CRANEDALE CENTRE CRANEDALE CENTRE Kirby Grindalythe Malton N Yorks YO17 8DB Tel

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CRANEDALE CENTRE CRANEDALE CENTRE Kirby Grindalythe Malton N Yorks YO17 8DB Tel Powered By Docstoc
					                              CRANEDALE CENTRE
                              Kirby Grindalythe, Malton, N. Yorks, YO17 8DB
                              Tel: 01944 738687 Fax: 01944 738298
                              Email: admin@cranedale.com




         COMMON ENTRANCE – GEOGRAPHY AND SCIENCE
The Cranedale Centre offers fu lly tutored field courses aimed to meet the requirements of the most recent Geography and
Science Co mmon Entrance Specificat ions at 11+ and 13+.


    Our courses for Co mmon Entrance requirements are designed to stimulate pupils’ curiosity and interest in science and
     geography in a practical outdoor setting.
    Throughout our courses the emphasis is on the use of an investigative approach.
    We aim to raise pupils’ awareness of the environment and sustainability and foster a responsible attitude towards these
     principles.
    Geography courses can be designed to study both physical and human landscapes.
    The courses are taught by well qualified tutors, familiar with the requirements of the CE Specifications .
    Studies can be undertaken specifically to meet the needs of Geography coursework.
    Our courses can be designed for either Science or Geography, or can be tailored to acco mmodate a comb ination of both.


In addition to this we would aim to use a variety of different activ ities to stimulate pupils’ awareness, provide an effectiv e
vehicle for acquiring academic, artistic and practical skills, increase their confidence out of doors and encourage enjoyment
whilst learning. The residential co mponent of the course also helps fulfil other important educational objectives such as
enhancement of personal and social skills.
School staff are encouraged to make a choice of course units from those listed below and fro m our Outdoor Activities
options. Discussion with the Centre staff will then lead to the development of a carefully tailored course appropriate to the
needs of the pupils.


COURSE UNITS
Coastal Geomorphology
A study of the coastal structures and processes of erosion and weathering operating at Flamborough Head, a spectacular
rocky coastline. Careful observation and annotated field sketches provide students with a clear understanding of the
development of coastal features. Caves, arches, stacks and blow holes are all superbly displayed, stimulating pupils’ interest
and reinforcing their knowledge. For geography coursework students can undertake a detailed survey of beach
characteristics. A contrasting case study can be made by visiting the clay coastline of Ho lderness. Here the issue is upon
man’s attempts to manage natural environments.
Downstream Changes in a River
An ideal study for geography coursework, students make a quantitative investigation of a range of river channel variables,
typically width, depth velocity and bed load characteristics. Working in a moorland drainage system, pupils visit three site s
working fro m the source progressively downstream. A mp le data is collected for fu rther analysis – perhaps using channel
cross sections, graphs or computer spreadsheets.


Impacts of Tourism in a National Park
In this study of conflicting land use demands in the North Yo rk Moors National Park, pupils assess the impacts of v isitors in
a number of ways. Firstly, they survey the services and character of two villages – one tourist honeypot and one traditional
and largely unchanged village. They then go on to survey the impacts on landscape by making a survey of footpath erosion
on the moors, where they measure the effects of trampling on both soil and vegetation. This study is well suited to the needs
of Geography coursework.


Weathe r Recordings
Pupils can take part in a rota to record data fro m the Centre’s weather station t wice daily. The range of variables can be
adapted to meet the needs of the pupils and data is entered into a spreadsheet, making it easy to use in further work back at
school.


Pond Dipping and Stream Dipping
Working in the Cranedale Centre’s own pond, or in the village stream, this food web study includes the use of quadrats and
identification keys in the field to count and classify the organisms. Students will use the data to produce a pyramid of
numbers. Measurements are also taken of abiot ic factors in the pond, such as dissolved oxygen and temperature. Fu rther
study of the organisms will lead to discussion of adaptations and microscope work can be included back in the laboratory.


Moorland Habitats
This alternative freshwater study day has the added bonus of a visit to the North York Moors National Park and an exciting
moorland walk to the study site. Here students use quadrats, keys and measure abiotic factors in the stream habitat. They
also collect data enabling them to produce a pyramid of numbers back at the Centre and to discuss food chains and food
webs. Students will also focus on two named organis ms in the habitat such as Alder tree (plant) and Mayfly ny mph (animal),
considering how they are adapted to daily and seasonal changes. Again, microscope work on invertebrates brought back to
the laboratory can be included.


Seashore Life
An investigation of seashore rock pools enables students to gather a wide d iversity of plants and animals for them to classif y.
This provides a stimulus for discussion of adaptations to daily and seasonal changes in the habitat, or a discussion of food
chains. A mo re detailed look at t wo named organisms fro m the habitat is possible, for examp le, Bladder Wrack (plant) and
Shore Crab (animal). If samples are brought back to the laboratory a computer microscope is available as well as binocular
microscopes for individual work. To co mplete a population study pupils may use quadrats to estimate the population size of
Co mmon Limpets on the entire shore. They can also investigate the natural variat ion in size by measuring shell d iameters in
a sample of Limpets. By entering their data onto a spreadsheet in the evening, a frequency histogram can be produced
showing the normal d istribution of size classes. Measurements of abiotic factors, such as temperature and salinity, can be
taken in rock pools on the shore for co mparison with a contrasting habitat, such as the moorland stream.
A visit to the spectacular RSPB Reserve at Bempton Cliffs can be combined with a seashore st udy day between April and
August. Binoculars and telescopes are used here to view the large colonies of breeding seabirds which include Gannets and
Puffins. This gives students the opportunity to see, first hand, a successful examp le of the conservation of habitats and
species and to learn how the RSPB manages this site to benefit both wildlife and visitors.


Classification & Keys (evening session)
 In the classroom students first make and then use a simp le key to identify a s mall set of seashells, seaweed etc. (11+).

 Students are provided with keys in the laboratory to identify and group a large set of organisms such as assorted seaweed
  or freshwater invertebrates. Microscopes can be available for this. (13+).

The use of keys in the field is also included in pond, stream and seashore study days. It may be considered useful to run an
evening classroom session on keys to familiarise the students before embarking on one of the full day studies.


Flowe r Model (evening session)
In this classroom activity each student will produce their own paper model of flower structure, by cutting colouring, and
glueing the various parts. This aids in the understanding of reproduction in flo wering plants.


Food Chain Mobiles (evening session)
A fun way to conclude a study of food chains. Students work in s mall groups to produce a hanging mobile representing a
food chain in the habitat they have studied, fro m green p lant through to top carnivore. Each group will present and describe
their food chain to the class. A memo rable way to reinforce children’s learning on food chains.


Woodland Life
Cross curricular themes such as the measurement of trees and layers with in a semi-natural woodland, investigating soil type
and texture, studying the micro-climate variation between different woodland types and collecting min ibeasts with pooters
are just some of the activit ies involved in a h ighly enjoyable Woodland Life day. The playing of observation games and
taking part in a special awareness walk where ch ild ren are encouraged to use all their senses and imag ination, are yet two
more diverse elements to this day. All of these activities combine to produce an excit ing set of experiences which stimu late a
variety of both imaginative and more structured academic fo llo w up work.


Minibeast Safari
Where do different invertebrates live? What do they eat? What special features do they have? Who are their relatives?
Answer these, and many more questions, by hunting out minibeasts in the local environ ment. Children might use pooters,
beating trays, sweep nets and traps to capture their invertebrates. They will record their findings and explore the animals’
adaptations through games and discussion with tutors.


Survival in the Wild
This is a half-day unit aimed at pro mot ing children’s understanding of predator-prey relat ionships and the balance of life
within a woodland co mmunity. The pupils take part in an enjoyable outdoor role -play exercise in which they represent the
various components of the woodland community. The herb ivores must visit foo d and water stations and the carnivores must
hunt for ‘lives’. The elements, disease and man all play their part in determin ing the final balance. The exercise provokes
much discussion of the difficult ies animals face and the strategies they have acquired to overcome them.
The Choice is Yours
Having considered the list of options available, you may choose the most appropriate topics for your syllabus and students’
needs. Clearly your choice may be affected by other variables, such as tides and travel arrangements.

To discuss you requirements more fully, and tailor a course more specifically to your needs contact:-



Andrew Barraclough (Deputy Director)
Geography Course Co-ordinator
Telephone: 01944 738555


Tim Bu rkinshaw (Ecology Co-ordinator)
Science Course Co-ordinator
Telephone: 01944 738687

				
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