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To identify different categories of economic activities and land use in Athenry

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How would you plan for the Outdoor Classroom?

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To examine the early foundations of the village of Clondalkin and explain why it has grown as it had

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Aim: Design an Outdoor Classroom experience on historical settlement in Athenry town for Junior Cycle Geography Students

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Aim: Design an Outdoor Classroom experience on historical settlement in Athenry town for Junior Cycle Geography Students

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Design an Outdoor Classroom experience on Change of Land Use over time 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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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?

Safety- high vis, weather, permission slips

Equipment- practice using clinometer etc

Create a survey

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Student Cohort: 3rd Years

Aspect of geography: Primary / Secondary /Tertiary

Unit of Learning Title: Identifying Economic Activities

LO's: 2.3, 2.5,3.6

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Student Cohort: 3rd Year

Aspect of geography: Settlement

Unit of Learning Title:

LO's:

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Student Cohort: junior cycle students

Aspect of geography: settlement

Unit of Learning Title:

LO's:

2.9, 3.4,

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How would you plan for the Outdoor Classroom?

We would spend one class designing the class ‘success criteria’

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How would you plan for the Outdoor Classroom?

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How would you gather the Data?

We would study a map of the local area before visiting the site. Visit the site and observe historical features, e.g. round tower, and look for amenities that the monks would have needed, e.g. River Camac. Observe changes in land use since then. Listen to staff member or local historian re: the history of the area/visit the historical centre. Take notes/record interview with local guide.

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Student Cohort: 3rd year students

Aspect of geography: Urban Settlement (Aerial Photographs)

Unit of Learning Title: The area we live in!

LO's: 2.3, 2.9, 3.2, 3.4, 3.5

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How would you plan for the Outdoor Classroom?

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Site:

Defensive- town walls, castle, tower house, Abbey, gates, arch, river

Equipment:

Sketch book, pencil, apple, historical map, aerial photo, camera

Geographical Skills:

Measurement- height (clinometer)

Sketching

Calculations

Observation

Teamwork/Time Management/Organisation

Methods of Gathering Data:

Compare/Contrast photo's, changes over time

Sketching

Photographs

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Site:

Equipment:

Geographical Skills:

Methods of Gathering Data:

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Site: School grounds and area within 1km radius of school

Equipment: Sketch map, camera (phone/tablet)

Geographical Skills: Observation, recording data, plotting data on sketch map, presenting findings

Methods of Gathering Data: Google form

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Site: Clondalkin Round Tower

Equipment: iPads/tablets, sketching paper, pens, pencils, clipboard, O.S. map of the area, historical map, ARC GIS

Geographical Skills: Observation, listening, survey skills, drawing/sketching/mapping, numeracy, data logging, literacy, communication, teamwork

Methods of Gathering Data: Sketch, observations, reading the maps, surveys, interviews, photographs

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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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Student Cohort: 2nd/3rd Year

Aspect of geography: Fluvial Processes/Rivers

Unit of Learning Title:

LO's: Aligned with Junior Cycle Geography Learning Outcomes:

1. LO 1.2: Understand the physical processes contributing to flooding, including rainfall, tidal activity, and drainage.

2. LO 2.3: Examine the impact of human activities (e.g., urbanization) on flood risk and natural water systems.

3. LO 3.4: Collect and analyze data on local flood risk and management strategies.

4. LO 2.7: Evaluate strategies for sustainable management of flooding.

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Site: Main Street, Headford Town

Equipment: Mobile Phones, Copy/A4 sheet

Geographical Skills: Cartographic Skills, Sketching (Before vs After),

Methods of Gathering Data:

Arc Gis

Old Photographs from Books/Grandparents

Sketching

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Student Cohort:

Aspect of geography: changing land use over time

Unit of Learning Title: LO

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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?

Get students to complete pre designed survey

Take photos on camera

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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?

Survey with questionnaire

Comparing historical maps from scoil net maps

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Site:

Equipment:

Geographical Skills:

Methods of Gathering Data:

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Data to be collected:

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Data to be collected:

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Data to be collected: Compare original buildings/site compared to today's. Sketch of the current site to compare to the original site

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Data to be collected:

Photographs

Measurements

Sketching

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Data to be collected:

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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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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:

Why did the monks settle here?

Why did the first people settle near the monastery?

How has the land use changed?

How many different land uses can you see? Name them.

Why do you think Clondalkin is continuing to grow?

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Data to be collected:

Research of past land uses of Headford Town

Observation of current land uses of Headford Town

Observation of physical factors affecting settlement

Observation of historical factors affecting settlement

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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:

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Presentation:

Graphs for measurement

Change over time- photos evidence

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Presentation:

Poster presenting information Before vs After / Then and Now

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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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Presentation:

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

Ask students to look at historical photos to identify changes in the area with restoration to castle, town walls etc