Year 7 Into Africa: Lesson 1
Lesson 6
Learning Objective:
Key Words.
Ethiopia.
To understand the similarities and differences between the UK and an African
country.
Homework.
Go online and complete Wallwisher activity.
HIGHER ABILITY SET 1.
Starter: Show the students images of the recent trip
to Ethiopia. Ask students to look carefully and to
think about how the images would compare to
similar themes from the UK (schools, roads etc..)
MIDDLE ABILITY SETS 2 / 3
Starter: Show the students images of the recent trip
to Ethiopia. Ask students to look carefully and to
think about how the images would compare to
similar themes from the UK (schools, roads etc..)
Main: Having watched the photos, students are to
mind map their ideas about Ethiopia as a country –
try to get the students to mind map – rather than
brainstorm.
Main: Having watched the photos, students are to
mind map their ideas about Ethiopia as a country –
try to get the students to mind map – rather than
brainstorm. MODEL ON BOARD
Now move on to the KWL table, where students fill
in the first\ two columns. This will highlight what
they already know, and what they want to learn. At
the end of the unit we shall fill in the last column.
Now move on to the KWL table, where students fill
in the first\ two columns. This will highlight what
they already know, and what they want to learn. At
the end of the unit we shall fill in the last column.
LOWER ABILITY SET 4
Starter: Show the students images of the recent trip
to Ethiopia. Now compare these to images of our
local area . Ask students to look carefully and
describe how the images are different in Ethiopia
than in the UK.
Main: Having watched the photos, students are to
mind map their ideas about Ethiopia as a country –
try to get the students to mind map – rather than
brainstorm. MODEL ON BOARD using these
headings: Schools, housing, roads, vegetation,
markets
Now move on to the KWL table, where students fill
in the first\ two columns. This will highlight what
Plenary – What have we learnt about Ethiopia so far? Plenary – What have we learnt about Ethiopia so far? they already know, and what they want to learn. At
Q&A
Q&A
the end of the unit we shall fill in the last column.
Work with the students on the board to complete
the first two rows as a model answer.
Plenary – What have we learnt about Ethiopia so far?
Q&A
Resources Needed
Photos of local area. Photos of Ethiopia. Example of KWL grid.
Assessment Opportunities
Baseline assessment of prior knowledge
Autumn 2012 © Teaching Geography
Year 7 Into Africa: Lesson 2
Lesson7
Learning Objective:
Key Words.
Ethiopia. Physical, human, map, river, city, town, road, mountain, valley
To understand the similarities and differences between the UK and an African
country.
Homework.
HIGHER ABILITY SET 1.
Starter: Ask students to recap the last lesson on
Ethiopia – What can they remember about the
country and how it is different to the UK.
MIDDLE ABILITY SETS 2 / 3
Starter: Ask students to recap the last lesson on
Ethiopia – What can they remember about the
country and how it is different to the UK. Q&A
Main. Introduce the idea of physical and human
maps – this should be a recap from Module 1.
Main. Introduce the idea of physical and human
maps – this should be a recap from Module 1.
Give students the Base map of Ethiopia, and ask
them to compile a list of features that they feel
should be on a physical and human map of Ethiopia.
Ask them to think of where they could find this
information and why it would be useful. Students
then use ICTY or atlases to complete map.
Give students the Base map of Ethiopia, and ask
them to think of the physical features that they think
should be on the map – make list on board and
discuss they the features are important. Using their
ideas, use ICT or an Atlas to complete the Physical
features they have identified and the Human
characteristics shown on the base map
Show the Students a similar map of the UK. How are
the two countries different? Get students to write
down their differences.
Show the Students a similar map of the UK. How are
the two countries different?
Plenary.
What skills have you learnt today?
Plenary.
What skills have you learnt today?
Resources Needed
Atlases or access to ICT room. Base Map of Ethiopia
Assessment Opportunities
Geographical skills.
Autumn 2012 © Teaching Geography
LOWER ABILITY SET 4
Starter: Ask students to recap the last lesson on
Ethiopia – What can they remember about the
country and how it is different to the UK. Use Sticky
notes and place on board. Discuss Sticky notes with
class.
Main. Introduce the idea of physical and human
maps – this should be a recap from Module 1.
Students could be shown a physical and a human
map of the local area,and identify differences.
Give students the Base map of Ethiopia, and ask
them to complete the Physical and Human
characteristics shown on the base map.
Show the Students a similar map of the UK. How are
the two countries different? (Fill in the gaps
sentences on board)
Plenary.
What skills have you learnt today?
Year 7 Into Africa: Lesson 3
Lesson8
Learning Objective:
Key Words.
Ethiopia.
To understand the reasons for population patterns within Ethiopia.
Homework.
Students visit the Connecting Classrooms Ethiopia Blog and read the entries for
06 to 08 June 2009; then write in their exercise books how Ethiopia is similar to
but also different to the UK.
HIGHER ABILITY SET 1.
Starter: What is population distribution and density?
Ask the students to relocate themselves within the
classroom, perhaps 10 in one corner, 1 or 2 in
another and so on to demonstrate the concept of
population density, distribution and the key terms
densely and sparely populated. Students to define
the words and then compare to the official terms –
self assessment.
Main.
The main theme of this lesson is to understand how
the population of Ethiopia is distributed. We shall be
looking at density data and constructing a density
map, and then comparing it to a relief map and
rainfall map, to see if there are any patterns.
Stage 1
Give out a blank map of Ethiopia and display a table
of data for each region. Discuss with the students
how we could show this data on the map, moving
the discussion towards Choropleth mapping.
Students are then shown how to put the Choropleth
map together and then complete their own version 20 Minutes.
MIDDLE ABILITY SETS 2 / 3
Starter: What is population distribution and density?
Ask the students to relocate themselves within the
classroom, perhaps 10 in one corner, 1 or 2 in
another and so on to demonstrate the concept of
population density, distribution and the key terms
densely and sparely populated.
Main.
The main theme of this lesson is to understand how
the population of Ethiopia is distributed.
Stage 1
Give out a blank map of Ethiopia and display a table
of data for each region. Discuss with the students
how we could show this data on the map, moving
the discussion towards Choropleth mapping.
Students are then shown how to put the Choropleth
map together and then complete their own version 20 Minutes.
Stage 2
Give the students a selection of detailed maps of
Ethiopia - several can be found on the powerpoint Students then need to look at the maps and their
Autumn 2012 © Teaching Geography
LOWER ABILITY SET 4
Starter: What is population distribution and density?
Ask the students to relocate themselves within the
classroom, perhaps 10 in one corner, 1 or 2 in
another and so on to demonstrate the concept of
population density, distribution and the key terms
densely and sparely populated. Give students a
definition for these words to stick into their books.
Main.
The main theme of this lesson is to understand how
the population of Ethiopia is distributed.
Stage 1
Give out a blank map of Ethiopia and display a table
of data for each region. Discuss with the students
how we could show this data on the map, moving
the discussion towards Choropleth mapping.
Students are then shown how to put the Choropleth
map together and then complete their own version 20 Minutes.
Stage 2
Give the students a selection of detailed maps of
Ethiopia - several can be found on the powerpoint -
Stage 2
Give the students a selection of detailed maps of
Ethiopia - several can be found on the powerpoint Students then need to look at the maps and their
population density map, and discuss and answer the
following questions;
1. Which areas are the most densely populated
- what physical characteristics do these
places have?
2. Which areas are the least densely populated
- what physical characteristics do these
places have?
3. Does the physical geography affect the
population of Ethiopia in any way - climate,
altitude and rainfall in particular?
This should take 30 minutes, perhaps spilt into 10
minute sections looking at different maps.
population density map, and discuss and answer the
following questions;
1. Which areas are the most densely populated
- what physical characteristics do these
places have?
2. Which areas are the least densely populated
- what physical characteristics do these
places have?
3. Does the physical geography affect the
population of Ethiopia in any way - climate,
altitude and rainfall in particular?
This should take 30 minutes, perhaps spilt into 10
minute sections looking at different maps.
Plenary.
Students share their answers to the lesson intention
which is to investigate how Ethiopia's population is
distributed.
Plenary.
Students share their answers to the lesson intention
which is to investigate how Ethiopia's population is
distributed.
Students should then be given some tracing paper,
and trace the main features of each map onto the
tracing paper – one per map. This will help them to
answer the questions below – which could be
written on the white board as a close exercise.
Students then need to look at the maps and their
population density map, and discuss and answer the
following questions;
1. Which areas are the most densely populated
- what physical characteristics do these
places have?
2. Which areas are the least densely populated
- what physical characteristics do these
places have?
3. Does the physical geography affect the
population of Ethiopia in any way - climate,
altitude and rainfall in particular?
This should take 30 minutes, perhaps spilt into 10
minute sections looking at different maps.
Plenary.
Students share their answers to the lesson intention
which is to investigate how Ethiopia's population is
distributed.
Resources Needed
Powerpoint -
Tracing paper. – paper copy of maps.
Assessment Opportunities
Autumn 2012 © Teaching Geography
Year 7 Into Africa: Lesson 4
Lesson9
Learning Objective:
Key Words.
Ethiopia.
To be able to compare Ethiopia's level of development with that of other
countries
Homework.
Visit the Ethiopian Connecting classrooms blog and read the entry for June 9th.
Leave a comment explaining what you have learnt about the trip to Alamata.
HIGHER ABILITY SET 1.
Starter As a starter activity, the students are asked
to rank a set of country cards, in a diamond 9
formation, in terms of how developed the countries
are. The countries are shown below.
MIDDLE ABILITY SETS 2 / 3
Starter As a starter activity, the students are asked
to rank a set of country cards, in a diamond 9
formation, in terms of how developed the countries
are. The countries are shown below.
It is worth perhaps asking students on different
tables to sort them according to different criteria wealth, medical care, population and so on to
stimulate a debate on development. A useful
website to get this information is the CIA World
Factbook. 10 mins
It is worth perhaps asking students on different
tables to sort them according to different criteria wealth, medical care, population and so on to
stimulate a debate on development. A useful
website to get this information is the CIA World
Factbook. 10 mins
ETHIOPIA
USA
KENYA
ETHIOPIA
USA
KENYA
UGANDA
FRANCE
UK
UGANDA
FRANCE
UK
ITALY
SOUTH AFRICA
ROMANIA
ITALY
SOUTH AFRICA
ROMANIA
Main activity Students are introduced to the concept
of development, and the key terms LEDC and MEDC.
These should be written in their books.
Main activity Students are introduced to the concept
of development, and the key terms LEDC and MEDC.
These should be written in their books.
Students are then given a blank map of the world.
The first task is to locate and label the nine countries
that were used in the starter activity. An atlas or
Autumn 2012 © Teaching Geography
Students are then given a blank map of the world.
The first task is to locate and label the nine countries
that were used in the starter activity. (Use maps that
LOWER ABILITY SET 4
Starter As a starter activity, the students are asked
to rank a set of country cards, in a diamond 9
formation, in terms of how developed the countries
are. The countries are shown below. Blank Diamond
9 sheets are available.
It is worth perhaps asking students on different
tables to sort them according to different criteria wealth, medical care, population and so on to
stimulate a debate on development. A useful
website to get this information is the CIA World
Factbook. 10 mins The this group, it is a good
opportunity to include numeracy skills into the
lesson so cards below would need to have numbers
from above criteria added.
ETHIOPIA
USA
KENYA
UGANDA
FRANCE
UK
ITALY
SOUTH AFRICA
ROMANIA
Main activity Students are introduced to the concept
of development, and the key terms LEDC and MEDC.
student planner would be useful here. 10mins
Issue students with data for each country, based on
wealth [GDP]. Explain what GDP is and ask students
to explain in their own words in their books. Recap
last lesson on Choropleth maps and ask students to
complete their own, based on wealth. 20 mins
Ask students to share their work with each other,
and discuss what their pattern shows. 10 Mins
1. What does the data tell us about Ethiopia
and how it compares to the countries in the
table?
2. How do African countries comapre to
European countries?
3. In light of this, would Ethiopian's use moble
phones?
Plenary.Using the interactive whiteboard, visit the
WorldMapper website. There you can investigate
Visit the Internet Use map and ask students to
explain what it tells us about internet use in Ethiopia
and how it is changing.
Now show the students the map of secondary
students. Again ask the students what the patterns
are, and how Ethiopia compares to other African and
European countries. 10 Mins.
Sort cards
Autumn 2012 © Teaching Geography
have the locations already identified but not named)
An atlas or student planner would be useful here.
10mins
Issue students with data for each country, based on
wealth [GDP]. Explain what GDP is and ask students
to explain in their own words in their books. Recap
last lesson on Choropleth maps and ask students to
complete their own, based on wealth. 20 mins
Ask students to share their work with each other,
and discuss what their pattern shows. 10 Mins
4. What does the data tell us about Ethiopia
and how it compares to the countries in the
table?
5. How do African countries comapre to
European countries?
6. In light of this, would Ethiopian's use moble
phones?
Plenary.Using the interactive whiteboard, visit the
WorldMapper website. There you can investigate
Visit the Internet Use map and ask students to
explain what it tells us about internet use in Ethiopia
and how it is changing.
These should be written in their books.
Students are then given a blank map of the world.
The first task is to locate and label the nine countries
that were used in the starter activity. (Use maps that
have the locations already identified but not named)
An atlas or student planner would be useful here.
10mins
Issue students with data for each country, based on
wealth [GDP]. Explain what GDP is and ask students
to explain in their own words in their books. Recap
last lesson on Choropleth maps and ask students to
complete their own, based on wealth. 20 mins
Now produce on the whiteboard, a close activity
based on the questions below.
1. What does the data tell us about Ethiopia
and how it compares to the countries in the
table?
2. How do African countries comapre to
European countries?
3. In light of this, would Ethiopian's use moble
phones?
Plenary.Using the interactive whiteboard, visit the
WorldMapper website. There you can investigate
Visit the Internet Use map and ask students to
explain what it tells us about internet use in Ethiopia
and how it is changing.
Resources Needed
Sort Cards
Prepared World Maps.
Sort Cards
Prepared World Maps.
Year 7 Into Africa: Lesson 5
Lesson10
Learning Objective:
Key Words.
Ethiopia.
To understand the similarities and differences between the UK and an African
country.
Homework.
Students are asked to write a letter to the students in Ethiopia. Their letter
should describe their classroom and what lessons are like in the UK. To make an
assessment of their abilities, students could be asked to explain and compare
life in Ethiopia with life in the UK.
HIGHER ABILITY SET 1.
MIDDLE ABILITY SETS 2 / 3
LOWER ABILITY SET 4
Starter
Ask students to brainstorm or mind-map what they
think a typical Ethiopian secondary school would be
like. The following presentation [converted from a
Smart notebook file] can be used as a template. 5
mins
Starter
Ask students to brainstorm or mind-map what they
think a typical Ethiopian secondary school would be
like. The following presentation [converted from a
Smart notebook file] can be used as a template. 5
mins
Starter
Ask students to brainstorm or mind-map what they
think a typical Ethiopian secondary school would be
like. The following presentation [converted from a
Smart notebook file] can be used as a template. 5
mins
Main activity
Students to feedback their answers to you and the
brainstorm can take shape. It is a good time to
discuss at this point, where they have got their ideas
from. 10 mins
Now move on to show the students various
photographs of typical school life in Ethiopia. The
students can look at the photographs blown up to A4
size as a table or pair and then make comments
about the classrooms using post it notes. Try to
encourage the students to think about ...
1. Appearance
2. Condition
3. Learning environment [What would it be like
to learn in this room?]
Students are given 5 minutes per photograph to
Main activity
Students to feedback their answers to you and the
brainstorm can take shape. It is a good time to
discuss at this point, where they have got their ideas
from. 10 mins
Now move on to show the students various
photographs of typical school life in Ethiopia. The
students can look at the photographs blown up to A4
size as a table or pair and then make comments
about the classrooms using post it notes. Try to
encourage the students to think about ...
1. Appearance
2. Condition
3. Learning environment [What would it be like
to learn in this room?] - This might need
some modelling
Main Activity
Students to feedback their answers to you and the
brainstorm can take shape. It is a good time to
discuss at this point, where they have got their ideas
from. 10 mins
Now move on to show the students various
photographs of typical school life in Ethiopia. The
students can look at the photographs blown up to A4
size as a table or pair and then make comments
about the classrooms using a table sheet with the
following headings
1. Appearance
2. Condition
3. What would it feel like to work in this room?
Autumn 2012 © Teaching Geography
Students are given 5 minutes per photograph to
write a thought. These thoughts are then brought to
the front and stuck to the whiteboard after each
photo. 20 mins
Bring the class back and discuss the different
photographs. How do these photographs relate to
the fact that the country is an LEDC? 5 mins
Show the students a video of a typical lesson [this
one sourced from Youtube] - how does this compare
to our lessons? 5 mins
Now ask the students to think about our classrooms.
What aspects of our classrooms are similar and what
aspects are different to those in Ethiopia. This can be
written up as a table in their books. 10 mins
Plenary
Students to share their ideas about what a typical UK
classroom is like.
Students are given 5 minutes per photograph to
write a thought. These thoughts are then brought to
the front and stuck to the whiteboard after each
photo. 20 mins
Bring the class back and discuss the different
photographs. How do these photographs relate to
the fact that the country is an LEDC? 5 mins
Show the students a video of a typical lesson [this
one sourced from Youtube] - how does this compare
to our lessons? 5 mins
Now ask the students to think about our classrooms.
What aspects of our classrooms are similar and what
aspects are different to those in Ethiopia. This can be
written up as a table in their books 10 mins
Plenary
Students to share their ideas about what a typical UK
classroom is like.
Resources Needed
write a thought. The completed table sheet is then
brought to the front.
Show the students a video of a typical lesson [this
one sourced from Youtube] - how does this compare
to our lessons? 5 mins
Now ask the students to think about our classrooms.
What aspects of our classrooms are similar and what
aspects are different to those in Ethiopia. This can be
written up as a table in their books. – Model the
table on the whiteboard, with some answers filled in.
10 mins
Plenary
Students to share their ideas about what a typical UK
classroom is like.
Letter template for homework.
Group work table for photo comparison – needs
creating.
Assessment Opportunities
Autumn 2012 © Teaching Geography