Y34 A2a Geography Italy and Roman Empire Medium term question planner
Key Skills Curriculum Links Years 3 & 4
Locational knowledge
Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America.
Place Knowledge
A region in a European country.
Human and Physical geography
Describe and understand key aspects of:
physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.
human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.
Communication
Use geographical language relating to the physical and human processes detailed in the PoS e.g. tributary and source when learning about rivers.
Skills
Ask more searching questions including, ‘how?’ and, ‘why? as well as, ‘where?’ and ‘what?’ when investigating places and processes
Make comparisons with their own lives and their own situation.
Show increasing empathy and describe similarities as well as differences.
Mapping
Use a wider range of maps (including digital), atlases and globes to locate countries and features studied.
Use maps at more than one scale.
Recognise that larger scale maps cover less area.
Make and use simple route maps.
Recognise some standard OS symbols.
Link features on maps to photos and aerial views.
Use of ICT
Use the zoom facility on digital maps to locate places at different scales.
Add a range of text and annotations to digital maps to explain features and places.
View a range of satellite images
Cross-curricular links, especially opportunities for Literacy, Numeracy and ICT within teaching:
Computing: Internet research; collating material to produce information; using Google Earth to look at Italy and plot route to Britain; route planning
Literacy: Shakespeare – Julius Caesar;
Writing Opportunities:
Chn write a playscript, between sales person and customer wanting to go on holiday to Italy.
Numeracy: Roman Numerals usage
Y34 A2a Geography Italy and Roman Empire Medium term question planner
Extended Opportunities including possible visits/visitors and local connections:
Visits/Visitors:
•
Chloe Martin’s family- ask Ceri
Local information:
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AD80: Romans reach Heysham
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AD86: Capture and fortify Lancaster – didn’t take hold of NW Britain though because of Celts; the Britons living in Heysham in that day were Celts of the tribe called Segantii of the race known as
Brigantes
•
AD410: Romans left
Y34 A2a Geography Italy and Roman Empire Medium term question planner
Key objectives as questions
1
•
•
•
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What was your last
topic and what did you
learn?
What do you already
know about Italy?
What do you want to
find out about Italy?
Where is Italy in relation
to Britain?
Key Skills that can be covered
Locate the world’s countries, using
maps to focus on Europe (including
the location of Russia) and North
and South America.
Ask more searching questions
including, ‘how?’ and, ‘why? as well
as, ‘where?’ and ‘what?’ when
investigating places and processes
Use the zoom facility on digital maps
to locate places at different scales.
Possible activities including use of Computing and
Technology
KWL using coloured post it notes.
1 colour for what they already know, 1 colour for
questions about Italy. Decide which questions we will
answer this term. Stick into big book.
Outcomes/Evidence that
teaching has taken place
KWL stuck into big book.
Chn use iPads, laptops, atlases and globes to locate Italy.
Where is it? How far away is it? How would we get
there? How long would it take to get there if we…
walked/cycled/drove/flew?
Chn can find Italy on a variety of
maps.
Chn research using ICT to find out answers to the above,
and the below.
- Capital
- Continent
- Language
- Currency
- Climate
- Food
Chn can tell their partner key
facts about Italy.
Chn will have created a piece of
work which tells the reader about
key facts.
Chn write a playscript, between sales person and
customer wanting to go on holiday to Italy. LA chn could
write a telephone conversation, using speech
bubbles/speech marks, depending on ability.
HA: children will have used ICT to locate Italy and find
facts and complete a play script portraying information.
MA: children will have used ICT to locate Italy and find
facts and start a play script portraying information.
LA: children will have used ICT to locate Italy and find
some facts and begin to write a telephone conversation.
2
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What physical features
are there in Italy?
Describe and understand key aspects
of:
How are rivers formed?
Chn will have labelled the river
Tiber with key features, using
Y34 A2a Geography Italy and Roman Empire Medium term question planner
•
•
What do you know
about rivers?
What is the River Tiber
like?
physical geography, including:
climate zones, biomes and
vegetation belts, rivers, mountains,
volcanoes and earthquakes, and the
water cycle.
Use geographical language relating
to the physical and human processes
detailed in the PoS e.g. tributary and
source when learning about rivers.
Create a river system on slope of playground. Chn predict
what will happen as we pour water over top. Pour water,
taking photos and see which predictions were right. Look
closely at how channels are formed, and how they join
together to make a river.
https://www.tes.co.uk/teaching-resource/Rivers-andthe-water-cycle-6186265
What happens during a river’s journey?
During the course of their journey rivers have an effect
on the landscape – they erode, transport and deposit….
Three new words today: Erosion, transportation,
deposition. What are they? What happens each time?
Chn research one process in each group, ready to present
their findings to their peers.
appropriate geographical
vocabulary.
Chn will have researched the
river and presented their findings
to the class.
EXTENDED WRITING: Explain the
stages and features of a river’s
journey, using appropriate
geographical vocabulary.
What are the features of rivers?
Chn label River Tiber diagram to go in books.
Activity as whole class http://www.bbc.co.uk/education/guides/z4bk7ty/activity
HA: children will label the key features of a river and
have researched a river and presented to class. They will
also complete the stages and features of a rivers journey.
MA/LA (mixed ability pairs): children will label the key
features of a river and have researched it and presented
to class.
3/4
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What do you know
about volcanoes?
How do volcanoes
work?
Recognise some standard OS
symbols.
Link features on maps to photos and
aerial views.
Discuss where some of the most famous mountains in
Europe are located. What are mountains made of? Link
to rocks and soils Science work.
What do mountains look like on a map?
Chn use OS maps to look at steepness of mountains etc.
Chn will have made their own
volcano, taken a picture and
labelled it with key features.
Chn will have researched
preparation/destruction of
eruptions.
Y34 A2a Geography Italy and Roman Empire Medium term question planner
Show increasing empathy and
describe similarities as well as
differences.
View a range of satellite images
What about volcanoes? Talk about how there are
volcanoes in Italy, dormant and active. What is the
difference between dormant and active? How were
volcanoes formed? Look at cross-section of volcano to
find out different parts.
EXTENDED WRITING: Newspaper
article, breaking news of a
volcano eruption.
Chn make their own erupting volcanoes in pairs.
http://www.bbc.co.uk/cbbc/makes/wild-volcano
Why do eruptions happen? Chn pour water on top of oil.
What happens? Talk about density. If it is less dense it
will float to the surface. Magma is less dense than the
rock surrounding it, so what happens. It travels to the
top, where trapped water suddenly expands and causes
an eruption.
How can you prepare for an eruption? What happens to
settlements after an eruption?
Chn research in groups and brainstorm.
HA: children will make their own volcano and will have
researched why eruptions happen and the preparation
and destruction of them. Ext- Write a newspaper article
on a volcano eruption.
MA: children will make a volcano and will research the
preparation and destruction of it.
5
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What human features
are there in Italy?
What food do they eat?
How do they get food?
Describe and understand key aspects
of:
human geography, including: types
of settlement and land use,
economic activity including trade
links, and the distribution of natural
resources including energy, food,
minerals and water.
Communication
LA: children will make a volcano based on facts found.
Can we tell what land is used for by looking at a map?
Chn choose an area of Rome to focus on. Print the map
and work out what it is they are looking at. (Can compare
to street view.) Chn label map with human features and
grid references.
What about farm land? What does it look like on a map?
Chn will have labelled maps with
human features.
Chn will understand that their
food comes from a variety of
countries.
Y34 A2a Geography Italy and Roman Empire Medium term question planner
Use geographical language relating
to the physical and human
processes detailed in the PoS e.g.
tributary and source when learning
about rivers.
Chn think about their favourite Italian food. What’s it
made from? Look at the farming that happens around
Italy. How much of it is traded with the UK? How do we
get our food? (Planes bring it over… what is the impact of
that on our planet? Carbon footprint.)
Use a wider range of maps
(including digital), atlases and
globes to locate countries and
features studied.
Use maps at more than one scale.
Recognise that larger scale maps
cover less area.
In pairs chn come up with arguments for/against bringing
food from other countries. In pairs hold debate in
classroom, with chn presenting their arguments either
for or against.
Chn will have begun to form an
opinion on the carbon footprint
debate. (Should we just eat things
we can grow locally, or is the
damage ‘worth it’ for the variety
in our diet?)
EXTENDED WRITING: Persuasive
argument for/against shipping
food en masse from abroad.
Chn bring in packaging from home. Where does our food
come from?
Link to DT – Food Tech – making a pizza.
HA: children will understand about trading food and how
we get it and provide arguments for and against this
linking to carbon footprint. Then write a persuasive
argument for/against shipping food.
MA: children will understand about trading food and how
we get it. Gather and list points for a persuasive
argument for/against this shipping of food.
6
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Which countries would
you have to go through
to get to Britain?
What geographical
features would you see
along the way?
•
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Make and use simple route
maps.
Recognise some standard
OS symbols.
Link features on maps to
photos and aerial views.
LA: children will understand about trading food and how
we get it and discuss whether they’re for/against the
shipping of food.
What different ways did we say we could travel to Italy?
How did the Romans get to Britain? What countries
would we have to travel through?
Chn use atlases, globes and Google maps (laptops/iPads)
to find out which countries we would travel through.
Divide the class into different countries. Chn research the
KEY geographical features of their country. Are there any
rivers/mountains/coasts? What is the capital city called?
Chn will have located France,
Germany and some other
European countries, and know
their capital cities.
Chn will have created a poster
advertising a tour trip from Rome
to Heysham, including a basic
map showing the route.
Y34 A2a Geography Italy and Roman Empire Medium term question planner
How many people live there? What kind of climate do
they have?
Chn design a tour trip for tourists. They need to start in
Rome and get to Heysham, using a variety of appropriate
transport. (I.e. use a boat for travelling down the Rhine,
skiing/walking tour in the Alps.)
Link to History – Romans travelled through Europe,
making the Roman Empire.
EXTENDED WRITING: Write
Meerkat Mail inspired narrative.
Describe different
physical/human features of
different parts of Europe,
explaining why they wouldn’t live
there, until they end up in
Heysham.
HA: children will know the capital cities of European
countries and facts about 3. Create a poster advertising a
tour trip from Rome to Heysham. Ext- start to write a
Meerkat Mail inspired narrative.
MA: children will know the capital cities of European
countries and facts about 2. They will have created a
poster advertising a tour trip from Rome to Heysham.
LA: children will know the capital cities of European
countries and write facts about 1. Create a poster
advertising a tour trip from Rome to Heysham.
7
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What can you see is
similar between the
Lancaster District and
Rome?
What can you see is
different between the
Lancaster District and
Rome?
I Express opinions and personal
views about what they like and
don’t like about specific
geographical features and
situations e.g. a proposed local
wind farm.
Make comparisons with their own
lives and their own situation.
Chn reflect upon all they have learned so far and
compare to initial KWL exercise. What do you know
about life in Italy now? Would you like to visit Italy?
Why/why not? What about the Lancaster District
(Lancaster, Morecambe and Heysham)? Would you
recommend people from Italy come here and visit? Why?
What have we got that is similar / different to them?
Chn will have reflected upon their
learning and thought about any
similarities/differences.
Why are certain things different? E.g. why do they grow
more exotic vegetables/fruit? (Climate.) Why do many
people in Rome live in flats and apartments, when many
of us live in houses? (Land use.)
Chn will have created an
informative poster about one
Italian geographical feature.
Chn will have talked about why
there are certain differences in
geographical features.
Y34 A2a Geography Italy and Roman Empire Medium term question planner
Chn choose their favourite feature they have learned
about (Italy), and create an informative poster about it.
HA: children will have learnt about similarities and
differences between Italy and the Lancaster district and
the geographical features. A poster will be created to
compare some of the key differences. Ext- Create a diary
entry explaining why their favourite Italian feature is
their favourite.
MA: children will have learnt similarities and differences
between Italy and the Lancaster District. Create a poster
to compare some of the key differences.
LA: children will have learnt similarities and differences
between Italy and the Lancaster District and created a
poster about one of them.
8
9
10
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EXTENDED WRITING: Diary entry,
‘Today I went to Rome and I
saw…’.