<p> Adventure landscapes in the UK</p><p>Lesson 1: Caves Crags and Cannibals</p><p>Teaching and learning Key concepts Range and content Key questions and ideas Resources activities</p><p>Place - understanding the Physical geography, physical What is Cheddar Gorge like? STARTER: Interactive: physical and human processes and natural Paired work 5W’s activity Cheddar Gorge limestone characteristics of real places. landscapes. Students describe the Picture of Cheddar Gorge. Landscape – connections. physical features of Cheddar Students are given 10 Cheddar Gorge limestone Space - knowing where Managed environments. Gorge minutes to come up with Landscape – formation landscapes are located. 5Ws* questions that would Interactions between people How did the Gorge form? need answering if they were Links: Physical & human and their environments, making a guide for visitors. Cheddar gorge and caves processes - understanding including causes and Students explain the information from Wikipedia. how sequences of events in consequences of these formation of Cheddar Gorge MAIN ACTIVITIES: Limestone resources from the physical world lead to interactions, and how to plan Use the ‘Cheddar Gorge virtual quarry unit 13 ** change in places and for and manage their future Who visits the Gorge? limestone Landscape – landscapes. impact. connections’ interactive to Downloads: Students recognise the make links Google Earth (shows Cheddar different attractions of the between the different images. in high resolution). Gorge to visitors. Students asked to reorder Image of Cheddar Man. them into a sequence that 5Ws worksheet *and Flash explains how Cheddar was version. formed. Once the images Assessment have been ordered correctly (with teacher input?) students opportunities write a paragraph to explain Paired discussion of 5W’s. the formation of the Gorge. Write a paragraph to explain Use ‘Cheddar Gorge the formation of Cheddar limestone Landscape – Gorge based on the sequence formation’ interactive. of re-ordered images. Whole class discussion Key processes Curriculum opportunities PLENARY: leading to list of visitors. Make a list of different types Notes Geographical enquiry - ask Opportunities for fieldwork for of visitors to Cheddar. Start with image of Cheddar Man. geographical questions, pupils to analyse issues in * More Thinking Through Lots of photos of Cheddar on thinking critically, real contexts. Geography text (Nichols constructively and creatively Flickr to use as further 2001) gives useful tips on how stimulus. Investigate important issues to use 5Ws exercises. Fieldwork of relevance to the UK. ** Could explore formation of EXTENSION: limestone in more detail using Graphicacy and visual Research leading to the Virtual quarry resources Visualising information using production of a Cheddar literacy - satellite GIS. *** The RGS-IBG has images and other Gorge Visitors Guide. produced a limestone geographical data and GIS landscapes fieldwork resource The Gorge is an ideal location Geographical for fieldwork *** communication Adventure landscapes in the UK</p><p>Web links:</p><p>Wikipedia Cheddar Gorge and Caves http://en.wikipedia.org/wiki/Cheddar_Gorge_and_Caves </p><p>Photos of Cheddar (Creative Commons) at Flickr http://www.flickr.com/search/?q=cheddar+gorge&l=deriv&ct=0 </p><p>Virtual Quarry Limestone Landscapes teacher’s resources: http://www.virtualquarry.co.uk/t_geo13.htm </p><p>Royal Geographical Society with IBG Limestone Landscapes fieldwork unit: http://www.rgs.org/OurWork/Schools/Teachers/Outdoor+Learning/Learning+locally+through+fieldwork/Limestone+landscapes.htm Adventure landscapes in the UK Lesson 2: Cheddar – Climbing and Conflict</p><p>Teaching and learning Key concepts Range and content Key question and ideas Resources activities Images: Place - different perceptions Aspects of the UK, including Why does Cheddar Gorge STARTER: of places. its changing physical need to be managed? Look at images of base Base jumping pictures from geography, jumping. Discuss the issues Flickr Environmental Interaction - Different visitors to Cheddar with BASE jumping. Should understanding that the Interactions between people Gorge have the potential to BASE jumping be banned? Cheddar impact photographs physical and human and their environments, conflict with each other. Why / Why not? dimensions of the including causes and Download: environment are interrelated consequences of these Management of the Gorge MAIN ACTIVITIES: and together influence interactions, and how to plan can reduce the potential for Conflict Matrix Conflict matrix work sheet environmental change. for and manage their future conflict. Students complete a conflict impact. matrix to identify where the Cheddar photo map management issues lie. Physical & human Assessment processes – understanding . Students can discuss ways in how sequences of events and which conflict might be opportunities activities in the physical and prevented. The discussion Whole class discussion human worlds lead to change can result in a list of in places, landscapes and management strategies. A Complete a matrix societies. useful ICT resource is an interactive map of Cheddar Code of Conduct for a with images and further specified user group info.* Annotate a map Key processes Curriculum opportunities PLENARY: Students come up with a code Whole class collaboration Geographical enquiry - of conduct for one named Cheddar user group e.g. thinking critically, Use a range of approaches to Notes enquiries. climbers, cavers BASE constructively and jumpers, bird watchers etc. creatively. *An interactive Google Map of Use varied resources, the area is listed in the web including maps, visual media EXTENSION: links Graphicacy and visual More able students could use literacy - satellite and geographical information systems. Google Maps to create a A good basic map is available images and other sketch map locating possible geographical data and GIS from the Tourist Office at conflict hotspots – such as Cheddar. It was produced by beneath the highest cliffs Sedgemoor District Council Geographical and revised in 2006 communication Web links: BASE jumping Cheddar images: http://www.flickr.com/search/?q=cheddar+base&l=cc&ct=0 Photo map of Cheddar: http://maps.google.co.uk/maps/ms? ie=UTF8&hl=en&msa=0&msid=106895422170144132172.00000112849e9fa03f2fa&z=15&om=1 Adventure landscapes in the UK Lesson 3: Underworld</p><p>Teaching and learning Key concepts Range and content Key question and ideas Resources activities</p><p>Physical & human Physical geography, physical How do limestone caves STARTER: Interactive: processes - understanding processes and natural form? Cheddar Gorge Limestone how sequences of events and landscapes. Show caving movie Landscape - formation activities in the physical world Limestone caves are formed Discuss how caves form. ** lead to change in landscapes. by processes of erosion. Video:</p><p>What physical features are MAIN ACTIVITIES: Caving movie found in caves? Whole class activity Downloads: Students understand some of the features of limestone Watch an animation of cave Glossary of caving terms landscapes, caves and caving formation using Cheddar terms. Gorge Limestone Script for drawing a cave Landscape formation Links: Give students a glossary of caving terms. OFD virtual tour website</p><p>Draw a diagram in cross Assessment section of the physical features of an imaginary cave. opportunities Whole class discussion Watch caving movie again Key processes Curriculum opportunities and/or follow a pre-prepared Diagram of cave features script and “draw what they hear” Geographical enquiry - find Link up with other subjects. Notes creative ways of using and applying geographical skills. PLENARY: Take the virtual ** Link to properties of tour of Ogof Ffynnon Ddu. limestone – virtual quarry Graphicacy and visual lesson 1 literacy - construct maps Can students find Dip Sump? and plans at a variety of scales, using graphical techniques to present evidence.</p><p>Web links: Ogof Ffynnon Ddu Virtual tour: http://ogof.net Adventure landscapes in the UK Lesson 4: Save Our Caves</p><p>Teaching and learning Key concepts Range and content Key question and ideas Resources activities Place - physical and human STARTER: Links: characteristics of real places. Variety of scales, local to How do speleothems (cave QTVR panorama view of Space - interactions between international. formations) form? Molinos Caves in Spain & QTVR panorama places and the networks discuss how the various created by flows of goods. A range of investigations, Why do caves need features might have formed. Images of speleothems from Interdependence - human focusing on places and conservation? Can refer to Wikipedia article Wikipedia action in one place has issues. or other web based resource consequences elsewhere. for answer. Speleothem article Wikipedia Environmental Interaction - Different parts of the world in Cave formations result from Learn the names of the most tensions between economic their wider settings and the precipitation of soluble common speleothems Cave vandalism images prosperity and environmental contexts. minerals over long periods of quality (conserving time. MAIN ACTIVITIES: Cave Conservation code landscapes and preventing Physical geography, physical Whole class activity leading environmental damage). processes and natural Caves are fragile to paired work Birds nest soup menu and Physical & human landscapes environments article processes - sequences of Examine images of events and activities in the Interactions between people vandalized caves. Discuss the Bird nest collecting article physical and human worlds and their environments, reasons why caves are fragile lead to change in places and including causes and environments (time, cave life, Deadly Delicacy article landscapes consequences of these fragile formations, muddy Assessment Cultural understanding and interactions, and how to plan footprints remain forever etc.) diversity - people’s values for and manage their future Come up with a Cave opportunities and attitudes differ and may impact. conservation code and Whole class discussion influence environmental, compare with real version. issues, and developing their Learn terminology for own values and attitudes PLENARY: speleothems about such issues. Show students a picture of birds nests for sale – (note Cave Conservation code the price) and read a recipe. Key processes Curriculum opportunities Could also read an excerpt from an article referring to bird nest collecting in Asia. Geographical enquiry - Notes solve problems and make Explore real and relevant EXTENSION: decisions to develop contemporary contexts The timings for the starter and analytical skills and creative Read and discuss the San plenary activities could be Francisco Chronicle article thinking about geographical Participate in informed extended at the expense of “Deadly Delicacy” issues. responsible action in relation the main activity, which need Fieldwork to geographical issues that not be covered in too much Geographical affect them and those around detail. communication - them. communicate their knowledge and understanding using geographical Vocabulary. Adventure landscapes in the UK</p><p>Web links:</p><p>Molinos Caves QTVR: http://www.panoramas.dk/fullscreen/fullscreen49.html </p><p>Speleothems image: http://en.wikipedia.org/wiki/Image:Labeled_speleothems.jpg </p><p>Speleothems, Wikipedia: http://en.wikipedia.org/wiki/Speleothem </p><p>Vandalized caves pictures: http://wasg.iinet.net.au/poorcaving.html </p><p>Cave Conservation guidelines: http://web.ukonline.co.uk/nca/canda/concode.htm </p><p>Cave diving video: http://www.youtube.com/watch?v=HVFKfFBZvPk </p><p>Cave bird nest collecting picture: http://www.flickr.com/photos/m0les/499086218/ </p><p>Bird’s nests for sale: http://www.alibaba.com/catalog/11901791/Cave_Bird_Nest.html </p><p>Bird’s nest soup cave image: http://www.trekearth.com/gallery/Asia/Thailand/photo192806.htm </p><p>Bird’s nest soup article: http://en.wikipedia.org/wiki/Bird's_nest_soup </p><p>Bird’s nest soup recipe: http://www.recipesource.com/ethnic/asia/chinese/soup/00/rec0005.html</p><p>Bird nest collecting article: http://www.abc.net.au/science/slab/niahcave/week2-3.htm </p><p>Deadly Delicacy: http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/2000/12/19/MN116962.DTL Adventure landscapes in the UK</p><p>Lesson 5: Into Titan</p><p>Teaching and learning Key concepts Range and content Key question and ideas Resources activities</p><p>Place - investigating a real A range of investigations, What / Where is Titan? STARTER: Small groups/ Links: place, considering where it is, focusing on places. whole class Dress a caver * what it is like, how it became What would it be like to BES dress a caver website like this and how it might The location of places and explore the largest vertical MAIN ACTIVITIES: Small change. environments. cave in the UK? groups / short tasks: Titan guide</p><p>Developing Geographical Key aspects of the UK, Students understand that Locate Titan on a map Inglesport caving equipment imaginations’ of places. vertical caves are particularly Examine a picture of the site including its physical exciting and dangerous cave. Physical processes - Geography. places. Read the guide to exploring BBC news video of sequences of events and Titan (briefly!) exploration of Titan activities in the physical and Physical geography, Students describe a caving Make a list of the equipment human worlds lead to change physical processes and expedition to explore Titan – needed to explore the cave Interactive: in places and landscapes. natural landscapes the largest vertical cave in the using Inglesport site. UK. Watch BBC video with sound Titan / Castleton map turned off Images: Leading to… Titan pictures *** Create sound track / voice Assessment over /narration for video. There are various narration opportunities possibilities. Peer assessment of video narration PLENARY: Listen to some of the sound tracks / the original video with the sound turned up.</p><p>Key processes Curriculum opportunities EXTENSION: More able groups will include Geographical enquiry Use varied resources, details about how vertical Notes including maps, visual caves form. They could use Geographical media and geographical the internet to find out more *** Sound tracks could be about Titan and Peak Cavern communication information systems recorded using audacity or just voiced –over. The best narrations will complete a bit of extra research to explain how this huge cave was formed Web links: Adventure landscapes in the UK</p><p>Dress a caver: http://www.bec-cave.org.uk/index.php?option=com_wrapper&Itemid=65</p><p>Inglesport caving equipment: http://www.inglesport.co.uk/caving.php </p><p>Map of Titan location: http://maps.google.co.uk/maps/ms? ie=UTF8&hl=en&t=k&om=1&msa=0&msid=106895422170144132172.00000112e7b2d4df5c24b&z=19</p><p>Guide to Titan: http://www.hitchnhike.co.uk/pdc/cave_guide_peak_titan.htm </p><p>Titan pictures: http://daveclucas.com/titangallery/index.html / http://www.hitchnhike.co.uk/pdc/photo_titan.htm </p><p>Titan image: http://w01-0504.web.dircon.net/pdc/photo_19990206_006_prd.jpg and: http://w01- 0504.web.dircon.net/pdc/photo_20050506_1857_rs.jpg </p><p>Titan video from BBC Short http://news.bbc.co.uk/media/avdb/news/video/64000/bb/64582_16x9_bb.asx Full http://www.bbc.co.uk/mediaselector/check/player/nol/newsid_6120000/newsid_6121600? redirect=6121616.stm&news=1&nbwm=1&nbram=1&bbwm=1&bbram=1 </p><p>Lesson 6: Over the sea to Skye Adventure landscapes in the UK Web links: Photos of Skye (Creative Commons) at Flickr: http://www.flickr.com/search/?q=skye+scotland&l=deriv&ct=0</p><p>Teaching and learning Key concepts Range and content Key question and ideas Resources activities STARTER: Links: Place - the physical and Physical geography, physical What is it like to visit Skye? (Small groups) Suggest human characteristics of real processes and natural captions for a suitably Flickr Photos places. landscapes. Students describe the inspiring Flickr photo from characteristics of a Scottish Skye using the Flickr toys Flickr Toys Motivator tool Developing ‘geographical A range of investigations, mountain environment using Motivator tool. Students could imaginations’ of places. focusing on places words and images be shown an example. A good group activity. Image: Cultural understanding A variety of scales, from personal, local, regional and MAIN ACTIVITIES: Example of Motivator and diversity - differences national. Paired task leading to picture outcome and similarities between individual work people, places, environments Create a picture gallery or Assessment people’s values and attitudes montage from Flickr photos opportunities differ and may influence that describe the Isle of Skye. Environmental issues. Pupils Group work to come up with Paired task. photograph captions. develop their own values and Pick some key words that attitudes about such issues. describe the physical Photograph collage geography. Questioning – how did (Individual task) students select images for Use the words to create a montage? Key processes Curriculum opportunities poem. Poem PLENARY: Geographical enquiry - Students choose an image to creative ways of using and Use a range of skills, Notes display to the rest of the class applying understanding to including ICT while they read their poems. create new interpretations of place and space. Make links between EXTENSION: Geographical geography and other The poem could be combined communication - subjects. with the image in a photo- communicate their editing application for a wall knowledge and or online display. understanding using geographical vocabulary and conventions in both speech and writing.</p><p>Flickr Motivator tool: http://bighugelabs.com/flickr/motivator.php Adventure landscapes in the UK Lesson 7: Querying the Quiraing</p><p>Teaching and learning Key concepts Range and content Key question and ideas Resources activities</p><p>Place - Understanding the Location of places and Can you plan a walking route STARTER: Show picture of Map extract (digital or paper) physical and human environments. around the Quiraing using an the Quiraing ; pupils suggest of the Quiraing* characteristics of real places. OS map? how it was formed (A = Physical geography, landslip) Isle of Skye walks website Space - Knowing where physical processes and Use an OS map to plan a places and landscapes are natural landscapes. route MAIN ACTIVITIES: (Small Photos for plenary located, and why they are group / paired activity) Plan there. Match images with map a mountain walk / mountain A range of investigations, features bike ride in Skye. focusing on places. Assessment opportunities As an example, read Class discussion description of a walk around the Quiraing from website. Map and route card Plot the route on an OS map Photograph quiz Create own walk or ride in this area based on information Key processes Curriculum opportunities from the OS map</p><p>PLENARY: Locate selected Geographical enquiry Explore real and relevant photos of the area on map. Notes contemporary contexts Which direction was camera Graphicacy and visual facing? (Could be a quiz)** * Digital map sources include: literacy – use Ordnance Use a range of approaches to Multimap, Memory Map, Survey maps to a scale of enquiries Anquet or the OS Get a Map 1:25,000 and 1:50,000 to EXTENSION: create a route service interpret physical landscapes. Use varied resources, card of the planned walk / including maps, visual media ride with bearings, escape ** See web link for suggested Construct maps and plans at route etc. photos a variety of scales, using graphical techniques to present evidence.</p><p>Geographical communication Skye Walk Quiraing: http://www.skyewalk.co.uk/quiraing.shtml</p><p>Photos for plenary: http://www.flickr.com/search/?q=skye+quiraing&l=deriv&ct=0</p>