The Adventures of Tim in Turkey & Iceland

 
Broadcast: 8 May 2001, 11.20 - 11.40 am, BBC Radio Ulster, MW
 

 
This programme is the third in a series of three broadcasts about countries in Europe. Each programme aims to develop the geographical idea of the 'sense of place' by giving information about each of the countries and creating opportunities for development in the classroom.

The programme begins when we meet Tim who is tucking into some Turkish delight that his Aunt Mathilda brought him back from her recent holiday in Kusadasi in Turkey. He is lying on a Turkish carpet that she also brought back. It turns out to be magic and called Mustafa and before we know it, Tim has been whisked away on a fantastic journey to Turkey.

Their first stop is at Kusadasi on the Aegean Sea (that can talk!). From there Tim gets a bird's eye view of all that surrounds him: the Greek islands to the west; Istanbul to the north; farmland to the north west; the home of St. Nicholas to the south east; the Mediterranean Sea to the south and in the east Mount Ararat, the highest point in Turkey.

Tim then smells some tasty food cooking, the Aegean Sea explains that it is Shish kebab, a real favourite in Turkey.

Mustafa the carpet then flies to Istanbul, to the Grand Bazaar, a very busy market. Here there are all sorts of things for sale, carpets, turkish yoghurt, warm pastries, coffee, grapes, melon, apricots and figs.

But before we know it Mustafa, the magic carpet, has taken off and we hear a loud cracking noise - the earthquake of Thrace (who can also talk!), in the west of Turkey. Tim hears all about earthquakes and how they happen, he learns that Turkish children have earthquake drills in school just as we have fire drills.

Then it is off to Iceland to meet some more earthquakes. Tim flies there with Mustafa and arrives in Reykjavik, the capital. Everything is so much colder. Tim meets the bubbling mud pools and Vatnajokull, the largest glacier in Iceland, who welcomes Tim to the land of fire and ice. We learn about Althing, the world's first parliament, formed by the Vikings and the fact that Iceland has over 300 volcanoes, many small earthquakes each year and geysers that spurt boiling water. This boiling water is used to heat people's homes and amazingly to heat greenhouses so that even bananas can be grown on this cold island. Iceland is a land of really crazy geography!

With that Tim is propelled back to Northern Ireland, the magic carpet powered by the geyser erupting.
 

 
Turkish Delight; shish kebab; Grand Bazaar; figs; earthquake; glacier; volcanoes; geysers.
 

• Find Turkey of Ireland in an atlas. Use the index or contents. What continent is it in? Where is it in relation to Northern Ireland? Use the 8 points of the compass to describe its location.
• Find Iceland in an atlas. Use the index or contents. What continent is it in? Where is it in relation to Northern Ireland? Use the 8 points of the compass to describe its location.
• Brainstorm what the pupils know about Turkey. Record this, and then add to it after the programme.
• Brainstorm what the pupils know about Iceland. Record this, and then add to it after the programme.
• Has anybody ever visited Turkey/Iceland? If so what was it like? Where did they go to? What type of food did they eat? What was the weather like?

 
These activities may be carried out when listening to the programme for the second time:

• Make a list of all the places mentioned in the programme.

• On an outline map of Turkey/Iceland, mark on all the places which were mentioned in the programme, i.e. A different style of writing should be used to denote a country name or the name of a region or the name of a city etc. (block capitals, italics etc.)
• Pretend that you have gone on holidays to Turkey/Iceland. Write a postcard to someone at home describing what sights you have visited, what you have seen and what the weather has been like. Remember to draw a picture on the front of the postcard!
• Pretend that you have gone on holidays to Turjey/Iceland. Write a postcard to someone at home describing what sights you have visited, what you have seen and what the weather has been like. Remember to draw a picture on the front of the postcard!
• Split the class into groups and give each group a topic related to the study of Turkey/Iceland e.g. Each group researches the topic, selects what information they want to use and then decides how to present it. It is the task of each group to produce one A3 page only on their topic. These pages can then be part of a wall display or made into a 'Big Book'.
• Create a database of Country Facts. First of all fill in each of the fields for Northern Ireland and then do the same for Spain. This can be added to whenever a new country is studied. This also makes a great wall display. Make a large grid, the size of a classroom notice board, with each of the fact boxes being at least A4 size. Each group can then supply the information on an A4 sheet that can be easily pinned into place.
• What are the advantages and disadvantages of living in Turkey/Iceland and Northern Ireland?
• IT activity: Using the Internet, find out about the weather in Turkey/Iceland. Write the script for a weather forecast, just as you would hear on radio. Now be a weather presenter and make a tape recording of the forecast.
• IT activity: Using the Internet, find out about the weather in Turkey/Iceland. Now using word processing skills, write a weather forecast, just as you might read in a newspaper. If possible add a weather map using cut and paste skills.
• Draw graphs of weather information such as average monthly rainfall or temperature. This could be done using a software package or hand drawn.
• Read a the newspaper story on the Turkish earthquake of November 1998.
  Answer the 5 questions: Who? What? Where? When? Why?
  Use this method for any newspaper story. Research other earthquake stories.
• Find out about as many earthquakes as you can, where they occurred and when. Using a long thin strip of paper (about 15cms by 1 metre) make an earthquake timeline. Research books etc.
• Using the worksheet 'Famous Volcanoes', read the text and make a Volcano Timeline. Use a long thin piece of paper (about 15cms by 1 metre) Illustrate it. Add in some information about Vatnajokull volcano in Iceland or Surtsey or Heimay.
• Let the children imagine that they are staying close to a volcano which shows signs of erupting. You may also wish to click on to http://volcano.und.nodak.edu/vwdocs/Online/index.html to access some of the following relevant pages in particular:
   
  • http://volcano.und.nodak.edu/vwdocs/Online/ara.gif
    The above is entitled "Anywhere Recreation Area Map". In groups, the pupils can choose exactly where to locate a summer cabin, explaining why they have chosen that particular location.
  • http://volcano.und.nodak.edu/vwdocs/Online/scenario.html
    The above is entitled "Evacuation Scenario". A text of a volcano evacuation scenario is provided and the teacher could split the class into small groups, giving each group a copy of the text, "Evacuation Scenario". Give each group 30 minutes to complete the task. It may be more realistic if it is done outside.
    a) After thirty minutes into the exercise, call time and find out which groups made it out in time and which did not. Allow time for groups to share its plan.
    b) Re-group and discuss the following questions:
    
      - What were your thoughts and feelings about this activity?
      - What did you find difficult about it?
      - How does this simulation compare to a real-life situation?
      - How did your group resolve conflict?
      - What kinds of behaviours are important in an emergency situation?
      - What issues prevented, or threatened to prevent, your group's getting out in the time allowed?
      - Choose one of these issues and brainstorm possible alternate solutions.
    
    c) Conduct a whole-class discussion. Ask specific questions to other groups to see how they made decisions, resolved conflicts, etc.
    
    Provide closure. Explain that volcanic activity can be seen as destructive when you think about its impact on the landscape, bridges, homes, highways, wildlife and people.

 
WORKSHEETS

 
Click on the arrows below to download worksheets for this programme.