Year 5/6 Key Skills to be covered, taken from Lancashire Key Learning Document pitching at the correct year group and differentiation within plan for different groups Be specific in the key skills, and make them more understandable for children. Consider what it is YOU feel the children should learn as well as the National Curriculum: Locational knowledge: Locate the world s countries, using maps to focus on Europe (including the location of Russia) and North and South America. Name and locate counties and cities of the United Kingdom. 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 (including day and night). Place Knowledge: A region of the United Kingdom. A region in a European country. A region within North or South America. Human and Physical Geography: Describe and understand key - physical geography, including: - 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. Mapping: Use a wide range of maps, atlases, globes and digital maps to locate countries and features studied. Relate different maps to each other and to aerial photos. Begin to understand the differences between maps e.g. Google maps vs. Google Earth, and OS maps. Choose the most appropriate map/globe for a specific purpose. Follow routes on maps describing what can be seen. Interpret and use thematic maps. Understand that purpose, scale, symbols and style are related. Recognise different map projections. Identify, describe and interpret relief features on OS maps. Use six figure coordinates. Use latitude/longitude in a globe or atlas. Create sketch maps using symbols and a key. Use a wider range of OS symbols including 1:50K symbols. Know that different scale OS maps use some different symbols. Use models and maps to discuss land shape i.e. contours and slopes. Use the scale bar on maps. Read and compare map scales. Draw measured plans. Fieldwork: Use eight cardinal points to give directions and instructions. Observe, measure and record human and physical features using a range of methods including sketch maps, cameras and other digital technologies e.g. data loggers to record (e.g. weather) at different times and in different places. Interpret data collected and present the information in a variety of ways including charts and graphs.
Enquiry and Investigation: Ask and answer questions that are more causal e.g. Why is that happening in that place? Could it happen here? What happened in the past to cause that? How is it likely to change in the future? Make predictions and test simple hypotheses about people and places. Communication: Identify and explain increasing complex geographical features, processes (changes), patterns, relationships and ideas. Use more precise geographical language relating to the physical and human processes detailed in the PoS e.g. tundra, coniferous/deciduous forest when learning about biomes. Communicate geographical information in a variety of ways including through maps, diagrams, numerical and quantitative skills and writing at increasing length. Develop their views and attitudes to critically evaluate responses to local geographical issues or events in the news e.g. for/against arguments relating to the proposed wind farm. Use of ICT: Use appropriate search facilities when locating places on digital/online maps and websites. Use wider range of labels and measuring tools on digital maps. Start to explain satellite imagery. Use and interpret live data e.g. weather patterns, location and timing of earthquakes/volcanoes etc. Collect and present data electronically e.g. through the use of electronic Communicate geographical information electronically e.g. multimedia software, webpage, blog, poster questionnaires/surveys.or app. Investigate electronic links with schools/children in other places e.g. email/video communication. Possible Cross-curricular links, especially opportunities for English, Mathematics and Computing within teaching: English links Visit America leaflets, Persuasive Adverts, Comparison Texts Mathematics links Computing links Other links Direction, points of the compass, distance and measurement. Data handling re: population Use of DigiMaps for Schools inc annotation of maps. Using Google Earth and Street View to analyse Local Area Possible Experiences including visits/visitors/other: Consider what could augment your planning to really enthuse the children in your class: Food tasting session Possible email links with children from a US school. Display/Resources ideas: Consider what resources could be brought into the classroom and what display work could be completed either before/during or after topic is taught:
Session Key Objective from skills listed above (What is it that you want the children to learn?) 1 Locate the world s countries, using maps to focus on Europe (including the location of Russia) and North and South America. Possible Activities including use of Computing and other technologies, and showing at least 3 differentiations Where do we live? Recap the countries and capital cities of the UK with children addressing any misconceptions that may arise. What continent do we live in? Recap the continent of Europe that the UK is a part of and extend to the other continents of the world (check and assess). Focus on the Americas and establish North, South and Central American regions. Activity 1: In mixed ability groups chn will have two runners and one labeller. Together they will pick one country name and the runners will go to one of the labelled maps of The Americas around the room, locate the country and return to the labeller to describe where on the blank map that country is (without pointing!). They will need to use geographical language such as coast, border, north, south, east and west etc to describe its position on the map. After a suitable amount of time assess success of each group and reward as necessary. Allow children time to ensure map is complete and labelled correctly. Discuss why the appearance of the two maps may be slightly different (ie some take into account earth s curvature). Discuss the names of each region of the Americas and how it is split into North, Central and South. Outcomes/Evidence of what they have learnt (Where will this be found? Will it be in a book? Topic book? Display? Photographic evidence? Children can locate the North American continent on a world map and identify the countries within each region of the Americas. Possible extension into homework if appropriate to enhance and deepen learning What can you find out about one or more countries in the Americas? Use the internet at home to collect geographical information that can be shared about a chosen country to the rest of the class. 2 Describe and understand key 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. What more would you like to know about any of the countries identified during today s lesson? Use the question hand to develop five geographical investigative questions that children would like to find out about a given country. What is the difference between human and physical features of the earth? Discuss and highlight misconceptions. In Groups chn will sort the human and physical features cards depicting parts of America. Focus on the human features gathered and explain that we will be looking at human geography and specifically population and how it changes over time. Display the census charts showing population growth in the US between Chn will have interpreted and answered questions based on population data for the US. Chn will have a growing understanding of the changing nature of human geography over time. How has the population of the UK changed over time? Search the internet for information about our own country and consider how this differs from the story of the US.
Ask and answer questions that are more causal e.g. Why is that happening in that place? Could it happen here? What happened in the past to cause that? How is it likely to change in the future? 1790 and 2000: http://www.census-charts.com/population/pop-us-1790-2000.html Why do you think population distribution in America has changed since the 18 th Century? Discuss the aspects that have affected population change in recent centuries and model how to answer Qs about the data provided and how the graph helps to tell the story of change in the human geography of a country. HA: chn to tackle data handling Qs independently. MA: chn tackle data handling Qs with support where necessary from class teacher. LA: chn tackle data handling Qs as a group with TA. Together work through the answers to the questions and discuss what this tells us about the human story of the US and how this may move forward in the future. 3 Describe and understand key What type of physical features may we find in the US? Search for the river of the US using I-PADs and compile a list. Why don t rivers travel in straight lines? (They have to travel downhill, avoid obstacles in the land like hills and people have even altered their course over time.) Another way river change shape over time is through erosion and deposition. Watch video: meanders to show how meanders are created. As meanders grow, sometimes the water can erode away so much of the river s banks that two meanders will merge together. When this happens, the water will take this newer, shorter route and not travel around the previous course. Over time, deposition of the river s load will block off the old part of the river, and an oxbow lake will form. Watch: oxbow lakes video to show the process. HA: Chn complete differentiated activity sheet, How Rivers Change Shape. MA: Chn complete differentiated activity sheet, How Rivers Change Shape. LA: Chn complete differentiated activity sheet, How Rivers Change Shape. Children can identify the main rivers and lakes on a map of North America. Chn will identify the key features of a river system 4 Identify and explain increasing complex geographical features, processes (changes), patterns, relationships and ideas. Plenary: Waterfalls also cause erosion the force of the water and the river s load (stones and otherdebris it is carrying) hitting the river bed causes rocks to wear away and become displaced. Show children the crosssectional diagram of a waterfall. What do you think would happen to the shape of this waterfall over time? (The river bed would become deeper beneath the waterfall, the overhang woulderode and could eventually collapse). What do we know about the word climate? Watch video showing climate zones throughout the world: http://www.bbc.co.uk/education/clips/zr7hyrd The US is such a vast country that is has numerous climate zones within it Chn will have explained the geographical processes of an extreme weather event How has extreme weather affected the UK? Has this changed in the time that you have been alive? What might
and it has almost every aspect of weather in the space of one country. The US is particularly prone to extreme weather. Look at extreme weather events that affect the US and how they have increased in regularity in recent years is this a coincidence or is a trend developing? Chn will produce an information sheet or present information in the format of a broadcast based on what they can independently find out from a provided information source (ppts) about either flooding, tornadoes, hurricanes and earthquakes. and identified patterns and trends in the occurrence of these events and what this might mean for the future. that mean for our future in this country and the considerations your generation will need to make for tomorrow.. HA: deliver independently researched information detailing an extreme weather aspect and how this has affected the US. MA: chn will deliver information detailing an aspect of extreme weather based on information provided to them. LA: With support chn will produce an information text about earthquakes. 5 Describe and understand key Communicate geographical information in a variety of ways including through maps, diagrams, numerical and quantitative skills and writing at increasing length. What are the implications for the world of these weather events increasing in regularity? How might the impact of these events be offset or even avoided, if at all? Should we be cautious about global warming? What does this mean for us and the future of the people of the world? Describe what you understand about global warming and how this is affecting the planet as the current time (if at all). Is global warming something that we should be afraid of or should we allow life to take its course? Have a class discussion on the impact and relevance of climate change on us. What differing views do people have on the matter? Do we all need to think the same? Does anything need to be done to countenance climate change? Chn will write a persuasive argument about the impact of climate change and how and why it should or shouldn t be tackled in future years. Children can discuss environmental issues. Children can compare and contrast different types of weather. Children can formulate ideas, plans and strategies to deal with global issues.