Activity: Rural land use issues around Loch Lomond

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Where?
This is an activity for you to do outdoors, in Loch Lomond and the Trossachs National Park.
Who for?
Key stage 2 and 3 - England and Wales
Level 3 - Scotland
Who by?
This activity can be fully delivered by the Loch Lomond and the Trossachs National Park education service, or you can use the worksheets available below to run the activity yourself.

Activity aims:

The guided walk is designed to use Loch Lomond and its surrounding countryside as a case study illustrating the problems of recreational pressure on sensitive sites in a protected area. The activities present pupils with the opportunity to observe and gain an understanding of the conflicts taking place in and around Loch Lomond for themselves and about managing recreational activities to reduce the potential for conflict.

What you will need:

  1. One of the student workbooks for:
  2. Luss
  3. Balmaha
  4. Lomond shores
  5. Clipboard
  6. Pencils
  7. Digital camera (if desired)
  8. Risk assessment – assistance can be provided to complete one
  9. Packed lunch (if required)
  10. Midge cream (essential!)

If you book with our education service:

  1. Rangers will work with your group and deliver the whole activity
  2. We can provide a short introductory presentation at the start of the day covering land use, glaciation and conflicts as well as introducing the role of the National Park.

Curriculum links (Scotland):

Science

  • Having explored the substances that make up Earth's surface, I can compare some of their characteristics and uses. SCN 2-17a

Social Sciences

  • I can describe the major characteristic features of Scotland's landscape and explain how these were formed. SOC 2-07a
  • Having investigated processes which form and shape landscapes, I can explain their impact on selected landscapes in Scotland, Europe and beyond. SOC 3-07a

Literacy across learning (Listening and Talking)

  • When I engage with others, I can respond in ways appropriate to my role, show that I value others' contributions and use these to build on thinking. LIT 2-02a
  • When I engage with others, I can make a relevant contribution, encourage others to contribute and acknowledge that they have the right to hold a different opinion. I can respond in ways appropriate to my role and use contributions to reflect on, clarify or adapt thinking. LIT 3-02a
  • I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of questions of my own. LIT 2-07a
  • To help me develop an informed view, I can distinguish fact from opinion, and I am learning to recognise when my sources try to influence me and how useful these are. LIT 2-08a

Health and Wellbeing across learning (Physical Wellbeing)

  • I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible. HWB 2-16a & HWB 3-16a
  • I know and can demonstrate how to travel safely. HWB 2-18a & HWB 3-18a

Numeracy across learning (Data and Analysis)

  • I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way. MNU 2-20b