Second Level:
Social Studies
Significant Aspect of Learning: using and applying skills in creating models, maps
and graphical representation of information.
Learner’s Voice = red
Experiences and Outcomes
Learning Statements
I can describe the major characteristic features of
Scotland’s landscape and explain how these were
formed. SOC 2-07 a
Is developing an understanding of the use of different
graphical sources.
To extend my mental map and sense of place, I can
interpret information from different types of maps and
am beginning to locate key features within Scotland,
UK, Europe or the wider world. SOC 2 -14 a
Teacher’s Voice = blue
Describes important features of Scotland's landscapes and
gives general accounts of their information.
Is developing and using mental maps of Scotland, Britain,
Europe and the world and relates these to print and online
maps.
Context of Learning: How mountains are formed
The learners investigated the similarities and differences
between the climate and physical geography of Jamaica
and Scotland.
The learners investigated different types of rock and
carried out experiments to help understand how different
types of mountain ranges are formed.
The learners combined their research to write a report
comparing the physical landscaped of Jamaica and
Scotland.
Having investigated where, why and how scale is
used and expressed, I can apply my understanding
to interpret simple models, maps and plans.
MTH 2-17d
I can use my knowledge of the coordinate system to
plot and describe the location of a point on a grid.
MTH 2-18a
The learner successfully carried out a range of
experiments to understand some of the processes about
how mountains and rocks are formed. They were able to
apply this knowledge of physical geography to a detailed
report comparing the landscape of Jamaica and
Scotland.
It was amazing doing the experiments and
getting a feel for how mountains were
formed. It happened very slowly and in
different ways.
Both Jamaica and Scotland have
mountain ranges made of from limestone
and volcanic rocks.
Context of Learning: Orienteering and mapping skills
To engage pupils in physical geography, they
experienced lots of outdoor learning activities, specifically
exploring key skills in geography fieldwork. Orienteering
challenges were created around the school and further
afield to consolidated skills in teamwork and reading a
compass.
The orienteering and mapping skills were then
transferred indoors and applied to reading road maps and
locating local places of interest.
The learner thrived from the opportunity to learn
outdoors. Through orienteering they were able
to make the connection between geography and
numeracy mapping skills.
The learner also made the connection to why
OS maps record detail such as contours and
landmarks, as they found the landmarks vital for
directing them around the course.
The learner applied this deeper understanding of
map work to create a detailed map recording
tourist spots in the local area.
Working in pairs, the learner was able to
analyse and discover the difference and
similarities between physical and political maps.
Through discussion and peer support the
learner was able to embrace the challenge of
working with different types of graphical
information.
The learner could identify the key features of
UK regions which they selected, recorded and
then taught to their peers.