Learning objective
- To collect and present data on where to position a solar panel on the school grounds.
Success criteria
- I can use
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National curriculum
Geography
Geographical skills and fieldwork
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Cross-curricular links
Physical education
Pupils should
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: Knowledge organiser to recall some of the key knowledge learned in 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
If you need further support with extending your display,
please contact [email protected].
Extended-mode explainer video: For Mac
Extended-mode explainer video: For Windows
Adaptive teaching
Pupils needing extra support
May work in a group supported by a teacher to ensure children consider the points from the first question in the main event.
Pupils working at greater depth
Should consider the limitations of putting a solar panel on the school grounds and mention this when justifying their decision. These include:
- Cost of a solar panel.
- Access to a solar panel for maintenance.
- Whether the school grounds are big enough for a solar panel.
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Assessing progress and understanding
Pupils with secure understanding indicated by: designing and using interview
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Vocabulary definitions
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contour lines
A line on a map joining equal heights below or above sea level.
-
justify
To explain a decision made.
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In this unit
Assessment - Geography Y5/6 (A): Where does our energy come from?
Y5/6 (A): Lesson 1: Why is energy important?
Y5/6 (A): Lesson 2: What is renewable energy?
Y5/6 (A): Lesson 3: How does the United States generate energy?
Y5/6 (A): Lesson 4: How does the United Kingdom generate energy?
Y5/6 (A): Lesson 5: What is the best way to generate energy?
Y5/6 (A): Lesson 6: Where is the best place for a solar panel on the school grounds?
Maintained by: Kapow Primary team
Last update: 9th October, 2024
