Geography – Weather around the World – Autumn Term 1
Lesson 1 – 9/9/09
L.I- To investigate
places around the
world
Must
Be able to talk about
a place or country
you have visited
Should
Be able to identify a
place or country with
a different climate
to England
Could
Be able to locate a
place you have visited
on a map
Objectives
-Investigate places
-Use and interpret
globes, atlases and
maps
-To identify
similarities and
differences
Introduction
Discuss with the class
why people go on
holiday, identifying
weather as an
important factor.
Talk to the person
next to you about one
of the places you have
visited. Compare and
contrast some of the
differences between
the places you have
both chosen.
Quick Activity
Mind map together as
a class some of the
differences you might
come across in
different places or
countries; such as;
Weather, leisure
activities, culture,
food, clothes etc.
Main Activity
Ask the children to
identify places they
have visited on holiday
on a world map and
globe.
Think about how you
get there?
Are there any other
ways you could have
travelled to get
there?
Extension
Those who finish
can make a list of
the places they
have visited and
write as a table
the similarities
and differences
between each
place and where
we live.
Plenary
Children to share back
some of their holiday
destinations and
differences between
there and here,
especially the climate.
What is climate?
Look at web page for a
nice definition
http://www.epa.gov/
climatechange/kids
/climateweather.html
Resources
Selection of Atlases
and / or
Globes
Web page
Lesson 2 – 16/9/09
L.I- To explore the
climatic zones around
the world
Must
Be able to locate the
Equator on a map
Should
Be able to identify
different climatic
zones on a map
Could
Be able to explain
how climates can
vary around the
world
Objectives
-to ask and respond to
geographical questions
-to recognise patterns
-to use geographical
vocabulary
-about weather
conditions around the
world
Introduction
Have a look at a large
world map. Explain
that today we will be
looking at where the
different climates are
located.
Point to Spain and ask
the children if they
think this is a hot or
cold country. Why do
you think that?
Then do the same for
Russia. Can anyone
offer information on
the Equator?
Quick Activity
Explain that the
Equator is the hottest
part of the world
because of the
position of the sun to
it.
Ask the children to
look at a world map
with a partner and
answer the question;
Where do you think
the coldest place is
and why?
Share some answers
Main Activity
Look at this web page
together as a class. Read
up until the climatic
zones map.
http://www.econet.org.uk
/weather/world.html
Ask the children what
they think the climate
will be like at the yellow
and red parts, the green
parts and the blue parts.
On their own outline map,
use a ruler to draw the
equator. Colour in red
the parts of the map
that will have the
hottest climate, yellow
the driest climate, blue
the coldest and orange
the temperate climate.
They must include a key;
Red = tropical climate
Yellow = arid (dry)
climate
Orange = temperate
climate
Blue = polar climate
Extension
Try to label
England on your
map and write a
sentence
underneath about
the type of
climate we have
in this country.
Plenary
Have a quick look
back at the
Antarctica and
Sahara desert power
points to recap about
extreme weather
conditions.
Resources
Selection of Atlases
and / or
Globes
Can you identify what
types of climatic
zones Antarctica and
Sahara would be in?
Colouring pencils,
ruler
Web page
Outline of World map
Power points on
Sahara desert and
Antarctica.
Lesson 3 – 23/9/09
L.I- To explore
extreme weather
conditions and
climates
Must
Be able to identify
which climatic zones
Sahara Desert and
Antarctica are in
Should
Be able to discuss
which items you would
take to both places
and why
Could
Design a poster
warning people of the
dangers of extreme
weather conditions
Objectives
-to ask and respond to
geographical questions
-to recognise patterns
-to use geographical
vocabulary
-about weather
conditions around the
world
Introduction
Recap what we already
know about climate
and climatic zones. Can
the children
remember the 4
climatic zones we
looked at last week?
- Tropical climate
- Arid (dry) climate
- Temperate climate
- Polar climate
Can they remember
which climate we have
in England?
(Temperate)
Quick Activity
Have a look at the
Sahara Desert power
point together as a
class.
Discuss that this is an
example of a place
with an extreme
weather condition. Can
the children identify
the climate?
Arid (dry) climate
In jotters, children
are to list what
essential items they
would take with them
on an expedition to
the Sahara Desert.
They must be
prepared to explain
why.
Main Activity
Have a look now at the
power point of
Antarctica and repeat
the same activity. Can
the children identify
it as a polar climate?
Once they have
discussed items to
take and reasons why,
they can choose to do
a poster on either
Antarctica or Sahara
Desert warning people
who may want to visit
what they might need
and the dangers of the
climate.
Extension
On your climatic
zone map from
the previous
week, use an atlas
to label Sahara
Desert and
Antarctica.
Plenary
Share some of the
posters as a
presentation,
explaining why the
children have included
what they have.
Resources
Selection of Atlases
and / or
Globes
Outline of World map
Colouring pencils
A4 / A3 paper
Power points on
Sahara desert and
Antarctica.
Lesson 4 – 7/10/09
L.I- To think about
Global Warming
Must
Be able to explain
what Global Warming
is
Should
Add some facts to
your notes on Global
Warming
Could
Discuss some things
we can do to prevent
Global Warming
getting any worse
Objectives
-to use secondary
sources
-to use ICT to access
information
Introduction
Recap what we have
been doing so far in
our geography topic of
‘’Weather around the
world’’ by putting
together a word bank
on a large piece of
sugar paper;
Climate
Climatic zones
Equator
Polar
Tropical
Temperate
Polar
Extreme conditions
Antarctica
Sahara Desert
Remind the children
that in our literacy we
are researching Global
Warming in order to
put together an
informative power
point. Perhaps the
current Year 3’s will
be able to use the
power points to help
them in their
geography next year!
Quick Activity
Share some
information we have
found already on
Global Warming in our
literacy research.
Explain that we will be
looking at a power
point about Global
Warming. Listen
carefully to the
information given as
we will be able to add
to our notes in our
jotters.
Clarify that often
Global Warming is
referred to as Climate
Change as it occurs
due to various factors
causing climates to
change.
Main Activity
Go through some of
the slides on the
power point, giving the
children an
opportunity to talk
about some of the
information given, in
order to process it.
After slide 7 ‘storms
ahead’, allow the
children to add some
notes to their jotters
about what they have
seen.
Come back together
and look at the next
few slides. Stop at
slide 11 (cartoon asks
‘But there must be
something we can do’).
Encourage the
children to use talk
partners to discuss
some ways of
preventing Global
Warming from getting
any worse. Share some
ideas before
continuing.
Extension
Explain how our
ideas will stop
Global Warming
from getting any
worse
Plenary
Share back some
thoughts on Global
Warming. Can the
children imagine what
will happen to
Antarctica if the ice
all melts and what will
happen if we have
more deserts like the
Sahara?
Resources
Sugar paper
Global Warming power
point
Jotters
Lesson 5 – 7/10/09
L.I- To design a
poster warning about
Global Warming
Must
Include a picture
which shows the
impact of Global
Warming
Should
Use bright colours
and bold writing to
make your poster
stand out
Could
Include facts about
Global Warming in
your poster
Objectives
-To ask and respond to
geographical questions
-To use geographical
vocabulary
-About the effect of
weather on human
activity
Introduction
Recap what
information the
children found out
about Global Warming
last week. Brainstorm
some key points.
Quick Activity
Look at the power
point about different
lifestyles.
Discuss which people
help to contribute to
Global Warming and
which do not. What
are each group of
people doing to help to
stop it from getting
any worse.
Main Activity
Design a poster
warning people of the
impact of Global
Warming and what we
need to do to try to
prevent things getting
any worse.
Brainstorm some ideas
we could include first,
such as;
- Use wind, solar,
water power
- Cycle instead of
driving
- Don’t leave tv on
standby
- Recycle
- Vote for leaders who
care
- Be environment
smart
Extension
Look over your
poster and check
that you have
included facts
about Global
Warming
Plenary
Present your poster to
the class explaining
why you have chosen
each element to
include.
Resources
Selection of Atlases
and / or
Globes
Global Warming power
point.
Lesson 5 – 7/10/09
L.IMust
Should
Could
Objectives
Introduction
Quick Activity
Main Activity
Extension
Plenary
Resources
Selection of Atlases
and / or
Globes
Lesson 6 – 14/10/09
L.IMust
Should
Could
Objectives
Introduction
Quick Activity
Main Activity
Extension
Plenary
Resources
Selection of Atlases
and / or
Globes
Lesson 7 – 21/10/09
L.IMust
Introduction
Quick Activity
Main Activity
Extension
Plenary
Resources
Selection of Atlases
and / or
Globes
Should
Could
Objectives
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