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Understanding and labelling famous landmarks 

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Understanding and labelling famous landmarks 

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I would put children in groups and give them images of famous landmarks around the world. I would give them a list of different countries for them to match up with where they think the landmarks are from.
As a challenge I may get the pupils to investigate these landmarks and come up with three interesting facts about them.
After this I would get the pupils to locate these different countries on a map to improve their map skills.
As a consolidation I would give each group some materials to make a sculpture of a famous landmark learnt from the start of the lesson. I would give each group a specific landmark to create. This is a cross curricular link to art and design.

Geography concepts -
Place
Space
Human processes

Geography skills -
Location
Scale/distance

Mazie Blythe - Set E

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I would give the children a map of the UK and ask them to colour code areas in the UK into the different countries it is made up from – England, Ireland, Scotland and Wales. Then, I would ask them to name the capital city of each countries and ask them to do some research about what some of the biggest tourist attractions are in each of the places.
Elise Cairns Set B

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Introduction to world mapping for KS2, to develop knowledge and understanding of place, space and scale. By using a globe children can locate where they are positioned on the world map, this can help with mapping skills such as location, scale, distance and perspective, helping provide a better understanding of the world map. This can also help in developing environmental knowledge by discussing different climates  in different countries and the different time zones across the globe.

John Suckley - Set A

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Map Skills- labelling Europe

For this activity I would give the children a map and get them to identify the countries in Europe; this links to map skills. I would show them how to use an atlas if they would wish to do this or they can use a computer and thus help build on their computing skills as well as geographical knowledge. To further develop on this lesson, the children could pick a country they are interested in and do some further research about the countries culture and way of life. This links to cultural understanding and skills within the geographical concepts.

Ciara Quigg Set A

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I would give the students a map of the UK and island and get them to colour in the different countries that are apart of the UK with different colours and naming the capital cities of each. Then with each country we would look at cultural and climate differences between them all (main religion, local traditions, ect). This would expand their location knowledge of the United Kingdom and give them a chance to develop research skills

Lewis Vincent- set A

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I would provide the children with a map of the United Kingdom, and ask them to colour in the countries which make it up (England, Northern Ireland, Scotland and Wales), which links it to art. I would then ask them to find out the capital city of each country and ask them to label them on their map. I would also link it to history and computing. I would provide the children with one of those countries and also  a decade, for example, England in the 90s. I would ask them to find out two facts using a tablet/ laptop.

Meg Jones - Set A

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Understanding the position and significance of places on a map (map skills, using images)

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Understanding the position and significance of places on a map (map skills, using images)

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For this task I will teach the children about latitude, longitude, Northern and Southern hemisphere and the Tropics. To do this I will find a video explaining these things and I will use an interactive whiteboard to display the globe. I will then repeat what the video explains and give the children a printed out globe for themselves so they can label it themselves with the terms discussed above. This task is suitable for this age range as this task involves skills which are noted in the National Curriculum so I know this task is acceptable. At the end of the session I could find an interactive globe where the children can take it in turns labelling the globe for themselves in front of the class ensuring that they have all learnt from this lesson. The next geography session at the start will be a starter task, once again going over these key terms and locations.

Katey Walker- Set A

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I would introduce the children to a different continent by showing them on the map. I would ask the children to focus on one continent and create an art piece reflecting on that culture. I would show them examples first. This would use the exploring cultures and diversity, interconnections and place concepts. I could introduce map skills by showing where the continents are in relation to one another. We would then bring the artworks together, comparing how they would differ and how each cultures differs. This would bring in lots of cross curricular links such as art and languages, as different languages and styles of art could be introduced to the children to help them complete this task.
Georgia Hannett- Set E

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Tell the children they are going to follow the journey of cocoa beans across the world before they make chocolate. Using an interactive whiteboard, show the route that cocoa beans take, "stopping off" in each country to explore its cultures and traditions, children could produce informative posters in small groups for each country. Cross-curricular links: research the history of chocolate, melt chocolate and experiment with different ingredients to create their own chocolate bars, design packaging, write an advertisement, calculate how much the ingredients add up to.
Jasmine Cotterill - Set C

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Naming and locating countries (map skills)

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Naming and locating countries (map skills)

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You could start off with a whole world map and then teach children the different continents. You could then focus on one continent and learn all about the culture with possible links to RE with religion or Art or Product design with the way things are created. This links to the mapping skill of the national curriculum. The children can then be tested at the end of the lesson to see if they have remembered where each continent is and the name of it. This can also be done at the beginning of future lessons and then it could go into more detail of naming different countries within a continent. This could also be developed in older years with naming different cities in a country or learning the capitals.

(Lauren Thompson - set C)