Introducing Spatial Concepts Via a Walk Around the School

Introducing Spatial Concepts via a walk around the school

Resources:

• Map of the school
• Melways showing St Leonards

In this lesson you will be introduced to the spatial concepts (SC) separately however it is important to note that SC’s operate together in many circumstances when describing geographical phenomena.Throughout this exercise you will be drawing information onto your base map of St Leonards ensure you complete BOLTSS.

In the classroom: resource: Melways

Location:

• Where is St Leonards College located?

Absolute______

______

Relative location______

______

Scale:

• Measure length of the classroom. Ans: ______
• Measure the same distance on the school plan/map. Ans: ______
• Write the scale as a line scale:
• Put this information on the St Leonards School map

• The degree to which St Leonards our school is important in the region/city.

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Move outside looking at buildings, the purpose of buildings

Distribution

• Describe the distribution pattern of the buildings across the site. Include % cover, direction, give eg’s, quantification eg number of buildings

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• What patterns exist with the arrangement of buildings eg. The music section, Middle School, Senior School, PE etc are evident. Use appropriate words to describe: cluster, isolated, random, scattered, linear

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Identify these patterns on your map, e.g. Middle School area etc.

Distance:

• Estimate the distance between your two most distant classroom locations.

Ans: ______

______

Draw this on your map

• Time-distance scale: How long does it take you to cover this distance?

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Region:

• What distinguishes St Leonard’s College from the land uses of the surrounding area? Explain your reasoning.

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Movement:

Consider the movement of students and teachers at St Leonard’s College.

• Where does movement occur? To and From, Location, Direction

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• When does movement occur? Duration of movement

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• What is the scale of the movement? Quantification

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• How far are students moving? Distance

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Using varying sizes of arrows indicate the movement you have observed.

Spatial Interaction:

Where in the school is there a strong interaction between phenomena? Explain.

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Using varying sizes of arrows draw this onto your map to indicate the degree of interaction present in your example.

Spatial Association

The following are a number of spatial associations. Identify the degree to which they are associated: strong, weak, moderate, high low, non-existent. Rank from 1 to 10 the following:

1. Oval and boys
2. Oval and girls
3. Year 7’s and the Senior School
4. Basketball rings and students
5. Library and senior students
6. Year 12 centre and Year 7’s
7. Pedestrians and staff car park
8. Rubbish bins and rubbish on ground
9. Year 8 lockers and Year 8’s
10. Litter and students around the canteen

Using varying sizes of arrows draw this onto your map to indicate three different degrees of association present.

Spatial Change over time

• In the time you have been at St Leonard’s College describe the spatial changes that have occurred to the school environments over time. Long term

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• Give an example of a short-term change over time at St Leonard’s College.

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Draw in the changes over time you have identified, where possible, using tracing paper.