using pupil movement (appealing to kinesthetic learners) to help introduce, recap on and reinforce...

Using pupil movement (appealing to kinesthetic learners) to help introduce,

recap on and reinforce the understanding of basic geographical concepts.

Andrew Puddephatt, The King’s School Macclesfield

Basically to stimulate them and avoid them looking like this!

Images of bored people removed for copyright reasons

Used as a starter to introduce the idea of relief and height on maps.

How to do it!

1) Tell the pupils that the classroom is Great Britain, with the back of the classroom being the very north etc.

2) Line pupils up in height order (descending).3) Give each pair of pupils a significant mountain/relief feature in Great

Britain according to their size – i.e. tallest would get Ben Nevis.4) Position pupils around the room according to their mountain/relief

feature.

Key ideas learnt- Idea of relief is the shape of the land – highlands to lowlands.- Geography of Great Britain.- Can use our bodies to show height on a map, or 3D images/models –

yet how can you on a map?

You could adapt this - Significant mountain ranges around the world.- The location of major human/physical features in the Great Britain etc.

Cairn Gorm (1845m)

Ben Macdui (1309m)

Ben Nevis(1344m)

Cheviots (815m)

Cross Fell (893m)

Scafell Pike(977m)

Kinder Scout (636m)

Snowdon (1085m)

Brecon Beacons(886m)

The Fens(below sealevel)

Cotsw

olds

(250

m a

ppro

x)Chilterns(250m approx)

Yes Tor(619m)

Kinder ScoutPeak District636 metres

© Steve Cadman / Flickr

Scafell PikeLake District977 metres

© Asands / Flickr

© 2006 Code Network Media Groupwww.maps-of-britain.co.uk

http://www.maps-of-britain.co.uk/

Factors influencing a microclimate

Physical Features

Surface

Buildings/cities

Aspect

Shelter

Illustrative images removed for copyright reasons

Whiteboard

Sir’s Desk

Snow cappedmountains




Trees

Trees

Trees

Lake

Lake

Skyscrapers

Skyscrapers

Dark buildings

Dark buildings

Think what might your local climate be and why?

Used as a plenary to recap on the factors that influence the climate of a small area.

How to do it!1) Split the pupils (by rows) into 3 groups. 2) Give the groups props/instructions.a) Snow-capped mountains – white cotton/sheets on heads, stand up and arms by their sides.b) Forest and lake – pupils in the middle stay seated, those around stand up with arms outstretched.c) City – pupils at front and rear stand up straight with arms by their sides (skyscrapers) and those in the middle stay seated yet with black jumpers on and spray some pollution amongst them (deodorant?).3) Give each group time to think about what their climate will be like andwhy?4) Feedback.a) Snow-capped mountains – cold high up (angle of slope, less landimmediately around them) and snow capped so reflect heat.b) Trees give shelter, cooler. Lake in summer cooler, warmer in winterdue to water heating up and cooling slowly.c) Skyscrapers funnel wind, cities give off heat (dark surfaces) and cars/factory pollution give off heat.

1) OS map races – set as a homeworkOnce Y7 have got their free OS maps, demonstrate to them how to fold andunfold it.

State that next lesson their will be an OS map folding race – there will be heats (each row) and then a grand final!

2) Tectonic plate movementAsk for volunteers to come to the front to demonstrate the movement of plates.Teacher describes the process as it occurs (i.e. friction, subducted etc).

1) Constructive – two pupils stood up with arms outstretched facing oneanother, move apart and one peeps their head up into between them.

2) Collision – two pupils with arms outstretched facing one another movetogether and join palms and move their arms up.

3) Destructive – two pupils with arms outstretched facing one another movetogether and one pupil's arms slide under the other pupil's arms.

4) Conservative - two pupils with arms outstretched facing one another movetogether yet grind past one another.

Can also demonstrate just using your hands and pupils copy.

3) Direction1) Have 8 direction labels stuck on the walls around the edges of your room.2) Give pupils a map with several locations on and a compass rose.3) Read out instructions…from Manchester to London you would have to travel? Pupils stand in the corner of the room that they think is the correct direction.

4) Urban zonesArrange pupils in a group and give them a set of 5 photographs and ask them to arrange themselves from the CBD to the rural/urban fringe. Quiz them as to why they came to their decisions.

5) Settlement hierarchyArrange pupils in a group and give them a list of 4+ of settlements and ask them to arrange themselves according to size (population).

6) Word/sentence jumbleAs an introduction to a topic, break a word up/or a sentence and give pupils a couple of letters each from the word/sentence – they have to arrange themselves/work out what the word/sentence is.

North Northwest

West

Northeast South

East

LONDON

LIVERPOOL

CHESTER

BUXTON

WILMSLOW

RAINOW

HOPE FARM

UR

BA IN

ZA TI

ONIS

TH

E

GR

OW

TH

OFCI

TI ES

URBANIZATION IS THEGROWTH OF CITIES

7) Class migration – put several scenarios on the board and pupils have to assemble in the area of the room that they think will have a dense population/encourage a settlement to develop.

Whiteboard

Sir’s Desk

Coal

Fertile farmland

Dense forest

High mountains

Desert

River

Coal

Could change scenarios over time or add different elements – climate etc.

HANDOUT

Using pupil movement (appealing to kinesthetic learners) to help introduce, recap on and reinforce the understanding of basic

geographical concepts.

Andrew PuddephattThe King’s School Macclesfield

Used as a starter to introduce the idea of relief and height on maps.

How to do it!

1) Tell the pupils that the classroom is Great Britain, with the back of the classroom being the very north etc.

2) Line pupils up in height order (descending).3) Give each pair of pupils a significant mountain/relief feature in Great

Britain according to their size – i.e. tallest would get Ben Nevis.4) Position pupils around the room according to their mountain/relief

feature.

Key ideas learnt- Idea of relief is the shape of the land – highlands to lowlands.- Geography of Great Britain.- Can use our bodies to show height on a map, or 3D images/models –

yet how can you on a map?

You could adapt this - Significant mountain ranges around the world.- The location of major human/physical features in the Great Britain etc.

Cairn Gorm (1845m)

Ben Macdui (1309m)

Ben Nevis(1344m)

Cheviots (815m)

Cross Fell (893m)

Scafell Pike(977m)

Kinder Scout (636m)

Snowdon (1085m)

Brecon Beacons(886m)

The Fens(below sealevel)

Cotsw

olds

(250

m a

ppro

x)Chilterns(250m approx)

Yes Tor(619m)

SnowdonWales

1085 metresImage removed for copyright reasons

Scafell PikeLake District977 metres

Image removed for copyright reasons

The FensBelow Sea Level


Ben NevisScotland


Yes TorDevon


Brecon BeaconsWales


Cross FellPennines


Cairn GormScotland


Ben MacduiScotland


CheviotsNorthumberland


Kinder ScoutPeak District636 metres


CotswoldsOxfordshire/

Gloucestershire250 metres approx


ChilternsBuckinghamshire250 metres approx


Factors influencing a microclimate

Physical Features

Surface

Buildings/cities

Aspect

Shelter

Whiteboard

Sir’s Desk





Trees

Trees

Trees

Lake

Lake

Skyscrapers

Skyscrapers

Dark buildings

Dark buildings

Think what might your local climate be and why?

Used as a plenary to recap on the factors that influence the climate of a small area.

How to do it!1) Split the pupils (by rows) into 3 groups. 2) Give the groups props/instructions.a) Snow-capped mountains – white cotton/sheets on heads, stand up and arms by their sides.b) Forest and lake – pupils in the middle stay seated, those around stand up with arms outstretched.c) City – pupils at front and rear stand up straight with arms by their sides (skyscrapers) and those in the middle stay seated yet with black jumpers on and spray some pollution amongst them (deodorant?).3) Give each group time to think about what their climate will be like andwhy?4) Feedback.a) Snow-capped mountains – cold high up (angle of slope, less landimmediately around them) and snow capped so reflect heat.b) Trees give shelter, cooler. Lake in summer cooler, warmer in winterdue to water heating up and cooling slowly.c) Skyscrapers funnel wind, cities give off heat (dark surfaces) and cars/factory pollution give off heat.

1) OS map races – set as a homeworkOnce Y7 have got their free OS maps, demonstrate to them how to fold andunfold it.

State that next lesson their will be an OS map folding race – there will be heats (each row) and then a grand final!

2) Tectonic plate movementAsk for volunteers to come to the front to demonstrate the movement of plates.Teacher describes the process as it occurs (i.e. friction, subducted etc).

1) Constructive – two pupils stood up with arms outstretched facing oneanother, move apart and one peeps their head up into between them.

2) Collision – two pupils with arms outstretched facing one another movetogether and join palms and move their arms up.

3) Destructive – two pupils with arms outstretched facing one another movetogether and one pupil's arms slide under the other pupil's arms.

4) Conservative - two pupils with arms outstretched facing one another movetogether yet grind past one another.

Can also demonstrate just using your hands and pupils copy.

3) Direction1) Have 8 direction labels stuck on the walls around the edges of your room.2) Give pupils a map with several locations on and a compass rose.3) Read out instructions…from Manchester to London you would have to travel? Pupils stand in the corner of the room that they think is the correct direction.

4) Urban zonesArrange pupils in a group and give them a set of 5 photographs and ask them to arrange themselves from the CBD to the rural/urban fringe. Quiz them as to why they came to their decisions.

5) Settlement hierarchyArrange pupils in a group and give them a list of 4+ of settlements and ask them to arrange themselves according to size (population).

6) Word/sentence jumbleAs an introduction to a topic, break a word up/or a sentence and give pupils a couple of letters each from the word/sentence – they have to arrange themselves/work out what the word/sentence is.

Image of Manchester city centre removed for copyright reasons

Image of mill building removed for copyright reasons

Image of terraced housing removed for copyright reasons

Image of semi detached house removed for copyright reasons

Image of detached house removed for copyright reasons

LONDON

LIVERPOOL

CHESTER

BUXTON

WILMSLOW

RAINOW

HOPE FARM

URBANIZATION IS THE

GROWTH OF CITIES

7) Class migration – put several scenarios on the board and pupils have to assemble in the area of the room that they think will have a dense population/encourage a settlement to develop.

Whiteboard

Sir’s Desk

Coal

Fertile farmland

Dense forest

High mountains

Desert

River

Coal

Could change scenarios over time or add different elements – climate etc.

using pupil movement (appealing to kinesthetic learners) to help introduce, recap on and reinforce...

Documents

pupils arms slide

lake pupils

line pupils

pair of pupils

position pupils

c city pupils

metres asands flickr

geography of great britain