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Theme Short Term Plan: Mighty Mountains Y3/4 Spring 2 Lesson 1: Introduction to Mountains Geography Objectives Share facts about mountains & generate further areas for research. 1a Ask geographical questions. 1b Collect & record evidence. 2a Use appropriate geographical vocabulary. 2c Use atlases, maps & globes at a range of scales. Vocabulary Question starters: How, why, where, what, when, who, can, are, do…? Success Criteria Remember to: Think about what you’d like to find out about mountains; Start your questions in different ways; Main Teaching 1) Ask children: what do they know about mountains? Discuss briefly with their talking partner and jot ideas down on whiteboards. Draw a spider diagram on the board with “Mountains” in the middle as the title & different info/subjects around it with subheadings etc. Encourage children to share information & personal experience. Have any children been to mountains? 2) Explain that we will be doing lots of work on mountains. What are they really keen to find out/learn more about & research themselves? Ask children if there are mountains all over the world? Are there any in the UK? Do they know the names of any mountains & where they are? 4) Look at a globe ask a child to find the U.K. (revision from last term’s theme). Then find some of the other countries that may have been Pupil Activities & Differentiation 3) Children to write some questions about what they would like to know, e.g. are volcanoes mountains? Remind children they are writing non-fiction. They are providing or seeking information. Ask them how they might they begin their sentences? Resources/Preparation List of good questions ready, in case children struggle. Plenary Children to share their work. Write a class list of some of the most popular things that they would like to know about mountains. Explain you will keep this list & discuss answers as you find them through your study of mountains. Application to Literacy Present questions in suitable written form. 1a Choose form & content to suit a particular purpose. 1b Broaden vocabulary. 3 Use punctuation marks correctly. Use question marks. mentioned, e.g. Nepal (Mount Everest), France, Italy, Austria (the Alps), etc. Lesson 2: Locating Mountain Ranges Geography Objectives Name a famous mountain range in each continent. Learn the names & locations of five mountain ranges by heart. 1a Ask geographical questions. 2a Use appropriate geographical vocabulary. 2c Use atlases, maps & globes at a range of scales. 2e Draw & complete maps at a range of scales. 3a Identify & describe places. 3b Understand the location of places & environments they study & other significant places/environments. Main Teaching Show children a world map – make sure it is a physical world map showing the main mountain ranges. Explain to the children that there are seven continents in the world. Take ideas from children as to what these might be. Write up on board the names – do not say where they are. (North America, South America, Europe, Africa, Antarctica, Asia, Australia) Children to go to tables with blank map and use Atlases to find the where the continents are and label (SN group with Jan, LA with Kay) Explain that we will be finding the main mountain ranges across the world. Explain that the term “mountain range” refers to an area of land that is covered in mountains. Do they know any mountain ranges? The Himalayas, the Andes, the Alps, the Rockies, etc? Use the map to go through each continent & find the largest mountain ranges. On the whiteboard, list the continents & the major mountain ranges, pointing to a globe or world map as you do so to identify the position of each range. Look at how many ranges stretch through more than one country. Show children how, on the map, the mountains are usually given in a darker colour to show their height (contour lines). Vocabulary Demonstrate sketching the main ranges in each continent on a Mountain ranges, contour lines, physical map, continents. Major mountain ranges: Rockies, Andes, Atlas, Alps, Himalayas, Success Criteria Remember to: blank world map. Zagros, Great Dividing Range (Austalia) Pupil Activities & Differentiation Give children a blank map of the world. Using atlases, children to work individually to label the continents & then to draw & label the mountain ranges we have listed as a class. Extension: To look in an atlas to find other ranges & add these to their maps. Resources/Preparation Plenary Show children a world map with the main mountain ranges unnamed. Ask them if they can remember which ones are which. Choose 5-7 mountain ranges from around the world (include: Himalayas, Andes, Alps) & ask the children to try to memorise their names & location. Lesson 3: Different Types of Mountains (Supply Teacher) Geography Objectives Understand that volcanoes are a type of mountain & study how they are formed, understanding the layers of the Earth. 1a Ask geographical questions. 2a Use appropriate geographical vocabulary. 2c Use atlases, maps & globes. 4b Recognise some important physical processes & explain how these cause changes in environments. Science Understand the composition of the earth – crust, mantle & core. (Links to Rocks & Soil Science Unit.) Main Teaching (I have prepared a Notebook lesson for you to use as you teach – saved on the desk top) Use colours to show how Discuss answers. What evidence do we have? What are mountains exactly? According to some experts a mountain is a peak that is 600m higher than the surrounding land – anything less is a hill. This means volcanoes are mountains – they are a particular type of mountain. In the next session we will be thinking about the types of mountains, how they came to be… how they are formed? About a quarter of all the Earth’s land mass is mountainous. Some mountains are volcanoes which are mostly situated at points where the plates that form the Earth’s crust meet. Use a globe to point 4a (extended) Understand that the Earth is approximately spherical & of what it consists. Vocabulary Earth’s crust, mantle, core, magma, volcano, volcanic. Success Criteria Label each part carefully; Ask children if they think volcanoes are mountains? Pupil Activities & Differentiation out the main volcanic areas. Show some famous volcanoes on an atlas, e.g. Mt St Helens, Krakatoa, Vesuvius, Etna, etc. Volcanoes are formed by openings in the Earth’s crust where fiery clouds of hot ash, gas & magma spit out. This cools into layer upon layer of solid rock. Display a diagram of the Earth on IWB. The land/oceans are on the Earth’s crust (outer layer). Below this is a thick layer called the mantle – this is On a cross section of the Earth, children to label the parts Crust, Mantle, Core. They should colour these appropriately. Extension (not for SN/LA children): add extra information to the labels to explain what each part is like. Non-fiction books in the classroom to research. If time allows, the children could also draw their own cross section diagram of a volcano, using nonfiction books. Resources/Preparation A hard-boiled egg. Plenary Which part of the Earth am I describing…? Has anyone found out any facts about volcanoes? Has anyone answered one of their own questions posed from last week’s lesson? If so, write down your answer. hot each part is; Add more info to explain what each part is like. liquid rock & it is where the magma comes from. Right in the centre of the Earth is the core which is very hot. Use a hardboiled egg as a model of the layers: shell = Earth’s crust, white = mantle (it should be liquid), yolk = core. Lesson 4: How are mountains formed? Geography Objectives Understand about the three ways in which mountains are formed. 1a Ask geographical questions. 2a Use appropriate geographical vocabulary. 3e Identify how & why places change. 4b Recognise some important physical processes & explain how these cause changes in environments. Science Understand the composition of the earth – crust, mantle & core. 4a (extended) Understand that the earth is approximately spherical & of what it consists. Vocabulary Volcanic Mountain, Fold Mountain, Dome Mountain, Block Mountain, Plateau Mountain, erosion, continental Main Teaching Ask a child to remind the class how volcanoes (a type of mountain) are formed. Show a diagram of the Earth’s layers that the Easy group drew in the previous session. Explain that the Earth’s crust is like eggshell. Imagine it is all cracked & so made of about 30 different pieces called plates these plates move over time. Demonstrate this with the hard boiled egg, break the skin gently by rolling it on the table. Let the chn look at it. Show pictures of the earth’s land masses over time and clip of time lapse simulation. Discuss how the Earth’s continents have moved – encourage children to comment on how America has moved, where Africa was 100 million years ago, etc. Explain that as these plates move the Earth changes – it is constantly changing. Use the egg to show two large pieces moving & hitting each other. What do you think happens when this occurs? Explain that mountains are formed in 5 basic ways: Volcanic Mountains: when molten rock (magma) deep within the earth, erupts, and piles upon the surface. Magna is called lava when it breaks through the earth's crust. When the ash and lava cools, it builds a cone of rock. Rock and lava pile up, layer on top of layer. E.g.s - Mount St. Helens in North America, Mount Pinatubo in the Philippines and Mount Kea and Mount Loa in Hawaii. Make a model erupting volcano. Resources/Preparation Hard-boiled egg Smart Notebook prepared with pictures of the Earth’s land masses over time & diagrams of the different types of mountains. Erupting volcano instructions: ‘Young Discoverers Mountains & Volcanoes – Geography Facts & Experiments’ p.23. Pieces of paper for children to make fold mountains. http://boingboing.net/2009/07/16/ time-lapse-sim-of-ea.html http://www.learner.org/interactive s/dynamicearth/drift3.html http://www.youtube.com/watch?v= Jy3ORIgyXyk plates, Earth’s crust, magma, lava, Success Criteria Remember to: Fold Mountains are formed when two plates slowly crunch into each other & the Earth’s crust is pushed up. Play youtube clip Pupil Activity – a song about how Fold Mountains are formed! See Pupil Activity 1. E.g.s - Himalayan Mountains in Asia, the Alps in Europe, the Andes in South America, the Rockies in North America and the Urals in Russia. The Himalayan Mountains were formed when India crashed into Asia and pushed up the tallest mountain range on the continents. In South America, the Andes Mountains were formed by the collision of the South American continental plate and the oceanic Pacific plate. Block Mountains are formed by part of the crust being squeezed up between two cracks called faults. These faults are where earthquakes happen. This is why many 1) Children to make their own fold mountain: long piece of paper on a table top, place hands at each end, push down and move hands together. Imagine that our hands are the giant plates moving beneath the Earth’s surface. What happens to the middle section of the paper? 2) Children to draw & annotate a diagram of how Fold Mountains are formed. If time, do the same for other types of mountains. mountain ranges also experience earthquakes. Instead of the earth folding over, the earth's crust fractures (pulls apart). It breaks up into blocks or chunks. Sometimes these blocks of rock move up and down, as they move apart and blocks of rock end up being stacked on one another. E.g.s - the Sierra Nevada mountains in North America and the Harz Mountains in Germany. Dome Mountains: are the result of a great amount of melted rock (magma) pushing its way up under the earth crust. Without actually erupting onto the surface, the magma pushes up overlaying rock layers. At some point, the magma cools and forms hardened rock. The uplifted area created by rising magma is called a dome because of looking like the top half of a sphere (ball). The rock layers over the hardened magma are Plenary Discuss what they have learnt from the lesson. How many facts can they remember? warped upward to form the dome. Plateau Mountains (erosion mountains): are not formed by internal activity. Instead, these mountains are formed by erosion. Plateaus are large flat areas that have been pushed above sea level by forces within the Earth, or have been formed by layers of lava. Plateau mountains are often found near folded mountains. As years pass, streams and rivers erode valleys through the plateau, leaving mountains standing between the valleys. The mountains in New Zealand are examples of plateau mountains. Lesson 5: Mountains in Europe * Wednesday, 27th March Geography Objectives Identify the mountain ranges in Europe & place them on a map in the correct countries. 2a Use appropriate geographical vocabulary. 2c Use atlases, maps & globes at a range of scales. 3a Identify & describe what places are like. 3b Understand locations of places they study. 3c Describe where places are. 3e Identify how/why places change. Vocabulary Various – names of countries & mountains / mountain ranges. Success Criteria Remember to: Only look for mountains / mountain ranges in Europe; Main Teaching On IWB show a map of Europe & ask what continent it is. Ask chn to name some of the countries in Europe & to come & point them out on the map, e.g. France, Spain, Poland, Norway, etc. Name some of the major countries. Look at Eastern Europe & discuss how it has changed over the last 30 years. Show an old atlas & a new map & point out some of the changes so that chn will not be thrown if they look at an old atlas or globe & then at a newer map. Discuss how some countries have split up into independent nations (e.g. Yugoslavia). We will find out about mountain ranges in Europe. The UK is a part of Europe, but we will look at UK mountains in more detail in another session. Can chn remember the name of any mountain ranges in Europe? If they can, which countries are these mountains in? Give pairs of chn an atlas. Chn work together to look at different countries in Europe & find mountains/mountain ranges in that country. Provide physical maps of specific countries rather than Europe as a whole as chn will find more detail on these. Make a class list of European mountains/mountain ranges & the country names on f/c. Has anyone found a country with no mountains, e.g. Resources/Preparation Atlases – already in the class. interactive map at http://www.oddizzi.com/. Blank maps of Europe (saved in Term 4 Planning,Resources: Theme week 5) – enlarge to A3 & 1 each. Also background info on European mountain ranges is saved on wiki. Plenary Look at chn’s maps & learn some of the names & locations of mountain ranges by heart. Draw mountains on blank map; Label mountains; Label countries. Holland? Why might this be? It is a very flat country. Did anyone find the highest mountain? There is Mount Elbrus (5642m) in the Caucasus (on the border of Asia & Europe). There is Mont Blanc in the French Alps. Could use interactive map at http://www.oddizzi.com/. Pupil Activity Chn draw & label mountain ranges on a blank map of Europe (see resource saved on wiki- Term 4 planning; Resources week 5: Theme). They work in groups & share atlases. When they have finished, draw all the groups together around a large physical map of Europe. Ask each group to come & identify different ranges in different countries. Make sure everyone knows which the longest & highest ranges are. Discuss ranges or mountains which chn have actually visited. Lesson 6: Mountains in the UK Geography Objectives Know where the main mountain ranges are on a map of western Europe; draw a map to identify these. 1a Ask geographical questions. 2a Use geographical vocabulary. 2c Use atlases & maps. 2d Use secondary sources of information. 2e Draw maps at a range of scales. Vocabulary Peak, hill, mountain, downland, contour lines Success Criteria Main Teaching Discuss what we know about European mountains. Use a map of Europe. Choose children to come & locate/name the different ranges: Pyrenees, Alps, etc. Show a large map of the UK. Discuss where the mountains are. Talk about the difference between mountains & hills. Remind children that a mountain is generally considered to be over 600m above its surroundings. By this criterion, discuss if any UK peaks are mountains. Explain that Scafell Pike (978m) is generally said to be the highest peak in England. Show children where this is. Pupil Activity Hand out maps of the UK with hills/mountains shown – one between two. Locate/name the large ranges of Resources/Preparation Large map of UK on IWB UK maps (1 between 2), showing hills and mountain heights. Background info on UK mountain ranges. Extension activity: http://images.scholastic.co.uk/assets/a/0f /1d/je-a-i-pb-17690.pdf Plenary http://images.scholastic.co.uk/assets/a/ed/d9/jemountains-int-6694.swf Interactive map about Remember to: Look closely at a map of the UK in an atlas to correctly match the mountainous area on your map; Label carefully, copying the correct spelling. hills/mountains in England, Scotland, Wales (refer to class atlases). Ask children to write the names on their maps. Where in the UK do we live? Ask them to draw Hailsham on their map. Also locate London & Brighton. Extension Activity: children to read fact cards about mountains – their heights and how they were mountains around the world: before clicking on the flag to reveal the facts, can anyone suggest which mountain range it is? Which country / continent? From reading the description, can they tell what sort of mountain it is? formed and then complete a Carroll Diagram to sort the information. Lesson 7: Objectives Main Teaching Resources/Preparation Pupil Activity Vocabulary Success Criteria Remember to: Plenary Lesson 8: Objectives Main Teaching Pupil Activity Vocabulary Success Criteria Remember to: Resources/Preparation Plenary Lesson 9: Objectives Vocabulary Success Criteria Remember to: Main Teaching Resources/Preparation Pupil Activity Plenary Lesson 10: Objectives Main Teaching Resources/Preparation Pupil Activity Vocabulary Success Criteria Remember to: Plenary Lesson 11: Objectives Vocabulary Main Teaching Pupil Activity Resources/Preparation Success Criteria Remember to: Plenary