

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Step 1: How would you plan for the Outdoor Classroom?

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Step 1: How would you plan for the Outdoor Classroom?

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Step 1: How would you plan for the Outdoor Classroom?

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Step 1: How would you plan for the Outdoor Classroom?

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How would you gather the Data?

Students gather Data from visiting 2 contrasting areas from observing and filling out 2 forms (one for each area) under a number of headings.

Barren to Leafy

Ugly to Scenic

No wildlife to wildlife

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Site:

Equipment:

Geographical Skills:

Methods of gathering data:

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Show students what a '-5' score and a '5' score would look like before students fill out forms in pairs

Site: One rural and one urban e.g. trip into Naas town vs. fields inside school grounds.

Equipment: worksheets, pens, maps

Geographical Skills: fieldwork skills, map reading, environmental analysis, critical thinking, sustainability awareness, comparative analysis

Methods of Gathering Data: field observations, environmental sampling.

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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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Site:

Beach Street Passage West

Equipment:

Trundle Wheel, Vernier Callipers, Power's Roundness Chart, Compass

Geographical Skills:

Measuring the area of the beach area/shipyard.

Identifying rock types in the area and identifying processes

Methods of Gathering Data:

Scoilnet Maps research comparing historical maps with recent maps and identifying changes in function

Onsite measuring the length of the shipyard area using trundle wheel

Measuring rocks on a site near the shipyard that has a pontoon and comparing to the Power's Angularity Chart

Identifying rock type in the area

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Site: School grounds.

Equipment: Soil Sample, Soil PH, test, beaker, thermometer, measuring tape, trundle wheel, soil sampler, map of area

Geographical Skills: Prior research (soil type, primary economic activity), measuring, observation, data, map reading, drawing field sketch

Methods of Gathering Data: Use of maps, Survey 123

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Site: Farm on school

Equipment: ipads phones paper pencils worksheets

Geographical Skills: sketching / questioning / filling worksheet on site

Methods of gathering data: sample of soil into lunch boxes / observation of land animals sheds equipment etc / recording via pictures

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Site:

Equipment:

Geographical Skills:

Methods of gathering data:

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Site: Newbridge (Linear Park)

Equipment: paper, pencils, viewfinder, compas

Geographical Skills: map work, observational skills, pre-knowledge of river stages (mature, old etc.) and river processes (erosion, deposition) and river features (meanders, flood plains)

Methods of gathering data: drawing, sketch map, labelling features.

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Site:

Equipment:

Geographical Skills:

Methods of gathering data:

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Site:

Equipment:

Geographical Skills:

Methods of gathering data:

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Site:

Equipment:

Geographical Skills:

Methods of gathering 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?

To show that deposition might still be possible, students would observe if there is any deposition occurring on the outside wall of the Passage West boatyard. Students would put oranges in the water up the shore and we would track the path of the oranges to show if deposition is still occurring- would the removal of the shipyard have an impact/ restore the beach?

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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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How would you gather the Data?

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Data to be collected:

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Data to be collected:

Preliminary Research, Field Observations, Environmental Sampling, Data Analysis, Mapping and Drawing of sites

Data would be gathered from two forms (Site 1 & Site 2).

Students must fill out a form based on 7/8 categories.

(Barren to Leafy, No Wildlife to Wildlife, Ugly to Scenic etc.)

Students must pick a number on the scale from -5 to 5

They will visit 2 contrasting sites and compare results.

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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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Data to be collected:

Estimate the size of the dockyard

Identify the rock types in the area and identify if any coastal processes are at play and how that might have influenced the location of the dockyard.

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Data to be collected: Observation of local soil particles (collect sample)

Texture and colour of soil

Compare soil to other soil types (texture and colour)

Measure PH and Temp of soil

Analyze grass growth

Field sketch of site- to show human interaction

How is activity in local environment impacted by the soil?

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Data to be collected:

Soil / livestock numbers type / inputs processes and outputs info from manager as well as observing them

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Data to be collected:

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Data to be collected: view finder to find features such a meanders.

observation of areas of erosion and deposition

compare speed of river in different areas

observation of human interaction with the river

observe flood control (gabions)

Field sketch of the site

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Data to be collected:

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Data to be collected:

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Data to be collected:

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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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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:

1. Where is the site located, and what is its geographical context? How does its location influence its characteristics (e.g., climate, access to resources)

2. What are the surrounding features of the site? How does the location of nearby cities, rivers, mountains, or infrastructure affect the site?

3. What processes e.g. erosion have shaped this site?

4. How have human activities shaped the site?

5. What is the current land use of the site?

6. How might climate change or future environmental trends affect the site?

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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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Data Analysis Questions:

What stage of the River Lee is it?

Did building the Boatyard affect flow of the river?

Does a beach occur anywhere else along the shoreline?

Why was the beach removed? Should the boatyard be removed so that the beach can be restored?

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Data Analysis Questions: What characteristics did you observe in soil?

What is the soil type?

How did this soil type form?

Why is the temperature important?

Has this soil changed over time?

How has the soil impacted activity in the local area? (farming)

Does the weather in the area have an impact on the soil type?

Does it link into other Economic Activities in the Area

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Data analysis questions:

Is climate change affecting are costs or methods of farming different ?

How is the soil treated what actions are taken added, aeration drainage irrigation etc

Is sustainability built into the farm model if so how?

What are the outputs & Where do they go ?

What are the main pressures on the business / farm?

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Data analysis questions:

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Data analysis questions:

What stage of the river is this?

Is the river fast or slow?

Is the river eroding or depositing?

what features are nearby?

What use could be made f the land either side of the river - if any?

How has the landscape changed over time?

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Data analysis questions:

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Data analysis questions:

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Data analysis questions:

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Presentation:

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Presentation:

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Presentation:

Students are to create a presentation first detailing the change of function the beach to the dockyard and then suggest what use they think would be beneficial to the local area instead of the dockyard

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Presentation:

Group Discussion - leaning into individual or group work to produce poster or report showing sketches / graphs and answering the key questions asked.

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Presentation:

A3 Poster in pairs

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Presentation:

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Presentation:

Answers to analysis questions

Feedback in class/class discussion

verbal or written description of the river and its processes along with field sketch

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Presentation:

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Presentation:

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Presentation:

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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