MAP DETECTIVES! MAPPING LAND USES
Designed to support a school trip to Red Funnel Ferries
GEOGRAPHY Key Stage 3
Variants: High Ability students
Geographical Skills and Fieldwork
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This resource focuses on the human geography of the area - specifically the different types of land use. The resource task is aimed at investigating land use, as observed from the ferry as well as from interpretation of maps, and students will produce sketch maps showing the different types of land use along a given stretch of the coastline.
The pre-visit activity introduces / revises the meaning of the term ‘land use’ and involves students sorting photos into different categories of land use, and then interpreting OS map extracts to look for evidence of different types of land use on maps. In the higher ability worksheet, there is also an (optional) extension activity whereby students complete a simple land use survey of a street.
These activities will prepare students well for the fieldwork tasks
they will be completing on the Red Funnel crossing. On the ferry students will work in groups to focus on a given part of the coastline of Southampton Water / The Isle of Wight. They will use map evidence, as well as their own observations, to complete a sketch map showing clearly the different types of land use that they have identified. It is intended that each group can then contribute to a display showing the land use along Southampton Water, to the Isle of Wight in the post- visit activity.
The pre-visit activity is pretty self-explanatory; it guides students gradually through the concept of land use from understanding what the term means, and looking at the main categories of land use, to applying their understanding in the image-sorting exercise. It then takes it to the next level by introducing OS maps and students will learn to identify different types of land use on a variety of different map extracts. More able students should be encouraged to identify examples of different types of land use on the maps, and give 6 figure grid references.
This excellent GIS mapping website can also be used: http://www.magic.gov.uk/. Any area can be selected and the user can zoom in and out and move around the map to investigate land use. The layers can be turned on and off to add a level of sophistication to the activity, and also enables students to identify land use more easily than they would be able to by using the paper-based maps. The use of GIS is also a core part of the curriculum, and this provides an ideal opportunity for its use. The extension activity on the higher ability worksheet is optional, but it provides the opportunity for students to practise making observations about land use and categorizing them in the field.
The on-site activities then focus on students working collaboratively to make observations of land use in the field and, backed up by map evidence, they will produce sketch maps to record their observations.
Students should be organized into groups for these activities, and each should be supervised by an adult. There are 8 possible groups, although the resources can be organized to suit the needs of your group. If, for example, you only have a small group size, each group could cover more than one area. Alternatively, group 8 covers Cowes on the Isle of Wight, and this could be discarded to just focus on Southampton Water if desired. Each group is given an ‘area’ to investigate, and this is shown on an OS map extract. They should select the most appropriate position (on deck, weather permitting) to view their given area. Below the OS map is a blank box and students should use this to gradually build up a sketch map of their given area, and mark accurately onto
it the locations of different types of land use. Each type of land use should be given a separate colour / symbol / code, and this should be added to the key provided. Students, especially lower ability students, will require assistance with this activity.
In addition to the observations they make from the ferry, students can use the OS map extract to identify land use and mark it onto their sketch map. Using a combination of their own observations, and map identification, they should gradually build up their sketches. In addition, students should take pictures of what they can see (i.e. a picture of the ferry terminal, or of the oil refinery) to be added to their sketches later, in the post visit activity.
The aim of the post-visit activity is to produce a land use sketch map for the whole of the journey across (perhaps excluding Cowes if this wasn’t covered by a group). Firstly, students can add their photos to the correct locations on their sketches, and label them to say what they are. Then, each group’s sketch should be combined together; this can be done by transferring the information onto one large sheet / display (a class ‘key’ should be decided upon so all land uses are displayed the same way!), or by putting the parts together.
How this is done will depend on time and resources available, numbers of students and their ability levels. The activity is deliberately open-ended to allow for this flexibility and differentiation. There is also potential for each group to produce short presentations for the other groups where they talk about, and show examples of, (from their map and pictures) the land use they observed. The higher ability worksheet also has some ‘questions to consider’ which are aimed at stretching more able pupils to think more deeply about what they have found out.
Key Skills Practised
Understanding key processes in human geography (land use)
Geographical skills of observation, analyzing images and using maps to locate and transfer information
Producing sketch maps in the field, and recording information accurately using an appropriate key
The use of GIS may be incorporated into the pre-visit activities
Working collaboratively with peers.
Students will familiarize themselves with the term ‘land use’ and then practice applying their knowledge through an image-sorting activity, and then a map interpretation task.
Students complete the post-visit activity, which involves incorporating their photographs onto their sketches and then combining their sketch with those of the other groups to produce a display showing land use along Southampton Water, towards the Isle of Wight.
Students will be able to define the term ‘land use’ and state examples of the main categories of land use, giving some examples from each. Students will learn how to interpret land use information on OS maps. Students will learn how to make observations about land use in a fieldwork situation. Students will produce a sketch map showing their fieldwork observations of land use, as well as land use information interpreted from OS maps.
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This page was last updated on: 01/06/2016