Our school route fieldwork

Pupil resources | GROW Humanities Summer 1 Week 3

Carry out simple fieldwork about my local area.

Lesson reference map

Authored teaching picture. Use the evidence cards and give your own response in the blank spaces.

Evidence cards

Read the source and limitation before using a detail

A Question and roles

Agree: What is the land used for along our route? Choose an observer, tally recorder and location checker. The adult supervises the approved grounds route. Swap a role after a count.

Source: Authored teaching example

Limit: This example supports practice. Check your own place separately.

B One clear counting rule

Count each visible feature once, using its main use. Keep a tally in the matching category. Mark uncertain uses with a question mark and check with the adult. A count of features does not measure land area.

Source: Authored teaching example

Limit: This example supports practice. Check your own place separately.

C Authored practice tally

AUTHORED PRACTICE at invented point A: learning 4, outdoor play 6, travel 3, nature 5, growing 2, services 1. Units: observed features. These are invented counts for a no-fieldwork lesson, not findings about our school.

Source: Authored practice tally for this pack

Limit: Replace with class counts after fieldwork. The categories must use the same counting rule.

D Return and record

Return with the adult. Add location, date, roles and the counting rule to the sheet. Check tallies against totals with a partner. Enter the counts indoors and label the graph. Keep a second point separate.

Source: Authored return-to-recording routine

Limit: A short route only represents the features observed there.

Practice data

Use only when real fieldwork is unavailable

AUTHORED PRACTICE tally at invented point A

AUTHORED PRACTICE tally created for this pack. Replace with the class’s own checked counts.

Units: observed features (count)

Main land useTally marksObserved features
Learning||||4
Outdoor play||||| |6
Travel|||3
Nature|||||5
Growing||2
Services|1

Feature counts do not measure land area. One observation point cannot represent the whole locality.

Fieldwork tally sheet

Paper and pencil outdoors; adult-supervised grounds route

Agreed enquiry question

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Location and point label on the checked plan

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Date and time

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Observer / tally recorder / location checker

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Our checked tally

Use the same categories and count each feature once by its main use.

Units: observed features (count)

Main land useTally marksObserved features
Learning

Outdoor play

Travel

Nature

Growing

Services

Feature counts do not measure land area. One observation point cannot represent the whole locality.

Return with the adult. Check tallies and totals, then enter the data indoors. Use a separate sheet for a second point. No photos of people or home addresses.

Arrival task

Supported

Start here: a map key explains symbols. A location label tells us where an observation was made. A tally records a count. Use card C if you missed the earlier map work.

1 What does a map key explain?

Help: Use the reminder.

My response

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2 Point to a tally category in card C.

Help: Read the category names.

My response

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3 Why label the location?

Help: Think about where the count happened.

My response

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4 Who supervises the route?

Help: Read card A.

My response

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Arrival task

Standard

Start here: a map key explains symbols. A location label tells us where an observation was made. A tally records a count. Use card C if you missed the earlier map work.

1 How does a location label help a reader?

Help: Use the reminder and card D.

My response

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2 What is a tally used for?

Help: Think about counting.

My response

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3 How can we avoid counting a feature twice?

Help: Read the rule on card B.

My response

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4 What should we do before entering counts?

Help: Use the return routine.

My response

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Arrival task

Stretch

Start here: a map key explains symbols. A location label tells us where an observation was made. A tally records a count. Use card C if you missed the earlier map work.

1 Why must two points use the same categories?

Help: Think about fair comparison.

My response

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2 What should you do with an uncertain use?

Help: Use card B.

My response

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3 Can one point represent every part of the locality?

Help: Think about the sample.

My response

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4 How can a partner check your record?

Help: Think about counts and labels.

My response

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Shared investigation

Suggest, check and swap roles

1. Agree the enquiry, counting rule and roles. Model one tally, then observe the adult-approved grounds route with paper. Use the practice tally indoors if the route cannot happen.

2. Return together. Label the location and date, check the totals, then enter counts and plot the graph. Keep a second observation point separate.

Our agreed counting rule

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How we checked the totals

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One result and a sample limit

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Independent task

Supported

Carry out simple fieldwork about my local area.

1. Label point A and your role on the tally sheet. Use two highlighted categories first.

2. Collect or read the selected counts with an adult reader. Check tally marks against totals.

3. Independently explain one checked count and one safe action.

Help: Adult reads the route and category labels. You make the count or interpretation.

Enquiry and observation location

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Roles method and category counts

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Pattern using checked counts

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Sample limit and next check

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Further challenge: Add another category when ready.

Independent task

Standard

Carry out simple fieldwork about my local area.

1. Complete the enquiry, location, roles and counting-rule record.

2. Check all six category totals and plot the labelled data indoors.

3. Independently describe one pattern using a count and state one limit.

Help: Use the tally sheet and graph labels to check each entry.

Enquiry and observation location

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Roles method and category counts

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Pattern using checked counts

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Sample limit and next check

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Further challenge: Explain why location labels matter.

Independent task

Stretch

Carry out simple fieldwork about my local area.

1. Plan a second adult-approved observation point using the same categories.

2. Record both points separately, or explain what a second point would test if indoors.

3. Check totals and compare patterns without treating feature counts as land area.

4. Independently justify a method improvement using the evidence.

Help: Keep the method constant and explain any uncertainty.

Enquiry and observation location

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Roles method and category counts

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Pattern using checked counts

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Sample limit and next check

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Further challenge: Explain how sampling another point could change the conclusion.

Exit tickets

Give your own response using your chosen route

Supported

1. Describe one safe part of the method. Use your role record.

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2. Give one count and its category. Read your checked sheet.

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Standard

1. How did you keep the recording accurate? Name one check you used.

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2. What does one result show and not show? Include a count and a limit.

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Stretch

1. How would you compare a second point fairly? Refer to categories and method.

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2. Which uncertainty should be checked next? Use your evidence.

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