<body><script type="text/javascript"> function setAttributeOnload(object, attribute, val) { if(window.addEventListener) { window.addEventListener('load', function(){ object[attribute] = val; }, false); } else { window.attachEvent('onload', function(){ object[attribute] = val; }); } } </script> <div id="navbar-iframe-container"></div> <script type="text/javascript" src="https://apis.google.com/js/plusone.js"></script> <script type="text/javascript"> gapi.load("gapi.iframes:gapi.iframes.style.bubble", function() { if (gapi.iframes && gapi.iframes.getContext) { gapi.iframes.getContext().openChild({ url: 'https://www.blogger.com/navbar.g?targetBlogID\x3d23069377\x26blogName\x3dOdblog\x26publishMode\x3dPUBLISH_MODE_BLOGSPOT\x26navbarType\x3dBLUE\x26layoutType\x3dCLASSIC\x26searchRoot\x3dhttps://geodonn.blogspot.com/search\x26blogLocale\x3den_GB\x26v\x3d2\x26homepageUrl\x3dhttp://geodonn.blogspot.com/\x26vt\x3d8160912104340948054', where: document.getElementById("navbar-iframe-container"), id: "navbar-iframe" }); } }); </script>


A weblog designed to share Geography resources with students and colleagues

Tuesday, September 15, 2009

Lesson Handout (for me)

Categories: Glaciation, Rural Land Resources
Blogging a nice idea from Miss Jamieson, which I used today and will definitely use again. I was struggling to think of a way to teach National Parks/Voluntary Bodies and their role in managing land use conflicts. I wanted to do something quite active with the class as the previous period had been a trawl through a homework where there had been some difficulty. All of the ideas that I had or had read about seemed either quite contrived or too complicated (if anyone knows of a lesson idea here that I've missed, please let me know). I ended up borrowing my colleagues lesson.
Simple starter- Students used a a source to extract short bullet points about the purpose and role of both the National Parks and the National Trust (5 minute time limit). Groups of 3 to 4 then set in stations around the class. Each station had a statement about an activity where there was a potential for conflict. In the groups, two questions had to be considered:
1) Which of the organisations would most likely deal with the conflicts presented?
2) What methods would they use to do so?
Again, this had a time limit- 3 minutes at each of the stations and then moving on. I like this type of activity as the students have to literally think on their feet a bit, and are constantly being presented with new challenges. Also, highlighted for me a less well developed idea of what the NT does, so we have been exploring a follow up activity where we are hoping to bring the NTS into class through twitter if this is possible. If not, we have still identified our next steps, so the exercise has been entirely valid. Thanks again to Miss Jamieson for a simple but really effective lesson.


Post a Comment

<< Home