Why do people like to go to the seaside?

What do people do at the seaside?

How does the weather affect them?

After a warm weekend, when people would have visited the seaside, compare the weather recorded in the national newspaper with that recorded on the school weather station.

Where was it better for sunbathing, a brisk walk etc.?

What type of weather might Barnaby have experienced?

Use the postcards and photos received. (Do they ever show bad weather?).

What type of weather gear might be needed for each place Barnaby visits?

Provide a weather report, how does this compare with what they thought the weather would be like?

Look at the satellite image for the relevant part of the world, how does it compare with the information for our part of GB?

How does weather recorded at school determine what we wear?

What would Barnaby wear today if he visited our school?

Select weather recorded on suitable day - what would he have worn on that day?

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

Be aware of similarities and differences in the weather between other countries and their own.

Identify what a satellite image and maps in the atlas or a globe have in common, and how the satellite image shows information about the weather.

To investigate places which have different weather conditions

To use and interpret globes, atlases and maps

To appreciate the varying weather conditions around the world

To identify how weather conditions around the world are similar to and different from those in our locality.

To understand the effect of weather on human activity.

Why people go on holiday, identifying weather as an important factor.

Children to identify places they have visited on holiday on a world map and globe (and satellite image) reporting on weather and leisure activities.

Discuss where hot and cold places tend to be located through discussion of holidays and atlas work, introducing the idea of climatic zones.

Research similarities and differences between own locality and lifestyle and that in a chosen destination.

List what they would pack if visiting a chosen destination, taking weather and climate into consideration.

Find out about weather conditions for particular days at a chosen destination (from newspapers and the Internet, what does the satellite picture show us?)

Compare with claims and climate graphs in travel brochures.

Locate and describe places visited.

Identify hot and cold places in an atlas or on a globe (or satellite image).

Understand how weather conditions vary from place to place.

Understand how weather conditions affect what they need to take.

Understand the water cycle, including condensation and evaporation.

How site conditions can be influenced by the weather.

Identify how much rain has fallen when large puddles form, when the drains block etc.

Use pictures, charts, video and satellite images to reinforce any previous work on water and identify components of the water cycle observing where our weather systems have come from and the prevailing wind direction which is most likely to bring rain.

Discuss series of satellite images which show the progression of rain bearing clouds across the UK.

Discover how much rain has been recorded over a given period.

Investigate wind direction during the same period.

Use computer generated graphs of rainfall and wind speed and direction.

Compare school recordings with others for different parts of the UK, using the BBC Weather Centre.

Visit the playground or school field and note run-off - water collection areas - after rainfall.

Other activities include: identifying areas of poor drainage, measuring how puddles change over time.

Keep an on going record of what happens to the rain water around the school.

Cause and effects of changes in the river, e.g. floods, drought.

Identify and sequence the components of the water cycle.

Describe what happens to rain water when it reaches the ground.

Identify forms in which water occurs in the environment

Draw puddle maps to scale.

Understand and interpret weather graphs.

Learn about weather patterns in different parts of the world.

Learn that varying weather conditions can have a significant impact on life in an area.

Discuss what the weather would be like in different seasons and consider what specific weather conditions are associated with these places and the effects they have on human activity.

Identify how weather conditions can enhance or detract from tourism in the area. Select a mountainous region, such as the Cairngorms, and find out when tourists visit, and why.

Find information about winter snowfall and compare with that recorded in the past year for the school area.

Compare summer temperatures and rainfall amounts. Use school weather recordings for a given period, and compare with those for a mountainous region of the UK.

To develop an awareness of weather conditions around the world.

To use primary and secondary sources.

To find out about weather around the world

Use regional, national and international television weather forecasts to develop the children's understanding of where they are on the weather map.

Develop the children's understanding of weather symbols and variations in weather across different countries and continents. Production and presentation of own weather forecasts with reference to satellite images and daily weather recordings.

Use images of geographical events, e.g. flooding, high winds, as a stimulus for report writing. Write a report about what happened before and after the event, in terms of geographical processes and the impact on human lives.

Use weather forecasts to develop ideas about weather patterns and climate. Watch animations of the satellite weather patterns as they form.

Recognise weather symbols and patterns.

Present weather forecasts for different places around the world.

Showing an understanding of geographical processes relating to news items by writing a news report based on interpretation of primary sources (weather monitoring equipment) and secondary sources and their own geographical ideas.

Show a developing awareness and understanding of world weather and climate, and the difference between them.

Collect, record and analyse evidence about weather in different places.

Use ICT to assist in handling and presenting data.

Work in groups with each group taking responsibility for collecting and recording one element of the weather for a given period of time.

Each group to transfer the data collected by their instrument to a spreadsheet on the computer.

Produce graphs and charts from the recordings.

Interpret the graphs to discover which days had the most/least rainfall, wind, sunshine, or highest and lowest temperatures.

Compare graphs with other groups to try to discover if there is a relationship between, for example, sunshine amounts and recorded rainfall or temperature and wind direction.

Write an account of what their recordings tell you about the weather for the period studied.

Produce a class display to show the overall picture and discuss how different elements of the weather are related.

Analyse the data and consider reasons for unexpected results.

Consider the impact weather might have on human activity. What did you wear to school on the day when it rained? Which day were you unable to go out to play?

Compare own recording with national weather records.

Use a variety of media, e.g. newspapers, stories, TV, the Internet and the weather satellite images to locate and identify a variety of places and to recognise their features.

To use secondary sources of information.

When using non fiction texts ( such as book on weather or homes and houses) locate the places mentioned on a map or globe. Record locations on a map. This will give a record of all places visited in the course of their work.

Plot the weather, from an adopted city, over a period of a week, using the daily weather data provided by a national newspaper or on the Internet using the BBC web site.

Compare the results with the satellite images and school weather station.

Understand that other places may have different characteristics from their own area.

Appreciate variations in weather in different parts of the world.

To apply Mathematics to work in Geography.

To practise fieldwork skills.

To use ICT to investigate the locality of the school

See Unit 18 above: much of this unit could be covered at the same time, or in a similar way

Reading scales, thermometer, rain gauge etc. Including negative numbers in KS2 when temperature falls below freezing.

Record data on spreadsheets or a database.

Compare weather station readings with hand-held equipment. Is there a variation?: If so, why? Consider the position of instruments.

Reading scales

Interpreting results