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Starter - pass bear around asking children where they would travel with barnaby bear (where, why and what they would see)
each child puts pin on a map in the place where they would go.

Main - read barnaby goes to Norway (enquiry based learning)
children use research in pairs picking a place in the world where they would take Barnaby, make a travel leaflet using the research.

Plenary - present leaflets and discuss their facts and findings with the class.

Geographical skills used - place, culture and awareness, scale.

Geographical enquiry used - map work, artefacts.

Theories - Constructivism (previous work on continents) Scaffolding (Vygotsky ZPD, using peers and resources to create and present their leaflet).

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Two main enquiry points: Using map symbols, reading maps to gain an understanding and perspective of scale and landscape.

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Two main enquiry points: Using map symbols, reading maps to gain an understanding and perspective of scale and landscape.

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Starter- Show a map and have a discussion about symbols. Children to use inference skills, teacher will not correct.

Main- Teacher show symbol side of card and give two options "if you think this is the symbol for an airport go to the back of the classroom, if you think it is a toy shop go to the front of the class". Teacher will state which is correct and give explanation. Teacher to stick symbol on board with the label

End- Hold up cards (formative quiz) what is this symbol?

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Prior learning- continents
The use of a song/video to learn the Oceans. The world map to point out the Oceans (potential misconception- on a flat map looks like 6 Oceans due to the Pacific Ocean appearing twice).
The song/video- lists the Oceans in size order- another tool to help the children identify the Oceans.
A globe to overcome this misconception, so the children can see the locations of all  5 Oceans.
The use of Google Earth can also act as a tool in identifying the 5 Oceans on the bigger screen.

Links to Behaviorism- the use of gamification for the children to learn the 5 Oceans in an engaging way, whilst learning key information that they will need to know before KS2.

Scaffolding- The use of the video and map acts as a scaffold. This links to Vygotsky's Zone of Proximal Development (what the child can learn with extra support), as well as Piaget and Bruner.

Retrieval practice- Rosenshine-  children being able to recall information learnt. During our lesson the use of the video/song will provide the children with a useful tool that they can refer back to and use whenever they need to.

The use of the globe as a challenge again links to Vygotsky's Zone of Proximal Development due to acting as a challenge and assessing what the children can learn with and without support/assistance.

The next lesson will then link to Rosenshine's principals and the importance of referring back to prior learning. To begin we will go over the 5 Oceans, checking for children's understanding.

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Introduction to the seasons of the year and what weather we may see there.

Starter: Children invited in pairs or small groups, to choose a puppet that describes the weather on that day. This incorporates prior learning of daily weather patterns in the UK (constructivist/Rosenshine).

Main activity: Introduction to the seasons of the year.
Classroom is split into 4, with each section representing a different season with themed items in each section to promote discussion around each season (festivals, weather etc.) - which can relate to the geography big idea of culture when exploring festivals.
Children then have the opportunity to think independently and in pairs (scaffolding) answering questions about the seasons. E.g ‘what’s your favourite season?’ ‘Why?’. Promoting early enquiry thinking. This can also been used for formative assessment to see who has understood the concept.

Plenary: teacher to hold up a weather puppet or item related to the four seasons and children go and stand in the appropriate season section. (Behaviourism - Gamification and assessment).

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The use of artefacts to learn about the seasons (seasonal changes).

starter: start with a song about the weather. Introduce the seasons.
main part: We would go outside and look around at the weather and see what the season is and what the weather is like.
end of the lesson: we would create a story with the puppets about the weather and how it changes.

The theory would be constructivism as we are building prior knowledge as they would know the weather e.g. sunny, snowy, cloudy and rainy. This builds on prior knowledge as they link the weather to seasons.
Behaviorism is linked to this as the song is conditioning which means they will remember it the amount you play it.
we would scaffold the children by building on their prior knowledge of weather.

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Starter-
-Show a picture of a volcano and group discussion about what they think it is and what they do, formative assessment, teacher questioning to extend discussion
Main-
-Teacher shows video of the inside of a volcano, discussion/teaching about what the layers inside the volcano are and how they make the volcano, playdough activity-children make a volcano and the layers of the volcano using playdough, T takes picture and puts in book, children annotate this with explanations of layers (EAL/SEND-discussion of the layers instead with TA and T)-links to discovery learning by Bruner and collaborative learning by Dewey
Plenary-
-Children do a sorting/matching game of a picture of the layers of the volcano, the key terms and the definitions of the key terms
Exit ticket-children shown same picture from starter and class disscusion of what it is (using the key terms and knowledge from the lesson)
Eleanor and Charlotte, Set 3

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LO: I can explain the UK's trade links with other countries.

Starter - What does the UK trade? See what terms the children know. Discussion activity in small groups or pairs to share ideas. The teacher to formatively assess throughout.

Main - Indrodution of key vocabulary such as trade, import, export, goods and global. Have the children heard of any of these before? Provide the children with a short video.
Trading with El Salvador, location on map, discussing the climate of El Salvador. What is traded from there? Coffee, cotton, sugar, shrimp, fruit and nuts.
In addition to the climate, the rocky steep landscape can make growing crops tricky.

Plenary - children are provided a country and expected to conduct research in pairs to find out what the main imports of those countries are. Does anything shock them?
Exit ticket - provide three items which are either imported or exported to/from the country they were researching on.

Lesson 2 would introduce what fair-trade is and the global supply chain.

We decided to teach this lesson sequence in a year 6 class because it was a part of the national curriculum requirements and quite a political and tricky subject to learn for younger children.

Set 3 - Rosie, Matt, Tom.

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How are we connected to other countries through trade?

Starter:

- Pupils are given a range of different items on their tables. Pupils investigate where the items come from through looking at the packaging. Pupils note this down in a table.

Main:
- Class discussion around whether any of these products are made in England? Think-pair-share if they weren’t made in England how did we get them?

- Introduce the term import.

- Give each table an additional item that is made in England and do this again. Class discussion of the question ‘do other countries need this product?’. Think-pair-share if we made the item how do other countries get them?

- Introduce the term export.

- Play video that summarise what import export and export mean. (https://www.bbc.co.uk/bitesize/topics/zx72pv4/articles/zkx2m39) Highlight the new word introduced in the video (trade)? Use Pokémon cards to illustrate how you trade one card for another. Explain that this is what happens on a global scale between countries.

Plenary:

- Pupils answer the question ‘how are we connected to other countries through trade?'

NC link: "Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water."

Becki (Set 3)

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Starter - Whole Class
Ask if the children have ever heard of volcanoes and show pictures, can they describe it?

Address misconceptions such as children thinking volcanoes and mountains are the same.
Children thinking all volcanoes are active
Volcanoes are the same shape

Introduce the topic and give explanation/ definition of what a volcano is, explain how some can erupt. Define the lava and hot ash etc.
Ask the children why this could be dangerous write ideas on whiteboard.
Ensure that children understand volcanoes can be: extinct, dormant, active

Show video of a volcanic eruption, see if the children can link the words that are on the whiteboard to the video - possible partner talk.

Main Lesson
Discuss how volcanoes are formed using language such as tectonic plates.
Discuss the parts of a volcanic eruption and volcano to support the next activity.

labelling activity of volcanic features - aspiring goal for the children to write a definition of each feature. (Magma chamber, crater, lava flow etc.)

Once the children are finished model the right answers of the labelling activity.
Give the children time to correct and discuss any possible confusion.

Plenary: Show on map where the tectonic plates are in the world and identify famous volcanoes to prepare for the next lesson.

SEND Adaptations
TA support if needed
Key Words map for spelling to support the EAL
Constant visual aid to support all children

Millie, Julita, Emma and Leoni Set 3

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Starter:
Children to bring in their favourite photo of the sea side, or something to do with the sea side such as a shell they may have collected.
Each child can present their photo/object to the rest of the class describing it and where they got it from.
Main:
Show a map of the Uk and explain about the coast.
Give examples of coastal towns/ near to where children live.
Explain and model what human and physical features mean.
Plenary:
Identify human and physical features of the coast from images shown by teacher - organising them into human and physical.
Set 3 - Mazie, Ellie, Paige
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Prior Learning - The children have previously read the book and conducted research on lighthouses.

Starter – Create a discussion with the children about what the children have learnt so far about lighthouses and refer to the book.

Main Activity – The children will have a worksheet where they have to answer enquiry questions throughout their time on the field trip to the lighthouse. The children will also explore the local area around the lighthouse and describe their surroundings.

Plenary – The children will present their findings during a group discussion at the end of the field trip.

This links to theory from Constructivism, Piaget and Vygotsky for the prior learning task and the theory that links to the main activity are Rosenshine and scaffolding as the worksheet will be scaffolded for the children and also Bruner’s scaffolding theory.

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Using a Globe to develop locational skills. 

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Using a Globe to develop locational skills. 

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Starter - place a globe on each table and ask the children to identify which countries they have been to. Write these down.

Main - Plan a journey including 5 different countries, 5 different cities and 2 continents. Describe what form of transport you will be using and how long it will take you. This links into Swellers theory. Could encourage children to work in pairs if they wish, this links into Rosenshine and Vygotsky.

Plenary - Ask other people about this journey and how they have linked these places together. Links into Rosenshine again.

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Starter: show children a map of the area surrounding the school and ask them to pick out and see if they know any symbols on the map. Once they have recognised different symbols, have real life pictures of features in the area to represent each symbol. (constructivism, children learn through experiencing)

Main: Introduce the children to the flashcards. In groups or pairs they can go through the cards and test their knowledge. They should then fill out a table where they draw each symbol and write what it represents. Children can be given scaffolding of the drawing of symbols without the names or vice versa (zone of proximal development, children can reach a higher level with teacher support).

Plenary: Teacher holds up the symbol and the children shout out the answer.

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The Lightkeepers lunch - For a coastal school

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The Lightkeepers lunch - For a coastal school

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Starter- Looking at the cover but the title will be removed. What can they learn from the pictures. What might the book relate to/ be about? Read the story through

Main- Look at pictures of lighthouses in other british coastal places nearby. Make comparisons between whats around their house/ school compared to how it is in the book.

Plenary - inquiry through a window Draw what you might see if you lived in a lighthouse.

The starter links to constructivism, Identfying childrens prior knowledge.

The main is also constructivist as it is comparing to what they already know to their surroundings. Coastal pics that are similar to book to compare links to rosenshine and scaffolding.

The whole structure avoids cognitive overload

CJ, EHC, LC

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Starter - Can you name the seas and continents card, put this up onto the board. Interactive pointing at a number on the board. First one the put their hand up and get it right can come up and point at the board for someone else to have a go. Constructivism, building on prior knowledge from previous years

Main - Identify the continents and oceans to test their knowledge. Get the map from the cards up onto the board and play the game in small groups. Constructivist, playing gives them room to learn on their own and make their own discoveries

Plenary - Collect the cards, ask the children to write down their favourite fact that they have learnt from going through the cards. Consolidation of knowledge

Geographical skills - Location, culture

Geographical enquiry - Map work

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Starter: Group task. Showing and introducing each puppet/ weather, asking the children to describe them, what they think each puppet is and if they've ever experienced that weather? How did it make them feel? (Constructivism)

Main task: Telling the story of each weather and singing the water cycle song to them (in the back of the book), and talking about what it is and what it means. For the main task the children will independently explore what causes weather by watching an educational video, while producing a weather chart, where they match up a month with a different type of weather (E.g., in August we have lots of Sun).

Plenary: As a class, the children will work in teams to answer some true and false questions about weather to see what they have learned, (e.g., england has summers with snow).

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LO:

To be able to identify different types of weather.

Starter:

Recap prior learning from previous lesson. Show the cards and get them to identify the different types of weather (The images) Link to either hot or cold countries. (Vygotsky- Piaget).

Main:

The children will research the different terminology on the cards- making their own 'cards' which they can use in pairs to play snap and memorise. Constructivist usage of going away and learning through enquiry, Building on prior knowledge (Vygotsky)

Plenary-

Recap some of the key terminology/ Do little show and tell of the cards and say the definition.

Skills used: Place, using images, Symbols.

Concepts used: Environment.