# Our changing world

Features of Earth

Year 6 began their first week of their geography project looking at the Earth's key geographical features. Using maps and a globe, they could see the imaginary lines around the Earth and their position. New vocabulary was discussed to build the children's understanding of the definitions and explanations.

Time Zones

The second session built upon the children's understanding of key vocabulary. The children worked in small groups and partnerships to identify the lines of longitude and latitude on a world map. Discussions and investigations of the lines introduced the children to the meridians and the Prime Meridian, helping children to understand time zones, day and night and how the anti-clockwise movement of the Earth placed different countries in different time zones.

Lines of Longitude and Latitude

In the third session the children used their growing knowledge of lines of latitude and longitude to locate geographical features on the Earth's surface. Using math skills as well as geography skills the children calculated how many degrees there were between each line from North to South and West to East, then used this to write the coordinates of different cities across the World.

Maps of different scale

In the final lesson of the first week, the class looked at different maps within an atlas: they explored a range of pages to identify the map scales, ratio and the difference between small and large scale maps. Using the 'map key', the children were then able to compare a variety of maps, helping to identify which details were presented and consolidate their understanding.

## Week 1

Scale and distance

In this session the children used maps to look at the scale represented and how this could be used to find the size and distance between features. They used the standard units of measurement and also explored the use of string, a ruler and their own finger to calculate measurement.

Grid references, contours and symbols.
For this session the children used ordnance survey maps to learn how to find both 4 figure and 6 figure grid references. The children recognised how using the northings and eastings coordinates could pinpoint exact locations on a map. Included in the lesson, the children paid close attention to the contour lines. Studying the lines enabled the children to see if the ground had steep or gradual slopes and represented the landscape in 2-dimensional form. Finally, the children investigated the different symbols that were visible on the map and used the key to understand the human or physical feature in the location.

Climate zones and biomes

Working in small groups, the children used world maps to explore climate zones and biomes. After discussing what weather they would expect the area to have and what crops/plants could be grown there, the children then considered the enquiry question ‘ how is climate change affecting climate zones and biomes around the world?’ Using different locations in small groups, the children then compared how extreme weather was affecting people’s lives around the world. They shared this information in a whole class discussion and identified similarities and differences.

## Week 2

Year 6 studied data by RoSPA to deduce why some road types and speeds might be more dangerous than others. They had a whole class discussion to understand the data and share their explanations of their analysis.
To help understand the RoSPA data, fieldwork was required. The whole class safely visited the main A16 road, which mirrored the most dangerous roads identified in the previous activity. After a recap of the road accident data, the children worked in groups to identify features that could cause accidents, dangerous areas of the road and common

The following activity back in class, enabled the children to collate their findings and create a report.

Year 6 explored different trades around the world. Using atlases and maps, they worked in small groups to identify locations within climate zones and biomes that had specific industries, such as oil exportation and farming. They then researched global trade routes, global markets and the money made from different products.

Natural resource depletion

Year 6 investigated the impact of natural resource depletion and management. Discussions were focused on how sustainable methods were vital to ensure future generations had a healthy planet to live on. Different scenarios were given out to small working groups, with children working collaboratively to advise manufacturers on sustainable methods and practices.

## Week 3

Field study

To complete their geography project, our changing world the children looked at their local town. They researched Spilsby from the past and Spilsby in the present. They used all their geography knowledge to write a summary of its location, its population, its natural resources, local trade and industry, and whether it fell into a rural or urban category.

## Spilsby study

• Spilsby Primary School
• Woodlands Avenue,
• Spilsby,
• Lincolnshire,
• PE23 5EP
• T: 01790 752503
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