8. LIVING GRAPHS
TEACHER GUIDANCE

THINKING THROUGH
GEOGRAPHY - HOME

TEACHER GUIDANCE

PUPIL RESOURCES

PUPILVISION

Rationale

- It encourages the pupils to ask questions about the features of a graph.
- It allows the pupils to make connections between a line graph and the people and events that lie behind it.
- It encourages pupils to think, talk and disagree with each other.
- It helps to identify a number of variables, which assist meaning behind graphs.

Preparation

- Pupils need to be divided into pairs or small groups.

- Resources need to be prepared to include a copy of the graph (on paper and on an OHP) and the cards with the information that are to be placed on the graph.

 
 


Launching

- Introduce the graph in relation to the topic under investigation (e.g. flood hydrographs, demographic transition model)
- Tell pupils to study the graph to identify the main features.

- Discuss with the whole class the main features of the graph.
- Introduce the group activity. Inform pupils that they will need to make decisions about events, which have taken place.

 
 

Instructions

- Pupils are to look at the living graph and read through the statements in their groups.
- Pupils decide where the statements will fit on to the living graph.
- Discuss results and highlight the variety of positions which statements may fit into.
- Discuss answers with another group highlighting any different results.
- Explain why the statements were put into certain places.

 
 
Managing the activity

- Inform the pupils that there are no definite right or wrong answers.
- Question the pupils' understanding of the statements.
- Encourage the pupils to ask questions about the information on the statements.
- Question the pupils' rationale behind the position of the statements on the living graph.
- Question what would happen to the shape of the graph if the cards were placed in a different position.

 

 

 

 

TOP


Debrief

Reinforce the links between the events that have taken place.
Ensure that all pupils have understood the key features on the graph.

Recap the statements and question the pupils:
1. Could the statements be placed in more than one sector?
2. How did you decide where to place the statements?
3. Which statements were the most difficult to place? Why?
4. What have you learnt about decision making?