Geography

Year 5

Module 5

Greenwich/Prime Meridian and Time Zones

Durihng this module, Year 5 explored the concept of day and night and identified the different time zones throughout the world as well as studying why there are different time zones in different countries. First, they understood why we have day and night and then using their time zone maps, the children where able to compare different time zones in different countries.

Locational knowledge:

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)

Module 4

Rivers may infuence how humans interact with their local area

Lesson 1: How a river is formed

During our first lesson, we explored how a river is formed. We watched a short clip about the life of a river and then investigated the water cycle in more detail to understand how evaporation, precipitation and condensation play a vital part in helping most rivers begin their journey. The children drew their own diagram to demomstrate how the water cycle works and then created their own short paragraph to describe how a river is formed.

describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

Lesson 2 - Features of a river:

During our second lesson, we learnt about the different features of a river and where they are in the upper, middle and lower course of a river. Furthermore, we learnt key words such as confluence, tributaries and meanders.

describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

Lesson 3 - How features of a river are formed:

During this lesson we explored how key features of a river are formed. We explored the role of erosion, transportation and deposition and how significant this role is in forming the different features of rivers such as meanders, ox bow lakes and waterfalls. We presented this with an image of how each are formed and added a description to explain what our image was showing.

describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

Lesson 4 - Locating Major Rivers and the seas that flow into:

This week, we have been exploring the major rivers in the world and indetifying the seas that they flow into. First we explored a world map by labelling it with the continents and seas and then plotted the major rivers of the world in the correct continent; this then enabled us to locate the sea that each of the rivers flowed into. We then spent the remained of the lesson researching the rivers to find out more about them as well as some interesting facts.

describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

Lesson 5 - Dams and their uses:

Today we learnt about what a dam is and why we use them. We looked at the advantages of using them in terms of helping to stop flooding and creating electricity through usinga river's energy as well as looking how how dams can be a disadvantage too. We then looked the location of some dams across the world and consider whether they were good to have or not.

Forest school: building a river using our knowledge

To draw of rivers topic to a close, we we incredibly lucky to be able to use our forest school area to create our own rivers using the features and knowledge we have gained over this module. We created them using natural materials and were able to test them, evaluate them and then make any changes we needed to in order to make it more successful.

Module 3

Sheffield and Maidstone locality study

Locational knowledge

name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

Place knowledge

understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

Human and physical geography

- 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

Geographical skills and fieldwork

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Secondary lesson with Mr Collinson

Children were inquirers and used their research skills to compare Maidstone and Sheffield. We identified the difference between urban and rural areas and explored the different ways you could compare two urban areas using different types of data. We used our field work skills using secondary data to compare these two locations.

Module 2

The topography of an area affects the land use

Pupils will be taught to:

Human and physical geography

describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.
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

Lesson 1 - Features of a mountain:

During our first lesson, we explored the features of a mountain, what they look like and the locations of mountains in the UK. We also explored land heaights and how these are displayed on a map through the use of contour lines.

describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

Lesson 2 - Locating mountains on a map:

Today we located a number of mountain ranges that are situated in the UK on a map. We learnt how mountains are represented on maps and how to read the height of the highest peak of each.

describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

Lesson 3 - How mountains are formed:

Throughout this lesson, we learnt about how the ytectonic plates play a vital role in the formation of mountains. We looked at the different ways mountains are formed, including fold mountains and volcanic mountains, and gained an understanding of the idea that mountains were formed a very long time ago. We also explored the difference between a mountain range and mountain chains, exploring where these mountains were situated across the world.

describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

Lesson 4 - Comparing landscapes in different areas:

Today we have compared different landscapes using aerial and satellite photos. We looked at different heights of land and how these affect how land is used by a community. Specifically, we compared Fort William (in Scotland) and Medway, identifying how the land is used and the human activities that take place in both places. We compared them to see how land height affects how it can be used by the community.

describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Lesson 5 - Locating mountain ranges across the world:

During this lesson we used atlases and Google maps to locate the highest mountain ranges across the world. We plotted these on a map and identified the continents each of them were located on.

describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Module 1

Map Skills

Pupils should be taught:

use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

Linking with our History topic - Ancient Maya - we used our map skills to locate the continents of the world as well as the seas. We then moved on to looking specifically at Central America (which was the main area that the Ancient Maya were situated in) and then focussed on the boundaries of the specific modern countries that the Maya lived.

Using our maps, we were then able to answer questions based on the location that the Ancient Maya lived in.

This week we have been learning about 8 figure compass points using our knowledge of cardinal points. Using this new skill, we were able to label a compass using them and thengive directions to someone to help them to get froma certain place to another place.

Today we have been learning about 6 figure grid references in order to be able to locate a specific place on a map. Using this new skill, we were able to answer specfic questions about where specific places were on the map of Swanage and also build on our previous knowledge of 4 figure grid references.

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