#######School

Medium TermPlan

Teacher: #######

Year: 3

Subject: GEOGRAPHY

Term: Autumn

Date: ####

NC

Refs.

LEARNINGOBJECTIVES:

SKILLS/CONCEPTS

LEARNING EXPERIENCES /ACTIVITIES

LEARNING OUTCOMES / ASSESSMENT/

DIFFERENTIATION

RESOURCES /

LINKS /VOCABULARY

EVALUATION

OF TEACHING ANDLEARNING

Rivers

G6a: to study water and its effectson landscapes and people, including the physical features of rivers[for example, flood plain], and the processes of erosion anddeposition that affect them

G7: to study at a range of scales -local, regional and national; to study a range of places andenvironments in different parts of the world, including the UnitedKingdom; to carry out fieldwork investigations outside theclassroom

G2c

G2d

G2e

G3b

G3c

to use atlases and globes, and mapsand plans at a range of scales [for example, using contents, keys,grids]

to use secondary sources ofinformation, including aerial photographs [for example, stories,information texts, the internet, satellite images, photographs,videos] Ongoing throughout unit

to draw plans and maps at a rangeof scales [for example, a sketch map of a locality]

to know about the location ofplaces and environments they study and other significant places andenvironments [for example, places and environments in thenews]

to describe where places are

Rivers around the world

Following discussion on rivers around theworld:

      Record and label majorrivers in the UK and around the world on outline maps.

      Find out someinteresting facts about rivers.

Can chn locate rivers around theworld using an atlas?

What else do children know aboutrivers?

Mississippi, Amazon,

Nile, Danube, Ganges, Huang He,Angara, Colorado,Medway, Mekong, Murray-Darling,Orinoco,Rhine, Severn, Thames, Yangtze,Yenisei,Zaire

http://www.kented.org.uk/ngfl/subjects/geography/rivers/FeatureArticles/riversoftheworld.htm

Sc3:2e

G2d

G3c

G2e

to understand the part played byevaporation and condensation in the water cycle

to use secondary sources ofinformation, including aerial photographs [for example, stories,information texts, the internet, satellite images, photographs,videos]

to describe where places are [forexample, in which region/country the places are, whether they arenear rivers or hills, what the nearest towns or cities are]

to draw plans and maps at a rangeof scales [for example, a sketch map of a locality]

Components of the WaterCycle

Following discussion anddemonstration of where water comes from and the water cycle:

      Label an illustration ofthe water cycle

      Draw own watercycle

      Sequence and annotatecomponents of the water cycle

Canchn identify and sequence the components of the water cycle?

http://www.bbc.co.uk/schools/riversandcoasts/index.shtml

Science: this work can be linked to work on thewater cycle (Unit 5D'Changing state').

NC

Refs.

LEARNINGOBJECTIVES:

SKILLS/CONCEPTS

LEARNING EXPERIENCES /ACTIVITIES

LEARNING OUTCOMES / ASSESSMENT/

DIFFERENTIATION

RESOURCES /

LINKS /VOCABULARY

EVALUATION

OF TEACHING ANDLEARNING

G2a

G1a

G2e

G3d

G4a&b

to use appropriate geographicalvocabulary [for example, temperature, transport, industry]

to ask geographical questions [forexample, 'What is this landscape like?', 'What do I think aboutit?']

to draw plans and maps at a rangeof scales [for example, a sketch map of a locality]

to explain why places are like theyare

to recognise and explain patternsmade by individual physical and human features in the environment& to recognise some physical and human processes

River Features

Show chn diagrams of river featuresand discuss. Following discussion:

      Labeldifferent features of a river, including: source, spring, river,stream, hill, slope, mountain, steep, waterfall, valley, channel,lake, mouth, estuary

      Write abouta river from source to mouth

Canchn label themain features of a river?

Do chn understand how a river changes through asequenced display of sections, graphs and sketches?

G6a

G1b

G2b

G3a

G3b

G4a&b

to study a locality inthe United Kingdom

to collect and record evidence

to use appropriate fieldworktechniques [for example, labelled field sketches] and instruments[for example, a rain gauge, a camera]

to identify and describe whatplaces are like [for example, in terms of weather, jobs]

to know about the location ofplaces and environments they study and other significant places andenvironments [for example, places and environments in thenews]

to recognise and explain patternsmade by individual physical and human features in the environment& to recognise some physical and human processes

Characteristics of a River System The Thames

Following discussion about the RiverThames and a possible visit:

      Colour theroute of the river on a map, from source to mouth

      Labelcharacteristics of the river

      Locate thejourney from our school to the river

      Comparedifferent sections of the River Thames, commenting on height,width, depth & speed

Can chn follow the route of a river?

Can chn label & compare some main characteristicsof the River Thames?

http://www.visitthames.co.uk/

http://www.woodlands-junior.kent.sch.uk/riverthames/index.htm

G2a

G2e

G3d

G3e

G4a&b

to use appropriate geographicalvocabulary [for example, temperature, transport, industry]

to draw plans and maps at a rangeof scales [for example, a sketch map of a locality]

to explain why places are like theyare

to identify how and why placeschange

to recognise and explain patternsmade by individual physical and human features in the environment& to recognise some physical and human processes

Erosion, Transportation andDeposition of Materials

Following discussion:

      Label theeffects taking place on an illustration of a meander

      Write aboutthese effects, include information about speed on the inside &outside edges of the river

Whole class soil layerinvestigation

Dochn understand the basic ideas behind erosion and transportationwithin the river system?

NC

Refs.

LEARNINGOBJECTIVES:

SKILLS/CONCEPTS

LEARNING EXPERIENCES /ACTIVITIES

LEARNING OUTCOMES / ASSESSMENT/

DIFFERENTIATION

RESOURCES /

LINKS /VOCABULARY

EVALUATION

OF TEACHING ANDLEARNING

G1d

G1e

G3e

G5a

to identify and explain differentviews that people, including themselves, hold about topicalgeographical issues [for example, views about plans to build anhotel in an overseas locality]

to communicate in ways appropriateto the task and audience [for example, by writing to a newspaperabout a local issue, using email to exchange information about thelocality with another school].

to identify how and why placeschange

to recognise how people can improvethe environment or damage it, and how decisions about places andenvironments affect the future quality of people's lives

In the News!

Discuss flooding and show pictures &articles about Maidenhead when the River Thames flooded.

      Write anewspaper report about the flood relief system in Maidenhead,including how it affected the landscape

Discuss drought and how this can alsobe a danger to humans.

Canchn write about what they have discussed in the main part of thelesson?

Ongoing Vocabulary:

water cycle, rainfall, source, spring, river,stream, hill, slope, steep, mountain, waterfall, valley, channel,lake, mouth, erosion, pollution, landscape, tributary, reservoir,drain, weir, floodplain, meander, gorge, rapids, estuary, delta,weathering, transportation, deposition

G3e

G2a

G2e

G3a

G4a&b

to identify how and why placeschangeto to use appropriate geographical vocabulary [for example,temperature, transport, industry]

to draw plans and maps at a rangeof scales [for example, a sketch map of a locality]

to identify and describe whatplaces are like [for example, in terms of weather, jobs]

to recognise and explain patternsmade by individual physical and human features in the environment& to recognise some physical and human processes

Landscape Features

Following discussion and practicaldemonstration of how the water changes the shape of theland:

      Locate thefeatures of a landscape by either labelling a diagram or drawingdiagrams to go with given words (creating a pictureglossary)

Can chn identify given parts of the riversystem?

Can chn map a river section and annotate landuse?

Ongoing Resources:

local maps , measuring tapes , ranging rods,floats,

stopwatch, clipboards, data handling and graphingpackage, primary geography textbooks, globes, maps and atlases,CD-ROMs, access to the Internet, desktop publishing package

G2g

to use and develop decision-makingskills [for example, deciding what measures are needed to improvesafety in a local street].

Dangers of Rivers

Following discussion:

      Createindividual posters on different dangers which can be put togetherin a tapestry effect display

      Create aglossary of river terms

Do chn show an understanding of river dangers andare they able to note dangers that might not be so obvious?

http://www.swgfl.org.uk/rivers/#

NC

Refs.

LEARNINGOBJECTIVES:

SKILLS/CONCEPTS

LEARNING EXPERIENCES /ACTIVITIES

LEARNING OUTCOMES / ASSESSMENT/

DIFFERENTIATION

RESOURCES /

LINKS /VOCABULARY

EVALUATION

OF TEACHING ANDLEARNING

G3a

G5a

to identify and describe whatplaces are like [for example, in terms of weather, jobs]

to recognise how people can improvethe environment or damage it, and how decisions about places andenvironments affect the future quality of people's lives

Human Uses (inc. Leisure &Transport)

      Write aboutthe ways humans use the river, e.g. farming, fishing, industrialwater supply, tourism, sewage, sporting activities, etc.

      Write aboutthe different leisure activities found on / near the river

      Look closelyat rivers and transport and write about different areas, e.g.crossing rivers, bridges (& different types), water transport,famous bridges and river transport in UK

Canchn name the various human activities and uses of a river?

G1d

G2g

G5a

to identify and explain differentviews that people, including themselves, hold about topicalgeographical issues [for example, views about plans to build anhotel in an overseas locality]

to use and develop decision-makingskills [for example, deciding what measures are needed to improvesafety in a local street].

to recognise how people can improvethe environment or damage it, and how decisions about places andenvironments affect the future quality of people's lives

Pollution

      Create aposter to reduce pollution of rivers

      Look atanimals, including fish and insects, which use the river or havetheir homes there (on, in or near)

Dochn understand that pollution can have an effect on theenvironment, including animals?

G2a

G3a

to use appropriate geographicalvocabulary [for example, temperature, transport, industry]

to identify and describe whatplaces are like [for example, in terms of weather, jobs]

Imaginative Writing -Rivers

      Write poemsand stories about rivers

      Complete aquiz to assess knowledge and understanding

      Ext: make upown quiz about rivers

Can chn express personal likes and dislikes aboutthe river in the form of a story or poem?

G1c

G2f

to analyse evidence and drawconclusions [for example, by comparing population data for twolocalities]

to use ICT to help in geographicalinvestigations [for example, creating a data file to analysefieldwork data]

River Fact File

Following discussion:

      Use ICT,class and school library to find out about chosen rivers

      Addinformation such as longest, widest & deepest rivers, highestwaterfall, etc.

Extension Activities:

Create a Rivers Fact file including informationsuch as: river name, continent, country it flows through, length,number of tributaries, source and mouth

Dochn use books, ICT, etc. to find out more about rivers?

http://www.kented.org.uk/ngfl/subjects/geography/rivers/FeatureArticles/angara.htm