Learning objective
- To identify key features of hot and cold places.
Success criteria
- I can recognise three features of a hot
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National curriculum
Geography
Place knowledge
Pupils should be taught
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Cross-curricular links
English
Spoken language
Pupils should be taught
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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
Should draw and add labels using Activity: Word bank.
Pupils working at greater depth
Could label more than one country near the North Pole, South Pole and the Equator; should justify their preferred place to live by describing its climate and landforms.
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Assessing progress and understanding
Pupils with secure understanding indicated by: recognising the features of hot and
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Vocabulary definitions
-
climate
Long-term weather conditions in a specific region.
-
weather
Short-term conditions in a particular place.
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In this unit
Assessment - Geography Y1/2 (Cycle B): Would you prefer to live in a hot or cold place?
Y1/2: Lesson 1 (Cycle B): Where are the continents?
Y1/2: Lesson 2 (Cycle B): Where are the coldest places on Earth?
Y1/2: Lesson 3 (Cycle B): Where is the Equator?
Y1/2: Lesson 4 (Cycle B): What is life like in a hot place?
Y1/2: Lesson 5 (Cycle B): Do we live in a hot or cold place?
Y1/2: Lesson 6 (Cycle B): Would you prefer to live in a hot or cold place?
Maintained by: Kapow Primary team
Last update: 9th February, 2024
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