Geography

Year 5

Module 5

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

Pupils should be taught to:

Locational knowledge

locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
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)

Geographical skills and fieldwork

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
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.

Lesson 1: North American countries

Children used maps, atlases and Google Earth to identify and label the different countries of North America.

Lesson 2: Comparing UK and U.S

Children researched the different human and physical differences between the United Kingdom and the United States of America

Lesson 3: Life expectancy and different laws

Children researched the smoking and alcohol laws in different countries and displayed their findings in bar charts. Also, children looked at the life expectancy of men and women in these countries.

Lesson 4: Time zones

Children explored how time zones are decided and how they have changed over time. Children used this new knowledge to work out what the time would be in different countries.

Lesson 5 and 6: Interpreting data

Children looked at different life expectancies. They looked at their life expectancy and compared it to their parents and carers. Children interpreted different tables and graphs to compare the life expectancy within the UK and also how it compares between different counties and boroughs.

Module 4

During Module 4, the children have been learning geographical skills including compass points and ordnance survey map symbols. We learnt how a compass is used and the directions it has and then studied ordnance survey maps where we prdicted what the symbols on map may be and then found out their meanings.

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

Module 1

Lesson 1: Locate North American countries

Children used an atlas to locate North America and identify the different countries that make up the continent. Next, children labeled the different North American countries on their own blank map.

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

Lesson 2: 4-figure grid references

Children recapped their understanding of grid references and answered questions, locating the correct symbol or writing the grid reference. Next, they were asked to create their own map with certain objects in given grid references.

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

Lesson 3: 6-figure grid references

Children learned about 6-figure grid references and located the different capital cities of European countries and listed 6-figure grid references.

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

Module 2

Rivers may influence how humans interact with their local area

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 - 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. We learnt key words such as confluence, tributaries and meanders and created our own beautiful river diagram to show these. We also created a glossary of key words to help us to remember them.

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

Module 3

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 - How mountains are formed:

During our second 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 3 - Climate on mountains:

This week we learnt about the weather on mountains and compared the climates on a variety of different mountains across the world. This then enabled us to explore the risk factors of living on a mountainous area. We focused on aspects such as medical issues, wildlife issues and the idea of avalanches and loss of power. We categorised these into serious and non serious categories and looked at which ones were easily manageable.

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. We compared Maidstone and Sheffield, identifying the key features of how towns and roads are built differently for areas with different land heights.

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

Lesson 1:

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