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A weblog designed to share Geography resources with students and colleagues

Wednesday, February 09, 2011

A lesson in 3 parts (and by 3 teachers)

Categories: Other
I have a visit from the Head Teacher tomorrow who is looking at classroom routines and the quality of students learning. As we are almost ready to move on in the topic, we are at a slightly difficult juncture. The class are almost there with synoptic charts and weather station symbols but still have some inconsistencies in their responses in class. I don't want to move the class on until the group are confident in reading the weather, so I've decided on a three stage lesson, which is pretty straightforward, but will also be usable for revision with S4 students at supported study.
At the beginning of the lesson, we will have a mock up synoptic chart on the board. I tried an activity today which allowed whole class involvement in our starter through use of the random name picker. I have a tendency to ask questions to sections of the room, so this should spread the activity around. I borrowed laminated cards from a colleague, Mr Marshall, and we used (and will use) them to identify important features such as the warm and cold sectors, fronts, high and low pressure and wind patterns. As individuals come out to the board, the rest of the class will annotate their own version of this.
Afterwards, we will introduce people to the equation. This comes from a resource borrowed from Mr Douglas and is important in developing thinking skills as there can be more than one answer. In pairs this time, students will try to place the statements on the chart as well as creating some of their own and swapping with their partner. This will be helpful as we go on to look at the effects of weather next.
Finally, an individual activity based on the real weather. Choosing at least one area (most probably the local one), we will use met office surface pressure charts, accurately account for the weather at the present time, but also try our hand at forecasting the future weather. The fact that we will be able to check this by moving the chart forward in time is invaluable. I think this is perhaps ambitious to cram into a period, but there is also some extension work available if students finish this. I don't know how the lesson will go, but if nothing else it's a great example of collegiality considering three of us have sourced parts of the lesson, and I'm thankful to both colleagues for the ideas. Hopefully, I can return the favour.


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