|  Key
Geography KS3 Links and Activities - New
Connections
Weathering,
rivers and coasts
Primary
activities
Secondary
activities
Environmental
concerns
Kenya, a developing country
ICT
Activities
Weathering,
rivers and coasts
(Unit 1)
What
is erosion and how can it help shape the land?
(pages 6-7)
Regolith.com
http://dspace.dial.pipex.com/justdesign/home.html
This website provides a collection
of digital images of physical landscapes, each image can
be downloaded for educational use. The site also provides
weblinks for the user to obtain further information about
each image.
As
an extra activity, look carefully at page 6 in the pupil’s
book. Go to the Regolith website and download an image
to show how rivers, ice, sea and wind shape the landscape.
Export your selected images into a DTP file and use the
software tools to annotate each image to explain how the
landscape was eroded.
Rivers
(pages 8-13)
Staffordshire Learning Net Journey along the River Trent
http://www.sln.org.uk/geography/
Although this site is aimed at KS2 it includes an excellent
collection of aerial photographs along the River Trent
from source to mouth. To locate the River Trent case study,
scroll down the Staffordshire Geography homepage. The
site links in very well with the pages in New Connections
on Rivers, particularly pages 8-9 and 12-13 on meanders.
Pupils could copy and paste one of the aerial photos of
meanders into a DTP program and label the features identified
on these pages of New Connections.
Primary
activities (Unit 2)
What
types of farming are there in Britain? (pages 28-29)
National Farmers Union homepage
http://www.nfu.org.uk/
Select 'Education', (from the menu box) and click on
the 'F.A.C.E' logo. From the F.A.C.E homepage click on
'Farm Profiles', (from the menu box). This site includes
a collection of resources about farms in the UK. Pupils
could compare hill farming and arable farming using the
case studies on the NFU website. They could include OS
map extracts and aerial photos of the farm from the site,
which they can copy and paste into DTP software and annotate
them using the DTP tools.
Secondary
activities (Unit 3)
Choosing
the right site - the iron and steel industry (pages
48-49)
Steel-UK homepage
http://www.steel.org.uk/
Click on the Making steel link. There is a series of excellent
pages showing the processes involved in making steel.
There are four diagram pages in total, following on from
each other, as the steel goes from its raw materials into
finished products. By exploring the diagrams with the
mouse the user can discover extra pages that will explain
some of the technicalities of the processes. There are
four extra information pages supporting these diagrams.
This section links well with pages 48-49 in New Connections,
explaining the steelmaking process in greater detail.
Choosing
the right site – the car industry
(pages 52-53)
The BBC have produced an article
on their website about the Toyota car plant at Burnaston.
Use this article to help you complete activity 4 on page
53 of the pupil’s book.
Click here for BBC article http://news.bbc.co.uk/1/hi/programmes/working_lunch/education/1804227.stm
Environmental
concerns (Unit 4)
Who
cares for the environment? (pages 68-69)
A class of pupils could be divided into groups each allocated
one of the environmental groups shown on page 68 of New
Connections. Each group of pupils visits the website
of the organisation and finds out the mission statement
and ideals for the organisation, producing a report for
the rest of the class. Each group could produce a DTP
flyer or poster for their organisation for a display in
the classroom.
The
Countryside Agency
http://www.countryside.gov.uk/
The
Forestry Commission
http://www.forestry.gov.uk/
The
National Trust
http://www.nationaltrust.org.uk/
The
Woodland Trust
http://www.woodland-trust.org.uk/
English
Heritage
http://www.english-heritage.org.uk/
WWF
Global Network
http://www.panda.org/
RSPB
http://www.rspb.co.uk/
Environment
Agency
http://www.environment-agency.gov.uk/
Greenpeace
http://www.greenpeace.org/
Why does wildlife need protecting? (pages 70-71)
WWF UK website includes a collection of fact sheets about
endangered species:
http://www.wwf-uk.org/researcher/issues/rarespecies/index.asp
WWF
Global Network includes a more extensive list of fact
sheets:
http://www.panda.org/resources/factsheets/index.htm
All
of the activities on page 71 of New Connections
can be done with the aid of resources from this website.
Activity 2, on the poster about elephants, could be done
by pupils using a DTP program, inserting material from
the website as well as using the resources from New
Connections.
Why
does the Antarctic need protecting? (pages 72-73)
Pupils can find more information about the Antarctic by
visiting the following website:
Virtual Antarctica
http://www.terraquest.com/
Kenya, a developing country
(Unit 6)
Kenyaweb
http://www.kenyaweb.com/
This site includes information about physical and human
geography as well as climate. Text is provided about different
tribal groups, which would link well to the sections about
the Maasai and Kikuyu on pages 108-111 of New Connections.
There is a virtual tour of Nairobi which can be used in
conjunction with pages 106-107.
ICT
Activities - Connections
Weathering,
Rivers and Coasts
Activity Sheet 1.10 - The river
enquiry
Extra Activity - How do rivers
shape the land?
Primary Activities
Activity Sheet 2.7 - Farming
Crisis!
Activity Sheet 2.8 - Virtual
Farm Fieldwork
Extra Activity - Betton Farm
Visitor Centre and Animal Farm
Secondary
Activities
Extra Activity - Choosing the
right site - the iron and steel industry
Environmental
Concerns
Activity Sheet 4.4 - Who
Cares for the Environment?
Activity Sheet 4.5 - Design
a Poster for a Conservationist Group
Activity Sheet 4.6 - Why
does the Antarctic need protecting?
Activity Sheet 4.10 - The environment
enquiry
Kenya,
A Developing Country
Activity Sheet 6.2 - Kenya Fact
File
Activity Sheet 6.4 - Physical
Features of Kenya
Activity Sheet 6.7 - Producing
a Newspaper Article about the issues facing the Maasai
Activity Sheet 6.9 - Why is
Baobab Farm a good example of sustainable development?
Activity Sheet 6.10 - Using ICT to measure levels of development
ICT Activities - Weathering, Rivers and Coasts
(Unit 1)
Activity
Sheet 1.10 - The river enquiry: Using ICT
The
task in the textbook (pages 20-23) is to produce an information
pamphlet for use by walkers and other visitors to Upper
Teesdale. This pamphlet can be produced using ICT: a DTP
program could be used, together with the resources found
at this website. Include relevant clipart and borders
in your pamphlet - some DTP programs include design wizards
which you could use to give your pamphlet a professional
look.
1.
Introduction
What is the area like? Where is Upper Teesdale? What is
the Pennine Way?
You will find the following websites useful for this activity:
Teesdale
District Council
http://www.teesdale.gov.uk/
This site includes a map of the area and general tourist
information.
Northern
Pennines
http://www.northpennines.org.uk/
This website provides a range of information about the
Northern Pennines Area of Outstanding natural Beauty,
and includes an interactive map where you can obtain more
detailed information about Upper Teesdale.
Teesdale
2000
http://www.teesdale2000.co.uk/
This site includes a collection of digital images of High
Force and Upper Teesdale.
You
can use the internet to find different maps of the Upper
Teesdale, for example
Multimap
http://uk2.multimap.com/home.html
If you type in High Force into the search facility you
can access different scales of map of the area including
a 1:50 000 Ordnance Survey map showing the whole study
area for this enquiry.
You
will find lots of relevant information at the Teesdale
website:
http://www.onyxnet.co.uk/clients/teesdale/
Copy and paste a map of the area from this website together
with relevant pictures and text.
2.What
are the main features and how are they formed?
The thumbnail images below are digital photographs of
High Force. Click on these images and a full-size version
will download. You can copy and paste them into your desktop
published pamphlet.
Image 1 - Distant |
Image 2 - Zoom |
Image 3 - Gorge |
Image 4 - Plunge Pool
|
Use
the DTP software tools to label the following things on
your images:
River
Tees, waterfall, vertical cliffs, plunge pool, hard rock
(whinstone), soft rock (limestone), gorge (label where
the waterfall has cut back into the rock), Pennine Way
Write
a paragraph to describe the main features of waterfalls.
You may be able to copy and paste diagrams from a relevant
CD-ROM at your school into your pamphlet to link with
this paragraph.
The
Anglia CD-ROM British Isles from the Air includes
a view of High Force similar to the one on page 23 in
New Connections. You could insert this into your
DTP pamphlet and label key features.
Extra
Activity
How do rivers shape the land?
(pages 8-9 of pupil book)
The digital image of a V-shaped valley is similar to photograph
B and sketch F on pages 8 and 9 of the New Connections
pupils' book. Read these two pages carefully and then
complete these activities by working through the following
instructions:
(i)
If you move the cursor over the thumbnail image of a V-shaped
valley and click the left mouse, the image will
appear full size on your computer screen.
(ii) Copy the full-size version of the river image.
To do this move the cursor over the full-size image and
click the right mouse button. A pop-up box will
appear, move down the box to Copy, which will become highlighted,
and click the left mouse button. The image has
now been copied to the clipboard of your computer.
(iii) Open a new file on the DTP software of your
computer. Click on the Paste tool, and the full-size digital
image should appear on the page. (If it does not, go back
to the web page and Copy it again.)
(iv) Resize the image on your DTP page, allowing
enough space for labelling.
(v) Using the DTP tools, add a title to your digital
image.
(vi) Use the DTP tools to label the image to show
the following characteristic features:
river channel, river bank, load, valley side, spur, V-shaped
valley.
(vii) Save your work!
ICT Activities
- Primary Activities
(Unit 2)
Activity
sheet 2.7 - Farming crisis!
You
could conduct further research into the issue using the
internet, you will find the following websites useful
The
NFU website
http://www.nfu.org.uk/
BBC
News site
http://news.bbc.co.uk/
This site includes archived articles about the crisis
in farming in the In Depth section – 2001 The Foot
and Mouth outbreak, and 2000 – Farming in Crisis
Activity sheet 2.8 - Virtual farm
fieldwork
The
farm profiles can be obtained from the NFU website at
UK Farm Studies for secondary schools
http://www.nfu.org.uk/education/farmstud.shtml
These
case studies are also now provided at a new website FACE
Farming and Countryside Education
http://www.face-online.org.uk/
Click on the farm profiles link in the frame on the left
of the home page, and then select your farm to investigate.
Data
collection
Collect the following resources from the websites.
The following data can either be printed out or copied
and pasted into other computer software.
•
An Ordnance Survey map of your farm, which should be available
as part of the farming profile or by using the Multimap
website ,
http://www.multimap.com
Type the place name, or better still the post code of
your farm if available into the search box on the home
page of the Multimap website.
•
Aerial photographs of the farm
•
Statistical data about the farm including its size and
the land use. This data could be exported from the website
into spreadsheet software to create charts.
•
Information about how the farm is run including, inputs,
labour, the farmer’s year, issues facing the farm
and any diversification projects
Extra Activity - Betton Farm
Visitor Centre and Animal Farm (pages 38-39 of
Pupil Book)
The
Betton Farm Visitor centre is about 4km South west of
Scarborough in North Yorkshire near the village of East
Ayton just outside the North York Moors National Park.
It was solely a commercial farm until the farm buildings
were developed into a local tourist attraction. The project
started 12 years ago when Richard Hardy and his son Stuart
decided to use the old stone-built farmstead at Betton
Farm, East Ayton for leisure activities. The old buildings
are all in one block and are a typical East Yorkshire
farmyard design with the original stables, cow sheds,
loose boxes and hay barn ranged around two open yards
with another, smaller, adjoining yard also included in
the project. They opened a small farm shop selling meat,
vegetables and home made cakes and bread. Other buildings
were converted into retail units and offices to let. Then
the well-known East Yorkshire Honey farm was also established,
in the hay barn in the middle of the site.
As
trade increased and visitor numbers grew, the enterprise
expanded and a small animal farm and children's playground
was added on the site of the smaller farmyard. This, together
with a covered sandpit, is very popular. As well as showing
farm livestock and poultry, this part of the farmstead
is now being expanded to provide a classroom in which
Richard's partner, Liz Kirkham, who used to be senior
tutor at Scarborough's sixth form college, can give talks
to school parties. An additional use for the classroom
is the provision of children's parties in the children's
area with animals, toys and the sandpit providing interesting
things for youngsters to do.
When
the original shop outgrew its premises four years ago,
it was moved to a larger site alongside the new restaurant
and bakery. Today the shop sells a wide range of home-produced
foodstuffs as well as a complementary range of cheeses
and other farmhouse foods which come from all over Yorkshire.
All the bread and cakes are baked on the premises by a
resident baker, and these cakes and home made bread are
also sold through another four independent retail outlets
in the area.
The
restaurant can seat 60 people and is open from 9.30 to
4.30 every day and is also available for private functions
in the evenings. They sell every thing from coffee and
biscuits to a full three-course meal; the regular Sunday
lunch menu includes locally produced beef, pork and duck.
The restaurant is busy most of the season and last year,
prior to the outbreak of foot and mouth, the complex was
host to 475 coach parties as well as all the car-borne
customers. For three months after the first foot and mouth
outbreak people stopped calling. Trade has picked up once
again but those three months' cash will never be recovered
again this year. This is the trend throughout the county.
A
tourist brochure description of Betton Farm
“Animal farm, pets corner with toy tractor area
and play area. Indoor sandpit. Honey bee exhibition, tea-rooms
and restaurant. Crafts, farm shop with its own bakery.
Something to see for all the family, meet farmyard friends,
ride on toy tractors, play in the play area. Enjoy farm
baking and home cooking in our restaurant.”
1 Farm buildings
2 Map
3 Farm sign
4 Entrance
5 children’s
play area
6 tearooms
7 shops
1.
Key Geography Extensions page 55 includes
an Ordnance Survey map of the Scarborough area. Find Betton
Farm on this map extract.
2. Pages 106 and 107 in Key Geography Extensions
provides a case study of another farm in the Scarborough
area, Thorn Park Farm – a dairy farm. Find this
farm on the map. The farmer Mr Wilson has also thought
about developing leisure activities at Thorn Park Farm
but does not have the advantages of Betton Farm. Look
closely at the OS map and identify and explain reasons
why the situation of Betton Farm has more advantages for
the development of leisure activities.
3. Click on the link to the Multimap website , after you
have read the following instructions for this online activity
http://www.multimap.com
a)
Once you have accessed the Multimap website enter the
postcode for Betton Farm, YO13 9HT in the search box.
b) Select a 1:50 000 scale map of the farm
c) Once this map is downloaded, copy and paste the map
into a DTP file, and use the software tools to label the
location advantages of the farm.
4.
ICT activity – The owners of Betton Farm want to
produce a 6 panel leaflet to promote their visitor. Use
all the resources above to produce a leaflet, which should
include the following :
-
Digital images to show the attractions
- A
list of advantages of the farm
-
A map to show how to get to the farm
ICT Activities
- Secondary Activities (Unit 3)
Extra
Activity - Choosing the right site - the iron and steel
industry (Pages 48-49 of Pupil Book)
Click
on the link to the Multimap website , after you have read
the following instructions for this online activity
http://www.multimap.com
a)
Once you have accessed the Multimap website type Port
Talbot in the search box.
b) Select a 1:50 000 scale map of the iron and steel works
c) Once this map is downloaded copy and paste the map
into a DTP file, and use the software tools to label the
map to show why Port Talbot is a good location for a steelworks
d) Click on the aerial photograph button on the Multimap
website. Once an aerial photograph of the steelworks has
downloaded, change the scale to 1:25000. Copy this photograph
into a DTP file and use the software tools to label the
key features of the steelworks.
ICT Activities - Environmental Concerns
(Unit 4)
Activity
sheet 4.4 - Who cares for the environment?
Your
class has been divided into groups. You will investigate
one of the following environmental groups:
The
Countryside Agency
http://www.countryside.gov.uk/
Council
for the Protection of Rural England
http://www.cpre.org.uk/
English
Heritage
http://www.english-heritage.org.uk/
English
Nature
http://www.english-nature.org.uk/
Environment
Agency
http://www.environment-agency.gov.uk/
Forestry
Commission
http://www.forestry.gov.uk/
Greenpeace
http://www.greenpeace.org/
National
Trust
http://www.nationaltrust.org.uk/
RSPB
http://www.rspb.co.uk/
Wildlife
Trust
http://www.wildlifetrusts.org/
Woodland
Trust
http://www.woodland-trust.org.uk/
WWF
http://www.panda.org/
Things to find out:
• What are the aims of the environmental group?
• Which aspects of the environment are they attempting
to protect?
• How does the group attempt to conserve the environment?
• How are people encouraged to support the group?
Activity Sheet 4.5
- Design a poster for a conservationist group
Imagine
you are a graphic designer, and WWF have asked you to
design a poster to promote the campaign for endangered
species.
Research
the endangered species you intend to produce the poster
about.
WWF
Global Network
http://www.panda.org/
The WWF website includes an excellent section on species,
with detailed information about different endangered animals,
links to other websites, and collections of digital images
of animals in a photo gallery.
Activity sheet 4.6 - Why
does the Antarctic need protecting?
Antarctic
websites
Antarctic
and Southern Ocean Coalition
http://www.asoc.org/
Gateway
to Antarctica
http://www.icair.iac.org.nz/
NASA’s
Live from Antarctica2
http://quest.arc.nasa.gov/antarctica2/
TerraQuest
Virtual Antarctica
http://www.terraquest.com/antarctica/index.html
USGS
Resources on Antarctica
http://terraweb.wr.usgs.gov/TRS/projects/Antarctica/
Activity sheet 4.10 - The
environment enquiry
Click
here to download a copy of the spreadsheet (Excel
Required)
ICT
Activities - Kenya, A Developing Country
(Unit 6)
Activity
sheet 6.2 - Kenya Fact file
Find
out information using the internet about Kenya to complete
the Fact File
CIA
World Fact book
http://www.odci.gov/cia/publications/factbook/
National
Geographic Map Machine
http://www.nationalgeographic.com/resources/ngo/maps/
Activity sheet 6.4 - Physical
features of Kenya
Imagine
you are a graphic designer and have been employed by the
Kenyan Tourist Board to design a poster to describe and
explain the main physical features of Kenya for tourists.
You
will find useful resources at the following Kenyan Travel
websites:
Africa
Online
http://www.africaonline.com/site/ke/
Kenya
Tourist Board
http://www.magicalkenya.com/default.nsf/
BZ's
Kenya Travel Guide
http://www.bwanazulia.com/kenya/
You
could find other Travel website for Kenya by using a search
engine, for example, google
http://www.google.com
Activity sheet 6.7 - Producing
a newspaper article about the issues facing the Maasai
Imagine
you are a journalist working for a national newspaper.
Your editor has asked you to write an article of about
300 words about the issues currently faced by the Maasai.
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