ࡱ> vxu $bjbjss 1v;**8<  :LLL9999999$;o>9LL949! ! ! <9! 9! ! 68RNZ ^R7~990:h76>gb>,8>8Ld! zSLLL99XLLL:>LLLLLLLLL* J:  Fieldwork Planning 2007 Title: Flopsy, Mopsy, Cottontail, PeterGroup Members: Naomi Allen, Fahima Madaser, Salma Begum, Maarya Siddiqui, Location: Lake District Target Audience: AS Level Rationale: a short explanation of the aims and objectives of the fieldworkSetting the scene: description of the geographical contexts and locationsTo build practical fieldwork skills whilst learning in line with the AQA syllabus Build up a case study of managing honey pot sites in the Lake District. The AS Level will be staying locally at a youth hostel. This is a 1 day of a residential fieldtrip within the Lake District looking at the impact of Beatrix Potter on Hawkshead, Hilltop and Latterbarrow. Assessment/specification context: Specification requirements and framework. How does the approach/philosophy and content (generalisations/knowledge/understanding/skills/values and assessment requirements) of the specification influence the design of the fieldwork?Geographical focus (application of subject knowledge): Specify relevant subject knowledge needed to deliver the unit Environmental impact and the associated conflicts or issues. Management strategies such as honeypot sites, footpath maintenance, access, zoning. A case study of a National Park. National Parks National Trust Lake District Honeypot sites Management of a rural area in an MEDC Environmental impact  Geographical Objectives: the knowledge, understanding, skills and values that will be developed by the studentsImportant background information: what do students need to know before the trip, also give links to other useful references and sources of informationKnowledge To be able to name the positive and negative impacts of tourism in an MEDC within a National Park. To build a case study of the Lake District as an example of the impact of tourism on a honeypot sites Understanding The need and purpose for conservation The conflicting issues arising from tourism Values To gain insight into a rural culture Appropriate behaviour of students Skills Mapping skills Observational Interview Data analysis Communications Sensory Groupwork Numeracy Literacy listening Empathy Enquiry In lessons beforehand the class will have studied OS maps of the Lake District They will have had some understanding of National Parks in an LEDC for a contrasting case study They will have researched about Beatrix Potter and watched Miss Potter film. They will have an understanding of how BP is linked with the National Trust and specifically Lake District. Students will know the objective of the visit. Before the trip students will prepare semi structured interviews/questionnaires Pupils will familiarise themselves with the resource booklet.  Suggested itinerary/timetable: Provide detailed information about the timing of activities (including travel times) and clear maps showing the location of sites.Approximate TimingActivity9:00-9:30 Briefing Setting the scene encouraging students to absorb surroundings of the Lake District Behavioural expectations Students form pairs for responsibilities and safety. Risk & Hazard briefing Final checks on equipment e.g. shoes, waterproof, clipboards, water, pen/pencils9:30-10:30 Class walking up Latterborrow mountain including 2 five minute stop Task - In pairs come up with adjectives to describe the area (during 1st 5 minute pit stop) Task - Environmental Quality Assessment (during 2nd 5 minute pit stop) 10:30-11:00 Sensory activity at top of mountain eyes closed, write down 5 sounds you can hear. Camera shutter exercise. Environmental Quality Survey, Reading from Beatrix Potters The Tale of Squirrel Nutkin, Field Sketch of Hawkshead11:00-12:00 Class walking down the hill including 2 five minute stop12:00-13:00 Drive down to Hawkshead (15 minutes) Students have 45 minutes for lunch this will be broken into 15 minutes as a group, sitting on benches at Hawkshead car park and 30 minutes independent time for shopping, walking, WC etc. Class to return to bench at 1pm. Students can leave un-needed bags etc in minibus, as teacher will be located close to car park.13:00-14:00 Hawkshead class briefed and discussions around task. Tasks In groups the students will conduct the following: Environmental Quality Assessment, transport activity, semi-structured interviews Class to return to benches at 2pm14:00-14:20 All students gathered (10 minutes) Drive to hilltop (10 minutes)14:20-15:30Hilltop House - class briefed and discussions around task. Class filtered through the house at different intervals in groups Tasks: Environmental Quality Assessment, transport activity, semi-structured interviews (to be completed around the house grounds)15:30-16:00Plenary Reading literature from Beatrix Potters book pupils reflect on the day and discussions take place16:00 Leaving to drive back to hostel Teaching strategies:Learning activities: Content of the student briefingPreparation activitiesReminder of context and purpose of case study for exam question Important for pupils to collect data for case study Explain that similar tasks will be carried out at all 3 sites. Explain risks and safety. Resources Background research Watching Miss Potter film Google Earth of Lake District Familiarise themselves with OS mapsRole of the teacher during fieldworkDetails of fieldwork activitiesTeacher will be leading the group into the mountain and tasks will be carried out. Teacher will be driving minibus between loctions Brief pupils about the importance of the area. Supervising pupils in Beatrix Potter gallery, independent work and Hilltop. Students will know the teacher will be at meeting point if needed for assistance. To be able to read OS maps To conduct EQA surveys To carry out semi-structured interviews To make links between honey pot sites and tourism To develop and understanding of how the national trust works to manage the impacts of tourism in the Lake District  Debriefing focusFollow-up activities (data processing, presentation and analysis)Review of objectives ask students if objectives were met and how Compare each others notes from fieldwork Ask each group to name negative and positive impacts of tourism and examples of management. Ask students opinions of how Beatrix Potter has influenced tourism in Lake District In groups the class will summarise their findings and present these to the class tailoring their findings to answering a past exam question e.g For a named area in an MEDC explain the nature of the challenge in managing an area for Tourism & Recreation ?. The class will also have the answer photocopied in bullit points to give to everyone in the class  Resources and equipment needed:Health and Safety issues: highlight specific risk assessment information for each siteClipboard Pen/pencil Waterproofs Walking boots First Aid Kit OS Map - Laminated Compass Walkie talkies for staff  Latterbarrow slippery rocks, uneven surfaces, pollen Hawkshead traffic, contact with strangers Hill top - traffic, contact with strangers  Evaluation: How will the learning outcomes be assessed? Suggestions for further development  Through presentation and case study card Answering exam question Extending research into sustainability of National Parks.     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