Introductory techniques

Carry out a soundscape of school grounds by taking sound readings (this can be just on a scale of 1-5 or use a decimetre as below) at different points around the grounds. Ensure that at least one soundscape captures noises and another relative quiet.

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For each location consider how the noise level effects how pupils feel about that spot. Try and isolate this sense perhaps through standing with closed eyes.

Prior to the lesson, the teacher distributes lots of ‘litter’ across an area within the school grounds. Ask pupils how it makes them feel and what could be done to stop it.

Does the amount of litter and noise pollution change depending on location, even at a local level? What might impact the amount of litter and noise? How does the amount of litter and noise affect the ‘mood’ of a place? How do pupils feel in that space?

Technique to assess human impact and ethics

Carry out a change over distance transect survey from a road into a park:

*You could use a free decimetre app such as:

Discuss how litter and sound can be reduced more quickly across a space. Pupils could create an annotated sketch of what the entrance to the park might be like to make it a more pleasant environment from the first step.

Consider whether the suggestions are all possible and whether in isolation they would make a difference.

Where else might benefit from sound buffering and a decrease in litter. How might this be achieved?

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The Geographical Association (GA) has worked closely with the Field Studies Council (FSC) to develop these resources.