| Learning Objectives |
Possible teaching activities
|
Learning outcomes |
| Children should learn |
|
Children |
| Who has visited
other places? Where are they? How far away are they? How did they get there?
|
- to name and investigate places
- to use geographical terms
- to use maps and atlases
- to conduct a survey
- to begin to use ICT to present findings
|
- Through discussion compile a list of
the places that children have visited.
- As a whole class locate places by using
a map ( large play map or soft globe.) Ask children to group them into
types of environments, e.g. town, countryside, seaside, and represent
the information pictorially. Discuss the different types of places and
the distances travelled.
- Help the children to design and carry
out a survey to find the different types of transport that people used
to go on holiday.
- Enter this information into a simple graphing
package. Which is the most popular method of transport? Differentiate
by building graphs visually with mutlilink or unifix cubes or create
a class pictogram with each child drawing a picture to represent the
type of transport.
- Vocabulary: seaside, town, countryside,
city, transport, far away place, holiday, country.
|
- identify places and relate them to different
types of environments
- to ask appropriate questions to be included
in a survey
- reach
simple conclusions from evidence
|
| What
is the seaside like? Why do we like to go there? What can we do at the seaside? |
- to use maps
- to use a variety of resources to find
out information
- to investigate and compare a seaside town
and our locality
- to describe places and how people use
them
|
- Ask the children to use a map to locate
the nearest seaside place.
- Introduce the big book 'Sammy Seagull',
discuss front cover and how computer books are different from paper
books.
- Read whole book (link to Literacy if appropriate)
Focus on pages 1 and 2. Name different features found at the seaside
e.g. beach, cliff, land and sea. Locate Dover on a map and compare with
their locality or nearest seaside town.
- Focus on pages 5, 6, 7 and 8 discuss with
the children why people like to go to the seaside and what they can
do there.
- Children to record comparison of activities
at the seaside and in a town. Differentiate by asking children to add
a sentence to justify their view e.g. I can swim in the sea or recording
and labelling activities found only at the seaside.
- Resources:
Click here for word cards for activities
at the seaside. Click here for Talking
Textease screen to sort activities.
- Vocabulary: beach, cliff, land,
sea, pier.
- Additional Vocabulary: harbour,
dock, marina.
|
- know where the seaside is in relation
to their locality
- relate specific human and physical features
to a given place
- to identify human activities specific to a place
|
| Mini-enquiry: What is it
like where other people live? |
- to investigate and compare a seaside town
and our locality
- to describe places and how people use
them
- to use ICT to communicate information
|
- Write an E-mail as a class to a school
in a contrasting locality. Using an enquiry approach, brainstorm a list
of questions to be included, e.g. How close to the sea are you? How
big is your town? What can you do where you live?
- Discuss E-mail response and compare localities.
- Vocabulary: E-mail.
|
- to ask appropriate questions to be included
in an E-mail
- to describe differences between two localities
|
| How
is the seaside different from our locality? |
- to use aerial photographs
- to compare their own locality with a different
locality
|
- Focus on pages 3 and 4 in the book. Discuss
the differences between the two photographs and identify the plan and
oblique view. Reinforcement activity: in school grounds ask children
to draw objects outside as they see them (oblique view) and as Sammy
would see them as he flies over (plan view).
- Children to compare aerial photographs
of the seaside and of town or city focusing on how the land and builds
are being used. Record their comparisons in a word picture e.g. brainstorm
of words and phrases describing the locality and begin to justify their
views.
- Resources:
Click here for photographs.
- Vocabulary: plan view, oblique
view.
- Additional Vocabulary: aerial
photograph.
|
- to recognise objects or areas in plan
and oblique view
- compare knowledge and understanding of
their own locality with another area
|
| Mini-enquiry: What is the
seaside like? |
- to ask geographical questions
- to use field work skills to record information
|
- Using an enquiry approach, brainstorm
with the children a list of questions to investigate the seaside e.g.
Who visits the seaside? What buildings are at the seaside? What do people
do at the seaside? How do people get to the seaside?
- Use some of these questions as a basis
for observations on a visit to the seaside.
- Record physical and human features using
pictures or writing on a base map, e.g. cliff, beach, promenade, and
pier.
- Use a digital camera to record the different
ways that humans use the seaside.
- Vocabulary: physical, human, feature
|
- to record physical and human features
on a map
- to identify a range of human activities
at the seaside
|
| What was the seaside
like in the past? |
- to identify features of the seaside in
the past
- to make comparisons with the seaside today
and the past
|
- Using photographs, prints or paintings
of the seaside in the past, children to describe: clothes, transport,
activities at the beach.
- Resources:
Click here for photographs.
- Children to work in two groups to design
a holiday poster for the seaside in earlier times and now. Compare the
posters as a class group.
- Draw and write a postcard about a day
at the seaside in the past.
- Resources:
Click here for postcard template.
- Vocabulary: old, new, now, then
|
- detect differences in the seaside between
then and now, using a range of resources
|
| Where
else in the world can we have a seaside holiday? |
- to use secondary sources to find out information
- to develop awareness of the wider world
- about the nature of places
- about the effects of weather on people
and their surroundings
|
- Read pages 9 and 10 in the big book.
Children share their own experiences of going to France, what transport
did they use? Explore the 'English Channel' link to map or use a play
map to show journey.
- Divide the children into groups and ask
each group to use travel brochures or postcards to identify seaside
places around the world. Compare with our locality, describe similarities
and differences.
- Ask children to write an entry for a class
travel brochure about a seaside location of their choice.
- Extension Activity: Match
'message in a bottle' descriptions to their seaside locations on a world
map. Develop as class display with children writing their own entries
to include descriptions of: physical features, human activities and
climate.
- Resources:
Click here for message in a bottle entries.
- Vocabulary: journey, France, weather
|
- where else in the world can we have a
seaside holiday?
- find places and plot them on a map
|
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