INTRODUCTION TO LYCHFORD

To download this file

Worksheets 1-5

Audio Cassette References:

Ann Le Bas
Robert Clatworthy
Clive Budden
Vernon Rush
Johnny Bray
Mike Leach

Video Cassette Reference - Sequence 17

Resources for this unit include:

A map of Lychford (Scale 1:14,000) and an aerial photograph of similar scale
Masters for overlays:
- a contour map
- national grid
- farm boundaries
Large scale plans (1:2500) of the village in 1903 and 1974, allowing comparisons to be made and growth plotted
Annual rainfall statistics
Selected population figures extracted from censuses

The Lychford File

Teacher Notes - Introduction to Lychford

An initial study of the background geography to Lychford and its surrounding area provides:

A foundation for better understanding of the units that follow so that maximum benefit can be gained from these.
An opportunity to cover most of the geography programme of study for Key Stage 2 as set out in the National Curriculum 2000.

For example - there are opportunities for developing geographical enquiry and skills; knowledge and understanding of places; patterns and processes and environmental change. Themes including water - the physical features of rivers, settlement growth and change and environmental issues are well covered.

Study of the Lychford area provides an ideal opportunity for most children to compare with another part of the UK. Lychford is sited in South West England - a rural and upland area, contrasting with where most children live - in urban, eastern and lowland parts!

The ideas which follow are designed to provide some suggestions for ways in which teachers might use these resources. They do not comprise an exhaustive list, nor is there any requirement to carry out any or all of these.

Geographical Skills

Work sheet 1 is provided to help the children use the large map and photograph.Working in small groups children can describe the main features of the area - rivers, hills (note spot heights), woods and heathland, roads and tracks, farms and village.

Make sure that the symbols used in the 'key' are understood and that the compass symbol has been noticed. You may need to help them pick out features on the aerial photograph.

What additional information does the photograph provide?

For example:
- field boundaries
- changes where hedges have been removed
- shapes which follow the contours
- crops: all grassland except recently cut fields show up
- vegetation: moorland, woodland etc. What kinds of plants and trees?
- describe where these are found - near rivers, hill tops, sides of valleys etc.
NB. The overlay masters provided can be used to make transparencies. These can then be placed over the map to provide more evidence.They will not fit exactly over the aerial photograph as this is only approximately the same scale. Aerial photographs cannot be exactly to scale as the altitude of the plane may vary slightly and photographs are taken from an oblique angle.
Use the map, compass points and national grid overlay for 4 figure references, directions and bearing exercises.

Use the map and photograph, the key and the scale to ask them to describe a walk from one of the farms to the village. What would they see? How far would it be, etc.?

Thematic Studies: Rivers and Weather

Use the map and contour map to compare the height and shape of the Lychford surrounds with their own areas.

Draw a sketch map of the river pattern, label the main river, a tributary, confluence, source.Which way is the river flowing?

Children can use work sheet 2 to draw a cross-section, for example from A - B using the contour map.Ask the children to label the river valleys, farms, woodland etc.

The section can be used to discuss the shapes of valleys, how steep slopes and gentle slopes are shown on contour maps, the influence of slopes and valleys on land use, crops, vegetation, and settlement.
Build a River Basin' to show that the physical geography (the shape of the landscape) is affected by the action of running water.
Materials: you will need:
- a bucket or large mixing bowl,
- an open ended gutter, not shorter than 1m,
- something to prop up the gutter to make a slope,
- a watering can,
- water,
- a trowel,
- equal amounts of sand, compost, large stones, pebbles, gravel,
- a suitable place in the playground.
Instructions:
- Mix the sand, compost, stones etc. in the bucket.
- Pack the contents of the bucket into the gutter.
- Prop up the gutter to create a hillside.
- Use the watering can to simulate rain at the top of the 'hill'.
Result:

The large stones should remain in place whilst the rich soil should be washed into the valley.

Relate the process to the map and discuss the influence on soil depth and fertility, comparing hilltop with valleys. What influence does this have on vegetation and farming? Relate to the examples of simple soil profiles provided on Work sheet 3.Where would they expect to find these on the map?

Typically, soil profiles similar to those shown, will be formed at the top and bottom of the slope. Ask them to consider which soil is the richer and using the map ask them how the differences in soil affects the vegetation and land use?
A set of rainfall figures are provided on Work sheet 4. Children are asked to draw a block graph of these, such as the one illustrated below.

Average annual rainfall for Lychford is 1,320.8 mm's. 1993 exceeded this figure due to an unusually high rainfall in December.

Compared with most schools, Lychford is likely to have a higher rainfall. You could discuss why Lychford has a relatively high rainfall:

location in S.W. Englandt
prevailing S.W. winds
upland area

Using the map and aerial photograph, discuss the influence on land use and vegetation of steep slopes, poor soil, high rainfall.

Thematic Studies: Settlement

Use the map and contour overlay to describe the sites of:
- farms
- the village
- roads
Place names can provide evidence of the origins of settlement etc. Work sheet 5 provides examples, some of which are found in the Lychford area and others they may find in their own area.

Use the large scale plans of the village to describe the pattern of housing - detached, semi-detached, terraces, size of garden, etc.
- Is this a high or low density population area?
- Compare this with their own area.
Compare the two maps and ask the children to shade in any additions to the village in 70 years. Where have new houses been built? What facilities have been added?

Use the population figures below to describe the growth of the settlement.
- Figures of total population can be graphed
- Discuss reasons for major changes, e.g. the influence of urbanisation, the war, agricultural mechanisation.
- Draw graphs to show the changing population profiles.
Population figures for Lychford:
(Taken from the official census figures)

	1901	1921	1931	1951	1961	1971	1981	1991
Total Population	358	357	493	369	294	291	314	270
Male	172	174	272	175	139	138	145	132
Female	186	183	221	194	155	153	169	138

Population by Age Distribution:

Age	1971	1981	1991
0-4	7	14	15
5-14	43	25	22
15-24	41	40	30
25-34	27	39	34
35-59	100	91	84
60-75	56	70	51
75-90+	16	35	34

Use the map and plan evidence to begin to get the children to think about what people 'do' in this area. What occupations have there been or are there now?
e.g.
- Quarries
- Farms
- Kennels
- Post Office
- Police Station
- Hotel/Pub
- School
- Vicarage
- Forge

The units which follow will explore the way people live in Lychford in greater depth. Similar aspects related to Environmental Change (Thematic Studies) arise in later units.