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Map of local area that children will become familiar with. Can they locate different points on a map using a compass (church is north of the school.) Can the children describe the environment of the different places?

Children to create their own map.

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A lesson based around continents around the world, it will build upon retrieval skills, using prior knowledge, applying knowledge they will already have from the topic, (may have misunderstood the task)

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Get an image of a map, and get children to recognise their home town by using key questions e.g. What is a map, what does it tell us?

Teach the children the features of a map and how to read it.

Get the children to create their own map of the school.

Possibly a field trip idea to get the children going on an orienteering exercise.

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Local geographical trip of the surrounding area.

Look at a Powerpoint of local landmarks and do a quiz of whether the children know them. e.g. canals and rivers. Then take this and look at landmarks that are local to the school and make sketches of them.

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A lesson where children can recognise their local area and understanding the purpose of maps. Then moving onto focusing on map reading skills, in particular using digital images and technology and building skills on interpreting and reading maps and looking at their purpose and use. E.g. children finding key places in local environment by pinpointing it on a map.

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KS1 Human vs Physcial Geography in Chester

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KS1 Human vs Physcial Geography in Chester

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A lesson where children are using maps and images of chester. They will then match pictures of human and physical aspects of chester to the places on the map. This will invole symbol and representation, using map and considering the concepts of place, space and envrionment.

Discuss features of a map, e.g the key and symbols. Support the abstract concept of a map with images.

Follow up discussion on the difference between human and physical geography.

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a lesson on introducing rainforests. use VR or an interactive video and have children describe what they hear/see etc. Then have them engage in a table carousel activity where they look at different layers of a rainforest. Using concept of place

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Using maps to locate the different

Colour in the different continents using a key

Can they locate the continent they live in

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Show children different images of a place.

Ask questions to children: what is the climate like, what are the human features, how can the landscape be described, what are similarities between pictures, show it on a world map.

This will encourage enquiry as children are communicating their ideas and using the sources

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Using pictures to decide what elements are human or physical. For example a road or a mountain. Discuss what is the difference between human and physical features. Can they think of any of their own examples? Have you seen anything that has those different features? Could extend further by looking at different human and physical features outside of the local area. For example pyramids, castles, volcanos, rivers e.c.t.

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Place, scale environment.

Lesson focuses on the names of the continents +oceans and where they are in comparison to their country + locality.

Children may learn them through songs, repetition and art

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ks1 floor jigsaw puzzle of world, children complete as a class and collaboratively label country locations based off prior knowledge. Are the children able to indicate that Antarctica is at the bottom of the map because its cold? Use this to assess their understanding and remembrance of prior learning

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Mapping skills- identify human and physical aspects of the town, create a map highlighting these. This could be a local town- linking to what the children are familiar with.

Making comparisons and asking questions- what components of the town are human features? How do they differ to physical features?

Progression- Identify the location and introduce seasonal and daily weather patterns in the UK. This can then be projected on a more global scale.

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Provide the children with a map of their local area and allow them to firstly explore it on their own. See if they can tell you any of its features, showing you their initial knowledge. Then ask them to locate where they are currently on the map, feedback. Then demonstrate the correct method of using a compass to find points on a map, can the children describe the process? Then create their own map and plot points for their peers to find.

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Start by showing children symbols they are familiar with such as road signs to introduce the topic symbols. Show children a map and ask them to identify symbols within the map and discuss what they might mean.

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The children should use a map of the uk to locate the famous rivers on a worksheet that has a blank outline of the uk. It will use their skills of looking on maps and location. It will also use their skills of map making and drawing.

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LO - To explore the physical and human features of a city in South Africa.

Topic introduced through narrative teaching where teacher enters in role as someone who wants to go on holiday to Rio de Janeiro.

Children have to perform geographical enquiry to investigate the climate, weather and common human / physical features in Rio de Janeiro.

Eventually, they will write a letter to this 'person' explaining what they may need if they visit South America.

Related concepts and skills - geographical enquiry (using evidence.)

Environment and place (what country / continent is Rio de Janeiro in?)

KS1.

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Fruit and Veg World Tour

In this lesson, children will explore various fruits and vegetables from different countries. There will be several stations set up, each featuring props that represent specific fruits and vegetables, like bananas from the Caribbean, apples from the UK, and mangoes from India. Each station will include information about the climate needed for growth and the harvesting process.

In groups, children will use the provided information and conduct additional research on iPads about their assigned fruit or vegetable and its country. Their goal is to become the “farmers” for their station and share what they’ve learned with the other groups.

Links to NC

1. Locational Knowledge: Understanding where different fruits and vegetables come from around the world.

2. Place Knowledge: Learning about the characteristics of different regions and how climate affects what can be grown.

3. Human and Physical Geography: Discussing how people in different countries grow and harvest these foods, linking to concepts of agriculture and trade.

This lesson uses a hands-on, inquiry-based approach, as well as encouraging collaborative learning.  Children are encouraged to work together and ask questions about the fruits and vegetables, such as where they grow, how they are harvested, and why they are important.

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Children will discuss and investigate weather and seasonal patterns in the uk vs another country near the equator.

This includes skills i.e geographical enquiry, mapwork skills, using images

It also includes concepts i.e environment (physical processes) and place

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Grace, Lily and Emma. Lesson 1:  I can identify key features of a local map. 

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Grace, Lily and Emma. Lesson 1:  I can identify key features of a local map. 

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Geographical Skills:

Talk and research about our local area and create a map with key features labelled correctly using geographical language.

Assessment: exit ticket about the key locations and areas.

Pedagogy:

modelling

Classroom talk

Geographical Enquiry

Concepts:

Place

Space

Scale

Skills:

Map work skills

Using maps

Map making

Drawing

Symbols / representation

Perspective & plan view

Communication in different ways - using geographical vocabulary

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KS1 (Year 2) - Barnaby Bear goes to Norway

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KS1 (Year 2) - Barnaby Bear goes to Norway

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Stage 1:

What would Barnaby want to pack?

(Lesson 1) Weather in Norway? *Environment - human and physical processes

Become a weather forcaster. *Enquiry, using vocabulary

(Lesson 2) Sustainability with packing? *Sustainability

(Lesson 3) Currency?

Stage 2:

Navigating Barnaby in Norway

Find key landmarks using google maps *Using digital technologies, mapwork

Give full names of landmarks

Create routes

Use of physical maps and atlases as support

Stage 3:

Create an informative leaflet for Barnaby *Enquiry, mapwork

Use knowledge from prior lessons

Own research resources

Books

Tables

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Supermarket-

Interconnections

Images

The children could write to a local supermarket-linking to English. Asking where they get certain products from.

Or they could collect stickers from products from the supermarket.

They could then look at the connections and links they find.