# data[].attributes.attachment_link.title
DK Find Out! | Fun Facts for Kids on Animals, Earth, History and more!

# data[].attributes.attachment_link.description
Visit DK Find Out! to learn about dinosaurs, space, animals, nature & more. Fun learning activities for kids with videos, quizzes & galleries at DKFindOut.com

# data[].attributes.attachment_link.description
Improve your knowledge on the African continent with fun facts for kids. Find out more about geographic features of Africa and learn more from DK Find Out

# data[].attributes.attachment_link.title
DK Find Out! | Fun Facts for Kids on Animals, Earth, History and more!

# data[].attributes.attachment_link.description
Visit DK Find Out! to learn about dinosaurs, space, animals, nature & more. Fun learning activities for kids with videos, quizzes & galleries at DKFindOut.com

# data[].attributes.attachment_link.title
DK Find Out! | Fun Facts for Kids on Animals, Earth, History and more!

# data[].attributes.attachment_link.description
Visit DK Find Out! to learn about dinosaurs, space, animals, nature & more. Fun learning activities for kids with videos, quizzes & galleries at DKFindOut.com

# data[].attributes.attachment_link.title
DK Find Out! | Fun Facts for Kids on Animals, Earth, History and more!

# data[].attributes.attachment_link.description
Visit DK Find Out! to learn about dinosaurs, space, animals, nature & more. Fun learning activities for kids with videos, quizzes & galleries at DKFindOut.com

# data[].attributes.attachment_link.title
DK Find Out! | Fun Facts for Kids on Animals, Earth, History and more!

# data[].attributes.attachment_link.description
Visit DK Find Out! to learn about dinosaurs, space, animals, nature & more. Fun learning activities for kids with videos, quizzes & galleries at DKFindOut.com

# data[].attributes.attachment_link.title
DK Find Out! | Fun Facts for Kids on Animals, Earth, History and more!

# data[].attributes.attachment_link.description
Visit DK Find Out! to learn about dinosaurs, space, animals, nature & more. Fun learning activities for kids with videos, quizzes & galleries at DKFindOut.com

# data[].attributes.attachment_link.description
Our Earth is amazing! It's made up of 7 huge landmasses called continents and each one is unique from the others. From the deserts of Africa to mega cities of Asia, watch as we explore the coolest places and most interesting facts about each of our continents.

# data[].attributes.attachment_link.description
Our Earth is amazing! It's made up of 7 huge landmasses called continents and each one is unique from the others. From the deserts of Africa to mega cities of Asia, watch as we explore the coolest places and most interesting facts about each of our continents.

# data[].attributes.attachment_link.description
Our Earth is amazing! It’s made up of 7 huge landmasses called continents and each one is unique from the others. From the deserts of Africa to mega cities of Asia, watch as we explore the coolest places and most interesting facts about each of our continents.

# data[].attributes.attachment_link.description
Our Earth is amazing! It's made up of 7 huge landmasses called continents and each one is unique from the others. From the deserts of Africa to mega cities of Asia, watch as we explore the coolest places and most interesting facts about each of our continents.

# data[].attributes.attachment_link.description
Our Earth is amazing! It's made up of 7 huge landmasses called continents and each one is unique from the others. From the deserts of Africa to mega cities of Asia, watch as we explore the coolest places and most interesting facts about each of our continents.

# data[].attributes.attachment_link.description
Our Earth is amazing! It’s made up of 7 huge landmasses called continents and each one is unique from the others. From the deserts of Africa to mega cities of Asia, watch as we explore the coolest places and most interesting facts about each of our continents.

# data[].attributes.attachment_link.description
Our Earth is amazing! It's made up of 7 huge landmasses called continents and each one is unique from the others. From the deserts of Africa to mega cities of Asia, watch as we explore the coolest places and most interesting facts about each of our continents.

# data[].attributes.attachment_link.title
EYFS / KS1 Geography: Go Jetters - Continent of Oceania

# data[].attributes.attachment_link.description
A collection of Funky Facts from Go Jetters about some of the Oceania's most significant places and landmarks.

# data[].attributes.attachment_link.readable_text
Discuss what a landmark is and talk about what makes a feature special and why. Ask pupils if they can name any famous landmarks. Ask pupils if they can say what Europe is. Explain that it is one of several continents that make up the world. Discuss the meaning of continent and show and name these on a globe or 2D map of the world. Find out what pupils already know about Europe or any countries within it. Play games using a blow-up globe: throw it to pupils and ask them to name and locate a continent, such as Europe, or a country within it, such as France. Ask them to point to the UK too. Reinforce the names and locations of the world continents using atlases, globes and maps. Play globe tossing games and use puzzles and quizzes regularly to reinforce learning. Create a class map of Europe for a display, adding key information as well as personal information form pupils e.g. where they have been on holiday. This could be a wall map with drawn images and photographs or a 3D tabletop one with models. Ask pupils to create their own funky fact booklets about Europe and use atlases to research information. Allocate a country to each group or let pupils choose their own. Can pupils find ...? Ask pupils to ask each other questions about Europe using an atlas e.g. 'Can you find a large / small country?', '...a long river?', '... a mountain range?' Ask pupils to select a location and organise a virtual field trip to a chosen European destination, thinking about how they will travel, how long it will take and what they will need to take with them. When looking at individual landmarks, as below, use maps, globes and atlases to locate each landmark carefully and talk about where it is. Use Google Earth to 'fly' over the Eiffel Tower and discuss what can be seen. Ask pupils to make their own models and drawings of the Eiffel Tower and create postcards, posters and brochures about visiting this capital city of Paris, in France. Discuss with pupils what a volcano is and what happens when they erupt. Ask pupils to make a model of Etna and locate it on a simple hand drawn map of Sicily. They could use an atlas to help them. Ask pupils if they can find any other volcanoes in Europe. Discuss what it might be like to live near a volcano. Discuss how the soils near active volcanoes are often good for growing food but dangerous to live near because they could erupt at short notice. Ask pupils to investigate images of Venice and talk about what the city looks like. Ask pupils why they think it gets so many visitors each year. Discuss what a canal is and where the nearest one is to you. Why and how are canals useful? Make a 3D landscape like Venice using Lego, water and sand in a water tank. Use small play figures to think about what it means to live in a car free, watery city. Find film footage and images to show the Northern Lights. Ask pupils to brainstorm words to describe what they see. Pack a virtual case to go to Lapland for the weekend. Discuss what clothes you would need to take for a winter visit and why. Finland isn't the only country where you can see the Northern Lights. In what other countries and continents in the northern hemisphere might you be able to see this magical light show from? Discuss with the class why you might not be able to see the Northern Lights every night of the year and make a list of possible reasons.

Naming, describing and comparing what places are like (landmarks and features).

Locating landmarks using paper or digital maps; globes and atlases.

Giving reasons about why places might attract visitors and tourists.

Children could work in pairs or mixed ability groupings so that they benefit from peer support. A range of media and maps could be used to help identify, name and locate landmarks. Making or using 3D models could help pupils describe what a landmark is like. Use vocabulary cards to match to what can be seen and support language development. Pupils' ideas might be recorded using audio or video media as well as through writing. Watch the full ten- minute Go Jetter films with pupils to stimulate curiosity and find out more about these very different European landmarks. Select and vote for your class favourite European landmark. Ask pupils to create their own fact files about each landmark, gathering images and information through research. Each landmark in this series has unique properties, geographical vocabulary and can stimulate a range of different ideas. Compile questions as a class for a quiz about Europe and challenge another class to answer them. These short film clips contribute to the current national curriculum requirements in KS1 geography in England; the Foundation Stage World Around Us in Northern Ireland; the Foundation Phase Knowledge and Understanding of the World in Wales, and at Social Studies 1st level in Scotland. The clips are especially pertinent to the Areas of Learning and subject requirements of geography but also provide opportunities to develop English and mathematics knowledge and skills in meaningful contexts across all UK curricula. These clips and ideas will help develop pupils' curiosity and build on their early experiences of the world around us. The clips and ideas contribute to UK curricular aspects relating to cultural understanding, particularly with regard to people and places.

What is your favourite landmark and why?

What do you think landmarks need to make them attractive to tourists?

# data[].attributes.attachment_link.title
EYFS / KS1 Geography: Go Jetters - Continent of Europe

# data[].attributes.attachment_link.description
Discuss what a landmark is and talk about what makes a feature special and why. Ask pupils if they can name any famous landmarks. Ask pupils if they can say what Europe is. Explain that it is one of several continents that make up the world.

# data[].attributes.attachment_link.readable_text
Find out what pupils already know and think about Asia. Do pupils have any links with countries in this continent through holidays or family for example? Identify existing knowledge and misconceptions.

Explain that Asia is one of several continents that make up the world. Discuss the meaning of continent and show these on a globe or 2D map of the world. Find Asia on a globe and discuss its location using geographical language such as 'hemisphere, 'north', 'south' and 'equator'.

Play games using a blow-up globe: throw it to pupils and ask them to name and identify Asia as well as other continent shapes; older children could name and locate a country in Asia when they catch it. Discuss that Asia and Europe are joined and how large this land mass is.

Create a class map with links to places in Asia that can be made through holidays, family, stories, clothes and food.

Discuss or remind pupils what a landmark is and talk about what makes a feature special and why.

Watch the films in this collection and others set in Asia. Map and compare the places shown, drawing out similarities and differences.

Find Asia on a globe and discuss its location and size as well as some of the countries within it and oceans that border it.

Give groups some varied images from Asia including the Great Wall of China, the Dead Sea, Petra, and others showing some of this continent's diversity. You might include e.g. the Shinkansen or 'bullet' train leaving Tokyo, Mount Everest, The Taj Mahal, the Gobi Desert etc. Also select images to convey the climate differences between places in the far north and south of the continent. Ask pupils to sort given images into 'yes' and 'no' piles according to whether they think they can be found in Asia or not. Give each group one or more challenges to find a landmark's location using digital mapping or an atlas. Create a wall display.

'Zoom' into a local scale within a chosen country of study, such as China, and select a locale to compare with where you live. Look at the everyday lives of the people who live there and draw out similarities and difference with pupils' everyday lives.

Create a map of where animals might be found in their natural habitat e.g. Pandas in China.

Read a selection of story and non-fiction books about life in countries within Asia and locate those places on a map as you go.

Find China on a map of the world and discuss where the wall was built. Locate the capital city Beijing and neighbouring countries. You could zoom in using a digital mapping programme such as Google Earth and explore sections of the wall and surrounding landscape.

Ask pupils to add their own drawings of the Great Wall of China to a class map.

Discuss the structure of the Great Wall and encourage pupils to make models using sand, building blocks or junk materials. Ask pupils to create their own 3D landscapes or 2D table maps for their models.

Ask pupils to work in groups to create their own 'Funky Facts' booklet about the Great Wall or about China.

Carry out some fieldwork by exploring the school grounds or locality looking for examples of walls and barriers. Take photographs, sketch, notice patterns and add the results to a map.

Investigate barriers and walls around the school site and note which are built and which are made of natural materials such as hedges and shrubs. Discuss which ones are best and why.

Locate Jordan on a globe and discuss its location. Use a programme such as Google Earth to 'zoom' in and virtually explore the landscape using Street View. You could screenshot images for discussion and develop vocabulary, noting the rocks, valleys, canyons and arid landscape.

Provide modelling clay for pupils to create their own 'rock face' with a carved front or temples with columns. Use images from Petra as inspiration and encourage pupils to create their own 'rock sculpture city'.

The inhabitants in Petra developed a clever way of collecting and storing water for this city. Compare the rainfall in this part of Jordan today with the rainfall in your location. Discuss with pupils, ways in which you could be more careful with water use in school.

Discuss the terms 'ocean' 'sea' and 'lake. What is the difference between them? A lake is usually a body of fresh water surrounded by land but there are some salty lakes. Sometimes the difference between a lake and a sea is to do with size, but not always. This makes a good discussion point and pupils can begin to think how different geographical meanings can overlap.

Identify with pupils the nearest sea and / or lake to where you live and talk about what they are like and who has been there. Ask pupils if they can swim and if so, where they go to do this.

Discuss how the extreme saltiness of the Dead Sea makes it easy to stay afloat (link with work in floating and sinking). Experiment by immersing one egg in plain tap water and one in salty water.

Look at the Dead Sea on a map or aerial image and explain that water flows into this enormous lake but can't get out. It is so hot and dry there that the water evaporates and lots of salt and minerals are left behind when this happens.

Make your own Funky Facts about the Dead Sea - did you know it is the lowest point on land on Earth?

Ask pupils to plan a visit and think about how they would get there and what they would take.

Naming, describing and comparing people and places (people, landmarks and features).

Locating landmarks and features using paper or digital maps; globes and atlases.

Drawing comparisons and similarities between places.

Why do people build walls?

Why do some places in the world get lots of rain and some hardly any?

What is the difference between a sea and a lake?

Children could work in pairs or mixed ability groupings so that they benefit from peer support.

Using photographs and artefacts to sort and talk about ideas can help some pupils express their thoughts more easily.

Use vocabulary cards to match to what can be seen and support language development.

Pupils' ideas might be recorded using audio or video media as well as through writing.

# data[].attributes.attachment_link.title
EYFS / KS1 Geography: Go Jetters - Continent of Asia

# data[].attributes.attachment_link.description
Find out what pupils already know and think about Asia. Do pupils have any links with countries in this continent through holidays or family for example? Identify existing knowledge and misconceptions. Explain that Asia is one of several continents that make up the world.

# data[].attributes.attachment_link.readable_text
Antarctica is a desert - but it's not hot, it's really, really . It's called a desert because it hardly ever rains .

The is near the middle of Antarctica. That's the very bottom of the planet. In parts of Antarctica the winter temperature can be minus 60°C.

Nobody lives in Antarctica permanently. Some scientists stay there to work and carry out research. They may spend months indoors in the research stations . When the weather gets bad, they are cut-off from the rest of the world.

Living in Antarctica is extremely different to living in Europe. Why do you think this is?

# data[].attributes.attachment_link.description
Antarctica is a desert - but it's not hot, it's really, really . It's called a desert because it hardly ever rains . The is near the middle of Antarctica. That's the very bottom of the planet. In parts of Antarctica the winter temperature can be minus 60°C.

# data[].attributes.attachment_link.readable_text
Australia is really far away - it's on the opposite side of the Earth to the UK. It is sunny and hot.

Kangaroos, koalas and lots of spiders and snakes live in Australia.

Alice Springs is a town in the centre of Australia, very far from the sea. It is found in an area of Australia called the Northern Territory.

is a continent which is made up of Australia, New Zealand, Papua New Guinea and many other smaller islands. Oceania is home to the Great Barrier Reef, one of the natural wonders of the world, and home to lots of ocean wildlife.

# data[].attributes.attachment_link.title
Let's explore Australia's Northern Territory

# data[].attributes.attachment_link.description
Australia is really far away - it's on the opposite side of the Earth to the UK. It is sunny and hot. Kangaroos, koalas and lots of spiders and snakes live in Australia. Alice Springs is a town in the centre of Australia, very far from the sea.

# data[].attributes.attachment_link.readable_text
Discuss or remind pupils what a landmark is and talk about what makes a feature special and why. Ask pupils if they can name any famous landmarks. Ask pupils if they can say what Africa is. Explain that it is one of several continents that make up the world. Discuss the meaning of continent and show these on a globe or 2D map of the world. Find out what pupils already know about Africa. Note negative comments and misconceptions as well as generalisations and stereotypical thinking and be prepared to challenge these when you start to investigate facts about its diverse people and landscapes. Play games using a blow-up globe: throw it to pupils and ask them to name and locate a country in Africa when they catch it. You could vary this and encourage them to ask their own questions such as: Point to a country in Africa that is north of the Equator / on the Equator, that shares a border with Kenya, touches the Mediterranean Sea etc. After Watching Find Africa in an atlas and use the scale bar to measure how long and wide this continent is. Discuss how vast this area is relative to the size of other places, such as Australia. Gather a collection of varied images that all show people and places in Africa. Ask pupils to sort them and say whether they think all are from Africa or not. Ensure that the images show a wealth of diversity, from traditional mud-built homes to skyscrapers, deserts to snow-topped Kilimanjaro, rural villages, to modern city streets, people in traditional and non- traditional dress etc. Discuss the results and pupils' ideas. Read a selection of story and non-fiction books set in different countries in Africa and locate places on a map. Use a large outline map of the continent and ask pupils to add drawings or images of physical features such as deserts, rivers, mountains and lakes. Use atlases to help with this. You could also do this in collage. Ask pupils to work in groups to create their own funky fact booklets about Africa and use atlases to research information. Allocate a country to each group or let pupils choose their own. You might for example, choose Egypt, Kenya, and South Africa as these countries feature in the other clips. 'Zoom' into a local scale and select a place to compare with where you live. For example, you might choose a village or town in Kenya. Look at the everyday lives of the people who live there and draw out similarities and difference with pupils' everyday lives. Can pupils find ...? Ask pupils to ask each other questions about Africa using an atlas e.g. 'Can you find a large / small country?', '...a long river?' Etc.

Naming, describing and comparing people and places (people, landmarks and features).

Locating landmarks and features using paper or digital maps; globes and atlases.

Drawing comparisons and similarities between places.

Thinking Question Supported Learning and SEN Children could work in pairs or mixed ability groupings so that they benefit from peer support. Using photographs to sort and talk about ideas can help some pupils express their thoughts more easily. Use vocabulary cards to match to what can be seen and support language development. Pupils' ideas might be recorded using audio or video media as well as through writing. Extend This Project Watch the full ten- minute Go Jetter film on Africa in which the Go Jetters go on a cross continental adventure. Work with pupils to locate and map the different places visited in the video. Watch the other films in this collection. Map and compare the places shown, drawing out similarities and differences. These short film clips contribute to the current national curriculum requirements in KS1 geography in England; the Foundation Stage World Around Us in Northern Ireland; the Foundation Phase Knowledge and Understanding of the World in Wales, and at Social Studies 1st level in Scotland. The clips are especially pertinent to the Areas of Learning and subject requirements of geography but also provide opportunities to develop English and mathematics knowledge and skills in meaningful contexts across all UK curricula. These clips and ideas will help develop pupils' curiosity and build on their early experiences of the world around us. The clips and ideas contribute to UK curricular aspects relating to cultural understanding, particularly with regard to people and places.

# data[].attributes.attachment_link.title
EYFS / KS1 Geography: Go Jetters - Continent of Africa

# data[].attributes.attachment_link.description
A collection of Funky Facts from Go Jetters all about some of the most significant landmarks in Africa.

# data[].attributes.attachment_link.title
EYFS / KS1 Geography: Go Jetters - Continent of North America

# data[].attributes.attachment_link.description
A collection of Funky Facts from Go Jetters about some of North America's most significant places and landmarks.

# data[].attributes.attachment_link.readable_text
What do pupils know about cold and hot places in the world? Can they name any or find some on a globe? What do they know about Antarctica?

Recap the continents of the world and use a globe to find and name Antarctica. Ask pupils why they think much of the Polar Regions are shown as white on a map, globe or image of the Earth as seen from space.

Discuss how colder regions of the world are mostly found around the Poles and warmer regions near the Equator but also explain that you can get very cold places near the Equator if they are at a high altitude. One example of this is Mount Kilimanjaro, the highest mountain in Africa, which is often snow covered.

Establish the vocabulary of North and South Poles and find these on a Globe.

Introduce pupils to the terms Arctic and Antarctic, northern and southern hemisphere and use a globe to help locate and talk about these places. It's useful to explain that the Arctic is an area of frozen ocean mostly surrounded by land and the Antarctic is an area of frozen land surrounded by ocean.

Practice globe tossing games with blow up globes and ask pupils to identify the Polar Regions, the North and South Poles and the Equator. There are other types of pole (e.g. magnetic poles), but the most northernmost and southernmost points of the planet are called the geographic poles.

There are explorers who will come in and do a talk with pupils about their travels. The British Arctic and Antarctic Surveys also offer schools the chance to link up with them whilst they are in Polar Regions, and to ask them questions.

Locate Antarctica on globes, digital maps and atlases and find the South Pole. Do a virtual visit using Google Earth and research images of the Geographical South Pole.

Create a table- top map of Antarctica using junk materials. Include a South Pole, some mountains and ice shelves. Provide small play figures for imaginative play. Or create a 'shoebox' environment using junk modelling.

Find out about the animals that live there such as the different types of Penguins and Whales and create some drawings and Funky Facts about these. Add the different types of Penguin to a map of the continent, talking about how they need to live near the coast for food.

Make some simple comparisons using Venn diagrams and drawings to show some differences and similarities between the Arctic and Antarctic.

Read a selection of story and non-fiction books about life in icy environments like the Polar Regions.

Look at photographs and video clips of glaciers and build a word bank of words to describe what you see.

Search on the internet for sounds of glaciers and listen carefully. Ask pupils to describe what they hear.

Create your own mini glacier with a slab of ice and some sand and gravel shaped into a hill, in a small plastic box. Watch what happens as the glacier in your classroom melts at room temperature. Compare over time with a plastic box, containing similar materials, kept in the freezer.

Read some stories about famous explorers such as Robert Falcon Scott. Discuss what it means to be an explorer and why people are curious about their surroundings.

Explain that everyone is an explorer, even just coming to school or playing outside is an opportunity to be curious and look. It's not just about going to new places but about seeing places in a new way. Do some fieldwork in the school grounds and explore a new view or something not noticed before. Make a map of the journey.

Create a play area that is an explorers' hut where Antarctic expeditions can be planned. Provide maps, compasses, clothing for cold weather and rucksacks with relevant equipment.

Ask pupils to draw or write a diary entry, imagining they are on a Polar expedition to the South Pole.

Every year, a new marker is designed for the Geographic South Pole. Look at some images of past markers and design a new one.

Naming, describing and comparing people and places (people, landmarks and features).

Locating landmarks and features using paper or digital maps; globes and atlases.

Drawing comparisons and similarities between places.

Why do people want to go to the South Pole?

Why don't you get Polar Bears in the Antarctic or Penguins in the Arctic?

Children could work in pairs or mixed ability groupings so that they benefit from peer support.

Using photographs and artefacts to sort and talk about ideas can help some pupils express their thoughts more easily.

Use vocabulary cards to match to what can be seen and support language development.

Pupils' ideas might be recorded using audio or video media as well as through writing.

# data[].attributes.attachment_link.title
EYFS / KS1 Geography: Go Jetters - Continent of Antarctica

# data[].attributes.attachment_link.description
What do pupils know about cold and hot places in the world? Can they name any or find some on a globe? What do they know about Antarctica? Recap the continents of the world and use a globe to find and name Antarctica.