NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Managing Environmental
Resources
Unit 3: Land use
Support sheets
[INTERMEDIATE 1]
The Scottish Qualifications Authority regularly reviews
the arrangements for National Qualifications. Users of
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Learning and Teaching Scotland or others, are
reminded that it is their responsibility to check that the
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Acknowledgement
Learning and Teaching Scotland gratefully acknowledges this contribution to the National
Qualifications support programme for MER.
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© Learning and Teaching Scotland 2010
This resource may be reproduced in whole or in part for educational purposes by educational
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UNIT 3: LAND USE (INT 1, MER)
© Learning and Teaching Scotland 2010
Contents
Introduction: Teacher’s notes
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Student
Student
Student
Student
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support
support
support
support
sheet
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2:
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4:
Student support sheet 16:
The range of land and water uses
The range of local land and water uses
Summary of local land and water uses
Check list – do you understand the
terms?
Check list – do you understand the
terms? Answers
Investigating particular land/water uses
– a quarry
Investigating particular land/water uses
– a farm
Requirements of a local land or waterbased industry
Requirements of a local land or waterbased industry. Answers
Introduction to land and water use in
your local area
More map resources to help you study
your local area
Investigating a local land or water use
Discussion – what makes a good
practical investigation?
Local investigation – using
questionnaires
Local investigation – using
photographs
A library-based investigation
Using a ‘note frame’ for an internet
search
Writing up your investigation
Teacher support sheet 1:
Teacher support sheet 2:
Assessing an investigation report
Further resources
Teacher support sheet 4:
Student support sheet 5:
Student support sheet 6:
Student support sheet 7:
Teacher support sheet 7:
Student support sheet 8:
Student support sheet 9:
Student support sheet 10:
Student support sheet 11:
Student support sheet 12:
Student support sheet 13:
Student support sheet 14:
Student support sheet 15:
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INTRODUCTION
Introduction: Teacher’s notes
A study of the local area
The actual content of Unit 3 Land use will vary from one school to
another according to the school’s location, eg urban or rural, highland
or lowland, coastal or inland.
It is not intended that a student should complete all of the 16 support
sheets, but that a teacher would select those most appropriate for a
study of their own local area given the resources available in their
school or college.
Use of maps should be integrated into any study of a local area. The
support sheets encourage the use of a wide range of maps, not only OS
maps. Maps on tourist leaflets and brochures may also be used.
Please note that these support notes do not cover the whole unit.
Teachers must refer to the Scottish Qualifications Authority
arrangements for further guidance on content for this course,
particularly with reference to local examples of conservation
designations and incentive schemes.
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UNIT 3: LAND USE (INT 1, MER)
© Learning and Teaching Scotland 2010
SUPPORT SHEETS
Support sheets
Student support sheet 1: The range of land and water uses
Land and water resources are used in many ways in Scotland. Look at
the following photographs and identify as many land/water uses as you
can.
UNIT 3: LAND USE (INT 1, MER)
© Learning and Teaching Scotland 2010
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SUPPORT SHEETS
Student support sheet 2: The range of local land and water
uses
Copy the table below into your jotter. Name examples of each land and
water use that you can find in your local area. Draw extra lines to add
further local examples.
Land/water use
Farm buildings
Open hilly land (maybe for sheep)
Flat land (maybe for crops)
Retail park
Houses or flats (residential area)
Local main road, eg A9
Motorway, eg M8
High street shopping and business
area
Industrial site
Railway station
Railway lines
Bus station
Swimming pool
Local park
Sports centre
Woodland (mixed or deciduous)
Garden centre
Loch
Fish farm (aquaculture)
River
Forest (conifer plantation or
native)
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UNIT 3: LAND USE (INT 1, MER)
© Learning and Teaching Scotland 2010
Local example
SUPPORT SHEETS
Nature reserve
Historic site, eg castle, fort
Museum
Canal
Church, cathedral, chapel
Local authority offices
Prison
Hospital
Airport
Wind farm
Power station
Harbour
Marina
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SUPPORT SHEETS
Student support sheet 3: Summary of local land and water uses
There are many different ways to classify or categorise land and water
use. One possible scheme is given below.
Copy and complete the diagram by using examples from your local
area.
Built-up areas
(residential, community
etc)
Agriculture
Forestry and woodland
Transport (road, rail,
airport, docks, etc)
Land and
water use
Industry and commerce
Water (freshwater and
marine)
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© Learning and Teaching Scotland 2010
Minerals and landfill
SUPPORT SHEETS
Student support sheet 4: Check-list – do you understand the
terms?
Complete the definitions by matching the correct ‘heads’ and ‘tails’.
Then write out the lists correctly.
A. Inputs
‘Heads’ (Land/water use term)
‘Tails’ (Definition)
INPUTS
The land, a water source, an
energy source, the buildings,
equipment and machinery.
Physical requirements
All the people needed to work
there. Some may have permanent
jobs, others may be temporary or
seasonal.
Labour requirements
Everything required for the land or
water use (includes physical and
labour requirements).
B. Outputs
‘Heads’ (Land/water use term)
‘Tails’ (Definition)
OUTPUTS
Contamination of water, land and
air.
Range of products
The possible problems, including
noise, dust, increased disturbance,
damage to the environment, traffic
congestion.
Pollution issues
The advantages, including
increased jobs, income, more
facilities and opportunities.
Benefits to the local community
The goods and services produced,
eg forestry produces timber and
opportunities for recreation.
Disadvantages to the local
community
Everything produced by the land
or water use (includes products
and waste).
UNIT 3: LAND USE (INT 1, MER)
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SUPPORT SHEETS
Student support sheet 4 (cont.): Check-list – do you understand
the terms?
C. Methods of production: the activities of the land or water use
Example: forestry
Nursery: to
grow
seedlings
(input)
Preparation of land for
planting
(input)
Preparation for
replanting
Planting seedlings
Maintenance of
fencing and access
roads
Fertilising, spraying,
thinning young trees
Harvesting of
mature trees
Transport of the timber
(output) to sawmills for
processing
Copy the diagram above, and then, using a different colour pen or
pencil, underline all the verbs or ‘doing’ words, eg grow, planting, etc.
These words describe the methods of production involved in the
forestry industry.
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UNIT 3: LAND USE (INT 1, MER)
© Learning and Teaching Scotland 2010
SUPPORT SHEETS
Teacher support sheet 4: Check list – do you understand the
terms? Answers
A. Inputs
‘Heads’ (Land/water use term)
‘Tails’ (Definition)
INPUTS
Everything required for the land or
water use (includes physical and
labour requirements).
Physical requirements
The land, a water source, an
energy source, the buildings,
equipment and machinery.
Labour requirements
All the people needed to work
there. Some may have permanent
jobs, others may be temporary or
seasonal.
B. Outputs
OUTPUTS
Everything produced by the land
or water use (includes products
and waste).
Range of products
The goods and services produced,
eg forestry produces timber and
opportunities for recreation.
Benefits to the local community
The advantages, including
increased jobs, income, more
facilities and opportunities.
Disadvantages to the local
community
The possible problems, including
noise, dust, increased disturbance,
damage to the environment, traffic
congestion.
Pollution issues
Contamination of water, land and
air.
UNIT 3: LAND USE (INT 1, MER)
© Learning and Teaching Scotland 2010
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SUPPORT SHEETS
Student support sheet 5: Investigating particular land/water
uses – a quarry
Inputs and outputs
Draw a blank flow chart as below. Use the diagram and the wordbank to
complete a flow chart for the quarry.
1. ………………….
INPUTS
METHODS OF
PRODUCTION
1. ………………….
OUTPUTS
2. ………………….
1. ………………….
2. ………………….
3. ………………….
2. ………………….
3. ………………….
4. ………………….
3. ………………….
4. ………………….
5. ………………….
4. ………………….
6. ………………….
5. ………………….
7. ………………….
6. ………………….
8. ………………….
Wordbank
setting the explosives
managing the operations
tree screening
labour (manager, explosives team, drivers, machinery operators )
noise
crushing the rock
machinery and vehicles
buildings (equipment store, explosives store, office)
transporting the chips and crushed rock
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UNIT 3: LAND USE (INT 1, MER)
© Learning and Teaching Scotland 2010
SUPPORT SHEETS
Student support sheet 6: Investigating particular land/water
uses – a farm
Inputs and outputs
(a)
Work with a partner. Cut out the label boxes and lay them out on a
table. Now sort them into INPUTS, METHODS OF
PRODUCTION and OUTPUTS.
climate, soils,
relief (slope)
and geology
milking
fertilisers
machinery and
equipment
maintenance
seeds
pesticide
spraying
animal produce
sowing
medical care
animal feed
profits
young livestock
for livestock
rearing
costs of
administration
and marketing
crops
pesticides
buildings
dairy produce
labour
ploughing
harvesting
transport
straw
livestock
Note: Livestock includes beef and dairy cattle, pigs, sheep.
(b)
Now join with the pair next to you and your partner. Are their lists
the same? If not, discuss what differences there are, and why.
Which words or phrases did you find difficult to sort, and why?
(c)
Choose a spokesperson from your group of four to report your
results to the class.
Did you all agree? Which labels were difficult to sort? Why?
(d)
Finally write out a table of farm inputs, methods of production and
outputs.
UNIT 3: LAND USE (INT 1, MER)
© Learning and Teaching Scotland 2010
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SUPPORT SHEETS
Student support sheet 7: Requirements of a local land- or
water-based industry
Which land/water use or industry is most likely to …
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
be on flat land, with light soils, not too much rain and dry
summers?
located near a large town to recruit many workers?
build a visitor centre and car park near a historic castle?
develop on the outskirts of a large city where there is lots of space
and good road access.
recruit seasonal workers to help handpick at harvest?
be constructed in a windy area that is sparsely populated?
employ temporary teams of workers when the conifer plantation is
mature?
manage activities on a loch to protect the wildlife?
recruit seasonal gas delivery drivers as people turn up their central
heating in winter?
give opportunities for local residents to walk, cycle, relax and
enjoy the countryside?
Match the description above with the correct land or water use below.
Then write out the sentences using the phrase ‘is most likely to’. The
first example is done for you.
soft-fruit farming
transport and distribution
country park
tourism
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UNIT 3: LAND USE (INT 1, MER)
© Learning and Teaching Scotland 2010
forestry
cereal farming
call centre
retail centre
conservation
wind farm
SUPPORT SHEETS
Teacher support sheet 7: Requirements of a local land or
water-based industry. Answers
Which land/water use or industry is most likely to …
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Cereal farming is most likely to be on flat land with light soils,
not too much rain and dry summers.
The call centre industry is most likely to be located near a large
town to recruit many workers.
The tourism industry is most likely to build a visitor centre and
car park near a historic castle.
The retail industry is most likely to develop on the outskirts of a
large city where there is lots of space and good road access.
Soft-fruit farming is most likely to recruit seasonal workers to
help handpick at harvest.
A wind farm is most likely to be constructed in a windy area that
is sparsely populated.
Forestry is most likely to employ temporary teams of workers
when the conifer plantation is mature.
Conservation is most likely to manage activities on a loch to
protect the wildlife.
The transport and distribution industry is most likely to recruit
seasonal gas delivery drivers as people turn up their central
heating in winter.
A country park is most likely to give opportunities for local
residents to walk, cycle, relax and enjoy the countryside.
UNIT 3: LAND USE (INT 1, MER)
© Learning and Teaching Scotland 2010
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SUPPORT SHEETS
Student support sheet 8: Introduction to land and water use in
your local area
A useful way to start your study of your local area is to begin with what
you already know about your local area.
(a)
Begin by making a list of the places you have visited in your local
area.
(b)
Choose five of the places you have visited. In the table below,
write the name of the places and give the reasons you visited
them.
Place
Why I have visited it
1
2
3
4
5
(c)
Use www.multimap.com to print off a map of your local area.
(d)
Write the names of your five places on the map.
(e)
Compare your map with a partner’s map. Are the places the same?
If not, why not?
(f)
Working together, add more places to your maps. Suggesti ons
might include:
where would you go to buy a magazine?
where would you go for a bike ride?
where is the sports centre?
where can you catch a bus?
(g)
On a spare piece of paper, sort the places you have listed. Make
up your own categories – there are no wrong answers here!
By now your map may be quite crowded!
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UNIT 3: LAND USE (INT 1, MER)
© Learning and Teaching Scotland 2010
SUPPORT SHEETS
(h)
Use www.multimap.com to print off a clean copy of the base map.
This time, instead of writing words to make a ‘talking map’, add
symbols to represent the different categories. Don’t forget to give
your work a title and draw a key on or beside the map.
UNIT 3: LAND USE (INT 1, MER)
© Learning and Teaching Scotland 2010
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SUPPORT SHEETS
Student support sheet 9: More map resources to help you study
your local area
Note: These are suggestions only – you may not have time or the
opportunity to use all the resources suggested.
A. OS maps
Your school geography department will probably have OS maps of your
local area.
To get your own map, you can print a map from
www.ordnancesurvey.co.uk/getamap and then compare it with the map
you drew in the previous assignment.
The most useful OS maps are those at 1:50,000 or 1:25,000 scales.
A useful classification:
LAND USE
RURAL
(countryside)
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URBAN
(towns and built-up
areas)
UNIT 3: LAND USE (INT 1, MER)
© Learning and Teaching Scotland 2010
WATER USE
FRESHWATER
SALT- OR
SEAWATER
(marine)
SUPPORT SHEETS
RURAL
Land use
URBAN
Symbol Land use
FRESHWATER
Symbol Water
use
River
SALTWATER
Symbol Water use
Mixed
woodland
Farmland
Residential
Museum
Lake
Sand
Rough
grazing
golf
course
Coniferous
woodland
Tourist
information
Railway
station
Public
building
(eg school)
Reservoir
Lighthouse
Marsh
Ferry
(vehicles)
Highwater
mark
Nature
reserve
Shingle
Make a large copy of the classification and columns above.
Using an OS map with a key, draw in the symbols for land and water
uses.
B. Historical maps
These are available in your local library (usually in the local history or
reference sections). You should be able to get a photocopy of your local
area as long as it is for your own study.
Ideas for using historical maps:
 How did places get their names?
 How did the settlement grow?
 Which is the oldest part of the settlement?
C. Google Earth
 Excellent for locating your study area – you can also open up Google
Maps from within Google Earth.
 Identify different land and water uses.
 Try a planning exercise – where could a new leisure centre be
located? What route could a new bypass take?
UNIT 3: LAND USE (INT 1, MER)
© Learning and Teaching Scotland 2010
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Symbol
SUPPORT SHEETS
D. Your school geography department or library may have other OS
mapping resources such as Anquet or MemoryMap. These are excellent
for showing OS maps with three-dimensional representations of
physical features and photographs.
More details at www.Anquet.co.uk
www.memory-map.co.uk
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UNIT 3: LAND USE (INT 1, MER)
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SUPPORT SHEETS
Student support sheet 10: Investigating a local land or water
use
As part of your studies, you will investigate a local land or water use.
These questions will help you to structure your investigation.
Why is it
located there?
What impact
does its location
have?
Where is it
located?
What changes
should be made?
What ought to
be done?
What is the
land/water use?
This investigation gives you the opportunity to choose a topic that
really interests you!
Whatever topic you choose to investigate, your investigation should be
structured. This means it has a definite beginning, middle and end.
1.
The beginning – this is your aim or hypothesis (idea), eg ‘To
investigate my local country park’; this is an example of an aim.
‘Local forestry is mostly on steeper or sloping ground’; this is an
example of a hypothesis – something your investigation will prove
or disprove.
UNIT 3: LAND USE (INT 1, MER)
© Learning and Teaching Scotland 2010
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SUPPORT SHEETS
2.
The middle:
 collecting the information or data (enquiry skills).
 presenting your results.
 analysis of your results.
3.
The end – this is your conclusion.
You may wish to include a short evaluation of your investigation –
was there anything that you would do differently another time, and
why?
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UNIT 3: LAND USE (INT 1, MER)
© Learning and Teaching Scotland 2010
SUPPORT SHEETS
Student support sheet 11: Discussion – what makes a good
practical investigation?
Working with a partner, read the bullet points below.
 The information should be collected first-hand.
 It is good advice to limit your aim (eg a study of a single farm rather
than ‘Farming in East Lothian’).
 Choose a topic that is really local so that it is easy to revi sit if you
need more information.
 Choose a topic that really interests you.
 Possible differences made by collecting information at different
times/days/months.
 The influence of the weather/seasons at the time you collect
information.
 Possible risks or dangers in collecting the information.
After discussion, try to sort the bullet points into order of importance.
Now compare your results with another pair.
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© Learning and Teaching Scotland 2010
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SUPPORT SHEETS
Student support sheet 12: Local investigation – using
questionnaires
A questionnaire is a really useful way to collect information, but needs
to be well-planned. Think about exactly what you want to find out –
you usually only have one chance!
Too many questions may put people off from answering, while too few
questions will not give you information you may need.
A. Questionnaires can be used to record opinions
Example 1
What did you like most about your visit to Castle Campbell today? …
What did you like least about your visit to Castle Campbell today? …
Example 2
Do you think the high street is:
Dirty
1
2
3
(circle one number only)
4
5
Clean
Consider how you will process the results; a simple tally count can be
used to draw a pie chart, bar chart, divided bar graph or maybe present
the results as a table. Which method is easiest to read?
Long, wordy answers are slow to write down and difficult to analyse,
but can be really useful if you want to include quotes in your final
investigation report.
Example: Visitors to Beecraigs Country Park
A student carried out a study of 100 visitors to Beecraigs Country Park.
These are the results of one question.
How did you get
to Beecraigs
Country Park
today?
Car
65
Bike
20
Draw a pie chart to show these results.
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UNIT 3: LAND USE (INT 1, MER)
© Learning and Teaching Scotland 2010
Motorbike
10
Walk
5
SUPPORT SHEETS
Student support sheet 12 (cont.)
B. Questionnaires can be used to collect facts
The example below is for the businesses on an industrial estate. It could
be adapted for use at an urban business or science park.
Industries at Bridgend Industrial Estate, Kinross
I/we are carrying out a study of Bridgend Industrial Estate as part of our
school course. Please would you help by answering a few short questions?
Name of company …………………………………………………………...….
1.
What is the main activity of your company? ……………………………
2.
Is this factory:
the headquarters or only factory in the company?
a subsidiary factory in a group of factories owned by the company?
In which group does the number of employees fall?
0–5
6–25
26–100
Over 100
Are the majority of employees in this factory:
a. highly skilled
semi-skilled
unskilled
b. permanent
temporary
seasonal
Does this factory use large amounts of:
oil electricity natural gas solar power wind power
other …………….
What are the company’s main reasons for locating here?
3.
4.
5.
6.
Thank you very much for your help
For example, interviewing a farmer will give much useful information,
but you will need to list your questions before you visit a farm.
Write a questionnaire suitable for a farm visit – maximum 10 questions.
Some ideas to help you:
size of farm
animals
buildings
weather
machinery
work force
crops
chemicals on the farm
market/sales
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SUPPORT SHEETS
Student support sheet 13: Local investigation – using
photographs
Photographs are an excellent way to record your local area. There is no
need to borrow an expensive digital camera: mobile phones are
excellent!
Make good use of your photographs by adding labels and a key to draw
attention to the most important features.
Example: Land use near Bridge of Earn
Write the correct number on the photograph to show features of land use.
1.
2.
3.
4.
5.
6.
Coniferous forest.
Mixed woodland beside
streams.
Rough grazing land with
rocky outcrops and
bracken.
Improved pasture for
grazing sheep
Cereal crops on flat land
easy to plough.
Farm buildings built well
back from the river to
avoid flooding.
More ideas for using photographs:
 Draw a field sketch based on the photograph. This very easy if you
can project your photograph onto a whiteboard and then draw the
main lines. A drawing allows you to choose the most important
features of the photograph and ignore the details.
 Your library or local history society will have photo graphs of your
local area. Choose a photograph of a local view, then take a
photograph standing at the same viewpoint. This is very useful for
studying historical changes in local land and water use.
 Choose a line (transect) across your local area. Now follow that line,
taking a photograph at regular intervals to record the changing land
and water use across your local area. If it is a small area, you may
walk and take a photograph every minute.
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UNIT 3: LAND USE (INT 1, MER)
© Learning and Teaching Scotland 2010
SUPPORT SHEETS
Student support sheet 14: A library-based investigation
Videos and DVDs
Newspapers and
magazines
Books
TV programmes
ICT resources
A wide range of resources are available, but some may be more useful
than others.
Working in a small group, discuss the advantages and disadvantages of
each of the resources shown above. Now, in the centre of a large sheet
of paper, copy the sketch above and extend it to give as many
advantages and disadvantages as you can for each information source.
Library investigations are useful for investigating controversial
developments and proposals, such as the location of a wind farm or a
major electricity transmission line.
Caution! Remember that you are
investigating an issue, and your
final report should represent
fairly the facts both for and
against a development proposal.
Again, your investigation will have a beginning, middle and end.
Sort the phrases below into the correct order.
Conclusion
Introduction
Reasons for the development
Reasons against the development
Aim
Resources/bibliography
Title
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SUPPORT SHEETS
Student support sheet 15: Using a ‘note frame’ for an internet
search
A frame will help you organise the information you collect from the
internet. It will also help you select only relevant information – and
avoid the temptation of copying large chunks of text straight from
websites.
Try this example.
Loch Leven, Kinross: an investigation
Where is Loch Leven?
What is special about
the history and
wildlife of Loch
Leven?
What activities are
there in the Loch
Leven area?
How is Loch Leven
protected?
Are there any threats
or conflicts that may
affect Loch Leven?
An image of Loch
Leven or the
surrounding area.
References
www.snh.org.uk/scottish/taysclack/nnr.asp
www.lochlevenheritagetrail.co.uk
www.kinross.cc/
Now choose a topic in your local area, plan your questions and find the
answers using only two or three websites. Your teacher will help you
choose the best websites.
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SUPPORT SHEETS
Student support sheet 16: Writing up your investigation
Some points to consider.
Aim
Keep this short and simple:
eg to find out why people visit Townhill
Country Park
to study Watergate Farm
to find out …
Introduction
Where is your study area? A simple map is
useful here.
Can you give a very brief history or
background?
eg Before this factory was built the land was
used for …
Reasons for the
development
Why? Think back to the terms used on support
sheet 3. You may also consider local planning
constraints, government and local grants,
environmental protection measures and
incentive schemes such as the Scottish Rural
Development Programme and environmentally
sensitive areas.
What impact does the
development have?
What effects does this land/water use have on:
 employment?
 transport (eg roads and railways)?
 housing?
 local service industries (schools, hospitals,
shops etc)?
 pollution?
Sort your finding into positive and negative
impacts.
What changes should
be made?
What do you think? Can you suggest any
improvements for the future?
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SUPPORT SHEETS
Conclusion
This should relate back to your aim. It is also
the place to evaluate – what would have
improved this investigation? What would you
change if you were to do it again? Were there
any problems collecting information?
References
A list of books, maps, CDs, websites, etc that
you used in your research. Don’t forget to
acknowledge anyone who helped by providing
information such as a countryside ranger or
fish farm manager.
How long should my investigation report be?
This is really difficult to answer – as a rough guide, maybe about three
sides of A4, but if your writing is very big or you have many graphs
and photographs, it may be longer. If it is word processed, then it may
be shorter and still contain all necessary information.
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UNIT 3: LAND USE (INT 1, MER)
© Learning and Teaching Scotland 2010
SUPPORT SHEETS
Teacher support sheet 1: Assessing an investigation report
Good practice to avoid this being a potential minefield:
 Share marking criteria with the students. The criteria should
include content, effort and presentation. Final assessment is a
simple pass/fail.
 Be prepared to give students support with interim monitoring
and discussion. Peer evaluation is also useful.
Finally extend the audience. Students enjoy researching a topic of
their choice and often produce excellent work. Poster displays,
PowerPoint presentations to senior staff members, parents and
other visitors to the school will be appreciated.
UNIT 3: LAND USE (INT 1, MER)
© Learning and Teaching Scotland 2010
31
SUPPORT SHEETS
Teacher support sheet 2: Further resources
http://www.ordnancesurvey.co.uk/oswebsite/education/teachingresour ce
s/index.html
Too many resources to list here, includes pdf downloads for OS signs
and symbols, teaching ideas relating slope and land use.
http://mapzone.ordnancesurvey.co.uk/mapzone
Really fun site with many map games and activities. Includes a link to
Geograph (see below).
www.geograph.org.uk
Representative images of every square kilometre of the British Isles .
Very useful – type in your postcode for photographs taken in your area!
Also has games and activities.
Use local council websites to begin an investigation of potentially
controversial planning issues in your local area, eg www.pkc.gov.uk
Use ‘advanced search’ in Google to narrow down the type of file you
are looking for.
http://microsoft.office.com/en-us/clipart
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UNIT 3: LAND USE (INT 1, MER)
© Learning and Teaching Scotland 2010