India an enquiry into an LEDC

Subject content / Key ideas / Resources / Student activity / Geographical\skills / ICT / Assessment
1. Where is India? What is it like?
How do you get there? What would you take? / Fly off to India. Pick your brochure, what are your expectations before you go.
Key words:
Tourist
Passenger
Passport
Climate
Excursions / Ppt: Lesson one
tourist brochures
Amazon.co.uk – video ‘India Land of Spirit and Mystique’
WS: Hints for a traveller – what they must include in their collage and for feedback
-Inflatable globe for timelines
Atlases
-book box from Library on India
Homework: A5 passport to India to complete. / Brainstorm all ideas about India from holiday brochures and write down facts that they find out – climate, accommodation, prices, outings.
-Tourist video of India – get more ideas
-Students in small groups create an annotated collage showing what they have found out.
-Feedback to class what they will expect when they arrive there. / Annotated collage
- team skills working with others / Links to internet – Lonely planet, India tourist board… (book ICT suite to help research) / Feedback and Q and A to class.
Interpretation of collage
2. Physical geography: Build your own India / What could we see from the window? (India’s Relief)
Key words:
Relief
Soil
Contours
Rivers
Deccan Plateau
Valleys
Himalayas
Western and Eastern Ghats
Arabian Sea / Ppt:- Lesson 2 Coloured card or shade with coloured pencils (not 3D)
p.242/3 from resource booklet for Earthworks 2, John Murray.
String
Photojam of images of India
Map outline / Students come in, what 10 things can they remember about India.
-Fasten seat belts and listen to safety instructions
-Route of journey on screen.
-Take off and travel across – we’re over India what can you see out of the window.
-Build relief model and plot key physical features. / Less able to work in pairs
Kinaesthetic simulation via modelling / To download Photojam (this allows you to create your own IT slide shows with images from the net, or your own images) go to www.shockwave.com do this at school, as the download will be quicker with broadband.
1. Click on Music and Photos and under photo fun, click on Photojam 3, and you come to free download. Click on this and choose whether you want music or not. If you want a full version you will have to pay. If not, the free downloads is sufficient. / Question and Answers in Plenary
3. Where people live? / Keywords:-
Population Density
Sparse
Dense
Relief
Urban areas
Soil / Ppt:- Lesson 3
-Stickers –‘Thank you for flying with Stanchester airways’
-Base maps
-Their relief maps
-Acetate of p.248 / -We’re still on last lessons flight – hovering to look at the settlement patterns.
-Students have their map from last week, stuck onto an A3 sheet (one between 2). Plus copy of page 247 and acetate of p.248.
-Students using their relief map from last lesson, and page 247, try and predict where people live and why.
-Then using acetate they actually find out and relate back to key features.
-High order skill: Transfer information from acetate and what they have learnt onto A3 relief sheet.
Plenary: We have landed – on a post-it put 3 facts you’ve discovered about India to share with the class. / Overlaying acetates;
Knowledge transfer
Kinaesthetic and Visual with data plotting / Ppt / Question and Answer through out the lesson to facilitate learning
3 facts on a post it = data recall
4.What’s India like? Tastes of India / Key words:
Congestion
Bustling
Hot Humid
Noisy
Spicy
Dirty
Different
Overcrowding
Poor sanitation
Slums
Shanty
Poor Health
Informal
Contamination / Ppt:- Lesson 4 Bombay images in Bombay folder for photo jam
Music
Bombay Video: Geographical Eye ‘In the shadow of the city’
Food tastes.
‘My India Scrapbook’ a Rough Guide to India’
Homework: Diary extract of the students first day in Bombay, including what their hotel is like. / -Students use photo jam and collect first impressions of Bombay.
- First impressions of Bombay in their diaries (first 4 questions).
-Watch video and students make notes of differences from UK, the attractions and the pitfalls (push and pull factors).
-Students then answer remaining questions.
-Plenary: Food taster – we’ve looked at India, we’ve imagined what it’s like – does the taste fit with your impressions. Was it sharp? Spicy? Students give one word highlight before they leave the classroom / Notes from video
Observation skills / Video
Photojam of images / Question and answers and diary extract for homework.
5. Bangladesh experience: The great escape… What’s life like? / (We’re going to Bangladesh as we’ve heard so much about the Ganges delta – as one of the key features of the world. Because of global warming this may not be there in the future.)
Key words:
Delta
Agriculture
Altitude –sea level
Flooding
Salinisation
Brackish
Channels
Fertile
Swampy
Reclaim
Deposition
Islands
Braid
Sediment
Distributary
Eyot / -Power point no.5 – build up power point
-WS:- Story from ‘The Ganges’
-‘My holiday scrapbook, p.4 the lower Ganges’
-WS: Delta formation / -Students will be visiting the site of the Pilgrimage to the great and holy river
-Read story about the river together in class.
- As story is read, students add detail to a living map in booklet p.4 (must label facts eg. Fertile soil, marshy forest).
-How does a delta form? Why has one formed here?
-What issues are there at the Delta?
-Use worksheet ‘delta formation’ to gain ideas for the Ready Steady Delta activity
(this offers students a choice of modelling play-dough (kinaesthetic), draw a flick cartoon (visual), or write a rap of the delta formation Students feedback to class.
-Plenary: Images from around the Delta – issues on the Delta (flooding). What issues can you see – be prepared to discuss this next lesson. / Empathy via visualising the site as a holy place.
Knowledge and understanding of a delta.
Auditory learning via story and plotting information onto a living map.
Group work – ready steady delta in VAK styles.
Interpreting and analysing photographs (visual work). / Ppt
Pictures from ppt / Question and answers.
Plenary of key issues in the delta.
6. Dealing with the Delta / ‘You have found yourself in the area represented by the image located on your desk. You are to spend the next week here and in this time you are going to learn more about how the locals deal with the delta.’
Key words:
Washing
Communication
Devastation
Shelter
Transport
Farming the river / Ppt:- Lesson 6
Photos:- images of life in the delta.
Key words of issues on card
WS: Poem ‘my river’ page 59 (hard copy only)
Homework: Create your own poem that highlights how the river is used, the issues on the delta and how people cope with them. / Starter activity: Photos (photo quest) are placed on tables. Students upon entry get given a key issue on a card. They have to match their issue to the correct photos.
-Group activity – share photo with rest of the class by placing it in the three categories ‘using, issues and coping’. Students explain why these are put here.
-Poem, read as a whole class
-Students highlight the river language and try and explain what the poem’s saying.
- Students in table groups, come up with 5 facts on their issue from news article, why is the delta dangerous and why do people stay there.
-Plenary – summarise the key issues on the delta / Analysis of photos (visual learning), knowledge transfer via placing key words to photos.
Classification of photos into using the river and coping with the river. / Ppt
Photos on ppt
Poem could be written up in ICT. / Verbal feedback on photos.
Highlight key issues from the delta in the poem. Summarise in plenary.
Formal assessment of poems.
7 The Sunderbans webquest / ‘You read in the paper that there is a tiger census in the Sunderbans, and you want to see the threatened tiger in it’s natural habitat.
Key words:
Global warming (mangrove swamps)
Sunderbans Mangrove swamps
Sustainability
Ecotourism / Ppt: - Lesson 7
WS Webquest outline
Homework: next lesson / - Webquest on the Sunderbans following worksheet. From this quest you are going to create a factfile and a postcard on the Sunderbans.
- Students work individually or in pairs to complete their webquest to gain background information on the Sunderbans.
- chat for 60 seconds on the Sunderbans, where it is and what it is like there. / Individual webquests using the internet for research and enquiry.
Individual teaching and learning. / Internet used for webquest research and data retrieval.
ppt / Verbal feedback of key factors discovered affecting the Sunderbans.
8. The Sunderbans (beautiful forest): Let’s live like Balu / ‘You read in the paper that there is a tiger census in the Sunderbans, and you want to see the threatened tiger in it’s natural habitat.’
Key words:
Global warming (mangrove swamps)
Sunderbans
Salinisation
Sustainability
Ecotourism / Ppt:- Lesson 8
WS: Leaflet (map page 7 – source georesources.co.uk)
A4 sheet of 4 images for postcards (images for postcards from Disney.go.com)
Homework: Complete postcard from the Sunderbans (needs image on front and specific data). / Starter: Jungle book music as students enter room (cut a video clip).
- Locate the study area –Sunderbans, and highlight case study (using leaflet page 7).
- Students using information from webquest write a postcard from the Sunderbans.
Key words to include – sustainability, eco-tourism, saliniastion, type of ecosystem and main animals. / Literacy – creativity and inclusion of key words and issues relating to the Sunderbans. / Ppt
Images for postcards from Disney.go.com
ICT use for postcard / Formal assessment of postcard.
9. The future of India – what challenges are there? / ‘You have seen many different images of India and Bangladesh - you realise there are large challenges for India in the future’. Now you are back in the UK, you want to put together a proposal for the Indian government on the best way to plan for their future.’
Key words:
Challenges
Solutions
Development
Development indicators
Sustainability / -Ppt:- Lesson 9
-Diamond ranking base (issues are on the bottom and these are cut out and stuck on)
-Scissors
-Glue
Homework: Explain and give reasons why you have ranked the issues in your priority order.
Extension: What steps need to be put in place (solutions) for India to progress. / -Teacher poses the question ‘ What issues are there in India that challenge it?’
-Students brainstorm in pairs (photo-jam in background to prompt memory).
-Share ideas using power point as a guide (slide 2)
(includes – overcrowding, water, transport, health care, population growth, rapid urbanisation etc).
- Students add ideas from brainstorm to their own ideas.
-Introduce the idea of diamond ranking.
-Students in pairs read through the issues put forward on the worksheet to ensure they understand the concepts.
- Students then in pairs, pick out the 9 most important issues for India’s future and rank them in order of priority.
- On the ranking base students individually cut out their ranked issues and stick them in priority order (putting a pencil number next to each one).
-Their homework is to justify why they placed these issues in this order – this can be started in class.
-Plenary: What have India started to do? (final slide) Images from: / Ranking and ordering.
Working with others, discussion and comparison. / Discussion of the factors in the diamond ranking and the possible solutions for India’s future.
10. Assessment – How does the UK compare to India? / Key words taken from previous 9 lessons. / -Ppt:- Lesson 10
India photo jam (use previous to jog memories).
-Dominoes starter revision cards set
WS: - Question sheets.
Post its. / -Introduce India photojam as students enter room.
- Students are given a domino card each as they enter the room. (Left-hand side of the domino is the question and right hand side is an answer – not the answer to their question!)
-Start lesson by using dominoes as a recap of facts and info on the India module. (You can either get students to find the person with their answer before they sit down, or use dominoes as a tool to do q and answer around the room).
-Then onto the assessment (see ppt to guide through).
- post it challenge to evaluate. / Dominoes – working collaboratively.
Knowledge and understanding.
Comprehension of key words and issues.
Evaluation of module.
Target setting of how to improve. / Photojam
ppt / Summative, peer marking in class using guidelines.

Thanks to Sarah Todd and her colleagues at Stanchester High School, Somerset made available through www.sln.org.uk/geography