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Using the food packaging look at fair trade. Children may notice the fair trade logo. Talk about what this means for the growers and why its better to buy fair trade products. Could even bring in clothing and other products to discuss how cotton can be fair trade too. Discuss where most fair trade products are grown. Why do we import most things instead of growing them here? Is it cheaper or more expensive? Children could choose one product and make a map from where the ingredient is made to how it gets to our homes to see how far it has travelled.

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Landscape terminology and locational directions

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Landscape terminology and locational directions

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The book going on a bear hunt could be used for the children to describe different types of terrains using key terminology. Children can also learn to develop locational directions using the book by acting them out. The children could also draw scenes from the story and label them with the key terminology.

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Where does our food come from? (Food packaging)

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Where does our food come from? (Food packaging)

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1) Where does our food come from?
Children share their prior knowledge about where our food comes from ( Put up a map on the working wall and ask the children to pinpoint where they think certain foods come from and why)- End up with the different food packaging on the map. Research task into the different types of farming and where this happens. Children will begin to understand the needs for certain food production such as certain climates etc.
Spot the difference (Comparing land in the UK to the land in other places around the world)- where are these places located on the map? what food is produced in these countries and why?
Anticipated misconceptions:

All our food comes from the UK.

All different types of food can be produced anywhere in the world – no understanding of need for different climates, ground etc.

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To explore the key human and physical features of a coastal town both in the past and now in the present.
Children explore what the coastal town would have been like in the past and how they would use their senses to explain how they would feel if they were there. A journey back in time, could they dress up or participate in activities they used to do?
Sorting task - organise pictures and objects into 2 groups of past and present (e.g. an aerial view of the coastline from the past and from now, a puppet, more modern technology etc.)
Can the children spot the differences of certain aspects of the coastal town and can they look into why they think it has changed (e.g. less people come to visit so buildings become derelict) for both human and physical features.

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In KS1 when identifying seasonal and weather patterns the 'Lets Play Weather' resource pack could be used. Children could group the different weathers into each season to look at patterns in the weather in each season. They could also be used daily, the children could identify what the weather is like each day and stick the correct weather up on the board.

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The children can see a key on a map, for example of their local area. They might recognise certain images on the key. This could lead into a matching up activity where the children have to match the picture and word. On completion of this, the children could create their own map with their own key and using directions, describe where each of the landmarks are on their map.

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Children can learn directional vocabulary as they work out the best method of making the robot move in the correct order. Also, physical geography, for example, city, town, village, factory, farm, house, office, port, harbour and shop.

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Locate the world's countries, using maps to focus on Europe.

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Locate the world's countries, using maps to focus on Europe.

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Activity - Children work in pairs to explore an atlas/map and fill out a blank map of where these countries are. The children can then research using books from the library or an iPad key physical and human characteristics of the countries and some major cities. The children could then feedback and discuss what they found as a class and what this suggests about Europe's geography.
skills/concepts:
Places, physical and human characteristics, map reading skills, enquiry.

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using the Prestatyn holiday camp book, pupils can discuss whether they have visited that beach or other beaches. Class can look at human and physical aspects of the beach using key terminology e.g. cliff, coast, beach, mountain, sea, harbour, shop etc. Could also look at the climate and weather we experience at our beaches in the UK, and how this might differ from someone at a holiday camp in a different part of the world & why this is the case.

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In year 1 the bear could be used as a hook to engage the children during a lesson based on seasons and changes in weather. Children could learn about the different weathers in the different seasons and choose what the bear should wear in each season and each type of weather. They could use key terms to describe the weather e.g. if it is raining then the bear will need to wear waterproof clothes when he goes outside. If it is hot, the bear will need to wear a hat and suncream etc.