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To be able to define the following: Physical Human Environment al Geography (4/9/09) To me able to locate ‘my place’ on a world map. To be able to give 3 facts about planet Earth.
1- Use Post-it notes to gather info. about what the pupils have studied in Geog. in primary schools. Discuss in pairs and then write down 2 points. 2- Divide the ideas into 3 groups physical, human and environmental. Discuss the difference. 3- Pupils to use heading ‘Geography’ and then define the 3 different types and then draw a picture next to each. Use the bold type on p. 12 to copy. Fill out log 1- Give out world map. Can you locate London/UK? Pupils to draw arrow and write London, UK—my place. Pupils to locate other areas they are familiar with. Share findings with partners. (as: locating places on the world map)
Support Extension Differentiatio n E- Look at p. 4 write down 5 words that come into your mind when you see this picture.
Cross curriculu m links Science
Social, moral, spiritual links Awe and wonder at the planet.
Curriculu m links
Sharing info. with others will help the L.A. pupils. Give L.A. pupils choice to use the map on p.140. Allow H.A. pupils to use atlas to
ET letter home re life on Earth. Ex- pupils may wish to use other resources e.g. p. 8+9, Internet, library, own experience.
Awe and wonder
locate cities they are familiar with. May the child have?) Possibly write the questions and pupils to write the answers. (What ques. negative table on photos.Who thinks that the Earth has remained the same for 4. (11/9/09) To be able to describe ‘My Place’ using a variety of senses.Explain Buzz Game to pupils and play on p. 2.Look at page 8+9. To be able to discuss at least one of the problems of these changes. (Possibly not as too much h/w this week) Pick 2 of the pictures and write 5 questions you would like to .6 million years? What has changed? Can these changes be grouped? 2. 1. 1.What are the most important 3 facts you have learnt about the Earth today. 4.10. Use three sections.Can pupils locate the UK on p.Show images of different changes.) 3.Discuss h/w with pupils.use the dates from the teacher pack. Highlight the levels descriptors.4? 3.6+7 Discuss with pupils. Use picture and speech bubbles of gorilla and what she would say to child. (see p8 for ideas. Clock with the dates. 5.(7/9/09) 2. To be able to 3 ways the Earth is changing.Give each pupil a picture to describe picture on p.Ask pupils to describe the image on Positive and the board.
ask the people who live in the area.(14/9/09) 3. Discuss continents and use NSEW. Give pupils prompts in the boxes e. show pics/maps of Brighton and Mexico. smell.ask pupils how there life might be affected if imports and exports were stopped? Which link could they not live without and why? DT Science World community and global citizenship.Sort the links into local. How is Miss Bartram connected to the World? 2. To discover some of the many ways I am connected to the people and places in the World.My Place w/s using: map and country and continent See. hear.Pupils to complete grid to label the countries in the photos. 3. 4. (18/9/09) 1-Bring in t-shirt. feel? Pupils can draw pictures too. chocolate.g. national and international.Spider diagram / or worksheet with boxes on to show how the pupils are connected to the World. where do I go on holiday? Where does my food come from? Ex. .
3 and 4 shops? around the Where is the School / or transport e. Some may be able to use scale.A.g. Ex: If you did not have a ruler or measurement object how could you draw this classroom to scale – (roughly)? Draw a plan of your bedroom. (21/9/09) COVER 1. .Answer questions 1. (25/9/09) Question 7 p.If a bird flew into this room and hovered over the desk what would it see? Draw in books. 19. stations. 4. Mathematics Use of maps and scales can help pupils to explore and enjoy the wider world.Read p. 20-21 Give L.Using a whole p. Cover teacher to get list of prompts for To be able to 2. bks. 1.To be able to draw simple objects from a ‘Bird’s – eyeview’ To be able to begin to understand and use scale on plans. Is there a busy rd To be able to near you? explain why mental maps are useful. pupils the map activity: draw a mental draw a mental map of the area they are Where is your map of the familiar with. No writing is needed just keep your eyes open! Spatial awareness Better understanding of their community and the area in which they live.Draw a plan of the classroom in exercise books. house? area you live Where are the in / or the area 3. pupils outline plan and ask them to fill out the rest. bus area you are stops and tube familiar with. 21. 3. in ex. 2.Use w/s from Earthworks to get pupils to draw other objects.Scale: Answer questions on p. Highlight importance of looking at whole room first.
24 + 25 Visit Map Zone Try to complete as many quest on p. 2. 1! Increased ability to enjoy the world and explore it safely! . Can also give objects and partner has to say grid ref. Why are they important? Play game where one pupil gives grid ref and partner has to say what is in the square. relationship to They could possibly do this by playing ability. the drawing pairs games where they sit back to back. 4.25 as poss. Discuss: Key Label Annotate Frame Title 3.Look at the photo and sketch map together as a class.To be able to describe various features on photos taken from the air and then compare them to sketch maps and maps drawn to scale.Re-cap NSEW and get pupils to stand up and turn to the directions in the room. To read p.Show aerial photo of Warkworth Photos given out in and ask pupils to describe features. At least no. (28/9/09) 1.Give each pair a different aerial photo and ask them to draw a sketch map. Direction.Look at the maps drawn to scale and focus on symbols.
31.Discuss levels and what is needed for assessment. Prepare for assessment.A. 2. Mathematicsusing grids/coordina tes. To be prepared for the assessment next lesson.Pupils should try to measure the distances on p. Each must have a scale. (9/10/09) 1.Give pupils handout with questions relating to map on p. Pupils will be paired with each other in order to help with the process.A. pupils (?) The A3 sheet should support them.27 1.Share h/w with a partner. (5/10/09) To be able to measure distance on a map using scale. 3.Demonstrate as the crow flies and by road techniques of measuring distance on the board.Give pupils drawn on to A3 paper distances to measure. Varied times given to answer questions so that L.A. Increased ability to enjoy the world and explore it safely! Assessment 1. Ex. grid refs. 2. Discuss the + and – points of the work. Possibly ask Yr11 to come in and help.Measure river on p. (2/10/09) To complete assessment in given time – whole lesson. L. pupils Write a short article about the Ordnance Survey and hat they do. To familiarise myself with Ordnance Design a poster to illustrate the map skills you Fostering healthy competition .Show on board the process for locating 4 and 6 fig grid refs. on a map.To be able to locate 4 and 6 fig. 24. 3. pupils my find this difficult and may be paired with H.
Look at p. h) How do you know it is the beach? i) Which direction is the river flowing? j) What colour is the main road? k) What colour is a railway line? l) Point to a railway line. can complete task. 3. 2. c) The river d) What is the name of that river? e) Point to a settlement. 30. 6. Games with partners for support.Working in pairs complete as many questions as you can from p. have learnt this term. amongst pupils.I spy game with pupils giving features they see and partner giving 4 fig grid ref.End of unit evaluation sheet. 5.Survey maps and to find out how to use them.OS Bingo Pupils draw 9 symbols on a grid and teacher reads out random features. 7. 31 and ask pupils following questions: a)Where is north on the map? b) Point to the sea.Look at the scale and discuss its use here. 4. f) Name the settlement g) Point to the beach. .