Children to create their own map.

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.

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.

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.

Colour in the different continents using a key

Can they locate the continent they live in

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

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

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.

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.

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.

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

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

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

• 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

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.