Key Skills Curriculum Links Years 3 & 4

Transcription

1 Key Skills Curriculum Links Years 3 & 4 Y34 A2 Geography Italy and Roman Empire Medium term question planner Locational knowledge Locate the world s countries, using maps to focus on Europe (including the location of Russia) and North and South America. Place Knowledge A region in a European country. Human and Physical geography Describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle. 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. Communication Use geographical language relating to the physical and human processes detailed in the PoS e.g. tributary and source when learning about rivers. Skills Ask more searching questions including, how? and, why? as well as, where? and what? when investigating places and processes Make comparisons with their own lives and their own situation. Show increasing empathy and describe similarities as well as differences. Mapping Use a wider range of maps (including digital), atlases and globes to locate countries and features studied. Use maps at more than one scale. Recognise that larger scale maps cover less area. Make and use simple route maps. Recognise some standard OS symbols. Link features on maps to photos and aerial views. Use of ICT Use the zoom facility on digital maps to locate places at different scales. Add a range of text and annotations to digital maps to explain features and places. View a range of satellite images Cross-curricular links, especially opportunities for Literacy, Numeracy and ICT within teaching: Computing: Internet research; collating material to produce information; using Google Earth to look at Italy and plot route to Britain; route planning Literacy: Shakespeare Julius Caesar; Writing Opportunities: Chn write a playscript, between sales person and customer wanting to go on holiday to Italy. Numeracy: Roman Numerals usage

2 Y34 A2 Geography Italy and Roman Empire Medium term question planner Extended Opportunities including possible visits/visitors and local connections: Visits/Visitors: Chloe Martin s family- ask Ceri Local information: AD80: Romans reach Heysham AD86: Capture and fortify Lancaster didn t take hold of NW Britain though because of Celts; the Britons living in Heysham in that day were Celts of the tribe called Segantii of the race known as Brigantes AD410: Romans left

3 Y34 A2 Geography Italy and Roman Empire Medium term question planner Key objectives as questions Key Skills that can be covered Possible activities including use of Computing and Technology 1 What was your last topic and what did you learn? What do you already know about Italy? What do you want to find out about Italy? Where is Italy in relation to Britain? Locate the world s countries, using maps to focus on Europe (including the location of Russia) and North and South America. Ask more searching questions including, how? and, why? as well as, where? and what? when investigating places and processes Use the zoom facility on digital maps to locate places at different scales. KWL using coloured post it notes. 1 colour for what they already know, 1 colour for questions about Italy. Decide which questions we will answer this term. Stick into big book. Chn use ipads, laptops, atlases and globes to locate Italy. Where is it? How far away is it? How would we get there? How long would it take to get there if we walked/cycled/drove/flew? Chn research using ICT to find out answers to the above, and the below. - Capital - Continent - Language - Currency - Climate - Food Outcomes/Evidence that teaching has taken place KWL stuck into big book. Chn can tell their partner key facts about Italy. Chn can find Italy on a variety of maps. Chn will have created a piece of work which tells the reader about key facts. 2 What physical features are there in Italy? What do you know about rivers? What is the River Tiber like? Describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle. Use geographical language relating to the physical and human processes detailed in the PoS e.g. tributary and source when learning about rivers. Chn write a playscript, between sales person and customer wanting to go on holiday to Italy. LA chn could write a telephone conversation, using speech bubbles/speech marks, depending on ability. How are rivers formed? Create a river system on slope of playground. Chn predict what will happen as we pour water over top. Pour water, taking photos and see which predictions were right. Look closely at how channels are formed, and how they join together to make a river. What happens during a river s journey? During the course of their journey rivers have an effect on the landscape they erode, transport and deposit. Chn will have labelled the river Tiber with key features, using appropriate geographical vocabulary. Chn will have researched the river and presented their findings to the class. EXTENDED WRITING: Explain the stages and features of a river s

4 Y34 A2 Geography Italy and Roman Empire Medium term question planner Three new words today: Erosion, transportation, deposition. What are they? What happens each time? Chn research one process in each group, ready to present their findings to their peers. journey, using appropriate geographical vocabulary. What are the features of rivers? Chn label River Tiber diagram to go in books. 3/4 What do you know about volcanoes? How do volcanoes work? Recognise some standard OS symbols. Link features on maps to photos and aerial views. Show increasing empathy and describe similarities as well as differences. View a range of satellite images Activity as whole class - Discuss where some of the most famous mountains in Europe are located. What are mountains made of? Link to rocks and soils Science work. What do mountains look like on a map? Chn use OS maps to look at steepness of mountains etc. What about volcanoes? Talk about how there are volcanoes in Italy, dormant and active. What is the difference between dormant and active? How were volcanoes formed? Look at cross-section of volcano to find out different parts. Chn will have made their own volcano, taken a picture and labelled it with key features. Chn will have researched preparation/destruction of eruptions. EXTENDED WRITING: Newspaper article, breaking news of a volcano eruption. Chn make their own erupting volcanoes in pairs. Why do eruptions happen? Chn pour water on top of oil. What happens? Talk about density. If it is less dense it will float to the surface. Magma is less dense than the rock surrounding it, so what happens. It travels to the top, where trapped water suddenly expands and causes an eruption. 5 What human features are there in Italy? Describe and understand key aspects of: How can you prepare for an eruption? What happens to settlements after an eruption? Chn research in groups and brainstorm. Can we tell what land is used for by looking at a map? Chn will have labelled maps with human features.

5 What food do they eat? How do they get food? Y34 A2 Geography Italy and Roman Empire Medium term question planner 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. Communication Use geographical language relating to the physical and human processes detailed in the PoS e.g. tributary and source when learning about rivers. Chn choose an area of Rome to focus on. Print the map and work out what it is they are looking at. (Can compare to street view.) Chn label map with human features and grid references. What about farm land? What does it look like on a map? Chn think about their favourite Italian food. What s it made from? Look at the farming that happens around Italy. How much of it is traded with the UK? How do we get our food? (Planes bring it over what is the impact of that on our planet? Carbon footprint.) Chn will understand that their food comes from a variety of countries. Chn will have begun to form an opinion on the carbon footprint debate. (Should we just eat things we can grow locally, or is the damage worth it for the variety in our diet?) Use a wider range of maps (including digital), atlases and globes to locate countries and features studied. Use maps at more than one scale. Recognise that larger scale maps cover less area. In pairs chn come up with arguments for/against bringing food from other countries. In pairs hold debate in classroom, with chn presenting their arguments either for or against. Chn bring in packaging from home. Where does our food come from? EXTENDED WRITING: Persuasive argument for/against shipping food en masse from abroad. Link to DT Food Tech making a pizza. 6 Which countries would you have to go through to get to Britain? What geographical features would you see along the way? Make and use simple route maps. Recognise some standard OS symbols. Link features on maps to photos and aerial views. What different ways did we say we could travel to Italy? How did the Romans get to Britain? What countries would we have to travel through? Chn use atlases, globes and Google maps (laptops/ipads) to find out which countries we would travel through. Divide the class into different countries. Chn research the KEY geographical features of their country. Are there any rivers/mountains/coasts? What is the capital city called? How many people live there? What kind of climate do they have? Chn design a tour trip for tourists. They need to start in Rome and get to Heysham, using a variety of appropriate Chn will have located France, Germany and some other European countries, and know their capital cities. Chn will have created a poster advertising a tour trip from Rome to Heysham, including a basic map showing the route. EXTENDED WRITING: Write Meerkat Mail inspired narrative. Describe different physical/human features of different parts of Europe,

6 7 What can you see is similar between the Lancaster District and Rome? What can you see is different between the Lancaster District and Rome? Y34 A2 Geography Italy and Roman Empire Medium term question planner transport. (I.e. use a boat for travelling down the Rhine, skiing/walking tour in the Alps.) I Express opinions and personal views about what they like and don t like about specific geographical features and situations e.g. a proposed local wind farm. Make comparisons with their own lives and their own situation. Link to History Romans travelled through Europe, making the Roman Empire. Chn reflect upon all they have learned so far and compare to initial KWL exercise. What do you know about life in Italy now? Would you like to visit Italy? Why/why not? What about the Lancaster District (Lancaster, Morecambe and Heysham)? Would you recommend people from Italy come here and visit? Why? What have we got that is similar / different to them? Why are certain things different? E.g. why do they grow more exotic vegetables/fruit? (Climate.) Why do many people in Rome live in flats and apartments, when many of us live in houses? (Land use.) Chn choose their favourite feature they have learned about (Italy), and create an informative poster about it. Chn explain why it is their favourite. explaining why they wouldn t live there, until they end up in Heysham. Chn will have reflected upon their learning and thought about any similarities/differences. Chn will have talked about why there are certain differences in geographical features. Chn will have created an informative poster about one Italian geographical feature. EXTENDED WRITING: Diary entry, Today I went to Rome and I saw.