Learning objective
- To recognise physical and human features.
Success criteria
- I can give an example of a physical
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National curriculum
Geography
Human and physical geography
Pupils should
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Cross-curricular links
Maths
Geometry – Position and direction
Pupils
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Before the lesson
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Lesson plan
1: Lesson plan
An area for you to put useful resources from the previous lesson
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Adaptive teaching
Pupils needing extra support
Could use the Activity: Physical and human features (support) to identify features in the local area; could work with their group’s designated adult to explain why the identified features are human or physical.
Pupils working at greater depth
Should use directional language to describe features in relation to each other (e.g. near, far, behind, in front of, next to, right, left); could label the printed images of the human or physical features encountered during the fieldwork with the type of feature and location using directional language.
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Assessing progress and understanding
Pupils with a secure understanding indicated by: giving examples of human and
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Vocabulary definitions
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directional language
Words that tell you where something is located in relation to something else, e.g. near, far, next to, behind, etc.
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harbour
A part of the ocean or lake that is next to land and is deep enough to shelter boats.
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In this unit
Assessment - Geography Y1/2 (Cycle B): What is it like to live in Shanghai?
Y1/2: Lesson 1 (Cycle B): What can we see in our local area?
Y1/2: Lesson 2 (Cycle B): Can we map our local area?
Y1/2: Lesson 3 (Cycle B): Where in the world is China?
Y1/2: Lesson 4 (Cycle B): What can you see in China?
Y1/2: Lesson 5 (Cycle B): What is Shanghai like?
Y1/2: Lesson 6 (Cycle B): How is Shanghai different from our local area?
Maintained by: Kapow Primary team
Last update: 17th January, 2024
