- to investigateplaces and to explain why places are like they are
- to identifysimilarities and differences between places around theworld
- to use andinterpret globes, atlases and maps
- to ask andrespond to geographical questions
- to usegeographical vocabulary
- to recognize andexplain patterns made by weather and climate
- to know aboutweather conditions around the world
- to use secondarysources including ICT to access information
- to understand about the effect of weather on humanactivity
- holiday,weather, climate, climatic zone, hot, cold, dry, wet, tropical,desert, warm temperate, cool temperate, polar, temperature,rainfall, route, journey, transport, distance, destination,leisure, country, continent, population
SharedLearning & Teaching
What is weather
1. Todevelop a topic wordbank.
2. To askand respond to gepographical questions.
Introducetopic of weather to pupils discuss question what is weather? develop thought cloud. Establish what pupils already know whatthey need to know.
Show themtopic outcomes and discuss ways forward.
1.BBCweather site develop definitions for different weather termsatmosphere, pressure, cloud, temperature, wind, sun,humidity
2. Makesome simple weather recording instruments.
3. Set upa class weather station.
To knowsome simple weather terms and what they mean
What isthe weather?
How doesit affect me?
How can werecord the weather around school?
Where in theworld
1.Tolocate and describe where places are on a map
2.To use and interpret maps
Showa blank world map. Find out what pupils already know aboutcontinents, oceans and even countries where are theylocated.
IntroducePowerpoint about continents and oceans.
2.Maps from memory children work in pairs, groups to reproduceworld map, labeling continents and countries check work usingatlases.
3.Place the picture children to add a picture to their maps in theappropriate place e.g cowboy, kangaroo etc
Tolocate and name continets and oceans.
Toknow where major countries are located U.K, USA, China, Canada,Australia, Russia, Japan
Where arethe main continents and oceans located on a world map?
Where isthe U.K in relation to other major countries?
Worldmaps, atlases, place photographs
Be a weatherman
1. To ask and respond to geographical questions
2 To recognise patterns
3.To use geographical vocabulary
4. To know about weather conditions around the world
ADiscusswith the children where hot and cold places tend to be locatedthrough discussion of recent holidays and atlas work.
As aclass discuss weather photographs and discusssimilarities/differences. Where might such weather conditions befound? What activities are possible because of the weather?
BIntroducethe notion of climate zones. look at simple climate graphsshowing temp and rainfall for four different climate zones. Askpupils to identify which of these is hot and dry, wet and cold,cold and dry, cold and wet. Locate each of the places on a worldmap. Match this to a world map showing simple climate zones desert, tropical, polar, temperate.
AWorking intwos and threes children complete - Where are you most likely to beactivity. Record reasons for their responses.
1.Compare two graphs and come up with statements relating to theclimate, weather e.g In March you are most likely to..
2.Give each group a country(climate) to research seeworksheet
1.Naxos, Greece warm temperate
2.Belfast cool temperate
3.Barbados, W.Indies hot, wet
4.Aswan, Egypt hot and dry, desert
5.Spitzbergen, Norway - polar
Toidentify different weather conditions - hot and cold places in anatlas or on a globe.
Torecognize that not all places are simply hot or cold.
Toidentify climate zones on a world map.
Toresearch the climate, temperature and rainfall in a particulararea.
Whatdifferent types of weather conditions are there around theworld?
Where arehot and cold places located?
Todescribe what places are like in terms of weather or climate
Tounderstand how places are similar or different
Ask thepupils to identify places that they have visited on holiday on theworld map encourage them to report on weather conditions andleisure activities. Bring in postcards etc
Discusswith the pupils why people go on holiday, identifying weather asone of the major factors. Ensure that children know weather oftenaffects activity e.g skiing, sailing etc
Divide the children into small groups and ask them to decide wherethey will send/ plan a holiday for a person with particular likes,dislikes and needs on holiday this summer. This could be someonethey know or they could use profiles of staff members to ensurethat a range of holidays, in terms of weather and climate, areconsidered.
Pupils may need to consider any further questions that they mayneed to ask the staff member in order to establish a suitabledestination.When each group has chosen a holiday destination, askthem to locate the place, using an atlas, and identify the climaticzone. Then ask them to mark, on a base map of the UK or world, theroute from 'home' to the holiday destination and state the type oftransport they would use. Information from all groups could becollated and transferred to a whole class display.
Ext : Group poster to advertise holday destination.
To make and justify decisions about best locations for holidaysbased on specified criteria
To show awareness of the types of sources they will need to helpthem plan the holiday
Whydo people go on holiday?
Where dopeople go on holiday?
Howcan we decide on a destination for a specific person?
Howcan we get there?
To investigate places
To ask and respond to geographical questions
To use secondary sources and ICT
To consider weather conditions around the world
To identify similarities and differences
Showchildren 4 left luggage destination labels and suitcases. Explainthat they have got muddles up in pairs children discuss whichcase is going to which destination.
Recap onplaces identified last week for chosen member of staff.
Showpupils websites containing details of activities which could beundertaken in certain places e.g the adventure company, nielsonski holiday etc.
Each group needs to conduct further research into the destinationand develop an information booklet/ holiday intinery for staffmember. Can even prepare pp if resources available.
e.g places of interest , activities, day trips vaccinations, visas,weather , list of clothing and essential items etc
Children present finished travel plans to staff member perhaps inassembly. Evaluate the planned holiday together with the member ofstaff.
To use a range of sources to collect information
To present information clearly in a booklet for theclient.
To understand how weather conditions and associated activitiesaffect what needs to be packed for a holiday.
What is the place like?
What can we do there?
What do we need to take with us?