Locality study

Comparing Lee-On-The-Solent with their local environment

Locality Study
Learning outcome

To gather information to compare Lee-on-the-Solent with an alternative settlement.

Key Stubbington focus

Geography - Contrasting locality

Overview
  • For Key Stage 2 (an adapted version is available for KS1)
  • Duration 2½ hours (a morning or afternoon)
Success criteria
  • I can collect information
  • Asking questions from a questionnaire
  • Carrying out a survey of building use
  • Drawing a linear map
  • Using a tally chart to record amenities
  • Sketching
  • Labelling diagrams
  • Taking photos
  • Using senses
  • I can identify similarities
  • I can identify differences
Session plan

Introduction

This could be done in Great Chamber beforehand or once the beach huts have been reached, depending on time.

Start by discussing what their settlement is like.

"I live in a busy city. People like to visit because it is by the sea, has lots of shops and easy to use buses."

E.g. 5 facts, 5 things that make their settlement a fantastic place to live etc.

How do you think Lee-on-the-Solent will be the same or different?

Explain that we’ll be walking along the sea front to Lee-on-the-Solent.

Outline health and safety issues, behaviour etc. Make sure children are adequately dressed and have inhalers.

Main

Walk down to sea front and along towards Lee-on-the-Solent.

Places to stop

  • Beach huts. Discuss why beach huts are there, who would use and why
  • Discuss places that can be seen e.g. Isle of Wight, Fawley oil refinery, power station
  • If there are any water sports going on, stop and discuss
  • Amusement arcade
  • History of Lee-on-the-Solent

"I think these beach huts are used by people who enjoy the coast. They might come here to paint, sunbathe or meet friends."

Possible activities

Each of these activities lasts between 20 and 30 minutes. Depending on the group size and number of adults, the activities could be arranged so that the whole class does the chosen activities or each group does a different activity and information is shared later.

  • Take children to a good viewpoint and ask them to draw field sketches, facing different directions (use compasses). Ask the children to note main features of the physical landscape and human activity
  • In small groups, carry out a land use survey of the sea front or high street (they could draw a map and record their findings on it). Ask them to complete a tally chart of land use
  • Sit in a quiet place. Ask children to use their senses to help them to jot down words and phrases to describe how they feel
  • Ask children to list the types of economic activity. Categorise as primary, secondary or tertiary (take it, make it, sell it)
  • Take photos of key places, buildings, amenities etc.
  • Draw an annotated diagram of the sea front
  • Draw a linear map of the sea front. Some children may find it easier to use squared paper
  • Identify features that will determine the quality of the beach and elements of Blue Flag Beach award
  • Carry out a traffic survey in different places (this could be a different group doing it in different places and sharing results once back at school). 5 minutes is enough counting time
  • In pairs/groups, carry out questionnaire to discover why people are in Lee, how they got there & views of village versus home settlement (be sensitive to the fact that there may be a limited number of people & they won’t want to be stopped by 34 children!)

Plenary

At some point, either whilst still in Lee-on-the-Solent or back at the centre, discuss what they have learnt about the town. Share own views of the town as a place to visit or live.

Less able children

  • Adult support
  • Choice of activities/resources to support

More able children

Choice of activities/resources to stretch and challenge.

Previsit activities

  • Use Google Earth to locate Lee-on-the-Solent
  • Find own settlement and Lee-on-the Solent on a range of maps. Children can begin to identify how Lee-on-the-Solent might be the same or different to their settlement
  • Develop geographical questions that could be answered - for example:
    • Why do people visit Lee-on-the-Solent?
    • Is Lee-on-the-Solent busier than ……?
    • Why doesn’t Lee-on-the-Solent have a Blue Flag beach (award)?
  • If schools want to use their own questionnaires, they will need to produce them

Follow up activities

  • Carry out similar activities in local settlement
  • Compare data and information collected. Use computer software to present data in different forms
  • Present findings
  • Create a settlements book showing comparisons between on settlement and Lee-on-the-Solent
Health and safety checks
  • Throw bag carried by adult at front and back
  • Stay away from the water’s edge
  • Ratio or 1:12 adult:children (8-11year olds)
  • Supervise use of public toilets
  • Keep hands away from face and wash hands on return to SSC