Key Focus Question: How can you use the local environment to develop pupils’ understanding of maps and place?
Keywords: local environment; maps; group work; symbols; investigation; game
By the end of this section, you will have:
Most pupils have some understanding of the area in which they live. They know the quickest way to their friends’ houses or the local market. When developing their understanding of place and, in particular, their mapping skills, it is always important to start with what pupils know before you move on to what they don’t know. This gives pupils confidence, because you are using what they already understand.
Building on what your pupils know about the physical features of their home and school environments, ensure you move on to more formal mapping of their local surroundings. This provides a meaningful context to explore the symbols used in mapping. The activities in this section will help you encourage your pupils’ skills in observation and help transfer their knowledge into formal symbolic representations.
You will also develop your skills in using group work in your classroom.
Most pupils know a lot about their local environment and may be able to map their understanding of where things are in their own way. First, it is important to develop your pupils’ abilities to observe their local environment and to make these activities meaningful for them .Explain that noticing the features in their surroundings enables them to locate places in relation to each other and to describe places clearly. Having a sense of direction helps pupils to find their way around. Once they understand their own environment, and their way around it, your pupils can begin to explore the wider world.
One way to start observing the local environment is to encourage your pupils to keep a notebook with them and to draw or write down any interesting things they see as they move around the local area. Another way is to work with your pupils to produce a class mural or picture on the classroom wall. Each day, a small number of pupils could add pictures (and words from older pupils) of things in the local environment.
In Case Study 1, one teacher shows how she organised a large class. Read this before you try Activity 1.
Mrs Kazimoto, a teacher at Dabanga Primary School in Tanzania, wants to develop her Grade 3 pupils’ skills at observing and identifying important features in the local area. She will then progress to drawing maps.
Mrs Kazimoto has a large class and so she divides them into eight groups of ten pupils. She knows that using group work will help her manage the class and ensure that all pupils participate. It will also develop their cooperative learning skills. (See Key Resource: Using group work in your classroom.)
She asks each group to list all the features of the school grounds that they see as they come to school, such as trees, buildings etc. She asks one person in each group to write down all the important information. After a few minutes, she stops the class and asks each group to read out one feature from their list, which she writes on the board. She keeps going round the class until they have read out all the features.
Next, Mrs Kazimoto hands out large pieces of paper to each group and asks them to mark in the middle a square for the school. Each pupil is then asked to place a feature on the paper in the correct place.
When each group has finished, Mrs Kazimoto sends them outside to see what they had in the right place and what they need to move or add. Their plans are modified and then displayed in the classroom.
Mrs Kazimoto sees that two groups have managed very well. The other groups have had to modify quite a few features and she plans to take these pupils out in groups to do some more simple mapping of the school ground and its features.
What other activities could you do to develop your pupils’ observation skills?
Observing the features of an environment is a first step to producing a map. To help your pupils understand a map, you need to introduce them to the idea of symbols.
Case Study 2 shows how one teacher uses a game to help pupils learn about using symbols. By planning and devising a game around a topic of interest to the pupils, this teacher has made it much more likely that they will engage in the activity and therefore learn more. The use of a game will involve your pupils in active learning; it will be fun for them and will help them remember more. Read Case Study 2 before you plan and try Activity 2.
Miss Kazi, a teacher of Standard 5 pupils in Taveta, Kenya , wanted to build on pupils’ knowledge of direction and the local environment to introduce the idea of using symbols to represent physical features. She decided to hold a treasure hunt.
Before the lesson, she observed six physical features of the school, including the gates, the large tree and the head teacher’s office. She found six pieces of cardboard and drew one symbol on each to represent one feature (e.g. a desk for the head teacher’s office). She then numbered the card and added directions to the next symbol on each card. She placed the pieces of card at their specific locations.
In class, the pupils were divided into ‘search parties’ and given their first clues. They had to go outside the classroom, and turn in an easterly direction –the teacher helped by telling them this to get started. When they found the card at the feature this gave them the next direction to move in, and another symbol to find, and so on.
The pupils found this game very exciting. They were very involved in trying to work out what the symbols meant and move in the right direction. Miss Kazi followed the groups around and was on hand to help any that were struggling with what the symbols meant or which direction to follow.
Everyone reached the final card. Miss Kazi was pleased because she knew they had managed to interpret all the symbols and understand direction better.
Developing knowledge and understanding of the standard symbols that are used on maps worldwide will help your pupils explore physical features of any area in the world. It will also help them understand the way maps are constructed and their value in daily life, especially as they grow and travel to new areas.
However, it is important to use ways of working that involve pupils actively in exploring their surroundings and thinking deeply about the problem they are trying to solve. Using local resources and experts helps pupils understand more as the context has meaning for them. It may be possible for you to find someone who is knowledgeable about maps to come and speak to the pupils about how maps of their local area were drawn and explain the meaning of the symbols that depict local physical features.
Case Study 3 shows how one teacher worked with his pupils to understand local maps. Read this before you start the Key Activity.
Mr Langat is a teacher in an urban primary school in Nairobi. He wanted his pupils to be able to study a map and recognise the physical features in any area.
Mr Langat decided to use a real map of the city and so, two weeks before he planned to do the work, he visited the City Planning Office to obtain a number of maps of the local area. He drew up a worksheet for his pupils to use based on the maps. Because this work would involve symbols, he also drew up a chart of symbols, which he planned to display in the classroom.
As the city planning council was only able to give him five topographical sheets or maps, he divided his class into five groups. Mr Langat showed his pupils the chart that identifies the symbols, and handed out a map and one of his prepared worksheets to each group. He had identified a number of roads, a park, a hospital, some hotels and a petrol station, all of which the groups had to find on the map.
Next, he asked the pupils to work out the scale. He explained that map scales compare the size of the map with the real size of a place. Mr Langat showed his pupils how to read the information shown on the scale statement and the scale bar.
When the groups had finished analysing the maps and completed the worksheets, they swapped their worksheets with other groups, and checked to see whether they had found the same answers. Where there were inconsistencies, Mr Langat asked the groups to confer and agree on an answer.
At the end of the lesson, he went through the symbols with the whole class. Where groups had come up with different answers, they discussed the reasons and agreed on a final answer.
Resource 2: A map of an area in Nairobi and Resource 3: Questions for maps give examples of the types of resources that can be used.
Background information / subject knowledge for teacher
Road: National freeway | ![]() | Trigonometrical beacon | ![]() |
Road: National route | ![]() | Urban built-up area | ![]() |
Road: Arterial route | ![]() | Building (of significance or isolated) | ![]() |
Road: Main road | ![]() | Bridge | ![]() |
Road: Secondary road | ![]() | Cultivated land | ![]() |
Railway (showing a station) | ![]() | Row of trees (where of significance) | ![]() |
River: Perennial (has water all year) | ![]() | Wind pump | ![]() |
River: Non-perennial | ![]() | Communication tower | ![]() |
Dam | ![]() | Eroded area | ![]() |
Pan: Perennial | ![]() | Boundary: International | ![]() |
Pan: Non-perennial | ![]() | Boundary: Provincial | ![]() |
Pan: Dry | ![]() | Boundary: Cadastral farm (original farm) | ![]() |
Canal | ![]() | Boundary: Game reserve | ![]() |
Powerline (major lines only) | ![]() | Boundary:State forest | ![]() |
Spot height (elevation at a point) | ![]() | Contour | ![]() |
Churches | ![]() | Tree: Deciduous | ![]() |
Tree: Palm | ![]() | Tree: Evergreen | ![]() |
Teacher resource for planning or adapting to use with pupils
Teacher resource for planning or adapting to use with pupils
In your group, look at the map and answer the following questions:
Key Focus Question: What different activities can you use to explore why people settle in particular places?
Keywords: resources; case study; group work; settlements; debate; questions
By the end of this section, you will have:
Every day of our lives we use resources of all kinds and as the population of the world increases there is great pressure on many of these resources.
As a teacher exploring these ideas with your pupils, it is important to start by finding out what they already know about the resources in their own environment. It is then possible to plan how to extend their knowledge and engage them in thinking more deeply about the issues. The Case Studies in this section show how some teachers explained these ideas and will help you think about what you will do in the activities.
On their way to school, your pupils will see many natural resources that are used in everyday life. In this part, you will ask your pupils to brainstorm some of these natural resources and the ways people use them. By ranking them according to their importance for the people living in a particular environment, they will see how important these resources are. This will help your pupils develop their skills of observation and think about their role in using resources wisely. You will need to explore their understanding of the differences between natural resources and resources made by people.
You will also explore ways to use group work to manage your class. Working in this way helps them to share ideas and learn together.
Read Case Study 1 before trying Activity 1; these show different ways to find out what your pupils know. You can try both methods at different times in your classroom.
Mr Kaizilege is a teacher at Kitahya Primary School, which is near the Ileme village in Tanzania. Most of his pupils come from the village.
The village is located in an environment that has many natural resources – trees, water, a quarry and cultivated fields. Mr Kaizilege hopes to develop his pupils’ abilities in observing and identifying the natural resources surrounding their village. He hopes this will help them understand their roles and responsibilities with respect to these local resources.
At the end of one day, he asks the pupils to note down all the resources they see in the village on their way home and bring their list to school. The next day, he divides the class into groups of eight and writes the following question on the board:
What resources do we have in our own environment?
One pupil in each group copies the question onto the middle of a piece of paper and each group shares their findings from the previous day’s observation exercise, drawing or writing their findings around the question. Mr Kaizilege displays these on the board, and together they reflect on how similar their brainstorms are. Mr Kaizilege suggests gaps that exist in their charts. For example, no one mentioned the quarry or the sun.
Mr Kaizilege then writes sentences on the board. Each sentence shows the use of one resource found in the village. He asks the groups to match each sentence to a resource. The groups share their ideas and reach agreement on them before copying them into their books.
Did the pupils have a clear sense of the difference between natural resources and those made by people? Does anyone need more help?
People have traditionally settled in places where they can find natural resources such as water, fuel and access to food, perhaps land to grow crops or keep cattle or fish from the sea or a lake.
To help your pupils understand why people choose certain places to settle, you will use a historical example to explore the issues of water. You can then relate the key ideas to their own lives.
Using group work will increase the interaction and exchange of ideas, which will help pupils explore their thinking and develop their understanding more.
Mrs Matuma was teaching her Standard 6 pupils about the relationship between natural resources and human settlements. She decided to use an example from ancient Egypt.
She prepared some notes about Egypt in ancient times and wrote these on the board (See Resource 1: Natural resources and human settlement.) She asked the pupils in pairs to identify the major natural resource that existed in ancient Egypt and to discuss why Egyptians settled in various places. They were able to identify the importance of the River Nile, and water as the natural resource in determining the settlement of people in the country.
Next, she asked her pupils to work in groups of eight and share with each other how important water is to the survival of their own village. She asked them to identify where the village gets its water from, and how this affects both the position of the village and the daily lives of the people. The groups shared their findings with the rest of the class, and Mrs Matuma wrote their ideas on the chalkboard. They discussed how important each idea was.
Mrs Matuma was very pleased with her pupils’ informed discussion –this meant that they understood the relationship between natural resources and human settlement.
Divide the class into groups and ask each group to think about the needs of early settlers (e.g. food, water, shelter). Ask one person in each group to list the ideas.
Ask each group to think what would be the best place for a settlement e.g. near a river, but away from flooding.
Ask each group to present its findings to the rest of the class and identify the common factors together.
Next, ask each group to think about and note down activities that might have been carried out by people in these settlements.
Now ask each group to design their own village. Give each group a large blank piece of paper. Ask them to mark these features on the paper:
Encourage them to use symbols on their maps and to include as many other features as they want.
Allow time at the end of the lesson for groups to present their village maps to each other and explain where the people in the village get their resources from.
Many resources are scarce and therefore need to be properly managed. Some resources, once used, cannot be replaced. Others are plentiful at the moment, but may not be if people do not look after them or use them wisely.
In Case Study 3, the teacher uses a class debate to explore one particular resource issue. If you have older pupils, you could try this strategy, choosing any topic which is relevant to your community. The success of the debate will depend on giving the pupils time to plan their speeches well and organising the class so that pupils are clear about their roles in the debate.
In the Key Activity, you are encouraged to use another way to explore a resource issue in your area.
Mrs Kirwa wanted her Standard 6 pupils to explore the positive and negative effects of managing natural resources. She decided to hold a debate in her class on the issue of bush burning, which had been a problem recently in the local area.
She started the lesson by writing on the chalkboard: ‘Bush burning is harmful to the community’.
Mrs Kirwa then explained how a debate works (see Resource 2: How to debate an issue). She asked for three volunteers to propose – or support – the motion and for three volunteers to argue against the motion. She explained to both teams that they must gather evidence to back up their points of view. To help them find the evidence, she encouraged each team to speak to older people in the community about why the community often burns the grass in their area. She also gave both teams some information that she found on the Internet, which looked at the role of bush burning in traditional communities in Kenya, and some ways to manage bush burning (see Resource 3: Bush burning).
She gave the teams a week to prepare for the debate, including time in one lesson for all the class to think about the positive and negative aspects of bush burning. The rest of the class also tried to find out what they could from the local community and share this with both teams as appropriate. On the day of the debate, Mrs Kirwa reminded the class of the rules of debating, and how important it was for them to ask questions if they did not understand.
At the end of the debate, a vote was taken and the motion was carried by a large majority. Mrs Kirwa reminded the class that it was important to respect each other’s viewpoints and not to gloat as ‘winners’. She was pleased that both teams put forward interesting ideas to support or oppose the motion.
In the next lesson, Mrs Kirwa asked her pupils to brainstorm ideas of how to develop community awareness of the negative effects of bush burning and provide alternative methods of managing the land in their community. She wrote their ideas on the chalkboard and encouraged the pupils to discuss the ideas with their families.
Choose one of the images provided in Resource 4: Different environments and pin it up in your classroom. If you have photographs from a visit to a different part of Kenya or have access to images in a textbook or magazine you could use these. Try to choose a place that is very different to the environment of the school.
Teacher resource for planning or adapting to use with pupils
From ancient times to the present, human settlement patterns have been influenced by the availability of usable natural resources. Food, water and shelter are basic human needs, and have thus determined the ability of a society to flourish or fail in its existing environment. Ancient Egypt developed in river valleys, which ensured access to food and drinking water, and also provided transportation routes for trade. However, the protection and wise use of these resources ultimately determined a population’s ability to thrive and sustain life for future generations.
Egypt is the oldest of all African kingdoms. It had a big influence on the cultures of Europe, Asia and Africa. But why did the ancient Egyptians settle where they did?
Almost 84% of Egypt is desert. The other 16% of land is next to the Nile River and this where most Egyptians lived. Farmers did not have to worry about overusing the land because each year the Nile River flooded the farming land and made it fertile again. It was so fertile that farmers harvested two to three crops a year.
Background information / subject knowledge for teacher
A debate is a formal argument or discussion. One side proposes the topic or motion and the other side opposes it. There are three speakers for each side and there is a time limit within which they have to give their point of view. Debating is a formal activity and there are certain rules that must be followed:
Teacher resource for planning or adapting to use with pupils
Reasons for bush burning
A typical example of bush burning is when farmers burn their harvested fields to prepare their farms for the next planting season, or during dry seasons when farmers organise hunting parties for popular game often called ‘bush meat’. The bush is deliberately set alight to trap small animals during hunting. Other fires are caused by accidents during the dry season when most bushes and forests have dried up and are very combustible; cigarettes, matches, campfires etc. can spark up small fires that later grow bigger.
Bush burning management strategies
Bushfires can be managed by professional staff, such as rangers and park workers, with help from volunteers from rural areas. However, large fires are often of such a size that no conceivable firefighting service could attempt to stop the whole fire directly, and so other techniques are needed.
This might involve controlling the area that the fire can spread to by clearing control lines. Here the land is cleared of any vegetation either by controlled burning or digging a ditch. This takes time and does not happen often. This can interfere with the forest ecosystem.
Who is affected by bush burning?
Rural farming communities are rarely threatened directly by bush burning as the fires are usually located in the middle of large areas of cleared, usually grazed, land, where often there is very little grass left. People who live in urban areas that spread into forested areas are more open to threats of fire.
Adapted from: http://en.wikipedia.org/ (Accessed 2008)
Teacher resource for planning or adapting to use with pupils
Key Focus Question: How can you make the study of the weather more open-ended and activity based?
Keywords: problem solving; weather; group work; patterns; observations; brainstorming
By the end of this section, you will have:
For many people, watching the weather is an important part of everyday life. For example, farmers need to be able to judge the best time to sow their crops and fishermen need to know when to set out to sea. The weather patterns are different across Sub-Saharan Africa and rainy seasons and sunny periods will vary. Encouraging your pupils to observe the changes and patterns – however small – will help them understand the link between the weather, people and their environment.
In this section, you will use group work to develop pupils’ cooperative and thinking skills. You will plan practical activities to encourage interaction between pupils.
There are many beliefs, poems and rhymes about the weather in different parts of the world, including Africa. Using these as a starting point to explore weather will stimulate your pupils’ interest in observing the local weather and encourage them to be more sensitive and responsive to the changes in their natural environment. For example, in Nigeria, the Yoruba people are said to have believed that lightning was a storm spirit who carried powerful magic. That spirit scolded them with fiery bolts of light shot from his mouth. Case Study 1 shows one way of using local sayings with your pupils.
When teaching about the weather, you have a rich resource outside the classroom. By asking your pupils to collect weather data and look for patterns in the data in Activity 1, you will be encouraging them to develop their skills of observation.
Mrs Ogun from Abeokuta in Nigeria wanted to teach her pupils about the weather and decided to begin by asking them to tell her what they already knew. The day before she started the topic, she asked her pupils to ask their families and carers for any rhymes and poems they knew about the weather and bring them to school.
The next day, she asked two or three pupils to recite or sing the rhymes they had found. She also wrote on the chalkboard a few folklores about the weather from other parts of Africa (see Resource 1: African folklore relating to weather, which includes the scientific explanation) and discussed the meaning of them, but not the scientific explanation.
Next, she asked why they thought there were so many different folklores about the weather. Her pupils suggested that people long ago did not understand why the weather changed and so created folklores to explain them;
Mrs Ogun asked the class why they thought it was necessary to understand weather patterns. They suggested the following ideas, which she wrote on the board:
She asked the class to work in groups of six and, using any one of the ideas on the chalkboard, to create a little story or folklore about the weather. Some pupils wrote their stories and others decided to act them for the rest of the class.
The science of studying weather is called meteorology. Meteorologists measure temperature, rainfall, air pressure, wind, humidity, and so on. By looking at the data and patterns they find, they make predictions and forecasts about what the weather will do in the future. This is important for giving people advance notice of severe weather such as floods and hurricanes and is extremely helpful to many other people – farmers, for example.
This part explores how using local experts can stimulate pupils’ interest and show ways of – and the relevance of – studying the weather. Activity 2 uses problem solving as a strategy to help pupils think more deeply about weather.
If you live in an area with regular rainfall, you could also ask pupils to develop a device to measure the rainfall each day in a two-week period.
Mrs Wanjala was fortunate in that there was a local weather station a few kilometres away from the school and she was able to organise a field trip. A few weeks before the trip, having obtained permission from the head teacher and informed the parents, she phoned the weather station to arrange a date and explain what she would like to happen. The deputy in charge agreed to guide the class around the station, to show them the instruments and explain what they were used for. Mrs Wanjala explained that the class had just started learning about weather and had very little prior knowledge of weather instruments.
Before the visit, Mrs Wanjala told her pupils what they were expected to do, what they needed to take with them and what they would need to do to ensure their safety throughout the visit.
At the station, pupils saw various weather instruments, including a barometer, a rain gauge and wind scale tools. Mrs Wanjala encouraged her pupils to ask many questions. With the help of the station officer, they tried using some of the instruments. They were also able to look at some of the records and could begin to see patterns in the weather. The deputy gave Mrs Wanjala a copy of some data to use with her class.
Back in the classroom, Mrs Wanjala asked each group of six pupils to think about how they could set up their own smaller weather station and how they could organise taking observations regularly. The groups fed back and then the class drew up an action plan.
The lesson ended with a promise from the class to involve their community in the establishment of their weather station.
In advance make a wind vane and an anemometer. This can be done with simple materials and you could ask for help from someone in the community who is good with their hands. It is worthwhile spending some time on this as these teaching aids could be used by other teachers and in the years to come (see Resource 3: Measuring wind direction and speed for instructions on how to make these instruments).
Ask your pupils how they could see if this is true all year round.
While it is possible to collect weather data in the classroom for a certain period of time, it is less easy to explore the effects of weather over a longer period. ‘Climate’ describes the weather patterns at a place over a period of years.
One way to help pupils explore the longer-term effects of weather could be to use stories, as Case Study 3 does. Here, pupils are able to think about the wider issues. What would happen if certain weather situations persisted? The Key Activity uses another approach. Pupils are encouraged to think about the problems weather can bring.
Mrs Wanjala was keen to explore with her Standard 5 pupils how weather could affect people and resources in different ways. She decided to tell the class the story in Resource 5: How weather affected Mr Makhoha and his family .
Having read out the story to her pupils, Mrs Wanjala organised them into their discussion groups. She then gave them a series of questions.
Mrs Wanjala asked one pupil in each group to write down the main points from their discussion and another to feed back their ideas to the whole class at the end of the discussion time.
Teacher resource for planning or adapting to use with pupils
Country or region and type of weather | Myth | Scientific explanation |
---|---|---|
Africa: Lightning | Folklore: People hit by lightning were thought by many ancient Africans to have incurred the anger of the gods. Lightning bolts were considered bolts of justice. | Science: Lightning occurs when electricity travels between areas of opposite electrical charge within a cloud, between clouds, or between a cloud and the ground. Lightning bolts between cloud and ground (‘bolts of justice’) start with electrons (negatively charged particles) zigzagging downwards from the cloud, drawing a streamer of positively charged ions up from the ground. When they meet, an intense wave of positive charge travels upwards at about 96,000 km (about 60,000 miles) per second! This process may repeat several times in less than half a second, making the lightning seem to flicker. |
Ethiopia: Wind | Folklore: Many people believed evil spirits dwelt in whirlwinds, so they would chase the wind with knives. | Science: The wind is caused by a complex collection of forces. Warming and cooling of the air causes changes in density, or pressure. Air tends to move from areas of high pressure to areas of low pressure. Even very small differences in pressure from one area to another can cause very strong winds. Friction from obstacles like trees, mountains and buildings affect winds, slowing them down, or creating updrafts, bottlenecks and so on. Also, Earth's rotation creates what is called the Coriolis effect, causing winds north of the equator to tend to curve to the right and winds south of the equator to curve to the left. |
Egypt: Sun | Folklore: Ancient Egyptians, boating on the Nile, believed that the sun sailed across the sky in a shallow boat. | Science: While the sun may seem to be sailing across the sky, it is we who are moving on Earth's surface as Earth rotates on its axis and orbits the sun. One rotation takes 23 hours 56 minutes, or one day, and one orbit takes 365.26 days, or one calendar year. |
Kenya: Thunder | Folklore: The god of thunder, Mkunga Mburu, is believed by some to travel the heavens on a huge black bull with a spear in each hand, ready to hurl them at the clouds to make the loud noises. | Science: The noise we call ‘thunder’ – a distinct crack, loud clap, or gentle rumbling – is caused when air that has been heated to more than 43,000 °F along a lightning stroke expands and then suddenly cools and contracts when the lightning stops. |
Nigeria: Lightning | Folklore: The Yoruba are said to have believed that lightning was a storm spirit who carried powerful magic. That spirit scolded them with fiery bolts of light shot from his mouth. He was believed to punish people for their wrongdoings by destroying things on the ground or by hitting someone with his bolts of light. | Science: Lightning occurs when electricity travels between areas of opposite electrical charge within a cloud, between clouds, or between a cloud and the ground. Lightning bolts between cloud and ground (‘bolts of justice’) start with electrons (negatively charged particles) zigzagging downwards from the cloud, drawing a streamer of positively charged ions up from the ground. When they meet, an intense wave of positive charge travels upwards at about 96,000 km (about 60,000 miles) per second! This process may repeat several times in less than half a second, making the lightning seem to flicker. |
Southeast Africa: Rainbows | Folklore: Many of the ancient Zulus thought of rainbows as snakes that drank from pools of water on the ground. According to legend, a rainbow would inhabit whatever pool it was drinking from and devour anyone who happened to be bathing there. | Science: Rainbows are by-products of rain. Raindrops act as tiny prisms when lit by the sun, bending light and separating it into its different colours. A rainbow's arch appears to dip down from the sky to meet Earth's surface. To see a rainbow, you must be standing with the sun behind you, looking at rain falling in another part of the sky. A rainbow may mean the rain is nearly over, since the sun must be peeping through the clouds to make the rainbow appear. |
Pupil use
Week 1: Actuals | ||||||
---|---|---|---|---|---|---|
Time of Day | Measurement | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 |
Morning | Temperature Sky conditions Rainfall Wind speed | |||||
Afternoon | Temperature Sky conditions Rainfall Wind speed |
Week 2: Predictions | ||||||
Time of Day | Measurement | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 |
Morning | Temperature Sky conditions Rainfall Wind speed | |||||
Afternoon | Temperature Sky conditions Rainfall Wind speed |
Teacher resource for planning or adapting to use with pupils
Making a wind vane to measure the direction of the wind
You will need:
Do this:
Making an anemometer to measure the speed of the wind
An anemometer is a device that tells you how fast the wind is blowing. A real one will be able to measure this accurately. Your model can give you an idea of how fast the wind is blowing, but will not be as accurate as a manufactured anemometer.
You will need:
Do this:
To measure wind speed:
Using the watch, count the number of times the coloured cup spins around in one minute. You are measuring the wind speed in revolutions (turns) per minute. Weather forecasters’ anemometers convert this speed into miles per hour (or kilometres per hour).
Pupil use
Site 1 | Site 2 | Site 3 | Site 4 | Site 5 | |
Wind speed | |||||
Wind direction |
Teacher resource for planning or adapting to use with pupils
Mr Makhoha is a farmer and head of a family of six children.
One day, Mr Makhoha’ s family woke up to bright and sunny weather. On their way to the farm, the youngest child was complaining about the biting sun, and had to remove his shirt because of the heat.
In the afternoon, when everybody was working on the farm, rain started to fall. Everybody was soaked in the rainwater and had to stop work until the rain stopped about one hour later. Meanwhile, the youngest child was enjoying the change in the weather and running around the farmland playing with the water on the leaves of plants.
After the rain, the children suddenly realised that the weather had become cool. The cool weather encouraged the family to work for another two hours before they finally left for home.
Mr Makhoha was not expecting rain that day and so was not happy that the rain disorganised some of his plans for the day on the farm, but thanked God that the rain would make his crops do well.
That night, the weather became very cold and the family had to make a huge fire and sit round it in order to keep warm before they went to bed.
Key Focus Question: How can you raise pupils’ awareness of the issues of resources and pollution in the environment?
Keywords: environment; group investigations; fieldwork; resources; global warming; pollution
By the end of this section, you will have:
Developing an appreciation in your pupils of their local environment and the need to preserve and protect it is important if they are to understand their responsibility to care for their environment as a whole. This section aims to help you to structure lessons and activities that will link care of the local environment to worldwide problems of pollution and weather change. To support your pupils, you should read about environmental issues as this will provide ideas for lessons and keep you up to date on key ideas.
By investigating issues such as pollution in real-life situations and by conducting experiments, your pupils will enjoy learning, as they are actively involved in activities that have meaning for them.
What do your pupils know about local resources? This part looks at raising your pupils’ awareness of natural resources – particularly plant resources – that are found in their local area.
A good way to do this is to bring in local experts to talk, as in Case Study 1. Experts bring a specialised knowledge from which both you and your pupils can learn. Using experts also makes learning exciting because it is different.
In Activity 1, you heighten your pupils’ awareness of their local environment through field trips in which they are actively involved in gathering data. (If you are working in an urban area, or it is not safe to let your pupils walk out near the school, you could change the activity to look at food in the market. Ask pupils to each name five foods from plants and to try to find out where the food was grown.)
Mrs Hlungwane teaches in Hoxane Primary School in Limpopo Province in South Africa and wants her pupils to develop their understanding of their own environment and its natural resources. She has read about local expertise and knowledge about medicinal plants, and thinks looking at local plants, including those used for healing, might be a good way to extend the idea of resources from Section 2. She decides to contact the seven local plant experts who live near the school and invites them to come and be interviewed by her pupils on a set date. They agree to bring some of the important plants growing in the area to show the pupils.
Mrs Hlungwane divides the class into seven groups, each to interview one of the visitors. She discusses with her pupils the importance of showing respect. Together they draw up a list of questions to ask. She suggests that they find out the following three things about each plant:
Afterwards, having thanked their visitors and said farewell to them, each group reports back and Mrs Hlungwane writes this information on the chalkboard in three columns:
(See Resource 1: Plant handout).
Next, they discuss how to protect these plants, as they are an important resource for the community. They decide that learning to identify the plants so that they do not pick them is important. Also, that they should not trample them or damage the locality where they grow.
Finally, Mrs Hlungwane asks the pupils, in groups, to make posters of the main plants, showing the uses of each plant and where it grows.
Because our natural environment can provide us with our livelihoods, you need to encourage your pupils to think about how to preserve the environment so that it continues to provide what we need.
To start your pupils thinking about the damage that is being done to the environment, you can actually show them the harmful effects of pollution. This is what the teacher in Case Study 2 does with her class. Activity 2 shows another way – conducting an experiment to show the effects of polluted water or lack of water on the growth of plants. Once your pupils can see the damage done by pollution, they will be in a better position to develop positive attitudes towards protecting and caring for the environment.
Onyango, the Standard 6 teacher in Dongu School wants to develop her pupils’ awareness of the harmful effects of water pollution. (See Resource 2: Water issues for background information.) She realises that she can do this by taking them on a field trip to the local river, which is littered with rubbish.
At the river, she asks them to make a list of everything they can find that is polluting the water. Once the pupils have done this, they sit on the riverbank and Mamadou asks them a series of questions to encourage them to think beyond what they see. For example, she asks them: ‘How many people rely on this river as a water supply?’ ‘What would happen to all those people if the water from the river is contaminated? ‘What do they use this water for?’
Back in class, she asks each group to develop a strategy to help clean up the river and its surroundings. As she moves around, listening and helping, she is excited by the plans that they are coming up with. Ideas include involving the community and the school to combat pollution, not only at the river, but in other areas of the village as well. Mamadou feels she has achieved her aim of developing an awareness of the harmful effects of water pollution, and is pleased that she has encouraged an attitude of community-mindedness in her pupils as well.
Note: When planning field trips a teacher needs to be conscious of the culture/religion of the immediate environment. Field trips should not be undertaken to sacred places within the community if there is a taboo. In areas where pupils have to attend the secular schools and Koranic schools, the teacher must ensure that the pupils come back in good time to enable them to attend the Koranic schools.
Most pupils are interested in what is happening around them and using local resources such as newspapers or radio can help to enhance your lessons.
The purpose of the Key Activity is to encourage pupils to think about how global weather changes can affect their local context, and to introduce them to the idea of global warming as a possible explanation of changes in the weather. In Case Study 3, the teacher used local news items as a starting point for teaching about the water cycle.
Once pupils are able to see the links between events, you are beginning to develop their critical thinking skills. Such insights will help them to make sense of the ever-changing world that they live in.
There had been lots of discussion about water in the local newspapers over the past week. Water restrictions had been introduced. The Kanji dam was running dry. There was crop failure in the north of the country.
Kamau Ngoro saw the opportunity to discuss issues about water supply with his class. He wrote this question on the board: ‘Where does all the rain go when the ground dries?’ and he then asked each group of pupils to talk about this for ten minutes. During this time, he went around the groups and encouraged everyone in each group to contribute their ideas.
Then Kamau gathered his class round him and asked them to take turns to share their ideas. Together the class build up the understanding of the water cycle (see Resource 4: The water cycle).
Musa finished by drawing a diagram of the water cycle on the board and asking pupils to copy the diagram and label it.
Read Resource 5: Global warming articles before the lesson.
Divide the class into small groups and then read the articles to the class or give each group a copy to read together.
Explain to your pupils about climate related rises in sea level (see Resource 6: Kenya’s carbon dilemma).
Ask each group to produce a poster or a short play to answer the following:
How will you ask pupils to evaluate their work?
You may want to share your pupils’ work on global warming with the school in an assembly.
Pupil use
PLANT SURVEY | ||
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Plants that I find near the school | Is this plant cultivated? | Do we use this plant? If yes, how do we use it? |
Maize | Yes | Food |
Thorn tree | No | A handle for a hoe |
Rose | Yes | No |
Mango Tree | Yes | Food |
Eucalyptus Tree | Yes | Decorating |
Neem Tree | No | Medicinal |
Acacia | Yes | Firewood and charcoal |
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Background information / subject knowledge for teacher
Water pollution
Pollution is caused by:
Water consumption and use
Global water consumption rose sixfold between 1900 and 1995 – more than double the rate of population growth – and goes on growing as farming, industry and domestic demand all increase. 70% of the water used worldwide is used for agriculture. Much more will be needed if we are to feed the world’s growing population – predicted to rise from about 6 billion today to 8.9 billion by 2050.
It is not just us who need water, but every other species that shares the planet with us – as well all the ecosystems on which we, and they, rely.
Disease
More than five million people die from waterborne diseases each year – ten times the number killed in wars around the globe.
Climate change
Climate change will also have an impact. Some areas will probably benefit from increased rainfall, but others are likely to be losers. We have to rethink how much water we really need if we are to learn how to share the Earth’s supply. While dams and other large-scale schemes play a big role worldwide, there is also a growing recognition of the value of using the water we already have more efficiently rather than harvesting ever more from our rivers and aquifers. For millions of people around the world, getting it right is a matter of life and death.
Teacher resource for planning or adapting to use with pupils
Equipment:
Method:
On a Monday, set up three numbered saucers, each with its own maize seed buried in some soil.
Put water on saucers 1 and 2, and paraffin on saucer 3.
Each day for a week, put water on 1, do not put anything more on 2, put paraffin on 3.
Predictions:
What do you believe will happen to the seeds over the next five days?
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Observations:
1 | 2 | 3 | |
Day 1: | |||
Day 2: | |||
Day 3: | |||
Day 4: | |||
Day 5: |
Conclusions:
___________________________________________________________
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Background information / subject knowledge for teacher
Background information / subject knowledge for teacher
Article 1
Global warming is causing a set of changes to the Earth's climate, or long-term weather patterns, that varies from place to place. As the Earth spins each day, the new heat swirls with it, picking up moisture over the oceans, rising here, settling there. It is changing the rhythms of climate that all living things have come to rely upon.
What will we do to slow this warming? How will we cope with the changes we've already set into motion? While we struggle to figure it all out, the face of the Earth as we know it – coasts, forests, farms and snow-capped mountains – hangs in the balance.
Greenhouse effect
The ‘greenhouse effect’ is the warming that happens when certain gases in Earth's atmosphere trap heat. These gases let in light but, like the glass walls of a greenhouse, keep heat from escaping.
First, sunlight shines onto the Earth's surface, where it is absorbed and then radiates back into the atmosphere as heat. In the atmosphere, greenhouse gases (GHGs) trap some of this heat, and the rest escapes into space. The more GHGs are in the atmosphere, the more heat gets trapped.
Scientists have known about the greenhouse effect since 1824, and have calculated that the Earth would be much colder if it had no atmosphere. This greenhouse effect is what keeps the Earth's climate habitable. Without it, the Earth's surface would be an average of about 60 °F cooler. Humans can enhance the greenhouse effect by making carbon dioxide, a GHG.
Levels of GHGs have gone up and down over the Earth's history, but they have been fairly constant for the past few thousand years. Global average temperatures have stayed fairly constant over that time as well, until recently. Through the burning of fossil fuels and other GHG emissions, humans are enhancing the greenhouse effect and warming Earth.
Scientists often use the term ‘climate change’ instead of global warming. This is because as the Earth's average temperature climbs, winds and ocean currents move heat around the globe in ways that can cool some areas, warm others, and change the amount of rain and snow falling. As a result, the climate changes differently in different areas.
Aren’t temperature changes natural?
The average global temperature and concentrations of carbon dioxide (one of the major GHGs) have fluctuated on a cycle of hundreds of thousands of years as the Earth's position relative to the sun has varied. As a result, ice ages have come and gone.
However, for thousands of years now, emissions of GHGs to the atmosphere have been balanced out by GHGs that are naturally absorbed. As a result, GHG concentrations and temperature have been fairly stable. This stability has allowed human civilisation to develop within a consistent climate.
Occasionally, other factors briefly influence global temperatures. Volcanic eruptions, for example, emit particles that temporarily cool the Earth’s surface. But these have no lasting effect beyond a few years.
Now, humans have increased the amount of carbon dioxide in the atmosphere by more than a third since the industrial revolution. Changes this large have historically taken thousands of years, but are now happening over the course of decades.
Why is this a concern?
The rapid rise in GHGs is a problem because it is changing the climate faster than some living things may be able to adapt. Also, a new and more unpredictable climate poses unique challenges to all life.
Historically, Earth's climate has regularly shifted back and forth between temperatures like those we see today and temperatures cold enough that large sheets of ice covered much of North America and Europe. The difference between average global temperatures today and during those ice ages is only about 5 °C (9 °F), and these swings happen slowly, over hundreds of thousands of years.
Now, with concentrations of GHGs rising, Earth's remaining ice sheets (such as Greenland and Antarctica) are starting to melt too. The extra water could potentially raise sea levels significantly.
The climate can change in unexpected ways. In addition to sea levels rising, weather can become more extreme. This means more intense major storms, more rain followed by longer and drier droughts (a challenge for growing crops), changes in the ranges in which plants and animals can live, and loss of water supplies that have historically come from glaciers.
Scientists are already seeing some of these changes occurring more quickly than they had expected. 11 of the 12 hottest years since records became available occurred between 1995 and 2006.
Article 2
Article 2 looks at the impact of global warming in Africa.
The African continent is a rich mosaic of ecosystems, ranging from the snow and ice fields of Kilimanjaro to tropical rainforests to the Saharan desert.
Although it has the lowest per capita fossil energy use of any major world region, Africa may be the most vulnerable continent to climate change because widespread poverty limits countries’ capabilities to adapt.
Signs of a changing climate in Africa have already emerged: spreading disease and melting glaciers in the mountains, warming temperatures in drought-prone areas, and sea-level rise and coral bleaching along the coastlines.
The following show some related events:
Cairo, Egypt – Warmest August on record, 1998. Temperatures reached 41 °C (105.8 °F) on August 6, 1998.
Southern Africa – Warmest and driest decade on record, 1985–1995. Average temperature increased almost 0.56 °C (1 °F) over the past century.
Senegal – Sea-level rise. Sea-level rise is causing the loss of coastal land at Rufisque, on the south coast of Senegal.
Kenya – Mt Kenya’s largest glacier disappearing. 92% of the Lewis Glacier has melted in the past 100 years.
World ocean – Warming water. The world ocean has experienced a net warming of 0.06 °C (0.11 °F) from the sea surface to a depth of 10,000 feet (3,000 m) over the past 35–45 years. More than half of the increase in heat content has occurred in the upper 1,000 feet (300 m), which has warmed by 0.31 °C (0.56 °F). Warming is occurring in all ocean basins and at much deeper depths than previously thought.
Rwenzori Mountains, Uganda – Disappearing glaciers. Since the 1990s, glacier area has decreased by about 75%. The continent of Africa warmed by 0.5 °C (0.9 °F) during the past century, and the five warmest years in Africa have all occurred since 1988.
Kenya – Deadly malaria outbreak, summer 1997. Hundreds of people died from malaria in the Kenyan highlands where the population had previously been unexposed.
Tanzania – Malaria expands in mountains. Higher annual temperatures in the UsamabaraMountains have been linked to expanding malaria transmission.
Indian Ocean, Persian Gulf, Seychelles Islands – Coral Reef bleaching. Includes Seychelles; Kenya; Reunion; Mauritius; Somalia; Madagascar; Maldives; Indonesia; Sri Lanka; Gulf of Thailand [Siam]; Andaman Islands; Malaysia; Oman; India; Cambodia.
Kenya – Worst drought in 60 years, 2001. Over four million people were affected by a severely reduced harvest, weakened livestock and poor sanitary conditions.
Lake Chad – Disappearing lake. The surface area of the lake has decreased from 9,650 sq mi (25,000 km2) in 1963 to 521 sq mi (1,350 km2) today. Modelling studies indicate the severe reduction results from a combination of reduced rainfall and increased demand for water for agricultural irrigation and other human needs.
South Africa – Burning shores, January 2000. One of the driest Decembers on record and temperatures over 40 °C (104 °F) fuelled extensive fires along the coast in the Western Cape Province. The intensity of the fires was exacerbated by the presence of invasive vegetation species, some of which give off 300% more heat when burned compared to natural vegetation.
Adapted from original source: http://www.climatehotmap.org (Accessed 2008)
Background information / subject knowledge for teacher
John Muyu put down his hoe at the small farmstead where tiny aubergines and baby corn grow beneath the hot African sun.
Slowly he explained how he had seen the weather change: seasonal rains have turned to seasonal floods and dry spells have become droughts in recent years around the village of Kibweze.
‘But I don't think it's my fault,’ he added, shaking his head.
Yet the softly spoken farmer finds his small plot in rural Kenya at the centre of a storm over climate change.
Environmentalists are putting pressure on western supermarkets to reduce imports of fruit, vegetables and flowers from Africa.
They are keen to reduce the amount of carbon dioxide pumped into the atmosphere by the cargo planes that transport the produce.
Now the Kenyan horticulture industry is fighting back. It is trying to win over ethical shoppers by spelling out the environmental and ethical benefits of buying green beans and mange-tout from Africa.
In a country where two-thirds of the population lives on less than 70 shillings a day, the chance to grow fashionable vegetables for British supermarkets has helped lift many farmers out of poverty.
Mr Muyu is typical. His earnings have rocketed since he signed up with a company – which is backed by the charity Care – that sells his aubergines and baby corn to British supermarkets.
He has more than doubled his income since switching from maize and onions.
‘There's been a big difference,’ he said. ‘Now I have to have a proper system of farming but I can send my children to school.’
He has earned enough to invest 20,000 shillings in a small shop run by his wife.
The signs of the village's new-found prosperity are everywhere.
Two banks have opened branches and shiny new bicycles fill the dirt tracks that criss-cross Kibweze.
Vegcare, the company that collects the produce and sells it on to Britain, estimates the trade is worth more than 3 million shillings a month to the village.
George Osure, general manager of the Vegcare operation in Kibweze, which lies about 140 miles from the capital, Nairobi, said shoppers in Britain needed to know how their purchases were helping develop African communities.
‘The consumer is aware of the transport and air freighting but there are other things,’ he said.
‘We are creating a socially responsible farming community. Their children go to school, they pay their workers on time and they are careful about any chemicals they use on their farm.’
But the farmers of Kibweze are under threat from the British environmental lobby.
The Soil Association, which certifies organic food in the UK, is reviewing its policy on air-freighted produce.
The organisation is considering withdrawing its organic stamp from all produce flown in to Britain from abroad.
Several British supermarkets, such as Tesco and Marks & Spencer, have already tried to reduce their carbon footprint by labelling air-freighted flowers, fruit and vegetables with an aeroplane logo to allow customers to decide. But the impact of a reduction in trade could be huge.
Fresh flowers, fruit and vegetable make up two-thirds of exports from Kenya to the European Union, according to the Fresh Produce Exporters Association of Kenya.
Half of this goes to British supermarket shelves and is worth £100 million each year to the country's economy. The trade supports about 135,000 jobs.
To protect its farmers, the Kenya flower and vegetable growers associations is launching its own label, with a design based on the sun.
Its ‘Grown Under the Sun’ campaign is designed to show that Kenya's fruit and veg are produced with little in the way of artificial inputs.
‘For now,’ said Romano Kiome, permanent secretary of Kenya's agriculture ministry, ‘African farmers are in danger of being shut out of the globalised marketplace.’
‘I do not question the desire to improve local trade but in our globalised world one should approach this in a manner that takes into account issues of fair trade.’
‘Discriminating against air-freighted produce amounts to protectionism through the back door,’ Mr Kiome said.
'Footprint' five times smaller The Kenyan industry says it is plain wrong to assume that importing from Africa is any worse for the environment than buying tomatoes that are grown closer to home.
Farmers like Mr Muyu simply cannot afford the fertilisers, pesticides and artificial lighting and heating used in Europe.
The result is that flowers grown in Kenya have a carbon footprint five times smaller than those grown in heated European greenhouses, according to Erastus Mureithi, chairman of the Kenyan Flower Council.
‘Some of the communications and the inadequate labelling that has been introduced encourages people to draw conclusions which simply aren't true,’ he said.
Adapted from: News Scotsman, Website
Key Focus Question: How can you help pupils explore similarities between different people and different places?
Keywords: research; cultures; places; environment
By the end of this section, you will have:
When teaching social studies, you are confronted all the time with questions of human diversity and commonality.
This section looks at how you can help your pupils compare lifestyle and economic practices across different contexts and cultures. This will help to develop important social studies thinking skills for you and your pupils.
In primary school, older pupils are well able to work with the idea that objects in two different categories might still have a number of properties or features that make them similar. It is part of your role to help younger pupils understand this.
In this part, you are encouraged to develop this thinking in your pupils in relation to the tension between commonality and diversity among human beings. Case Study 1 and Activity 1 suggest ways of using group discussions to explore the different lifestyles of people in different places, but also to remind pupils of the shared humanity of people everywhere.
Ms Maryogo teaches geography in a remote rural village school in Tanzania. The inhabitants of the village are on the whole very poor. Mrs Maryogo wants to help her pupils to question the differences between communities and so sets them tasks that encourage them to think critically and discover truths about the world they live in for themselves.
Today, she has considered very carefully what she can expect her 11-year-old pupils to do and has prepared a series of images that reflect life in different communities (see Resource 1: Living in different communities).
In discussion in class, Ms Maryogo poses the following questions:
As pupils suggest answers to these questions, she encourages them to extend their ideas and think more deeply. She explores sensitively with them the feelings they have about living in their village.
(See also Key Resource: Using questioning to promote thinking.)
Divide the class into groups of four or more. (If you are able to produce only a small number of copies of Resource 1 then the groups will need to be bigger.)
Give each group one scenario from Resource 1 – schooling, swimming or shopping – to work with. Each group should make a list of the similarities between what people do in each situation, and the differences. Use only the evidence in the pictures.
Ask each group to write sentences which compare the situations, for example:
They can display these sentences with the pictures and others in class can see what different groups have said about each picture.
Looking at their displays will help you assess how well they have understood the topic. You can use this to plan the next step in their learning.
If you have younger pupils, you could do this as a class activity, using two contrasting photos and asking questions to help focus their observations.
Providing opportunities for your pupils to question information about different situations will help pupils understand differences between communities. Case Study 2 and Activity 2 show different ways to organise pupils and use questioning to allow deeper thinking about similarities and differences.
Mrs Kiptum has prepared a lesson on exploring differences and similarities between different local areas. She has prepared a brief information sheet on two different locations (see Resource 2: A comparison of Lokichokio and Nyeri). At the beginning of the lesson, she gives the sheet out to the class and asks them to work in their groups. She writes the following questions on the board:
While the groups are working, Mrs Kiptum moves around listening to their conversations and supports them in thinking more deeply. She asks questions related to what the pupils say in order to help their thinking, and picks up on their own ideas and interests.
Mrs Kiptum is always concerned that she is organised so she can focus more on developing her pupils’ understanding.
This activity gives pupils an opportunity to reflect on different social contexts.
Having explored differences and similarities between geographical locations with your class, a next step could be to use these ideas by involving your pupils in thinking of ways to improve their environment. Case Study 3 shows how one teacher developed a school garden as part of her science and social studies lessons and the Key Activity helps pupils explore how their local environment can be improved.
Mrs Mwangombe teaches social studies to her Standard 4 and 5 class in Eastern Kenya. She has been exploring similarities and differences in different locations. She wants her pupils to use this information to think about how they could improve their local environment around the school in a way that is sustainable (see Resource 3: Education for sustainable development).
After much discussion, her pupils decided they would like to make some places to sit in the garden, and also to paint on the playground or make games to play at break times.
She allowed the pupils to discuss in their groups what this would involve. They needed to think about:
Together they made a plan of action, which was displayed on the wall. The head teacher asked to come and listen to their ideas.
Ask your pupils what they like about their community and the school environment and list these on the chalkboard.
Next, ask them to brainstorm ways they could improve their school environment.
Ask them these two questions to start them talking:
As each group feeds back their ideas, list the two most popular ones on the board.
When all the groups have fed back, go through each suggestion – summarising what it is.
Now ask your pupils (individually or in groups) to draw up a plan, that can be displayed in the wall, of the option for improving the environment that they would choose.
Teacher resource for planning or adapting to use with pupils
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Teacher resource for planning or adapting to use with pupils
Lokichokio
Lokichokio is a town in the Turkana District, northwest of Kenya. It is often called Loki. The town lies on the A1 road and is served by the Lokichogio airport.
Local peoples are mainly nomads of the Turkana tribe and derive their livelihood by looking after indigenous cattle. 90 km south of Loki is Kakuma, one of the largest refugee camps in Kenya. Refugees from Sudan, Ethiopia, Somalia, the DRC and several other surrounding countries can be found in Kakuma.
Loki is the outermost Kenyan town on the border with Sudan. Kenyans from the southern part of Loki, however, maintain that Lodwar, which is about 200 km south, is the last truly ‘Kenyan’ town in the region. At the north end of Loki, beyond the noted dry river bed, the Kenyan military has set up a border checkpoint. This is considered the ‘true’ border between Kenya and Sudan. Beyond this point lies a road leading to Nadapal, the Sudanese checkpoint which is about 30 km away. The area known as ‘no- man's land’ is situated between these two checkpoints.
Nyeri
Nyeri is a town in Kenya, about 180 km north of the capital Nairobi. It lies at the eastern base of the Aberdare (Nyandarua) Range. That range forms part of the eastern end of the Great Rift Valley and lies on the western side of Mount Kenya. Nyeri town is the administrative headquarters of Central Province and Nyeri District. The local scenery includes Mount Kenya. The main industry is farming. Coffee and tea are the main cash crops: maize is the staple food. There are many tourist destinations nearby.
The local scenery includes Mount Kenya. The main industry is farming. Coffee and tea are the main cash crops: maize is the staple food. There are many tourist destinations nearby.
Background information / subject knowledge for teacher
What is education for sustainable development?
‘Education for sustainable development enables people to develop the knowledge, values and skills to participate in decisions about the way we do things individually and collectively, both locally and globally, that will improve the quality of life now without damaging the planet for the future.’
Sustainable development is an integral part of citizenship that will enable pupils to:
Both citizenship and ESD provide great opportunities for active, pupil-centred learning styles from which pupils get a sense of their role as global citizens. Such an approach to learning includes lessons that explore distant localities and environmental issues. Exploring the local community and then communities further afield will help pupils to expand their thinking about how different communities and cultures can be and how the same problem can be solved in many ways, and provide new ideas to try and test. ESD also explores ways to be more self-sufficient. This means making best use of the resources around you but not using them all up. Thinking about ways you can replenish or replant will ensure continuity. It means using only what you need.
Local resources are not everlasting but have a limit unless we try to share and use these wisely and replace, where possible, what we use.
Adapted from original source: http://www.bbc.co.uk/ (Accessed 2008)