Milton Creek Memories: resources for the geography classroom

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Milton Creek Memories resources for the
geography classroom
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History and Geography Resources how to use this
pack
The Milton Creek Memories Project uses anecdotes,
facts and opinions to bring the past alive and
raise questions about the future. These learning
resources are designed to help pupils enquire
further and make connections between people,
places and environments over time. This pack
offers a range of enquiry led topics with
accompanying resources that can be tailored by
teachers to suit the needs of their class. It is
aimed at Years 6 7 and could form the basis of
a transition unit. Learning about the locality
through first hand and secondary sources is an
important and required aspect of both history and
geography in the school curriculum. It is
relevant and motivating for pupils as they will
already have some knowledge of the local area
that they can draw on to develop their
understanding. Local studies also help pupils to
make connections between important aspects of
subject knowledge and their own everyday lives,
enabling them to grasp the bigger picture and
understand how they fit into it. There are a
range of ideas for geography and history lessons
and suggestions for extensions or follow up work.
Each lesson has some accompanying resources such
as activity sheets, images, maps and
presentations for use with the classroom
interactive whiteboard. There are also Teacher
Notes. While these materials have been designed
to compliment each other, teachers can pick and
choose which lessons they teach, how they combine
aspects of geography and history and if or how
they make connections with other subjects.
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Geography Resources expected outcomes

• These resources will enable pupils to develop
  their geography knowledge, skills and
  understanding.
• Most pupils will be able to
• recognise and describe the geographical patterns
  of land use in Sittingbourne and Milton Creek
  and appreciate the significance of location with
  regard to the wider local area and wider world.
• recognise and describe physical and human
  processes that characterize this place and begin
  to understand how these can change the features
  of a place and the lives and activities of people
  living there.
• Understand how people can both damage and improve
  the environment and explain their own views
• use primary and secondary sources of evidence,
  and appropriate vocabulary, in their enquiries.
• Some pupils will achieve more and be able to
• begin to explain geographical patterns, and human
  and physical processes
• recognise some links and relationships that make
  places dependent on each other
• suggest explanations for human induced
  environmental change and explain their own views.
• Some pupils will not achieve as much and be able
  to
• Describe and compare physical and human features
  in Milton Creek and Sittingbourne, making some
  comparisons with other places they have studied.
• Recognise how people seek to improve and sustain
  environments
• Offer reasons for some of their observations,
  views and judgements

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• Contents
• Pages
• Where is this place? Starting to enquire about
  Milton Creek 3 - 6
• What is Milton Creek like? Developing mapping
  skills. 7 - 13
• Virtual fieldwork doing a risk assessment 14 -
  19
• The Milton Creek Mystery 20 24
• What is Milton Creek like now? 25 - 28
• Milton Creek in the future hopes and
  challenges 29 33
• Thinking further about Milton Creek new
  perceptions 34
• Ideas for using maps 35
• Ideas for using images 36

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Where is this place? Starting to enquire about
Milton Creek (Teachers guide)

• Geography works well as an enquiry led subject,
  using a mix of pupils own and other key
  geographical questions such as where is this
  place? What is it like? How and why is it
  changing? Geography is a living subject and is
  focused on the here and now of contemporary life.
  It also draws clues from the past and considers
  possible futures in creative and critical
  contexts. Geography seeks to explore and better
  understand the dynamic interactions between
  people, places and environments.
• This set of resources aims to encourage pupils or
  groups of pupils to carry out their own local
  geographical enquiry and engage critically and
  creatively with their local environment. This
  initial lesson is intended as a completely open
  activity where pupils can talk about and reflect
  on what they already know and what they want to
  find out. Start by asking pupils to draw a map
  showing the location of Sittingbourne, Milton
  Creek and other places that they know about or
  have visited in the locality. This will provide a
  starting point to assess their locational
  knowledge and give them a focus for using maps at
  different scales. You could ask pupils to do this
  individually or working in pairs.
• The last part of the lesson asks pupils to
  prepare a spoken piece describing the location of
  Sittingbourne and Milton Creek. This will give
  you an opportunity to assess pupils
  understanding of location and use of geographical
  vocabulary and terminology. Encourage pupils to
  suggest how these short spoken presentations
  could be improved in terms of accuracy and
  language. You could also ask pupils to write a
  paragraph afterwards detailing this location.

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Lesson 1 Where is this place? Starting to enquire
about Milton Creek (Pupil instructions)

• Working on your own or with a partner, draw a map
  from memory to show the location of Sittingbourne
  and Milton Creek. Mark in as much detail as you
  can in 15 minutes. You could show for example
• Local roads and transport links to other places
• Human and geographical features
• Any places of interest that you know of or have
  visited
• Your school, house, local shops, cinema
• Significant cities, towns or villages nearby
• A portion of the nearby coastline
• The direction of North (N)
• Share your map with others and discuss
  similarities and differences. Use an atlas or
  online mapping tool to locate Sittingbourne and
  Milton Creek. List three things that are good
  about your map and three things that you could
  improve.
• Discuss what you have found out about the
  location of Sittingbourne and Milton Creek and
  anything that surprised you. Collect any
  questions on post its or use Wallwisher.
• In groups, take five minutes to prepare a spoken
  statement detailing the location of
  Sittingbourne. Listen to each groups version and
  choose the best. Think about specific
  geographical and location vocabulary.

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Lesson 1 Task 4 Give a short spoken statement
detailing the location of Sittingbourne
What will you include? Think about geographical
vocabulary. Direction? Grid Reference? Near
to? South of? Where is it in the UK? In
England? County? Town? Post Code? How close to
the coast? Which coast? How far from
London? Connected by which motorways? Select and
use aerial and spatial information to help you
prepare this. E.g. online and paper maps and
images.
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Lesson 1 Where do we think Sittingbourne is?
(Some useful resources)

• Google Earth www.earth.google.com
• Google Maps www.maps.google.com
• Bing Maps www.bing.com/google
• Quik Maps www.quikmaps.com
• Scribblemaps www.scribblemaps.com
• OS Maps Digimaps for schools www.digimapsforschool
  s.edina.ac.uk and see example map provided
• OS maps of the area, other maps of the area
  showing different layouts e.g. Tourist maps
• Atlases
• Wallwisher http//wallwisher.com/ Create a
  virtual wall where pupils can post questions.

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Lesson 2 What is this place like? (Teacher notes)

• Start by gathering pupils perceptions of a
  place. This could by done by giving each group a
  large piece of paper and pens and asking them to
  brainstorm words and phrases to describe this
  place. Some will have been there, some might live
  there and others may have heard about it from
  others or through other media. This activity will
  help provide an idea of pupils knowledge,
  misconceptions and stereotypical views. Using a
  word cloud programme such as Wordle will
  emphasise the key ideas held by the class or by
  groups of people. It will also provide a reminder
  of what pupils thought about this place at the
  outset.
• The map of Milton Creek and Kemsley Marshes is
  courtesy OS Digimap for Schools and uses standard
  OS symbols. There is a separate high res PDF file
  of this map which can be printed out and
  laminated for class use with the accompanying OS
  key for this scale of map.
• Print out paper copies of the partial map and ask
  pupils to use the original map to identify
  features that are either missing or not labelled.
  Pupils should try and add as much information as
  they can to the map without it being too
  cluttered. Discuss what makes a good map. One
  very important criterion for example is that is
  should be easy to read whilst another is that it
  should be fit for purpose. Pupils might like to
  make their own list about what makes a good map
  after this task.

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Lesson 2 What is this place like? (Teacher notes
continued)

• 4. Use Tripgeo to help pupils better visualise
  features shown on the map as well as those that
  arent and support pupils to make links between
  these two resources.
• After establishing some further core knowledge
  about the features in this place it would be
  useful to revisit some of the questions posed by
  pupils in Lesson 1 and discuss which ones have
  been answered and which new questions ought to
  added to the list.
• Twitter can be a highly effective tool in the
  classroom. Create a class account and use it on
  the IWB so that pupils come up to add their
  Tweets. If you add a hashtag e.g.
  miltonmemories and share this then it enables
  other schools to follow your work and you could
  read Tweets from another class. The hashtag
  provides a search tool. Giving pupils a limited
  number of characters to describe a place helps
  them to use geographical language as effectively
  as possible.
• You could introduce Map 2 showing landmarks of
  Milton Creek in 1979 to compare current and
  previous features of this area.

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Lesson 2 What is this place like? (Pupil
instructions)

• What is Sittingbourne and Milton Creek like?
  Brainstorm a list of words and phrases in your
  group or with a partner and enter them into
  Wordle to create a Word Cloud. Discuss common
  words and phrases used by your class. Are the
  main words positive or negative ones? Do they
  help to describe and explain this place?
• Use the OS Digimap for Schools map provided to
  find out more clues to describe what this place
  is like. Be a geography detective and examine the
  human and physical features on the map.
• Complete the partial map provided by labelling
  features and adding a key. See Lesson 2 map
  skills.
• Working as groups take a short virtual journey
  in the area using Tripgeo. You can stop to
  look around you at various points along the
  journey, prepare a short spoken narration to
  accompany this journey and present this to the
  rest of the class with each group member having a
  chance to say something.
• Review the questions posed from Lesson 1 and
  discuss which, if any have been answered. Discuss
  and add further questions.
• Summarise what you have learnt about the area so
  far and write a Tweet in 140 characters or
  less. Think about the best geographical language
  to use.

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Map image courtesy OS Digimap for Schools
www.digimapforschools.edina.ac.uk Higher res PDF
available for printed copies
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Partial Map of Milton Creek based on OS Digimap
Scale 110000 showing Kemsley Marshes www.digimapf
orschools.edina.ac.uk
Identify and label features shown on the map. Can
you add more information and a key?
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Lesson 2 Task 3 Mapping skills

• Use the Digimap of the area provided and online
  mapping tools to help you complete the partial
  map of Milton Creek and the surrounding area.
• 1. Can you find and label these features on the
  partial map?
• Church
• Major roads
• Creek
• Church Marshes Country Park
• Milton Creek
• Sittingbourne and Kemsley Light Railway
• Saxon Shore Way
• Kemsley Marshes
• 2. Using the range of suggested mapping sites and
  aerial imagery, what other features can you
  notice? Draw them on the map and add a key. Could
  you show housing for example?
• Extension Task use Map 2 showing landmarks of
  Milton Creek in 1979 and compare with your more
  recent map. What do you notice?

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Lesson 2 What is this place like? (Resources)

• Create a word cloud by entering words into
  www.wordle.net
• Create a virtual travel route using Tripgeo
  http//www.tripgeo.com/DirectionsMap.aspx
• Use the beginning and end postcodes and ensure
  you have entered UK in the Region Code box.
• Click create your directions map. A preview box
  will appear where you can view your map and
  route.
• Scroll down, select view directions and map.
  Your animated map will appear.
• Route 1 Asda, Sittingbourne ME10 2PD to Green
  Porch Close, Kemsley ME10 2HA
• Route 2 Adisham Green ME10 2SR to to Green Porch
  Close, Kemsley ME10 2HA
• Route 3. Regis Crescent ME10 2EP to Green Porch
  Close, Kemsley ME10 2HA
• Try creating some routes of your own.
• Create a class Twitter account and use this to
  share your learning www.twitter.com

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Lesson 3 Virtual Fieldwork risk assessment
(Teacher notes)

1. It is good practice for pupils to do their own
   risk assessment before visiting a place and your
   own photo resources plus internet mapping tools
   and sites such as Google Street Map and Tripgeo
   enable you to do this virtually with pupils. Even
   if you dont have a trip planned, virtual field
   trips can provide opportunities to think about
   practical aspects of environmental interaction
   such as keeping safe. It also gives pupils a
   chance to practise their geographical vocabulary
   and develop observation and thinking skills.
2. Use some images on the IWB with the whole class
   first to help them identify what a hazard is and
   discuss what action is needed to stay safe. Then,
   either use other images one at a time on the IWB
   and give pupils talk time to discuss in
   partners and make notes or print out images from
   the photo pack so that pupils can work with a
   partner at their own pace.
3. Use pupils talk and completed risk assessments
   to assess how well they can explain features and
   say why they might present a hazard. This is
   evidence that pupils are beginning to apply their
   geographical thinking and knowledge.
4. Using role cards helps pupils to develop an
   awareness of particular hazards, perspectives and
   challenges faced by different people in the same
   environment. This can be developed to help pupils
   evaluate an environment inclusively.
5. Its important to get pupils thinking about who
   is responsible for then staying safe as they
   often do not recognise that the choices they make
   are very important.
6. If you do go out on fieldwork, ask pupils to
   bring their own risk assessments with them.

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Lesson 3 Virtual Fieldwork risk assessment
(Pupil Notes)

1. Look at the images provided in the photo pack
   (some of these images are shown on the next page)
   and explain what the image shows, what a possible
   hazard might be and how you could stay safe.
2. Discuss the key hazards for a day out to the park
   and complete your own risk assessment. Make sure
   you think about whose job it is to make sure you
   stay safe.
3. Use the role cards provided to think about the
   landscape in terms of these characters. Would the
   risks be the same? Discuss special problems that
   might be encountered.
4. Extension activity Use Google Street View Map
   to walk from Asdas to the entrance of Milton
   Park in Green Porch Close and list potential
   hazards that you encounter. Discuss with someone
   else what you would do to stay safe.

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Risk Assessment for Milton Creek Country Park
NAME___________________________________________
Place / feature Possible hazard Safety advice Who is responsible?






Use the images provided to complete your own risk
assessment for Milton Creek Country Park
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Role Card 1. You are a very young child aged three and your Mum is busy with your baby sister who is crying in the pram. She doesnt notice you running off to play by yourself. Role Card 2. You are a senior citizen. You love walking outside but your legs arent as good as they used to be and you need a walking stick to help you keep going. You also like to have lots of rests.
Role card 3. You are a teenage girl and you are waiting for a friend to turn up in the park. You have your dog with you and decide to let him off the lead for a run. You cant be too long as its nearly dark. Role card 4. You are a partially sighted young adult and need a guide dog to help you get around. You like to walk outside because you enjoy listening to the world around you even if you cant see everything very clearly. You love meeting people and hope someone might stop for a chat.
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Lesson 4 The Milton Creek Mystery why was this
area so important? (Teacher notes)

• Once an important centre for the oyster industry,
  by the mid-19th Century the Creek had become an
  important commercial hub for the paper and brick
  manufacturing trades, and of the cement industry.
  Collectively, these industries changed the
  fortunes of Sittingbourne and the surrounding
  areas, as well as the local natural environment.
  The banks of the Creek were scattered with
  wharves, yards and berths of the many companies
  utilising its resources. http//miltoncreek.co.uk/
  about/the-creek/
• Milton Creek was an extremely important
  commercial hub at one time why and what
  happened to change its fortune?
• The geographical explanation lies within a
  combination of key factors.
• Resources. Local, natural resources of clay and
  chalk were available for making bricks and
  cement.
• Demand. The growing population of London needed
  foodstuffs from the farming county of Kent and
  building materials for its Victorian building
  programme. The concept of a daily newspaper had
  also become popular- requiring vast amounts of
  paper.
• Access. Milton creek gave access to the local
  industries and enabled shallow bottomed crafts to
  transport goods to London and the wider world.
  Materials needed for paper production such as
  logs and wood pulp were also brought in.
  However, road and rail transport later developed
  which meant that barges were no longer such a
  popular and profitable option, hence the
  importance of the creek declined.

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Lesson 4 The Milton Creek Mystery why was this
area so important? (Teacher notes 2)

• Mystery Task
• Print out and cut out the statements on p. 23.
  You could laminate them to make them last.
• Give one set of statements per group and a copy
  of the Digimap for Schools map.
• Give students time to read through the statements
  carefully and discuss their ranking in terms of
  importance. A three level system is suggested to
  help them sort the statements.
• Ask students to think about how they will explain
  the Mystery with relation to some big
  geographical ideas or concepts. The worksheet
  provided can be used for them to make some notes.
• Encourage groups to discuss how useful the
  statements are and whether they would have used
  them or not.
• Encourage groups to select and use additional
  information afterwards for example through
  homework research to develop their understanding.
• A follow up task might be to gather their own
  collection of statements to illustrate the
  Mystery of why Sittingbourne once had the largest
  paper mill in the world.
• Another follow up task might be for students to
  draw a concept diagram to explain the story of
  Milton Creeks rise to importance in the 19th
  century.

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Lesson 4 The Milton Creek Mystery (Pupil notes)
Did you know that Milton Creek was once a very
important place, exporting goods to London and
around the world? Did you know that Sittingbourne
once had the biggest Paper Mill in the world? Did
you know that bricks made in and around
Sittingbourne were in great demand? Why do you
think this was? Why was this place so important?
And what happened to change its fortunes? You
have a pack of statements to look at with your
partner. Look at the clues carefully. Sort them
into three groups Group A Very important
clues Group B may be useful clues Group C Not
relevant to the enquiry When you are happy with
the way that you have sorted the clues try and
tell the story using the clues to help you. You
can use Activity Sheet 4 B to help you. Identify
the key factors and why location was so
important.
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Activity Sheet 4 A
Milton Creek is a shallow tidal inlet which runs north-east from Sittingbourne to join the Swale at Elmley Reach. Between 1830 and 1870, brick making employed over 50 of the local population.
In the south east of England, the sub soil in the fields is mainly brown earth suitable for making bricks, there is also an abundance of chalk, another ingredient for yellow bricks. Ingredients for the yellow stock bricks were 64 brick earth, 25 ash, 11 chalk.
The coming of the railways and better road transport in the early 20th century meant the Thames barges lost their importance as a means of transporting goods. Smeeds first barge the Three Sisters was built in 1845
Kent yellow bricks (known as London stocks), needed an ingredient called Town Ash, commonly called breeze. This came from recycled Victorian household rubbish from London brought by barge. By the mid 19th Century the Creek was an important commercial centre for the paper, stock brick and cement trades. The banks of the Creek were lined on both sides by brick manufacturers. The most well known being Smeed Dean Ltd.
The Creek provided the means of transporting finished goods using Thames spritsail sailing barges and later tugs and lighters. By the mid 19th Century, George Smeed started using Thames spritsail sailing barges to transport bricks and cement. His first shipyard was at Adelaide Dock and later Murston Wharf where he launched 79 sailing vessels.
Barges were typically 60ft long and 14ft wide and their flat bottoms were ideal for the shallow waters in the Creek. Building Victorian London created a vast demand for bricks.
Today Milton Creek is mostly silted up and the new Northern Relief Road mean that it is no longer navigable by vessels with fixed masts. Many of Smeeds vessels were also engaged in the coal trade. They often traded as far as the north of England or to the Continent.
Stock brick making started in Kent c. 1700 and by 1880 Smeed was making some 50 million bricks a year. The Brick and Cement industries made use of the abundance of natural raw materials in the area, chiefly clay and chalk.
The second half of the 19th century saw the birth of the popular daily newspaper and in 1870 Edward Lloyd founded the Sittingbourne Paper Mill. Ridham dock was the entry point for white spruce logs, wood pulp and other raw materials needed for paper making.
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Activity Sheet 4 B
What is this place called? What is it like?
What kind of features does it have? What kinds
of jobs and activities do people do here and why?
(Human processes) How and why are its natural
features important ? How does it compare to other
places?
Use this prompt sheet to record ideas that help
you explain why Milton Creek was so important at
the end of the 19th century
How and why are places connected at different
scales? Milton Creek Sitingbourne Kent UK
wider world?
Where is this place? How does it connect to
other places? Why and how is its location
important?
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Lesson 5 What is Milton like today? (Teacher
notes)

1. This is an open enquiry which enables students to
   use their research skills to find out more about
   the people who live and work here. Pupils could
   work in groups to research the sites and
   different groups might take a particular postcode
   within the Milton area. One of the sites enables
   this to be found or you could use the post codes
   from earlier work. Investigating one area at a
   smaller scale helps students to realise that even
   at a local scale there can be lots of difference
   between one street and the next. Some of the
   housing for example is very old and some very
   new. The Census site enables students to enquire
   about the jobs and industries that are most
   common today. This can lead into discussion about
   why this is. It may be useful to model using some
   of these sites first.
2. Encourage pupils to recognise positive and
   negative attributes of the area and also that
   places are continually changing. For example, the
   recent introduction of a direct service to London
   St Pancras from Sittingbourne via the high speed
   rail link has cut travel times to London and made
   this area more attractive to commuters. The
   redevelopment of the area with new housing and
   the greening of Milton Church Marshes is also
   beneficial in terms of environmental quality for
   people and wildlife.
3. Finally, pupils can identify some of the push and
   pull factors that might attract people to this
   area. Try to focus on the positive factors.

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Lesson 5 What is Milton like today? (Pupil
notes)

• 1.What can you find out about the area of Milton?
  Use the sites listed in resources to help you
  gather information about
• The people who live here
• The jobs that they do
• The reasons people may want to live here
• Transport links and how well they connect people
  with other places
• 2. Use the photo pack provided and the map to
  help you identify some of the local services and
  facilities in the area.
• 3. Think of push and pull factors that might make
  people move to the area or to move away from the
  area. Complete Sheet 5 A with some ideas.
• 4. Make an audio podcast to describe personal
  memories of local places that you have visited.
  Locate the place on a map and create a hyperlink
  to your podcast. Describe what you found
  attractive or not about the place and why you
  remember it.

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Activity Sheet 5 A
Pull Factors Why might people move to this place? Push Factors Why might people want to move away from this place?




Key words jobs, transport, leisure, family,
friends, schools, housing, cost of living,
environment, quality, location, safe, shopping,
coast, town, rural
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Lesson 5 What is Milton like today? (Useful
resources)
http//www.doogal.co.uk/LatLong.php zoom into the
map, click on use Street Map to help you
identify the postcode of an area. http//www.chec
kmyfile.com/postcode-check/ enter a postcode to
find out information about an area such as
average house prices, jobs and demographic
data. www.police.uk to find out about crime
statistics in an area http//www.censusprofiler.
org/ zoom into the map and use the Themes to
find out more about the people who live and work
there. For example, select Employment then
select industry. Investigate which industries
are most common to the area around Milton Creek
(look for the denser shading indicating a higher
percentage of people working in a particular
industry). http//www.southeasternrailway.co.uk/
maps and details of local train connections
http//miltoncreek.co.uk/ general information
about Milton Creek http//www.maps.google.com
to create hot spots with text and links to
images, video and audio files.
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Lesson 6 What might this place be like in the
future? (Teacher notes)

• 1. Think about possible, probably and preferred
  futures and discuss what this means. Young people
  often worry about what the future holds but
  forget that there is not one definite future
  waiting for us but that there are a range of
  futures and that some are more likely to happen
  than not. The exact outcome depends a lot on what
  we do now and in this respect we all bear some
  degree of responsibility and also some degree of
  choice. This is a very important idea to share as
  it offers a real sense of hope and participation.
  
• 2. Discuss some of possible threats to the area
  such as climate change and how the area might
  adapt to cope with this. Encourage students to
  think about what they could actively do that
  might impact positively on this such as monitor
  energy use more carefully at home and at school
  and / or install alternative energy technologies.
  Other issues might be e.g. Road congestion or
  lack of space for housing. Or environmental
  damage through vandalism or industrial waste.
  Students could add hot spots to Google or Bing
  maps to show areas at risk and create their own
  maps to illustrate some of the points discussed.
• 3. Either plan a real fieldtrip to Milton Church
  Park and the local area or use the resources
  gathered during these enquiries to consider what
  this place might look like in the future and how
  it might be improved. Students may wish to focus
  just on the park and the facilities and draw
  maps, make 3D plans and / or short films to show
  what they would change or what they would add.

32
Lesson 6 What might this place be like in the
future? (Pupil notes)

1. Think about what you have learnt about what
   Milton was like at one time in the past and what
   it is like now. Work with a partner to complete
   Worksheet 6 A thinking about what it will
   probably be like (most likely future) what it
   could possibly be like (best and worst case
   scenarios, not necessarily likely to happen but
   which could possibly happen), and lastly, what
   you would prefer to see in the future (what you
   would choose to happen). Discuss your ideas with
   others in the class.
2. Brainstorm some current day problems that might
   affect the area such as climate change. If sea
   levels were to rise by one or two metres how
   would it change the landscape? Use your OS map
   and the suggested websites to help you with this.
   What action might need to be taken? How could the
   area adapt to cope with this? Complete the
   action plan Worksheet 6 B.
3. Think about your preferred future. What would
   your vision be for Milton? What would you like to
   see be developed or built that would make the
   area a better place to live and work? Present
   your ideas using maps, diagrams, models and
   images.

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Activity Sheet 6 A
Milton in the future what might happen? What
would you choose? Make some notes
Probably futures Possible Futures Preferred Futures
It is most likely that ... It is possible that ... I would choose ...
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Activity Sheet 6 B
What kinds of events and actions might pose
challenges for the future? How might they be
dealt with?
Event Possible outcomes Actions needed Who is responsible?
E.g. Climate change causing sea level rise


35
Lesson 6 What might this place be like in the
future? (Resources)
Maps and sea level rise See one visualisation of
what sea level rise might look like on a map
using different scenarios http//geology.com/sea-l
evel-rise/ Zoom into the Kent coast and
Sittingbourne. Choose 0 metres for the sea level
rise then change it to 1 metre and then 2
metres to see how the land area changes. Do you
think this is probable, possible or preferred?
Articles about sea level rise and Kent Some
identified threats to Kents coastline from sea
level rise http//www.bbc.co.uk/kent/content/artic
les/2008/09/11/flooding_feature.shtml Useful
sites for teachers Glossary of Climate change
terms http//www.bbc.co.uk/news/science-environmen
t-11833685 A selection of resources for
teachers to develop understanding of issues
concerning climate change and energy use
http//www.geography.org.uk/cpdevents/onlinecpd/yo
unggeographersgogreen/

36
Thinking further about Milton Creek new
perceptions (Teacher notes)
Find out how views, perceptions and knowledge
about the local area have changed by asking
students to create another word cloud. This time
students could use Tagxedo to present their words
inside a shape such as a sailing barge. On this
site you can use a range of given templates or
you can import your own images. www.tagxedo.com
37
Using maps some ideas
Maps Use the provided Digimap for Schools map,
cut up into 9 rectangles and laminate. Make three
or four packs of these jigsaw maps and put into
wallets. Laminate an accompanying key for each
pack. Give a group of students a pack and ask
them to Each choose a map rectangle and without
showing it to anyone else describe it to a
partner or the rest of the group. What features
can you see on your rectangle? What kind of a
place is it? You could sit back to back with a
partner and ask them to draw as you describe
it. Put the entire map back together as quickly
as they can this involves discussion and
negotiation. Each choose a rectangle that shows
some extreme information and explain what that
is e.g. The least / most densely populated area
of the map the rectangle with the most / least
roads most industries/ pubs / shops
etc. Between them identify three rectangles that
are linked by a feature, pattern or process and
say what it is, e.g. A road, railway line,
footpath, park, etc.
38
Using images some ideas
Images Print off a selection of images in small
sizes (e.g. 9 images per A4 sheet) and laminate
them to make up packs. Give each group a pack of
images and ask them to choose one image each and
say what it shows using as much geographical
vocabulary as possible. Challenge student to say
whereabouts the image might be located using a
map of the area. Ask each group to choose the
best three images that describe the character of
Milton and explain why. Ask each group to choose
just one image to represent Milton and say why.
Look at the images chosen by each group and
discuss what has been chosen and how similar and
different the choices are. Could the class vote
for just one image? How difficult is this? What
does this tell us about the choice of images to
represent a place. Choose one image each and
write a caption for it. Collect your own images
to illustrate this place. Upload them to the
school website and link them to online mapping
such as Google Maps.