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Outline planning framework - useful when gathering ideas
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Planning for Geography & Global Learning: Chembakolli
This document provides resources for teaching about India, including videos, maps, and websites. It suggests activities like having a guest speaker who has visited India, writing letters to a sponsored child in India, and using maps and images to explore different regions of the country. Questions are posed about what children will learn and do in their project. The resources listed could be used to introduce children to India's varied landscapes, cultures, and ways of life.
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This document summarizes a project undertaken by Year 4 students at Jump Primary School to investigate the village of Chembakolli in India. The students used maps, globes and the internet to locate Chembakolli. They then imagined the journey they would take to get there, stopping in New Delhi before taking a train, bus and rickshaw to reach the village. Upon learning more about Chembakolli through photographs, the students were inspired to make positive changes to improve their own behavior, attitudes and learning at school.
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This document provides resources for teaching about India, including videos, maps, and websites. It suggests activities like having a guest speaker who has visited India, writing letters to a sponsored child in India, and using maps and images to explore different regions of the country. Questions are posed about what children will learn and do in their project. The resources listed could be used to introduce children to India's varied landscapes, cultures, and ways of life.
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2. They observe echidnas and birds like the Crimson Rosella.
3. The walk concludes with the observation that a new housing development is being built near the reserve, raising questions about protecting the wildlife.
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This document summarizes a project undertaken by Year 4 students at Jump Primary School to investigate the village of Chembakolli in India. The students used maps, globes and the internet to locate Chembakolli. They then imagined the journey they would take to get there, stopping in New Delhi before taking a train, bus and rickshaw to reach the village. Upon learning more about Chembakolli through photographs, the students were inspired to make positive changes to improve their own behavior, attitudes and learning at school.
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Photographs for geography
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Words written by Professor Simon Catlin in the introduction to `Understanding and Developing Primary Geography', in the Primary Geography Handbook, 2004, The GA, Ed. Stephen Scoffham. They are exemplified here with photographs and examples of work that have , in the main, been submitted by schools that have achieved the Primary Geography Quality Mark.
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The document summarizes the results of a geography student voice questionnaire collected from Dr Thomlinson Middle School in Rothbury. Students indicated that they enjoyed drawing and labeling maps, going on field trips, and learning about different places. They wanted more map work, field trips, fun games, practical work, posters, internet use, and information about the environment. Students wanted less map work, less time sitting and working from textbooks, and less written work. To improve the geography student voice board, students suggested displaying student work, using more colorful maps, and providing more interesting facts and information about what each year is studying.
Geography on display
William Shrewsbury Primary School featured several geography displays and activities for different year levels. The foundation stage held orienteering activities and a display based on the story "Going on a Bear Hunt". Key stage 1 had displays exploring Africa and China. Key stage 2 had a hall display and the year 5 classroom featured topics on rivers, fieldwork, water, and the environment.
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Photographs for geography
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An interactive powerpoint. (If you want the interactive element to work you will need to download this slideshow). Show one image at the start of each am/pm class session (or modify the Powerpoint text to adapt to your own needs). The aim is to see how quickly someone in your class can identify the correct city. There is nothing to stop them doing a bit of their own research using the internet. Have a class suggestions box for children to post their ideas. This is quite a difficult one (shown to adults). Change the pictures and make a much simpler version for your class - depending on their age.
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A slideshow prepared for an ICT workshop at the UK Geographical Association 2009 Conference. This was a hands-on session and the slideshow was given to each participant to provide them with direct web links and additional `how to ...' guidance so that they could complete a `project'.
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Some of the steps that the subject leader at St Peter's school has put in place to support assessment.
How the PGQM can support you to develop quality geography
The document discusses how a school's geography program can support students and enhance quality. It provides examples of how hands-on geography activities promote student enjoyment and engagement with the subject. These activities also encourage geographical thinking and make connections across the curriculum. The document advocates for a living, place-based geography curriculum focused on students' lives and futures to develop active, informed citizens.
In the Picture: developing visual literacy through geography and history
The document discusses using images to develop learning in geography and history. It emphasizes that visual literacy skills like observing, predicting, deducing and interpreting images need to be explicitly taught to students. Teachers should use images along with text to help students become better learners and understand different places, time periods and societies. The document provides examples of classroom activities that develop these skills, such as putting students in the perspective of characters in photos and having them describe what they see, hear, smell and feel.
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The document summarizes a lesson where Year 5 students in Wakefield, England created maps of their local area using drawing and symbol tools. Some key points:
- Students created maps of places within Wakefield like routes to school, parks, shops and landmarks. The maps ranged in complexity and accuracy.
- The activity showed the students' spatial awareness and understanding of their local area. It demonstrated what they had learned previously.
- Next steps discussed were completing the maps, adding photos and details, and comparing the student-created maps to printed maps to discuss purposes and conventions.
Create a map using Google `My Maps'
To create a map using Google My Maps, a user must first log into their Google account. They can then add place markers by clicking on icon symbols and placing them on the map. Additional text and images can be added to markers by selecting the rich text option. Images must be linked from an online gallery by copying the direct URL of the image rather than the page URL. The document provides guidance on using various tools and features within Google My Maps to create and share custom maps.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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