Poles and Hemispheres

Overview

In this lesson, students explore how Earth is divided into the Northern and Southern Hemispheres and identify the North and South Poles. They will use hands-on models, short discussions, and a simple map activity to build clear understanding.

Learning intentions

• Students will describe the Northern and Southern Hemispheres.
• Students will explain what the poles are and where the North Pole and South Pole are.
• Students will use simple geographical language (north, south, pole, hemisphere, Earth).

Success criteria

• I can point to the Northern and Southern Hemispheres on a model or picture of Earth.
• I can say where the North Pole and South Pole are.
• I can tell how the hemispheres are different using my own words.
• I can join in group discussions respectfully and share an idea.

Curriculum links

• Geography concepts: Earth’s features, including hemispheres and poles, at an age-appropriate level.
• Developing geographical inquiry: observing, questioning, and using simple maps/diagrams.
• Communication: using and sharing geographical vocabulary in spoken and visual forms.
• Civics and citizenship capabilities: working collaboratively and listening to others during discussions.

Lesson structure (60 minutes)

1. 0–5 min: Welcome and lesson focus Show a large globe/visual of Earth. Say the WALT: “We are learning to describe the Northern and Southern Hemispheres and the poles.” Briefly name today’s focus questions: “Where is the North Pole?” “Where is the South Pole?” “What are the hemispheres?”

2. 5–15 min: Interactive model introduction (hands-on) Put students in pairs with a small globe or Earth picture page (paper globe, laminated print, or digital display mirrored to the class).

• Teacher models: “This half is the Northern Hemisphere; this half is the Southern Hemisphere.”
• Students point and repeat key words with a partner. Use quick call-and-response: “North Pole!” “South Pole!” “Northern Hemisphere!” “Southern Hemisphere!”

3. 15–25 min: Poles quick sorting game On the floor or board, create two zones labelled “North” and “South”. Hand out picture cards (pole symbols, simple Earth halves, compass-like arrows). Students choose a card, place it in the correct zone, and say one sentence starter: “The North Pole is in the…” or “The Southern Hemisphere is…” Keep the pace quick and positive; correct gently and immediately.

4. 25–35 min: Think-pair-share in groups (differences) In small groups, students complete a guided discussion using question prompts displayed with visuals:

• “What is one thing that is the same about both hemispheres?”
• “What is one thing that is different?” Provide sentence frames (e.g., “The Northern Hemisphere is…” “The Southern Hemisphere is…”). Encourage neurodivergent students by assigning roles (Pointing Captain, Speaking Starter, Helper, Checker).

5. 35–50 min: Diagram task (teacher-led, then independent) Students create a simple Earth diagram in books or worksheets. Required elements:

• Label the Northern Hemisphere and Southern Hemisphere
• Place and label the North Pole and South Pole
• Add an arrow or symbol showing “north” and “south” Teacher circulates, using short prompts: “Show me where north is.” “Where is the South Pole on your diagram?”

6. 50–56 min: Gallery walk share Students stand by their work (or desk-to-desk share). Each student or partner explains one detail: either hemisphere labels or pole locations. Teacher listens for the “difference” explanation goal and notes common misconceptions to address.

7. 56–60 min: Exit ticket (rapid check) Give each student an exit slip with a half-finished Earth (or two blank labels). Students complete:

• “North Pole is ___” (choose/colour/point)
• “Northern Hemisphere is the half that is ___ (north)”

Resources

• Classroom globe (or large wall map of Earth) and/or laminated Earth diagram
• Small globe or Earth picture cards for pairs
• Picture cards for the sorting game (north, south, pole, hemisphere icons)
• Labels/signs: “North”, “South”, “Northern Hemisphere”, “Southern Hemisphere”
• Student worksheet or blank diagram template of Earth
• Coloured pencils/markers and labels for North Pole and South Pole
• Sentence starters and role cards for group discussion
• Exit ticket slips with a simple Earth outline

Assessment

• Observation during the sorting game: correct placement and use of vocabulary.
• Teacher notes during group discussion: students can explain the difference between hemispheres using a sentence frame or own words.
• Exit ticket results: ability to identify North/South poles and hemisphere halves.

Differentiation

• Group discussions: use structured roles (Pointing Captain, Speaking Starter) to reduce pressure and support neurodivergent students.
• EALD support: provide visuals, sentence starters, and allow pointing/choosing cards as part of responses before speaking.
• SEN support: offer a partially completed diagram template with pre-drawn hemisphere lines; provide one-to-one prompts (“Which half is north?”).
• Extension for advanced learners: students add a “creative twist” element to their Earth diagram (e.g., a winter/summer theme at each pole, a fun character at the poles, or a simple compass-style border).

Extension (optional)

• Create a diagram of Earth showing the poles with a creative twist: students include one additional feature that matches each pole (e.g., “snow at the South Pole” with a labelled drawing), while still correctly labelling the Northern and Southern Hemispheres and both poles.