Geography- lesotho Scheme of work for ks1 Year 1 Durham Lesotho Link

:)


Download 56.93 Kb.
Date conversion20.04.2018
Size56.93 Kb.
Geography- Lesotho Scheme of work for KS1 Year 1/2. Durham Lesotho Link ©



Date

QCA scheme of work

Learning objectives



Possible Activities

Resources

Links to other curriculum areas.


Learning Outcomes

Assessment

Week 1


    Unit 5

    Where in the world is Barnaby Bear?





  • about the location of other places

  • about the types of transport used to get to other places






  • Bear in Lesotho (CD available for Durham schools to purchase from IT department at Durham, along with other Barnaby resources). Use as a stimulus to start topic.



  • Journey/travel. Timeline of a day- where is barnaby. breakfast time on the plane/ lunch time- on plane, by following day- arrive- significant times in the day for them. Pictures of aeroplane to move during day- long way- simple distance.




  • Language work underneath so they can follow the sequence- footprints of what he has done.



  • Wall maps

  • Create own timeline

  • Toy or paper plane

  • Barnaby bear in Africa activity sheet- free to download from


    http://www.barnabybear.co.uk

    Barnaby bears world map can be purchased from the Geographical association online shop.







  • Numeracy- graph of transport or measuring distances.

  • Literacy: sequencing- time connectives. Where did he go first, second, third…

  • develop a sense of distance associated with travel

  • know about different ways of travelling to places

  • know that different types of transport will give different travel times



Most: realise that a variety of types of transport can be used to visit places

Some: that some types are more suitable than others





Week 2


  • Unit 5 Where in the world is Barnaby Bear?

  • that the world extends outside their locality

  • to recognise similarities and differences and communicate them to recognise features of places

  • to recognise features of places



  • Continue on from bear in lestho and timeline work. Where is Barnaby?

  • Make a post card from Barnaby- some descriptions of what it is like, where he is staying… and show children some photographs Q: what are the children doing?

  • Activty: postcard writing.
  • Children to write a post card back to Barnaby- about lestho, what is he doing…etc. (could keep correspondence going for other lessons as a stimulus/starter for other work, e.g weather or transport).


  • Use post card to create a display. Could also have an artefact table- items linked to Lestho and England.



  • Bear in Lesotho- available for schools to purchase.

  • note: if can’t use Barnaby- create own character to go and visit or persona doll to create communication between Lesotho and Class.

  • Post cards(examples of other holidays to show as a stimulus). Post card from Barnaby. Postcard writing template, photographs,

    (Note: DT activity- Junk materials, art straws, fixings- glue/tape …etc).



  • Link to history: where would Barnaby stay? looking at houses/homes- house/rondavel – compare.

  • Role play idea- 1 week home in England, following week turn into a Rondavel. Explore differences/similarities.

  • show an interest in the world around them

  • begin to understand the concept of visiting other places

  • understand that other places may be different from their own locality

All: many different places in the world.

Most: name some similarities or differences between England and Lesotho.

Some: go into more detail about features, ask Q’s of there own about other places in the world.



Week

3


  • Unit 5 Where in the world is Barnaby Bear?

  • to recognise features of places

  • identify types of weather experienced in places and seasonal change and their effects on people

  • Could use Barnaby- what sort of weather might he have experienced? Look at photographs.


  • Sorting activity- into cloudy, sunny…etc

  • Q’s what sort of temperature was it? How hot or cold? How will it affect the land? (Briefly you could discuss what plants need to grow and animals and humans needs).

  • What is it like in England- look at the weather today.

  • List differences/similarities together: e.g snow, heat.

  • Q’s What would you wear in England/Lestho? Look at photographs.

  • Link to Literacy: Drama- weather report, Ch could write a short weather report. O r link to art- create own weather wheels for a display.

  • Weather chart

  • Pictures to show weather

  • Link to interactive games- see my world dressing teddy or espresso- weather or Charlie chimp dressing activity.

  • ICT- interactive games.

  • Link to science- plants and animals. What do plants need to grow? Could plant seeds and carry out a simple experiment- place in different/under different conditions?

  • Drama.

  • show an interest in the world around them

  • develop a deeper understanding of the notion of travel to other places

  • understand that weather conditions in other countries may be different from those they are experiencing at the same time

  • are aware of similarities and differences between other countries and their own

  • All: name different types of weather in simple term.s and begin to recognise that different countries experience different types of weather.

  • Some: can compare weather in own country to a different country.
  • Some: Begin to think about how weather will affect people, plants and animals?


W4- onwards.



    Links to:

Unit 1 Around our school – the local area


Unit 3 An island home

  • to describe a route

  • to recognise/identify some of the physical and human features of places (including their own locality) to understand some of the ways in which the features are used

  • to describe the features of the local environment

  • to express views on the features

  • that changes occur in the locality

  • to identify some of the uses of land and buildings in their locality

  • to identify types of transport

  • that the world extends outside their locality

  • to recognise similarities and differences and communicate them

  • to identify likes and dislikes about a place

  • that the world extends outside their locality

    to find places on a map (unit 5)
  • Compare contrast Lesotho and own locality. Look at features, similarities/differences, what they like/dislike, people- include jobs. Describe and discuss what places are like. Look at maps- outlines, compare the two countries: Compare- surrounded by water- Britain= island, what about Lesotho? Link To K. Morag stories- Island Home. Make map of own, Split into 2 groups- Durham and Lesotho put on important features.




  • Discuss and look at routes to school- pictorial own locality/Lesotho. MA- add labels. Talk about what is seen, what they pass, encourage descriptions of features.

  • Link to numeracy- positional language. Use big books such as Rosie’s walk to support (cross curricular link to literacy)

  • Literacy: Link to Katie Morag- Yr2.



  • Mind journey/map (global citizen ship-fs/ks1- story map- used for citezenship scheme.) .

  • Journeys/walking/vehicles- compare towns/city and rural settings.

  • Ways to travel there- survey link to numeracy- support Ch to generate a tally/charts. Make a graph on paper or using computer software e.g. RM graphs.



  • Explore likes/dislikes- DVD—food

? Could do some food tasting.

  • What Ch like about Durham/like/dislike (own life).Compare to Lesotho. Look at hobbies- football?

  • Pictures own locality and Lesotho.

  • Big book- Rose’s walk.

  • Katie Morag stories.

  • Small world vehicles

  • World map/globe

    DVD


    Lesotho resource box.

    Simple graph templates- NHM.

    ? food for food tasting- see resource box.

Interactive whiteboard resource comparing Lestho to other countries (hot/cold countries). Also has interactive features looking at the landscape. See:

http://www.ngfl-cymru.org.uk/vtc/balloon_journey/eng/Introduction/StarterActivity.htm


  • Literacy- speaking and listening.
  • Literacy: see big books.


    Numeracy- graphs, Tallies, Patterns, positional language.

  • DT looking at patterns- rondarvel.

  • Numeracy- create own repeating patterns

  • DT: if the children are involved in designing and building a home for Barnaby, could make own rodarvel Also where would be a suitable place to put it- look at locations on maps/in photograph.

  • DT- making simple toys, e.g football

  • represent the various types of travel on a simple graph

  • draw some conclusions from their findings

  • draw a map showing their route to school

  • identify a clear sequence of features seen on their route to school

  • use correct vocabulary to describe features

  • know about changes in their locality

  • recognise that different places in the area support different kinds of work

  • realise that change is continuous and happens in most places.

  • are aware of the nature and character of an environment different from their own

  • know about various types of transport

  • recognise and understand similar and different features of two contrasting places

    are aware of similarities and differences between other countries and their own.




All: Ch to have a basic understanding of the features that make up their local area; and have a developing awareness of other localities. Most: be able to annotate a simple map with some of the features

Some: understand the part people play in developing and changing the area.

All: Suggest some similarities/ differences between own locality and another place. Most: recognise the main similarities and differences between their local area and a contrasting place


Success Criteria:


  • To show an interest in and develop a deeper understanding of the world around them

  • To be aware of similarities and differences between other counties and their own.



:)


The database is protected by copyright ©hestories.info 2017
send message

    Main page

:)