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You can do fieldwork to help you describe, locate and explain special features of your local area.

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Licence

This content is © Oak National Academy Limited (2023), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).

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Key learning points

We can use a fieldwork safety code to stay safe when completing fieldwork.
As well as gathering facts about places, a sense of place can be developed using the senses.
Interesting and favourite human and physical features can be shared with trails, maps and guides for visitors.
Fieldwork helps us collect information about a place using first-hand experience.

Common misconception

Everyday places where we live, are of no particular value for fieldwork.

Local and ordinary places deserve attention and this can be modelled through careful, local investigations that celebrate the everyday.

Keywords

Celebrate - When we celebrate we acknowledge an important date, event or place.
Sense of place - A sense of place is the character of a place, or the meaning that people apply to it, including how we feel about a place.
Guide - A guide is a person, book or support that helps you find where places are and what they are like in the area you are exploring.
Fieldwork - Investigating the outdoors using geographical tools and thinking, and gathering information or data is known as fieldwork.
Trail - A trail can be a rough marked path or a marked path with guidance about a route.

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Hi, everybody.

I'm Mrs. Lomas and I'm a primary teacher, and I really love geography, so I'm very excited to be sharing today's geography lesson with you.

I have had a little look and it looks very, very exciting.

So, shall we find out what we're going to do today? So today we are going to be celebrating our locality.

By the end of today's lesson, you will have done some field work to help you describe, locate and explain special features of your local area.

We do have some key words today.

So we have celebrate, field work, guide, sense of place, trail.

Let's do my turn, your turn.

Ready? Celebrate.

Field work.

Guide.

Sense of place.

Trail.

Well done.

And remember to look out for those words in your lesson today.

See if you can spot them.

Today's lesson is split into three parts.

We're getting ready for field work, doing field work, and sharing our field work.

So let's get ready to do our field work.

Field work is where we go outside as geographers.

Okay, and this is our chance to think about the work we've been doing and learning all about our local area and celebrating what we found out.

So you have to have a think what in our local area we would like to share through our field work.

So, often when we're doing field work, we ask these questions.

Where is this? What is it like? What happens here? And how do I feel about it? So I want you to have a look at this photo here.

Imagine you are in this photo, and see if you can answer those four questions about this photo.

So where is this? What is it like? What happens here, and how do you feel about it? Pause the video and come back and share your answers in a moment.

How did you get on? Field work is also about finding locations, information and making connections.

Can you think of anything else that geographers do as well? Pause the video, gather your answers, and come back when you're ready.

How did you get on? Okay, before we start to do any field work, we need to remember the Field Work Safety Code.

And there are five points, just like you have five fingers on your hand.

So the first one is watch what you touch.

You don't want to touch anything nasty.

You don't want any germs, and you don't want to cut your finger, do you? Stay alert.

You need to make sure you're looking around.

Don't be so engrossed in making a map that you walk into a wall or a lamppost, okay.

Walk wisely.

Make sure you're walking sensibly.

Listen and look, and keep close.

Keep close to the adults that are also on the field work with you.

What can you remember from the Field Work Safety Code? See if you can get all five points as a class.

Pause the video and then we'll check your answers.

How did you get on? Hopefully you got all five.

Watch what you touch, stay alert, walk wisely, listen and look, and keep close.

Well done for any of them that you did remember.

When we're getting ready for our field work, there are lots of decisions to make.

Where should we go? You could go to your beach, your high streets.

What information might we need? Here's a map.

You might need some photographs.

Okay? We also need to think about how far we should walk.

Maps can help us with this.

How far do you think we should walk? Why don't you have a little discussion as a class? And then come back when you've got an answer.

How did you get on? This circle shows a distance of one kilometre from our school in any direction.

That is about 15 minutes of walking.

That can be quite a good distance to walk when you're doing field work.

Have a look at the map.

Can you find some interesting places to stop and investigate inside the big circle? How did you get on? What things did you find? I can see there's a holiday village.

There's quite a few holiday villages.

There's the beach, there's some farmland.

I'm sure you came up with lots more than that though as well.

Right, let's have a quick check.

What does the big circle show? One kilometre from school, the way to the beach, or 10 kilometres from school? Pause the video, collect your ideas, and then come back and we'll check the answer.

How did you get on? So what does the big circle show? It shows it's one kilometre from school.

So if you said A, one kilometre from school, you would be correct.

We can do field work around our school, which means we could practise our skills so that we're ready to do our field work a little bit further out in that one-kilometer circle.

Where would we investigate in our school grounds? Have a think, pause the video, and come back when you've shared your answers.

Well done.

I hope you came up with some good ideas for investigating around the school.

If we walk further from school, we need to look on the map for toilets, don't we? Just to make sure that are some we use.

Even if we do have a safety wee before we leave school, we might need the toilet.

So, here is the map.

Have a look in that one-kilometer circle.

Can you find any public toilets here on the map? You've got the key there.

So that's the sign for the public toilets right there.

See if you can find any on the map.

How did you get on? There are some right here, aren't there, just on the edge of our circle.

I've planned a field work trip.

Can you see where we're going? We've got three different destinations.

Pause the video, have a look, and then we'll check our answers.

So our first stop is school, and then the Leysdown Seafront, and then our final stop is to the beach.

Talk to your partner about places on your map that you could investigate.

Which places would you like to investigate, and which order would you visit them in? Pause the video now and come back when you're done.

How did you get on? You might think that first, I would investigate around my school grounds.

Second, I would investigate Leysdown Seafront, and then third, I would investigate the beach.

Did you have the same ideas or different ideas? So when we're doing field work, we can use our senses to give other people a sense of what a place is really like.

So what senses could we use? We're going to imagine we've gone to the beach to do some field work.

What senses could we use to describe what the beach is like? Pause the video, gather your ideas, and then come back and we will share our answers.

How did you get on? We could talk about what can we see, what can we hear, what can we smell, and what can we feel? So, imagine you're at the beach.

What can you see here if you're stood right where this picture is taken? Talk to your talk partners and then share your answers, and then come back and we'll have a look together.

How did you get on? I noticed that I could see a hill with some houses on it.

I could see the sea and some waves, and I could see the sand.

And here I can see lots of pebbles and shells.

Was there anything else that you could see that I missed? Okay, let's see if you can match the label to the feature.

So you need to find the hill and the houses, the sea and the waves, the sand, the pebbles and the shells.

Pause the video and we'll come back and check our answers.

How did you get on? Let's have a look.

Here's the hill with the houses.

Here's the sea and the waves.

Here's the sand and the pebbles and the shells.

Well done.

You might want to do this when you're doing your field work.

You can label a photo, and you can also use the compass directions to help you talk about what location the features are in your photo.

We can also sketch what we see.

So here you can see the hills and the sand and the sea, and there are the pebbles and the shells.

It doesn't have to be the most amazing picture.

It's just a sketch so that you can remember what you saw when you were out doing your field work, and you can use your compass directions to help you so that we can see the features that are in the north of the hill and the houses.

And down in the south of the picture, you've got the pebbles and the shells.

Field work sketches are a really good way of making notes and observations of what you've seen so that you don't forget when you get back to the classroom.

So let's have a think about what can we hear? We can use a sound map to record what we can hear in different directions.

So if you imagine you are the me right there in that circle and you've got north, south, east and west marked on there as well.

You are stood in the middle, and you would listen really quietly for what you can hear, and the things that you could hear you would mark in the right direction.

You might also want to put, if it's really close by, put it closer to you in the circle.

If it's further away, put it further away in the circle.

So let's have a look go, shall we? Okay, this is Jun, and he is doing a sound map.

What can Jun hear to the east? Is it A, seagulls, B, a dog barking, C, waves crashing, or D, an ice cream van? What can Jun hear to the east? If you said A, seagulls, you would be correct.

Well done.

If you said A, seagulls, you would be correct.

Well done.

Okay, what can Jun hear to the south? A, seagulls, B, a dog barking, C, waves crashing or D, an ice cream van? What can Jun hear to the south? If you said C, waves crashing, you would be correct.

Well done.

And now what can Jun hear to the west? A, seagulls, B, a dog barking, C, waves crashing, D, an ice cream van? If you said B, a dog barking, you are correct.

Well done.

Okay, are you ready for task two? So, you are going to fill in a senses grid whilst you're doing your field work.

So you need to say your location, where are we? And write down everything that you can see, smell, hear, or touch.

If you're not quite sure how to write it, you can always draw a picture.

Have a go at this task and then come back and let's see what answers I found when I went to the beach.

So, how did you get on? This was mine from when I visited the beach at Leysdown.

I could see the sea, waves, sand, people walking and playing.

I could smell the sea and the candy floss.

I could hear the seagulls calling, and I could touch, I could feel the smooth pebbles and the crunchy sand.

Okay, now we've done our field work.

Let's see about how we would share our field work.

We've collected all this interesting information, haven't we? But now what are we going to do with it? Let's find out.

When we share our field work with others, we give them a sense of what a place is really like.

What can we use to give a sense of a place we have investigated? Have a little think, and then we'll have a check back in a moment.

We could use a labelled map, we could use a senses grid, and we could use photos, couldn't we? When we share our field work with others, we give them a sense of what a place is really like.

What can we use to give a sense of a place we have investigated? Pause the video, have a little chat, and then come back and we'll have a look at some answers.

What did you come up with? We could use a labelled map, couldn't we, to help them learn the location of the places we visited, and where they are.

We could use a senses grid, couldn't we, to help give people a sense of what the place is like.

And we could use photos to help people see, sorry, lost my train of thought there, to help people see what features we identified and what it looked like.

So, what can we use to give a sense of the place we have investigated? There's a hint there in the question.

What can we use to give a sense of the place we have investigated? A, a labelled map, B, photographs and drawings, or C, a sense map? Pause the video, collect your answers, and then check back here.

If you said a sense map, well done.

And did you spot the clue in the question? The word \"sense\" was in the question as well, wasn't it? What can we use to show the location of the place we have investigated? So where the place is.

A labelled map, photographs and drawings, or a sense map.

So I want to know what we can use to show the location of the place we have investigated.

Pause the video, collect your answers, and then check back.

How did you get on? To show the location, we could use a labelled map.

So if you said A, a labelled map, you were correct.

Well done.

So, for your final task today, you're going to display your field work and describe the place you investigated to give visitors a sense of the place.

You could use labelled maps.

You could use drawings such as a field work sketch.

You could use a sound map, photographs and a senses grid.

Don't forget, on your drawings and your photographs, you could also label features that you had found.

Maybe there was a really interesting feature that you discovered and you investigated that a little bit more.

So you might want to show where that is on the map or on a photograph and then use your senses grid or your sound map to help describe it some more.

When you have finished your task, come back and we'll share them all together.

How did you get on? This was my field work that I did at the beach.

So I made sure I said where it was, Leysdown Beach on the Isle of Sheppey.

I showed a label map, a labelled map even, of the three destinations and where the beach is in relation to the school and the seafront.

I did my sound map, so you can see I could see the waves down to the south, the seagulls to the east, the ice cream van, yum, to the north, and a dog barking to the west.

And then I did my senses grid.

So what I could see, smell, hear, and touch at the beach.

I also did a labelled photograph.

My field sketch wasn't the best, so I decided to do a photograph.

You could do a field sketch though if you wanted.

And I labelled the hill and the houses, the sea and the waves, the sand and the pebbles and shells.

And there are some sketches of some shells and some photographs of some shells that I found at the beach.

It seemed to be a very popular activity that lots of other people were doing at the beach as well.

So I thought that might be an important part of my field work to share.

How did you get on with your field work? So, to summarise today, interesting and favourite human and physical features can be shared with trails, maps and guides for visitors.

Field work helps us collect information about a place using firsthand experience.

You can do things such as a senses grid, a sound map, use photographs, label them, and you could use your compass directions, and you can use your sketch, field sketches as well, can't you? Well done on all your fantastic hard work today.

I really hope you enjoyed getting to think about some field work.

Don't forget to do the exit quiz, and I will see you ready for your next lesson next time you're doing some geography.

Bye!.

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doing." }, { "text": "...know what the weather is like." } ], "id": "d0081820-f52d-f5f5-fe11-549bcb8fbca1", "lessonId": "0d153efa-9e25-08df-c1d3-24a77a937e22" }, { "type": "Question", "question": { "text": "Why might we measure distance from school when planning fieldwork? " }, "questionType": "Multiple choice", "correct": [ { "text": "to think about how far we can walk safely" } ], "choices": [ { "text": "to think about human features" }, { "text": "to think about physical features" }, { "text": "to think about compass direction" }, { "text": "to think about how far we can walk safely" } ], "id": "8ead95b3-64af-6984-1354-d4e8217ed496", "lessonId": "0d153efa-9e25-08df-c1d3-24a77a937e22" }, { "type": "Question", "question": { "text": "What will you need for fieldwork on a hot, sunny day? " }, "questionType": "Multiple choice", "correct": [ { "text": "a hat, sunscreen and a drink" } ], "choices": [ { "text": "a hat, sunscreen and a drink" }, { "text": "raincoat" }, { "text": "packed lunch" }, { "text": "a big bag" } ], "id": "2d3fbb9a-7fcb-a2a4-bd84-399381ec38da", "lessonId": "0d153efa-9e25-08df-c1d3-24a77a937e22" } ], "lessonId": "0d153efa-9e25-08df-c1d3-24a77a937e22", "meta": { "gradeStageId": "ks1", "subject": "Geography", "grade": "Year 2", "topic": null, "unit": "Local area: why is (our place) special?", "lessonCount": "6", "age": [ 6, 7 ], "gradeId": "age_6_7", "gradeStage": "Key Stage 1", "lesson": "Fieldwork: our locality" } } ] }