M anor Prima ry School G eography Year 1: An Island Home ... · Manor Primary School M anor Prima ry School G eography Year 1: An Island Home; Katie Morag Ove rview of the Learning:

Manor Primary School


Geography Year 1: An Island Home; Katie Morag

Overview of the Learning:

In this unit children will develop their Geographical understanding and location knowledge about the UK. Pupils will be able to develop their place knowledge understanding geographical

similarities and differences through the study of human and physical features of a small area of the UK.

Core Aims

Children will develop geographical knowledge and understanding about their country.

Develop geographical vocabulary describing human and physical features of a place. (In the UK)

Use geographical skills including maps, geographical information, photographs and sources to support

and enhance their learning.

Pupils should be taught to develop their Locational knowledge…

Develop knowledge about the United Kingdom.

To name, locate and identify characteristics of a specific area.

To use basic geographical vocabulary when referring to physical and human features

To use aerial photographs and plan perspectives to recognise landmarks and basic human and

physical features.

To construct simple maps, using basic symbols in a key.

To draw simple conclusions comparing similarities and differences of a small area of the UK.

Expectations

Children can:

Name and locate characteristics of a place.

Identify and describe physical and human features of a part of the UK using this vocabulary correctly.

Identify and describe what places are like

Use maps and atlases to develop their understanding

Draw simple maps using keys and symbols

Ask simple geographical questions about where they live and investigate answers

Use observations and a range of geographical sources to suggest answers to questions

To understand the terms physical and human features

They carry out simple tasks and select information using resources that are given to them about places and environments

Make comparisons of a contrasting location.


Learning Objectives Suggested Learning Opportunities

To map Sturay using a key

Touse simple compass directions (North, South, East and West) and

locational and directional language.

To identify and describe what places are like

To investigate physical and human features of a part of the UK.

To understand where we live in relation to Stuary

To locate Wolverhampton and Stuary on a map

Investigating Stuary – developing pace knowledge.

Introduce the children to this terms topic: An island home; Katie Morag.

What do you think we will be learning about this term?

Where is Struay and what is it like?

Share with the children the Katie Morag story.

Using atlases can the children locate Scotland? Western isles?

Locate Wolverhampton and discuss in relation to the Western Isles.

Using photographs, pictures and key physical and human features, what conclusions can the children draw?

Discuss places they see, how would they describe this place?

Using positional language describe what they can see on a map – near and far, left and right to describe locations of features and routes

on a map.

What questions would the children like to investigate this term, relating to the unit?

Possible learning opportunities:

Can the children identify physical and human features (sorting)

Write a description about Struay

Map Struay and Wolverhampton – marking physical and human features.

Kids at Random House - KATIE MORAG

BBC - Learning Zone Class Clips - Barnaby Bear visits the Orkney Islands (pt 1/2) - Geography

BBC - Learning Zone Class Clips - Barnaby Bear visits the Orkney Islands (pt 2/2) - Geography

PPT to support learning

www.sln.org.uk/geography/.../Coll%20-%20Struay%202.ppt

To identify features and characteristics of a place.

To compare contrasting locations

To ask and respond to geographical questions.

Transport in Struay?

Read Katie Morag delivers the Mail to the children, and discuss where on Struay the Mail is delivered, how it is delivered

and why.

Use the map of Struay to follow where the mail is delivered

Children could add places where the mail is delivered on their own Maps of Struay.

Identify or draw or list the main types of transport used in Struay eg boat, tractor, lorry, walking.

Discuss why these forms of transport are to be fund on the island.

Are they similar or different to the forms of transport we use?

Make comparisons between there and where we live. (links to last term geography) Discuss with the children how they think Struay is linked to the mainland.

Where might a boat land on Struay? Use story and map for reference.



To investigate how land and buildings are used. Living in Stuary

http://www.randomhouse.co.uk/childrens/katiemorag/home.htm

http://www.bbc.co.uk/learningzone/clips/barnaby-bear-visits-the-orkney-islands-pt-1-2/5436.html

http://www.bbc.co.uk/learningzone/clips/barnaby-bear-visits-the-orkney-islands-pt-2-2/5437.html

http://www.sln.org.uk/geography/.../Coll%20-%20Struay%202.ppt




To understand what it might be like living in Stuary

To ask and respond to geographical questions about places and

environments

What do you think it’s like to live in Stuary? What jobs are there? Do you think they are different to jobs in

Wolverhampton?

Using a map locate the characters homes and places of work.

What do you think it would be like to live here? Why?

What job would you have? Could you have?

Learning opportunities:

Children to use a character from the book and describe where they live and the job they do.

Using the map ask the children to list the uses of land and buildings on Struay.

Discuss with the children the position of homes and important buildings, can the children give reasons about their position. Draw one of the buildings from Struay from the map and describe its use.


To investigate the island of Stuary

To use a range of sources to investigate.

To draw conclusions about a place

Recap with the children their learning so far.

What do you think Katie’s life is like?

Imagine you are Katie... Hot seat in pairs.

Explain what it is like to live on the island of Stuary. e.g. what her home is like, school, what she does after school, at the weekend, during

holidays.

In Katie’s shoes

Write an invitation to a friend from Manor Primary school inviting them to stay during half term.

Send a post card to a ‘pen pal’ or an email to a friend who goes to Manor primary explaining what life is like for Katie.

They are to explain what. life is like on the island and what they will do during their stay-

Using sources investigate key facts about Stuary, drawing simple geographical conclusions.


To understand places change.

To investigate how change impacts on people and places.

To ask simple geographical questions and can investigate answers.

Discuss with the children ‘How places change’ Do you think the island is changing? How? Why?

The new pier.

Provide the children with big paper- why do you think there is a new pier? Is it important for the people who live here? What about the

islanders? The mainland people?

What impact will building a new pier have?

What will it be used for?

Add it to their map of Stuary (start of unit).

Learning opportunities

Imagine a character from the island – share thought of new pier

For and against new pier

Pier uses

How it will impact / change their lives / lifestyles.

To make comparisons between Wolverhampton and Sturay. How is Struay similar to, and different from our locality?




To understand what a contrasting location is.

Using pictures and prior learning discuss what our locality is like.

What are its main features e.g. school, shops, parks, main roads.

How is it similar or different to Struay? Is this island a contrasting location? How? Why?

Learning opportunities

Comparison table - Wolverhampton and Island like Struay - Identify key similarities and differences

Collage of Struay and Wolverhampton – identify features of both places.

Information text / Fact file using sub headings such as houses, physical landscape, people and traffic.


To share personal preferences about places.

To use reasoned arguments and discussion to make an informed personal choice.

Would I like to live there?

Recap learning this term.

Discuss with the children what they have leant about living on a small island.

What are the advantages? Disadvantages?

Ask the children what it would be like about living on a small island, what they would miss most and what things it would

be difficult to do.

Using talking partners encourage the children to express personal preferences.

Children to record their thoughts using pictures or a mind map/ written outcomes.




Geography Year 2: Bridgnorth Field Study – A contrasting locality.


In this unit children will develop their Place knowledge and understanding. They will explore and investigate geographical similarities and differences of a contrasting locality. The

children will be able to identify and explain key physical and human features and begin to use geographical skills, including first hand observation, to enhance their locational

awareness.

Core Aims

Children will develop their human and physical geographical knowledge and understanding.

Identify similarities and differences through studying the human and physical geography of a small area

of the United Kingdom.

Use basic geographical vocabulary to refer to physical and human features.

Pupils should be taught to develop their human and physical knowledge…

Investigate a small area in a contrasting UK locality.

To use geographical vocabulary when referring to key physical and human features.

key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley,

vegetation, season and weather

key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

To use simple fieldwork and observational skills to study the geography of the UK and its grounds

and the key physical and human features of its surrounding environment.

To understand geographical similarities and differences through studying the human and physical

geography of a small area of the UK.

To use world maps atlases and globes to identify geographical features.

To use ariel photographs and plan perspectives to recognise landmarks and basic human and

physical features; devise a simple map; and use and construct basic symbols in a key.

To construct simple maps, using basic symbols in a key.

To use simple compass directions (North, South, East and West) and locational and directional

language (near, far, left, right) to describe the location of features and routes on a map.

Expectations

Children can:

Identify and describe key physical and human features of the UK

Identify and describe what places are like.

Identify similarities and differences through studying human and physical geography.

Draw geographical comparisons between their locality and a contrasting locality.

Use maps and atlases to develop their understanding and position of locations


To use compass directions and locational and directional language when planning routes and mapping.

Draw simple maps using keys and symbols

Ask simple geographical questions and investigate answers

Use observations and first hand experiences to suggest answers to questions

To understand and give accurate examples of physical and human features in and around the UK

They carry out simple tasks and select information using resources that are given to them about places and environments


To identify and describe what places are like.

To investigate places using maps, atlases and aerial photographs.

Introduce the children to this terms topic: Bridgnorth field study – A contrasting UK locality.

What questions would the children like to investigate this term, relating to the unit?

Show the children a range of photographs of Bridgnorth, what geographical conclusions can be drawn?

Where do you think Bridgnorth is? What do you think it’s like there? Have you ever heard of/been to Bridgnorth? How is it different to where we

live? How would you travel to get there? How long do you think it would take?

Maps, atlases of UK, West Midlands – Can you locate Bridgnorth? Wolverhampton?

Using positional language can you plan a route using your map? (North, south, East, West) (left, right, near, far)

Learning opportunity ideas:

- Identify and map Wolverhampton and Bridgnorth on a map

- Map/trace a route using positional language

- Travelling to Bridgnorth

- Brief description about Wolverhampton and Bridgnorth drawing conclusions from photographs Bridgnorth is a town in the countryside,

Wolverhampton is a city…

To investigate Bridgnorth.

To use a range of sources to find out about a locality.

To identify key physical and human features of Bridgnorth.

Ask simple geographical questions and investigate answers

Building upon their understanding of what Bridgnorth is like…

What questions did you generate last lesson that you would like to investigate? –

Show the children a picture of a family who live in Bridgnorth.

Do you want to add any more questions?

Tell the children today they will be finding some of these answers!

Making predictions - What do you think Bridgnorth would be like if you were to go there?

Using sources, making predictions and drawing geographical conclusions from visual pictures children investigate what Bridgnorth is like.

What is a human feature? A physical feature? What human and physical features do you think Bridgnorth has?

Using pictures, photographs, maps, written sources children investigate…

Discuss findings – what is a quarry? Why are there so many open spaces? What are these used for?

Learning opportunities:

-Table of human and physical features of Bridgnorth


-Map area of Bridgnorth identifying key physical and human features

-Drawing conclusions about the physical and human features they have discovered.

-A detailed fact file about a physical or human (or both) feature of Bridgnorth.

To investigate buildings in Bridgnorth

To make comparisons between Bridgnorth and Wolverhampton.

Share with the children a range of houses in Bridgnorth.

What are they like? What are they made of? Who might live there?

How are they similar/ different to the homes we live in?

Book: In your neighbourhood Where We Live.

-Pictures of house in Wolverhampton, house in Bridgnorth – describe and compare

-Draw picture of house and their own home – identifying similarities and differences

-List/ compare similarities and differences

Why do you think they are different?

Based on your findings, do you think all buildings are different in Bridgnorth?

Using the pictures of the shops, pubs, churches and farms from Bridgnorth and discuss what they tell us about the village (use

photographs 12-15 and Shops in Bridgnorth List). e.g. what sort of shops can we see? What do you notice about the shops? Why does

Bridgnorth have more shops than the area local to Manor? Can you see a supermarket?

Discuss how similar and different the shops are to the shops in our locality. Can the children see any supermarkets in Bridgnorth? Any

fast food restaurants e.g. McDonalds

Ask the children to imagine they were going to open a shop in Bridgnorth village.

What sort of shop would it be and why?

Look now at photographs and maps of Wolverhampton:

How do the two locations compare? Similarities? Differences? (open spaces, land uses etc)

-Complete a table comparing similarities and differences between Bridgnorth and Wolverhampton.

Where would you prefer to live and why?

To use positional and directional vocabulary when describing and

mapping places.

To map a route for Bridgnorth.

Tell the children toy imagine they are going to visit Bridgnorth.

What human and physical features do you know exist in Bridgnorth?

How is Bridgnorth town mapped out? What are the roads like? How can you tell Bridgnorth is in the countryside?

Possible Learning Opportunities:

Template to scaffold mapping work

-As you travel around Bridgnorth, plan your route marking on key human and physical features that you would see.

-Using a map of Bridgnorth - Using positional and directional vocabulary describe what you would see walking around Bridgnorth.

-Use a key to map features

-Geographical conclusions, If you went to visit Bridgnorth, follow my map and you will find north of Bridgnorth the…

To identify and describe what places are like.

To draw geographical comparisons between their locality and a

contrasting locality.

Ask the children to think about what it might be like living in Bridgnorth and going to school there…

Look at the photograph of Bridgnorth First School. Ask the children what it might be like there? How might it

be the same/different to our school?

Introduce Simon and tell the children about his school – Bridgnorth First School.


What would you like to ask Simon about his school?

Look at Simon’s route to school from map of Bridgnorth and discuss what he sees every day. How does this

compare to the children’s journey to school? How is it similar? How is it different?

Potential Learning opportunities:

On the copy of the plan draw Simon’s shortest route to school by road. What conclusions can you make?

Ask the children to draw four different things Simon sees on his way to school compared to what they see on

their way to school.

Compare this with a map of the route they take to school? (bullet point differences? Similarities?)

Write an e-mail to Simon at his first school and share the similarities and differences between schools. (or you

have a mock email from Simon telling you facts about his school life and ask children to replay sharing

similarities and differences between school life.

Identify and describe what places are like.

Identify similarities and differences through studying human and

physical geography

How does Bridgnorth compare to Wolverhampton? What are the differences?

Do you think there are any places in our area that are like Bridgnorth? Reasons for your answers?

Tell the children there is a Village near our school that is very similar to Bridgnorth e.g. Trysull

Children to make an educational visit to Trysull. The children provided with opportunities to see first hand a Village. While the children

are there provide opportunities to:-

Identify what can be found in a Village, making links to their learning about Bridgnorth

Look at the buildings and shops in the Village

Explore the Village and look at maps show the children can develop their key skills

Ask the children to discuss their visit to the local village e.g. what did they see? What did they do? What did they enjoy the most? What

might they like to do if they visited the Village again?

Ask the children to use a key to label human and physical features of the Village area on a base drawing

Use photographs and other information gathered from the educational visit as a stimulus for work with the

children

– sketch buildings they saw,

-write postcards to friends,

-diaries of their day,

-pictures of what they did.

Useful links for teacher reference

http://www.visitbridgnorth.co.uk/

http://www.bridgnorthguide.info/

http://www.bridgnorthcliffrailway.co.uk/

http://www.visitbridgnorth.co.uk/

http://www.bridgnorthguide.info/

http://www.bridgnorthcliffrailway.co.uk/


http://www.dayoutwiththekids.co.uk/things-to-do/bridgnorth

News and events http://www.bbc.co.uk/search?q=bridgnorth

http://www.dayoutwiththekids.co.uk/things-to-do/bridgnorth

http://www.bbc.co.uk/search?q=bridgnorth



Geography Year 3: Connecting ourselves to communicate in Europe.


In this unit children will extend their knowledge and understanding beyond the local area to include the UK and Europe. The children will investigate key physical and human features

across Europe developing their place, locational and human and physical geography.

Core Aims

Children will focus on Europe, concentrating on their environmental regions, key physical and human

characteristics of European countries.

To name and locate countries and geographical regions, key topographical features (including hills,

mountains, coasts and rivers) land use patterns and how they have changed over time,

To interpret a range of sources of geographical information, including maps, diagrams, globes and aerial

photographs.


Name and locate countries and cities of the United Kingdom and Europe, geographical regions.

To identifying human and physical characteristics, key topographical features (including hills,

mountains, coasts and rivers) across Europe and how these can change over time.

To use maps, atlases, globes to investigate and locate and describe features.

To use eight point compass, four and six- figure grid references, including ordnance survey maps to

build their knowledge of Europe.

To locate the world’s countries, using maps to focus on Europe (including the location of Russia)

concentrating on their environmental regions, key physical and human characteristics.

Expectations

Children can:

Name and locate European countries and major cities and their geographical regions focusing on key physical and human characteristics, key topographical features (including hills, mountains, coasts and rivers)

and land uses and how these have changed over time.

Identify and describe physical and human features of what places are like within Europe.

Use atlases, globes four and six figure grid references ordnance survey maps and atlases to develop their understanding and position of locations within the UK and Europe.

Ask geographical questions and investigate answers.

To use appropriate geographical vocabulary, related to topic they are studying.

To analysis geographical data and evidence to draw conclusions about key features in Europe.

To draw maps and plans, at a range of scales to communicate their geographical understanding.

To develop locational awareness, recognising how places change over time.



Name and locate countries and cities of the United Kingdom and

Europe, geographical regions.

To use and interpret maps and atlases when investigating Europe and our

world.

Introduce the children to their new geography topic – Connecting ourselves to communicate in Europe.

In talk partners discuss what you already know about our Europe – record on post it note.

Provide the children with a bank map – using prior knowledge what can they identify?

Name and locate the countries that make up Europe – use Worldwise, maps, and atlases to identify them.

How successful were they?

Book: World watch 4 pages 50-54 Europe and European Union and what this means.

Using differentiated maps and for BA Starting letter as a scaffold, children identify the different continents and countries around the world. Ensure all

children map the UK and Europe.

Introduce children to the position and significance of longitude, latitude, North and South Hemisphere, tropics and Arctic and Antarctic circles.

Identify these on a world map.

Where is Europe in relation to the rest of the world?

To identify key physical and key topographical features and land uses of

European countries.

To use key geographical vocabulary when describing places in Europe.

To study the human and physical geography of a region of Europe.

To use maps, atlases, globes to investigate and locate and describe

features.

Recap with the children: What is a physical feature?

What is a topographical feature? (including hills, mountains, coasts and rivers)

Can anyone identify any within the UK? Europe?

Tell the children the over the next few weeks they will investigate physical and topical features for European countries

Over a series of lessons children to investigate and study the human and physical geography of European regions.

http://espresso.schoolint.wolverhampton.gov.uk/modules/t1_mapping/int_map/act_int_exp.html

Children identify and map key physical and topographical features of European countries

Identifying what landscapes are like in different regions within Europe –

Begin with Hills. Are there any famous hills in Europe? Why are people attracted to visiting hills? (wildlife, walking holidays etc)

What is a hill? What is the landscape like? What defines a hill? What is the tallest hill in the UK? In Europe?

Using maps investigate landscapes of hilly areas.

How does this impact on the environment?

Investigate how hills change over time?

To identify key physical and key topographical features and land uses of

European countries.

To use key geographical vocabulary when describing places in Europe.

To study the human and physical geography of a region of Europe.

To use maps, atlases, globes to investigate and locate and describe

features.

This week investigate mountains of Europe. Are mountains physical or human features?

Begin with – What is Mountain? How is a mountain different to a hill? What do you think a mountain environment is like?

Using a range of sources to support their learning pictures, written sources, websites – children could investigate for themselves or use Alps Book:

Geography Success 1 page 18

Mountain Profile

Mountain Fact file

Information guide

Map European Mountain using a six figure grid reference maps / atlases

Children to include what a mountain environment is like, the landscape, economic activity – skiing holidays, impact on tourism.

To investigate land uses and how these have changed over time.

Identify and describe physical features of what places are like within

Europe.

Recap with the children their learning about topographical features.

Introduce coast.

What are coasts? Book – Geography Success 3 page 32 or World Watch 2 page 4-7

http://espresso.schoolint.wolverhampton.gov.uk/modules/t1_mapping/int_map/act_int_exp.html


To investigate coasts Children to investigate... useful link https://central.espresso.co.uk/espresso/modules/t2_coasts/index.html

http://espresso.schoolint.wolverhampton.gov.uk/modules/t2_coasts/index.html

Coastal features

Coastal change

People and coasts

Maps of coastline

Children could lead their own learning investigating a coastline of Europe and how the coast line has changed over time using geographical

vocabulary.


To analysis geographical data in relation to rivers and draw conclusion

about rivers in Europe.

The children will identify rivers in Europe.

What famous rivers do they know? What is a river?

What questions can children generate to find out more about rivers in Europe?

Find answers to their questions using maps, atlases, internet

Suggested learning opportunities:

Graph length of rivers in different European countries

A river study

Comparisons between a UK and river in Europe

Impact of rivers – flooding, local people and their sources of water

River use / land use patterns

People and rivers – pollution issues

Trade uses / distribution of natural resources(energy food minerals and water)

Rivers and landscape that inspire artists and poets -

http://espresso.schoolint.wolverhampton.gov.uk/modules/t2_rivers/pathways/t2_rivers_inspire_1.html

http://espresso.schoolint.wolverhampton.gov.uk/modules/t2_rivers/index.html - information on rivers – landscape river effects on people and places

To investigate human features of European countries, to find out what places

are like.

To communicate using geographical vocabulary.

Children can lead their own learning by deciding which city European country they would like to present.

Children to gather research on their chosen place leading their learning with a human feature that would attract tourists to visit a place.

Children could create a fact file, a persuasive brochure to visit a human landmark/poster/guide to attract visitors to a specific country/information text

for a nonfiction book about human features.

Prompts of photographs EG Eifel Tower, Notre-Dame de Paris, Parthenon of Greece, Alhambra in Spain, Vatican, Colosseum, Leaning tower of Pisa,

Stonehenge.

-Impact of human geography on people and places

https://central.espresso.co.uk/espresso/modules/t2_coasts/index.html

http://espresso.schoolint.wolverhampton.gov.uk/modules/t2_coasts/index.html

http://espresso.schoolint.wolverhampton.gov.uk/modules/t2_rivers/pathways/t2_rivers_inspire_1.html

http://espresso.schoolint.wolverhampton.gov.uk/modules/t2_rivers/index.html



Geography Year 4: Llandudno: A contrasting locality


In this unit children will focus on a contrasting location in the UK, Llandudno. Pupils will develop their locational and place knowledge through the study of physical and human

geography of a region of the UK, using and applying their geographical skills.

Core Aims

Children will develop their locational knowledge by naming and locating places in the UK, drawing

comparisons and learning about environmental regions and land use patterns.

To understand geographical similarities and differences through the study of physical and human

geography of a region of the United Kingdom, Llandudno.

To develop their geographical skills through a range of sources.


Name and locate countries and cities of the United Kingdom, geographical regions and their

identifying human and physical characteristics and land use patterns, understanding how some of

these aspects have changed over time.

To understand geographical similarities and differences through the study of human and physical

geography of a region of the United Kingdom.

To describe and understand key aspects of physical and human geography

(physical geography: climatic zones, biomes and vegetation belts, rivers, mountains, volcanoes and

earthquakes and the water cycle.

human geography: types of settlement and land use, economic activity including trade links,

distribution of natural resources including energy, food, minerals and water)

To use the eight point of a compass, four and six figure grid references, symbols and keys, OS

maps to build upon knowledge of the United Kingdom.

Expectations

Children can:

Name, locate and map specific places and geographical regions within the UK.

To describe and understand key aspects of physical geography including climatic zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle within Llandudno and the

impact this has on people and places.

To describe and understand key aspects of human geography including types of settlement and land use, economic activity including trade links, distribution of natural resources including energy, food,

minerals and water and the impact this has on people and places.

Identify and describe physical and human features of what places are like in the UK.

Use atlases, globes, four and six figure grid references, ordnance survey maps and digital technology to locate and describe what places are like.

To analysis geographical data and evidence to draw conclusions and comparisons between Llandudno and where we live.


To use appropriate geographical vocabulary, related to topic they are studying.


To understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom.


To investigate the locality of Llandudno.

To ask geographical questions and investigate answers.

To use mapping skills, four grid references to locate places in the UK

Introduce the children to their new geography topic – Llandudno: A contrasting location.

In talk partners discuss what you already know about Llandudno.

Where is Llandudno? What country is it located in? Where is it in relation to Wolverhampton? Has anyone visited?

Children discuss – What would you like to investigate and find out about Llandudno? How might we collect this information? Post it note

key questions the children have?

Using grid reference and positional language details about this: http://www.bbc.co.uk/schools/gcsebitesize/geography/geographical_skills/maps_rev1.shtml

Ask the children to read and locate Llandudno using four figure grid reference. Range of maps and atlases when investigating.

Can they locate Wolverhampton using grid references?

Using positional language can they describe locations in comparison to each other?

Possible Learning opportunities:

-Environmental regions investigate

-Map two localities

-identify surrounding rivers, seas, major cities

-Landscape and settlements

-Travelling to Llandudno

-comparing areas http://maps.google.co.uk/maps?hl=en&gs_rn=9&gs_ri=psy-ab&cp=7&gs_id=14&xhr=t&q=llandudno&bav=on.2,or.r_qf.&bvm=bv.45373924,d.d2k&biw=1024&bih=674&wrapid=tljp1366372649693017&um=1&ie=UTF-

8&sa=X&ei=DTRxUbfJCYG07Qbgm4HQCA&sqi=2&ved=0CAgQ_AUoAg

http://www.warrinerprimaries.com/Topic/contrastinglocalityuk.htm

To describe and understand key aspects of physical geography

(including climatic zones, biomes and vegetation belts,) Llandudno

and the impact this has on people and places.

To use key geographical vocabulary when communicating your

understanding.

Using their learning about the location of Llandudno, ask the children to predict what they think Llandudno is like, drawing conclusions from

the position of the UK in relation to where we live.

What is a physical feature?

What physical features would you expect to find in Llandudno?

Link to prior learning: Do you think the Climatic zone will be different in Llandudno to Wolverhampton? Why? Why not? Biomes -

Temperate deciduous forests contain trees that lose their leaves and are found across Europe and USA. The weather is mild and wet. The

climate is called temperate maritime. Discuss how this is the same for Llandudno and Wolverhampton. Reference to Oxford School Atlas page

76.

Investigate vegetation belts and the land uses for these areas.

Drawing geographical conclusions about the land and how this may impact on the people who live here.

http://www.mapsofworld.com/thematic-maps/world-natural-vegetation.htm

To identify physical and human features of Llandudno.

To use geographical vocabulary when describing physical and human

features.

Over a series of lessons…

The children are going to investigate and explore the land of Llandudno in more detail through aerial maps, OS maps, photographs and a

range of secondary sources and how this impacts on people and places.

Looking at the sources, what conclusions can be drawn about Llandudno? What can they see? Any physical / human

http://www.bbc.co.uk/schools/gcsebitesize/geography/geographical_skills/maps_rev1.shtml

http://maps.google.co.uk/maps?hl=en&gs_rn=9&gs_ri=psy-ab&cp=7&gs_id=14&xhr=t&q=llandudno&bav=on.2,or.r_qf.&bvm=bv.45373924,d.d2k&biw=1024&bih=674&wrapid=tljp1366372649693017&um=1&ie=UTF-8&sa=X&ei=DTRxUbfJCYG07Qbgm4HQCA&sqi=2&ved=0CAgQ_AUoAg

http://maps.google.co.uk/maps?hl=en&gs_rn=9&gs_ri=psy-ab&cp=7&gs_id=14&xhr=t&q=llandudno&bav=on.2,or.r_qf.&bvm=bv.45373924,d.d2k&biw=1024&bih=674&wrapid=tljp1366372649693017&um=1&ie=UTF-8&sa=X&ei=DTRxUbfJCYG07Qbgm4HQCA&sqi=2&ved=0CAgQ_AUoAg

http://www.warrinerprimaries.com/Topic/contrastinglocalityuk.htm

http://www.mapsofworld.com/thematic-maps/world-natural-vegetation.htm


To use atlases, globes, four and six figure grid references, ordnance

survey maps and digital technology to locate and describe what places

are like.

features? How could we investigate more?

OS Mapping with grid references… http://www.bbc.co.uk/schools/gcsebitesize/geography/geographical_skills/maps_rev1.shtml

Provide the children with sources to investigate further, thinking about buildings, landscape, economic activity and

leisure.

Children to produce a guide/ fact file/maps to communicate their learning of Llandudno and to record information under the following

headings:

Landscape

Leisure

Buildings

History

Transport links

Ordnance survey maps of the area of Llandudno.

http://www.britishlistedbuildings.co.uk/wa-3409-llandudno-lodge-conwy/osmap

What type of map is it?

How do we use an OS map?

What can be seen on an OS map? How is it different to other maps?

http://maps.google.co.uk/maps?client=firefox-a&rls=org.mozilla:en-GB:official&hl=en&tab=wl

How do we use the mapping key?

What can we identify? What conclusions can we draw about Llandudno?

Using the key, ask the children what they can identify e.g. landscape features, buildings, street names and so on.

Can the children identify any physical and human features that they saw on the aerial maps during the previous

lesson? Ask the children to make a sketch map of the main streets in Llandudno using grid references and a key to

locate key physical and human features.

http://www.llandudno-tourism.co.uk

http://maps.google.co.uk/maps?hl=en&tab=wl

http://www.llandudno.com/

To identify physical and human features of the Great Orme

To use appropriate geographical vocabulary to describe the ecology,

flora and fauna found on the Great Orme

Why do you think people visit Llandudno? If you went to Llandudno, where would you go and why?

Tell the children that they are going to look at and investigate for themselves, one of the main tourist attractions near Llandudno.

Using their OS maps from last week, identify the Great Orme. What is this attraction? Where is it? Why do we think it is appealing to

tourists?

Show the children a slideshow of visual images of The Great Orme and again question them – what did they see and can draw from the visual

sources? Why do we think it is appealing to tourists?

http://www.lighthouse-llandudno.co.uk/

http://www.llandudnoattractions.com/home.php?/home

http://www.bbc.co.uk/schools/gcsebitesize/geography/geographical_skills/maps_rev1.shtml

http://www.britishlistedbuildings.co.uk/wa-3409-llandudno-lodge-conwy/osmap

http://maps.google.co.uk/maps?client=firefox-a&rls=org.mozilla:en-GB:official&hl=en&tab=wl

http://www.llandudno-tourism.co.uk/

http://maps.google.co.uk/maps?hl=en&tab=wl

http://www.llandudno.com/

http://www.lighthouse-llandudno.co.uk/

http://www.llandudnoattractions.com/home.php?/home


Using a range of sources and information about history, archaeology, ecology, mining, shipwreck, flora and fauna including the long

established herd of feral goats, children to investigate for themselves.

Children to further extend their investigations by using the Ipads.


Present their findings in an informative guide

A persuasive leaflet to attract people to visit The Great Orme.

Picture of The Great Orme and information written below.

http://www.bbc.co.uk/schools/gcsebitesize/geography/weather_climate/climate_rev1.shtml

To describe and understand key aspects of human geography

(including types of settlement and land use, economic activity

including trade links, distribution of natural resources including

energy, food, minerals and water) and the impact this has on people

and places.

To ask geographical questions and investigate answers.

To analysis geographical data and evidence to draw conclusions.

To use appropriate geographical vocabulary, related to topic they are

studying.

Focus on human geography and the impact this has on people and places.

Over the next few lessons investigate the human geography of Llandudno using a range of written, interactive, visual sources.

Look at the different types of buildings and different types of jobs in and around the town generally.

e.g. shops, restaurants, industry, housing, hotels.

Identify different types of economic activity in Llandudno. Children to investigate

through sources, the types of economic activity and categorise them as primary, secondary and tertiary – ‘take it’, ‘make it’, and ‘sell it’. Impact

on trading and use of natural resources.

Identify the Activities that are available for people to do. Where? When? What? Who?

Investigate the sea front and pier, sketching the buildings and noting the types of buildings.

Investigate the facilities available to the general public in Llandudno e.g. hospitals, libraries, schools

Possible Learning Opportunities:

Graph to show the different types of buildings and the jobs involved. Draw conclusions about the main

types of land use and jobs in the area

. Fact files, guides, graphs and analysis, report formats and PowerPoint presentations.

Geographical conclusions based on the impact these aspects have on people and places. https://maps.google.co.za/maps/ms?ie=UTF8&t=m&oe=UTF8&msa=0&msid=204982621749943274778.0004c230da2b0577bba38&dg=feature

To understand geographical similarities and differences through the

study of human and physical geography of a region of the United

Kingdom.

Ask the children to think back over this terms learning…

How is Llandudno similar to Wolverhampton? How is it different?

Where would you prefer to visit? Go on holiday? Why?


-Comparison table

-Written explanations sharing similarities and differences

-Picture sources and explain each drawing upon similarities and differences between Wolverhampton and Llandudno.

http://www.bbc.co.uk/schools/gcsebitesize/geography/weather_climate/climate_rev1.shtml

https://maps.google.co.za/maps/ms?ie=UTF8&t=m&oe=UTF8&msa=0&msid=204982621749943274778.0004c230da2b0577bba38&dg=feature





Geography Year 5: Issues in the News: What’s happening around the world?


In this unit children will focus on developing their knowledge about diverse people and places, natural and human environments to deepen their understanding of the Earth’s key

physical and human processes. They will deepen their and develop knowledge of the formation and use of landscapes and environments, investigating how the weather impacts on

people and places resulting in Natural Disasters that make the news on a local, national and global scale.

Core Aims

To develop contextual knowledge of the location of globally significant places (terrestrial) including

their physical and human characteristics and how these provide a geographical context for

understanding the action of processes.

To understand key physical and human geographical features and how these can bring about change

over time.

To interpret a range of geographical sources including maps, diagrams, globes, photographs and

geographical information systems (GIS)

To communicate geographical information in a variety of ways including through maps, numerical and

quantitative skills and writing at length.


Children will locate the world’s countries, using maps to focus on Europe (including Russia) and

North and South America, concentrating on environmental regions, key physical and human

characteristics, countries and major cities.

To name and locate countries and cities of the UK, geographical regions and their physical and

human characteristics, key topographical features and their land-use patterns and understand how

some of these aspects have changed over time.

To identify the position and significance of longitude, latitude, equator, Northern and Southern

hemispheres, Tropics and circles, Prime/Greenwich Meridian and time zones.


geography of a region of the United Kingdom, a region in a European country and within North or

South America.

To develop their physical geography (volcanoes, earthquakes) and human geography, including:

types of settlement and land use and economic activity, natural disasters.

To use maps, atlases, globes, digital mapping including OS maps and grid references to investigate and

describe features studied.

To develop their geographical skills and build their knowledge of the UK and wider world.

Expectations

Children can:

locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and

major cities.

name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features, and land-use patterns; and understand how some of these aspects

have changed over time

identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones.

understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America


To be able to describe physical geography, including: volcanoes and earthquakes, and human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources

including energy, food, minerals and water.

To use maps, atlases, globes and digital/computer mapping to locate countries and describe features of mountains they will study.

To use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world.

To use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.


To identify and map human and physical features of the world.


To use the eight points of a compass, four and six-figure grid references,

symbols and key (including the use of Ordnance Survey maps) to build their

knowledge of the United Kingdom and the wider world

Introduce the children to their new topic – Issues in the News.

Resource book: What’s in the News Oxford Connections.

Generate questions they would like to investigate this term. Post it note enquiries.

What is a physical feature? A human feature? Label all they can identify on a blank A3 world map.

Using maps, atlases and OS maps identify key physical and human features of our world.

Using a world map, developing their geographical skills using lines and grids and a mapping key- To map the positions and significance of latitude,

longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the

Prime/Greenwich Meridian (where north and south meet) and time zones (these could be labelled on grid lines along top of their map.

http://espresso.schoolint.wolverhampton.gov.uk/primary_uk/subject/

module/video/item625518/grade2/module660066/collection660556/section662824/index.html

To ask and respond to a range of geographical questions investigating the

country we live in.

To use a range of sources to investigate the UK physical and human features

and draw geographical conclusions.

To understand geographical similarities and differences through the study of

human and physical geography of regions of the United Kingdom

Investigate building on prior learning about UK.

What do we know about the countries that make up the United Kingdom?

What are the capital cities of England and Wales?

Where is Scotland’s highest peak?

What sea separates England and Ireland?

Using globes, UK maps, atlases and the internet- I- pads investigate and locate. (refer to relation to the rest of

the world using their world maps from last week)

What would you like to investigate about the UK? Population, Country, Capital city, Longest river, area and highest peak.

What conclusions can you draw about UK? What comparisons can you make? Geographical reasoning?

To use fieldwork to observe, measure, record and present the human and

physical features in the local area using a range of methods, including sketch

maps, plans and graphs, and digital technologies.

To look at land uses and understand how some of these aspects have changed

over time.

Where do we live?

Investigating the West Midlands.

Generate what the children know about their own locality.

What are the physical and human features of the West Midlands?

Using a range of sources investigate towns and cities that are part of the west midlands. Investigate the distribution of population and how land is used. How has the land use changed over time? (boundaries of Staffordshire)

What are the counties famous for? (Mining, farming etc..)

Ask the children to produce a short information leaflet about the Midlands. They are to demonstrate what they have learnt about the

physical and human features of the country. The children could include annotated map to demonstrate the geographical features both

http://espresso.schoolint.wolverhampton.gov.uk/primary_uk/subject/%20module/video/item625518/grade2/module660066/collection660556/section662824/index.html



human and physical of their locality.

http://www.triathlonengland.org/west-midlands


human and physical geography of a region of the United Kingdom.

To investigate what makes local news.

To compare local, national and global news.

Ask the children about the news? What makes the local news? Where is the place? What is happening there?

Why is news reported? Its purpose? How does this link to geography learning?

Ask the children to think about:

What geographical issues would make our local news?

How could we find out about what is happening in our locality?

How does local news compare to national news? Global news? Why? How? What is the difference?

What human and physical features are reported via the news?

Ask the children to generate their thinking and thoughts.

Highlight focus on the weather– What is weather? How would we describe the weather in our locality?

How does the weather in our locality make the news and why?

Ask the children to use Post-it notes to generate their own questions to which they would like to find out about weather issues and our

locality (has it snowed recently? Weather implications of people and places?)

How could we investigate this?

Provide the children with a range of news cuttings, local weather clips, and local photographs for the children to explore and draw their

own geographical conclusions about why weather makes the local news.

Discuss the impacts of the weather on people and the local area.

Children to present their learning using a range of writing – news reports, eye witness accounts and informative texts.

http://news.bbc.co.uk/1/hi/school_report/resources_for_teachers/9525216.stm


human and physical geography of a region of the United Kingdom.

To investigate what makes national news.

To compare local, national and global news.

To use geographical vocabulary to communicate findings.

What is in the national news today? Where are these places? What is happening there? Why?

Recap with the children what issues make the local news and why? National news? Global news?

Discuss how the weather can affect a country like the UK on a national scale and make the news as a result of it. What is happening in

the news nationally?

Show the photographs and news stories from the national news and identify the location of the story on a UK map. Use images of

geographical events, eg flooding and extreme weathering like snow causing chaos across the UK

Children to investigate using sources and find out what issues make the news nationally as a stimulus for report writing.

Ask the children to write a news report about what happened before and after the event, in terms of geographical processes

and the impact of the event on human lives and how issues affect people, places and environments.

2009 clips or if more recent issues use/ implement those…

http://news.bbc.co.uk/1/hi/7864395.stm

http://news.bbc.co.uk/cbbcnews/hi/newsid_9290000/newsid_9297700/9297711.stm


http://www.triathlonengland.org/west-midlands

http://news.bbc.co.uk/1/hi/school_report/resources_for_teachers/9525216.stm

http://news.bbc.co.uk/1/hi/7864395.stm




To use correct geographical vocabulary.

To use and interpret a range of secondary sources to investigate

environments.

To be able to describe physical geography,

and human geography, including: types of settlement and land use, economic

activity including trade links, and the distribution of natural resources


To use maps, atlases, globes and digital/computer mapping to locate countries

and describe features of they will study.

How do extreme weather conditions make the news? Why is this portrayed globally?

Introduce the children to extreme weather conditions that make the news around the world.

What extreme weather conditions are these?

Using pictures and video clips, introduce the children to the extreme weather conditions of flooding, hurricanes, avalanches and

tsunamis.

Over a series of lessons the children will study each – how they occur and the effects on the earth and its inhabitants

Using globes, world maps, information texts, atlases and the internet to find out more about flooding across the world.

The children are to:

Find out how and why there is extreme flooding

Which parts of the world are prone to extreme flooding and give examples

How the landscape is affected by flooding

How are humans affected by flooding

What preventative measure can be put into place to combat the effects of flooding

Book: National Geographic Theme sets Water

The children are to present what they have found out about flooding by creating a fact file.

The children are to study hurricanes, avalanches and tsunamis following the same sort of format as for flooding. Children to continue to

focus on the impact of these extreme weather conditions around the world on people and places.

How people are affected by the extreme weather conditions – information texts and first person accounts

Extreme weather conditions experienced – reports and information texts about how extreme weather is created and the effects

it has on people and places

Children to present their learning and findings using a variety of media for writing as well as using ICT

Graph to compare places.

Evaluations of the impacts of people and places

Detailed descriptions of processes and how they occur driving key skills – impact of distribution of resources – help/aid.

How has the land patterns/ land use changed overtime? Why?

Books: National Geographic Theme sets; Tornadoes, Hurricanes, Earthquakes and Volcanoes.

http://espresso.schoolint.wolverhampton.gov.uk/modules/t2_special_reports/natural_disasters/act_nd_map.html

http://homeworkhelp.stjohnssevenoaks.com/geography/index.html


human and physical geography of a region of the United Kingdom, a region

in a European country, and a region within North or South America

To interpret data and draw conclusions from research and findings.

When do natural geographical phenomena make the news?

Introduce the children to natural geographical phenomena that make the news globally. Can the children name any?

Introduce the children to earthquakes and volcanoes. What do they think they know about them? What questions would they like to

investigate and why?

http://espresso.schoolint.wolverhampton.gov.uk/modules/t2_special_reports/natural_disasters/act_nd_map.html

http://homeworkhelp.stjohnssevenoaks.com/geography/index.html



earthquakes and volcanoes (natural disasters) and human geography,

including: types of settlement and land use, economic activity including trade

links, and the distribution of natural resources including energy, food,

minerals and water.

Over several lessons introduce the children to the ways in which volcanoes and earthquakes make the news. Children will think about:

How earthquakes and volcanoes occur- presenting learning through reports and information texts about how extreme weather

is created and the effects it has on people and places

How people are affected by natural disasters like earthquakes and volcanoes – presenting learning in information texts and

first person accounts – news reports

How are volcanoes formed and how do they erupt?

Using a range of secondary sources, atlases and internet sources show the children how volcanoes are formed and how an eruption

occurs.

Prove the children with maps and atlas’s, look at the distribution of volcanoes across the world and link this simply to plate tectonics-

Using the internet, ask the children to research the latest volcanic eruptions around the world and the effect on people

Ask the children to produce a newspaper report about a fictional volcanic eruption. The children are to include an explanation of how the

volcano is formed and the devastating effects of an eruption.

How do earthquakes occur and what are their consequences on people and places?

Using a range of secondary sources, atlases and internet sources show the children how and why earthquakes occur.

Allow the children to investigate using maps and atlas’s look at the distribution of earthquake zones across the world and link this simply

to plate tectonics and the distribution of volcanoes

Using the internet, ask the children to research the latest earth around the world and the effect on people.

http://espresso.schoolint.wolverhampton.gov.uk/modules/ subject/index.html?subject=862312&grade=ks2&source=espresso-homepage

Book: Discovering Geography: Volcanoes and Earthquakes.

name and locate counties and cities of the United Kingdom, geographical

regions and their identifying human and physical characteristics, key

topographical features, and land-use patterns; and understand how some of

these aspects have changed over time

To use maps, atlases, globes, digital mapping including OS maps and grid

references to investigate and describe features studied.

To develop their geographical skills and build their knowledge of the UK and

wider world.

Creating and capturing a news bullet about issues that make the news!

Ask the children to review their learning from the previous lessons. Ask the children to think about all the issues that they have explored

that make the news, locally, nationally and globally.

Tell the children that they are going to work in small groups, to plan, capture, edit and present a video news bulletin about their learning

this term using the Media Suite.

Over several lessons children are going to plan, shoot, edit and present their videos using the media centre and tri-caster multimedia

software.

http://espresso.schoolint.wolverhampton.gov.uk/modules/



Geography Year 6: Let’s go to the Caribbean


In this unit children will develop and extend their knowledge and understanding of diverse places, people, resources and natural and human environments. Children will develop their

knowledge about the world and of the formation and use of landscapes and environments and how they change over time.

Core Aims

To develop contextual knowledge of the location of globally significant places (terrestrial and marine)

including their physical and human characteristics and how these provide a geographical context for

understanding the action of processes.

To understand key physical and human geographical features of the world and how these can bring

about change over time.

To be able to collect, analyse and communicate with a range of data k to deepen their understanding of

geographical processes.

To interpret a range of geographical sources including maps, diagrams, globes, aerial photographs and

geographical information systems (GIS)

To communicate geographical information in a variety of ways including maps, numerical and

quantitative skills as well as written outcomes.


Children will locate the world’s countries, using maps to focus on Europe (including Russia) and

North and South America, concentrating on environmental regions, key physical and human

characteristics, countries and major cities.

To identify the position and significance of longitude, latitude, equator, Northern and southern

hemisphere, tropics, circles and time zones.


geography of a region of the United Kingdom, a region in a European country and within North or

South America.

To develop their physical and human geography.

To use maps, atlases, globes and digital mapping to locate countries and describe features studied.

To use eight points of compass, six figure grid references, symbols and key including OS maps to

build their knowledge of the wider world.

To observe, measure, record and present the human and physical features in the wider world using

a range of methods, including sketch maps, plans and graphs, and digital technologies.

Expectations

Children can:

To locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and

major cities.

To understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

To identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time

zones.

To be able to describe and understand key aspects of human and physical geography.


To use maps, atlases, globes and digital/computer mapping to locate countries and describe features they will study in our locality and in the wider world.

To use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build and develop their knowledge of the wider world

To observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.


To locate the world’s countries, using maps to focus on Europe (including the

location of Russia) and North and South America, concentrating on their

environmental regions, key physical and human characteristics, countries, and

major cities.


To ask and respond to geographical questions to further support their

learning and investigative skills.

To identify the position and significance of latitude, longitude, Equator,

Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and

Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and

time zones.

Introduce the children to their new topic ‘Let’s go to the Caribbean’ – a study of St Lucia.

What questions would they like to investigate this term relating to the topic?

Present the children with blank world map. Can they identify where in the world the Caribbean is? What about St Lucia? Where is St Lucia in relation to the UK?

How would we get there? What continent is it in? What oceans are surrounding it?

Using post-it-notes, create a sticky wall,

What do they think they know about the Caribbean?

Weather and climate?

What questions would they like to generate and investigate about St Lucia?

Provide the children with a range of sources, maps and atlases to find out for themselves where the Caribbean is and St Lucia.

Can they now pin the Caribbean and St Lucia on a blank world map?

Identify the Caribbean Sea. Tell the children that they are going to study a tiny island named after a female saint.

Locate St. Lucia and the Windward islands. What oceans and continents adjacent to the Caribbean? Where is St Lucia in relation to

the UK?

Introduce the concept of northern and southern hemisphere. Where is the UK and St Lucia? Where are they in relation to the equator?

Ask the children to mark on a world map St Lucia and UK. Using an atlas as the children to locate and mark on the map oceans and continents adjacent to the

Caribbean and the capital cities. Developing their geographical skills using lines and grids and a mapping key- To map the positions and significance of latitude,

longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian

(where north and south meet) and time zones (these could be labelled on grid lines along top of their map. Focus on time differences between Caribbean and UK.

http://espresso.schoolint.wolverhampton.gov.uk/primary_uk/subject/ module/video/item625518/grade2/module660066/collection660556/section662824/index.html

Book: The Caribbean. Come on a journey of discovery page 5

To be able to describe and understand human geography including economic

activity including trade links and the distribution of natural resources.

To investigate a range of geographical sources.

Do you think St Lucia is similar or different to the UK?

Introduce the children to the concept of less economically developed countries.

What do they think this phrase means?

Ask the children to think of a phrase to describe the UK.

Tell the children each country is developing at its own rate. Remind the children the phrase is not to be used judgementally.

Tell the children that they are going to be studying St Lucia as a less economically developed country and to investigate this

What do they think St Lucia is like?

Has anyone ever been there?

Have they seen pictures of St Lucia in holiday brochures of on TV?

What is the economical activity like in St Lucia? What do they trade? What resources are sourced from here?

How are they distributed? What impact does this have on people and places?

To observe, measure, record and present the human and physical features in

the local area using a range of methods, including sketch maps, plans and

Ask the children to refer to their post-it-notes and their questions they generated at the start of the topic- what do the children think they know about St Lucia and

what else do they want to find out?



graphs, and digital technologies.

To investigate places in the wider world using a range of geographical

sources.

Tell the children that they are going to find some general information about St Lucia.

Do the children know its capital city? Its language? What is flag looks like?

Using a range of interactive sources and the Ipads ask the children to find out information about St Lucia leading their own learning. The children are to find

general information about the city and present their findings how they think best using ICT e.g fact file, informative guide, brochure page, table of facts about St

Lucia and so on thinking about physical and human features, government, flag, currency, population (self generated lines of enquiry)

Useful websites-

http://news.bbc.co.uk/1/hi/world/americas/country_profiles/1210491.stm

http://www.globaleye.org.uk/secondary_spring2002/eyeon/data.html


http://www.geographia.com/st-lucia/


Ask the children to think about how to present figures and data like population – use of tables and charts, graphs, written geographical conclusions.

Book: The Caribbean. Come on a journey of discovery

To use the eight points of a compass, four and six-figure grid references,

symbols and key (including the use of Ordnance Survey maps) to build and

develop their knowledge of the wider world.

To use and interpret a range of secondary sources to investigate

environments.


and human geography, including: types of settlement and land use, economic

activity including trade links, and the distribution of natural resources


Recap with the children where St Lucia is in relation to where they live, whether anyone has travelled there and, if so, how they travelled.

Ask the children to suggest how they might travel to St. Lucia.

Virtual map - http://www.wiol.com/st-lucia/map.php#

Use maps and the internet, ask the children to investigate and plan a route from their home to St. Lucia.

Where is our nearest airport?

Can you fly directly to St Lucia?

What airport would I fly to in St Lucia?

If I need to stop on route where might be a good place to stop? Using maps and globes ask the children to locate the UK and St Lucia and identify the nearest airports and mark, on a base map, the route a flight might take.

Children can present their findings using instructions with the correct key features.

Travelling on a budget to St Lucia!

Guide the children to locate websites used by travel agents to plan routes.

Ask the children to add these sites to the favourites section for future reference.

Ask the children to use several travel agents websites to compare journeys to St. Lucia.

Where might they stop off?

Which offers best value for money?

Using IPads ask the children to investigate the different ways of travelling to St Lucia, they are to find flight times, availability of flights and cost for both adults and

children

Discuss with the children the flights they found.

Which was the longest route?

Shortest?

Most expensive?

Which flight would they choose and why? Children to present their final choice route including flights and transfers to St Lucia. They are to include a map in their final presentation. Children to present all

details of airports, flights, times, airlines and arrivals at St Lucia.

Moving learning forward transportation links / logistics / economic activity of St Lucia

What does St Lucia give to the world? Goods that come from the island – shipment to other countries, impact of their trade links and how this supports the






http://www.wiol.com/st-lucia/map.php


economy of the country.

Look at distributions of resources.

http://www.virtualtourist.com/travel/Caribbean_and_Central_America/Saint_Lucia/Transportation-Saint_Lucia-TG-C-1.html

http://en.wikipedia.org/wiki/Economy_of_Saint_Lucia

http://www.everyculture.com/No-Sa/Saint-Lucia.html


To observe, measure, record and present the human and physical features in

the local area using a range of methods, including sketch maps, plans and

graphs, and digital technologies.


human and physical geography of a region of the United Kingdom, and a

region within the wider world.

To draw geographical conclusions about weather data

Discuss with the children what they think the weather is like in St Lucia.

Remind the children that the island is closer to the equator that the UK, what conclusions about the climate can they draw from this fact? Is the weather and

climate in St Lucia similar or different to the climate we experience?

Show the children some visual photographs of St Lucia clearly showing the types of weather and climate in St Lucia

What can we see?

What conclusions can we draw from the visual sources about the weather and climate in St Lucia?

http://www.globaleye.org.uk/secondary_spring2002/eyeon/land.html

Provide the children data about the temperature and rainfall for St Lucia and for the UK across a year.

Discuss ...

What the children notice?

Is this data for temperature and rainfall what they expected for St Lucia? Why? Why not?

What comparisons can they make between rainfall in St Lucia and the UK?

What are the clear differences?

What impact does the climate and weather have on work/crops in St Lucia?

Does St Lucia have a tourist climate? How do we know?

Ask the children to make graphs of the UK and St Lucia climate data. Children then to summarise their findings. E.g. Is it warmer in St Lucia? Where has most

rainfall and when? Why?

Opportunity to present weather reports in Media Suite.

What is a hurricane? How is St Lucia affected by Hurricanes?

Prose the question- Do you think that St Lucia can experience extreme weather? Why? Why not?

Tell the children that the Windward islands often experience extreme weather – hurricanes are often common. Discuss with the children what a hurricane is.

Use books, atlases and Ipads to show the children how a hurricane occurs, where they happen and the devastating affects to physical and human features

Using the internet, ask the children to research the latest hurricanes in the Windward islands and the effect on people.

Ask the children to produce an eye witness account of a hurricane in St Lucia. The children are to include an explanation of how the hurricane occurs and the

devastating effects.

To name and locate geographical regions and identify key physical

characteristics, key topographical features and human features.

To look at land uses and understand how some of these aspects have

changed over time




Investigating St Lucia.

What is the island of St. Lucia like? What is the capital city of St Lucia?

Show the children a map of St Lucia which shows physical and human features. Look at the key and identify physical features e.g. mountains, forests, beaches and

human features e.g. towns, roads, ports. What do the children notice about the distribution e.g. where is the main road? Where are the main towns? Ask the children to mark on a map of St Lucia the main physical and human features of ST Lucia. Children to include a key to show the features. Children to

include capital and main cities and say what they notice about the distribution

http://www.wiol.com/st-lucia/map.php# virtual map

Show the map of St Lucia. Allow the children time to investigate and identify the capital city.

Where is Castries? Why do they think Castries has grown up in this location? Locate Soufriere and Vieux Fort, why haven ’t these towns grown as large as Castries?

http://www.virtualtourist.com/travel/Caribbean_and_Central_America/Saint_Lucia/Transportation-Saint_Lucia-TG-C-1.html

http://en.wikipedia.org/wiki/Economy_of_Saint_Lucia

http://www.everyculture.com/No-Sa/Saint-Lucia.html

http://www.globaleye.org.uk/secondary_spring2002/eyeon/land.html

http://www.wiol.com/st-lucia/map.php


Ask the children to plan a day trip around St Lucia’s capital city - Castries. Children to plot route on map and add a commentary

Children to produce a page for a travel magazine encouraging people to visit St Lucia’s capital city - Castries

What is it to live and go to school in Castries? What would it be like to work in St Lucia?

Ask the children what they think life would we like growing up and working in St Lucia-

Would children all go to school?

What would it be like to go to a school in Castries?

What jobs do we think people of St Lucia do to earn a living?

http://www.globaleye.org.uk/secondary_spring2002/eyeon/index.html

http://www.schooltrain.info/geography/stlucia/trgeog_stlucia_people.htm

Over a series of lessons

Using a range of photographs, sources, interactive clips and the internet, children to investigate life, school and working in St Lucia

Introduce the children to the character Hayley Harvey and read ‘Growing up in Castries’ Discuss the positive and negative points about life in Castries.

Compare Hayley's life with their own

Using photographs compare and contrast a school in St Lucia with Manor Primary School. What is similar? What is different? Discuss classroom, resources,

hours, transport to and from, lessons, school hours

Children to compare the school in St Lucia and Manor Primary School. Children to write a letter as a child in St Lucia and describe their school life

If possible, set up links with a school in St Lucia via e-mail. Email questions about schooling in St Lucia and use responses to support learning

Show the children photographs and visual sources from the St Lucia pack of work and jobs in St Lucia- what can they see? Why is work on the land

important in St Lucia? Children to investigate the jobs of fisherman, local farmers and city workers. Children to write a first person account as a worker

in St Lucia.

http://www.stats.gov.lc/ - data on jobs and work in St Lucia





To name and locate geographical regions and identify key physical

characteristics, key topographical features and human features.

To look at land uses and understand how some of these aspects have

changed over time




To use key geographical vocabulary.

To investigate a range of geographical sources.

To draw conclusions, giving detailed reasons about th human and physical

features of St Lucia.

Why do tourists go to St Lucia?

Using holiday brochures and maps of ST Lucia, discuss where the holiday hotels are situated in St Lucia.

Discuss why the major hotels are situated on the north west coast. What problems might this cause transferring tourists from the main airport? What solutions can

the children suggest to overcome this problem?

Using holiday brochures and the internet, ask the children to design holiday activities that would show tourists some of the features of St Lucia and help them to

understand their lifestyle. Think about what people like doing when on holiday

Design a web page or PowerPoint on St Lucia to attract visitors to St Lucia and encourage them to explore St Lucia more fully

What is the affect of Tourism on St Lucia?

Ask the children to think about the impact of tourism on the people who live in St Lucia.

Pose the question ‘Is tourism good for St Lucia or not?’ Provide the children with a role of someone from St Lucia e.g. hotel owners, local teacher, fisherman, policeman. Ask the children think specifically how tourism

affects them

Hold a class debate about the issue, ensuring there are both positive and negative views. What do the children think - ‘Is tourism good for St Lucia or not?’ Book: The Caribbean. Come on a journey of discovery page 22



http://www.stats.gov.lc/





Documents

M anor Prima ry School G eography Year 1: An Island Home ... · Manor Primary School M anor Prima ry School G eography Year 1: An Island Home; Katie Morag Ove rview of the Learning: