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
Recap and recall
Display the Presentation: Quizmaster and use the activity to recap learning from the previous lesson.
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Extended-mode explainer videos
How to extend your display to view the lesson page and preseantion mode simultaneously. Choose your operating system below to watch the video
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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 (B): Would you prefer to live in a hot or cold place?
Y1/2 (B): Lesson 1: Where are the continents?
Y1/2 (B): Lesson 2: Where are the coldest places on Earth?
Y1/2 (B): Lesson 3: Where is the Equator?
Y1/2 (B): Lesson 4: What is life like in a hot place?
Y1/2 (B): Lesson 5: Do we live in a hot or cold place?
Y1/2 (B): Lesson 6: Would you prefer to live in a hot or cold place?
Maintained by: Kapow Primary team
Last update: 2nd October, 2024
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