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Resource: River (fieldwork)

Starter:
Recap previous lesson- where children have been shown simulation) of the river, identifying features/ location and naming the parts of a river.

Theorists:
Blooms taxonomy- applying learnt model to river severn. Challenging them further by putting them in the environment.
Piaget theory of cognitive development- assimilation takes place as children understand the location of the river and equilibrate by adding new information to existing schemas from previous lesson.

Main:
Drawing comparisons between different areas of the river (speed of water flow). They also need to be able to identify which area of the river they are at (requiring recall from previous lesson).

Theorists:
Vygotsky and Bruner (5 ways of scaffolding)- scaffolding across ZPD as children complete template themselves after input of previous templates. Constructivism- active participants in their own learning by being immersed in the environment.

Plenary:
Discuss findings/ are there any anomalies/ is there a positive correlation between findings and understandings.

Theorists:
Vygotsky- learning from more knowledgable peers.

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Prior Knowledge:
Map reading skills
Basic knowledge of different countries and continents.
Constructivism- The process of children having an active roll in their own understanding.

Starter:
Introduce the children to the world map and ask them what they can tells us about it, can they identify where the UK is.
Ask if any other children know the difference between a country and a continent.
Can they name any continents- show severn continents song on YouTube.  https://www.youtube.com/watch?v=K6DSMZ8b3LE

Main:
The class will be split into 6 groups and will explore a continent each, Antartica will be used to model to the class. They will each have a piece of sugar paper in the shape of their continent and tablets to research their assigned continent such as the countries in it and important geographical features (volcanos, mountains etc).
Use ICT for access to different bookmarked websites for research.

Work later presented on a working wall.

Plenary:
Each group presents back their findings.

Theories:
Scaffolding - Vygotsky
Prior knowledge - Piaget
Constructivism - enquiry based
Higher order thinking- presenting their work

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Enquiry Question:
What is the difference between human and physical features?

Starter- : Looking at the flash cards in groups what is natural and what is man made?
Links-
Misconceptions- Addressed any confusions around difference
Children are given a set of pictures to sort into natural and man made in groups- socio- constructivism- knowledge is created through social interactions and collaboration.

Main- Using the environment around them what is manmade and what is natural. Making a map to key on man made and natural features.
Model an example to the children of how to make the map step by step
Links- Local geography, map skills
Cognitive Science- Constructivism: reflecting on experiences

Plenary-  Exit ticket- Write a sentence using the geographical key terms they have learnt about the difference of manmade and natural and how they know the difference
This question is our assessment method because it is recalling the enquiry question from the start. (retrieval practice)

Challenge- Pick one item on the map and describe its features. Stating how you know its human or physical.- Blooms taxonomy- challenging children to move to the next level.

Cognitive science:
Scaffolding- building on prior knowledge-Vygotsky- Applied from pictures to the world around them

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UK | United Kingdom | United Kingdom Song | A Geography Song About the UK and its Capitals

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Prior knowledge - recalling where "they are", and identifying the UK. (retrieval practice, EEF. Also incorporates low stakes testing.

Concentrating on countries and major cities in Europe. Using a map of Europe, play an interactive song:
"All Countries and Capitals of Europe... IN SONG!" memory - Willingham 2009. Cognitive load, learning small amount of information to avoid overloading working memory. (Sweller, 1988).

Work in groups to fill in a map outline - scaffolding to support peers, teacher is able to scaffold for group identified as most challenged. Perhaps video could continue playing if majority are struggling to remember.

Challenge - can you remember any countries further away? And match their capital cities. Blooms diagram.

Exit ticket - to mark on the whiteboard a country/city - shows individual understanding as have been working in groups. Working memory, Willingham 2009.

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Where in the UK is Barnaby Bear? Our four countries and their Capital cities.

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Where in the UK is Barnaby Bear? Our four countries and their Capital cities.

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Starter:
Our lesson will start with the creation of a working wall with the four countries of the UK clearly labelled on the map with their capital cities, alongside a significant landmark that relates to that capital.

Theory:
This relates to cognitive science with an emphasis on memorisation and the ability to recall significant facts from the working wall we have created.  Additionally this links to Blooms taxonomy. They state that children need to start from somewhere, inciting that children need a certain amount of knowledge prior to building upon this concept.

Main:
Following this, we will use a variety of artefacts that relate to each countries capital. Ensuring a focus on significant landmarks within the Capitals. I.e. Big Ben. The children will then investigate each artefact in depth. Using all of their senses to engage with their enquiry skills and make connections to their working wall. From this, the children may sketch their artefact to further engage in enquiry.

Theory:
This relates to enquiry based learning, building upon prior knowledge from the working wall linking with constructive scaffolding to support reducing cognitive load.

Plenary:
To conclude, as a class we will watch a visual with a corresponding song that consolidates this learning and reemphasises the unitedness of the four countries and their capitals.

Theory:
The overall lesson reflects constructivism by building upon learning from EYFS Understanding of the world and the promotion of Long term memory.

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this page of resources from the geographical association is very useful, i feel especially if you have the pedagogical and subject knowledge to teach geography, but are unsure how to engage the students. it is all about creating a sense of place, something in ks1 curriculum. there’s a range of activities to choose from and adapt, which are seemingly easy to relate to the national curriculum. you know these resources are reliable as it was published by the geography association.

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To be able to recognise and label key mountain features.

Misconceptions: mountains have to be huge and they all have snow at the top. Mountains are only in other countries.

Resources: mountain photos, atlas, google maps.

Starter: What do you think a mountain looks like? - Draw your idea on a piece of paper, and label its key features. Share ideas as a class. (initial drawing for baseline assessment).

Main: explore Snowdon and its features. Class discussion - have you ever been to Snowdon? How does it differ from your idea of what a mountain is?
Compare Snowdon to Ben Nevis - what are the differences? What are the similarities? Can you identify the key features of both mountains?
Look at both mountains in an atlas and on Google Maps - what are the differences in how they are represented? Can you still identify the key features?

Plenary: Draw a picture of what a mountain looks like to you ow on the back of your first drawing, label the key features. How have your ideas changed over the lesson?