Exploring Fold Mountains

lesson will be on Chapter 2, which is fold mountains below is the template i need for this lesson plan

Class Level/Name: Subject: Topic: Lesson No.: Date & Time: Duration:

Aim: Learning Outcome(s) (Curriculum statements and link to Unit of Learning) Learning Intentions (Action statements that describe what you want the students to know, understand and be able to do at the end of the lesson). Success Criteria (Statements that show how you will evaluate the learning intentions and how the students will reflect on their own learning.

1. 1.

Prior knowledge: (Brief statement describing how this lesson fits in terms of previous learning or planning) Planning for literacy/numeracy: Two literacy and numeracy priorities relating to lesson content/concept 1. 2.

Planning for differentiation: Actions you will take to support specific students to learn in your class (NB- do not name/identify students. Use an alias instead):

Lesson Developments Content What will be learned? Methodology How will the learning happen? Introduction Review of prior learning Content and concepts Teacher actions Student actions Development 1

Learning intention:

Time: Content Concept: Resources to be used: Questions: Assessment: Teacher actions Student actions Development 2

Learning intention:

Time: Content Concept: Resources to be used: Questions: Assessment: Teacher actions Student actions Development 3 Learning intention: Time: Content Concept: Resources to be used: Questions: Assessment: Teacher actions Student actions

Recap & Conclusion Time: Review of learning Teacher actions Student actions Homework assigned: Post-Lesson reflection: Describe one success, one weakness and one challenge to work on following this lesson.

Overview

Class Level/Name: First Class Subject: Geography Topic: Chapter 2 – Fold Mountains Lesson No.: ___ Date & Time: ___ Duration: 60 minutes Class size: 25 students

Aim

To introduce students to fold mountains and help them identify their main features, location and formation in a simple, age-appropriate way.

Learning intentions

Students will:

understand that mountains are natural features of the land;
learn that fold mountains form when large pieces of the Earth’s crust push together;
identify and describe simple features of fold mountains;
locate a small number of famous mountain ranges using a map.

Success criteria

I can:

explain, using simple words, how fold mountains are formed;
identify a fold mountain on a picture or map;
name one fold mountain range, such as the Alps or Himalayas;
use the words mountain, range, peak, valley and fold correctly.

Curriculum links

Physical features of Europe and the world: becoming familiar with major mountain ranges, including the Alps and Himalayas, and their approximate locations.
Land, rivers and seas of my county: developing awareness of natural features and how they relate to the built environment.
Appreciating the nature, breadth and value of geography through observing, describing and locating features of the natural environment.
Demonstrating understanding of key geographical concepts, including place, location, physical features and change.

Prior knowledge

Students have learned that maps show places and that mountains, hills and valleys are natural features. This lesson introduces a specific type of mountain and builds vocabulary needed for later work on physical landscapes.

Planning for literacy/numeracy

Literacy: orally rehearse and use the words fold mountain, mountain range, peak and valley; answer questions in complete sentences using “Fold mountains form when…”.
Numeracy: compare mountain heights using simple whole numbers and order three heights from lowest to highest.

Planning for differentiation

Provide picture-supported vocabulary, gestures and sentence starters for students who need language support or are learning English.
Seat Alias A near the teacher and provide a pre-labelled diagram with fewer written responses.
Allow students to explain answers orally, point to pictures or work with a supportive partner.
Challenge early finishers to compare the Alps and Himalayas and explain one similarity and one difference.

Lesson structure (60 minutes)

Introduction and review of prior learning — 0–10 minutes

Content: Natural features, mountains, hills, valleys and map symbols.

Teacher actions: Display a photograph of a high mountain from the opening image and review slides. Ask, “What do you notice?” and “How is this different from a hill?” Review the words mountain, peak and valley.

Student actions: Think quietly, discuss observations with a partner and share ideas. Students point to the peak and valley in the photograph and suggest where a mountain might be found on a map.

Assessment: Listen for accurate use of geographical vocabulary and identify misconceptions during questioning.

Development 1 — What is a fold mountain? — 10–25 minutes

Learning intention: We are learning to understand how fold mountains are formed.

Content/concept: Fold mountains form when two large pieces of the Earth’s crust push together. The land is squeezed, bends and rises into mountains.

Resources: the fold mountain teaching slides; two pieces of paper or modelling clay.

Teacher actions: Demonstrate the formation process by slowly pushing two pieces of paper together so that they buckle and rise. Explain that this is a model, not an exact copy of the Earth. Show a simple labelled diagram and model the sentence: “Fold mountains form when land is pushed together.”

Student actions: Predict what will happen before the demonstration, observe the model and use their hands to show “push”, “bend” and “rise”. Repeat the sentence with a partner.

Questions: What happened when the paper was pushed? Which word means bent land? Why might the mountains have steep sides?

Assessment: Use thumbs up/down for statements such as “Fold mountains are made when land is pushed together” and check partner explanations.

Development 2 — Mountain features and vocabulary — 25–42 minutes

Learning intention: We are learning to identify and describe features of fold mountains.

Content/concept: A mountain range is a group or line of mountains. Fold mountains may have high peaks, steep slopes and deep valleys. The Alps and Himalayas are examples.

Resources: the landform vocabulary cards; the vocabulary and photograph slides; the fold mountains labelling worksheet.

Teacher actions: Give groups of four or five vocabulary cards. Read each word aloud and clarify meanings using the pictures. Ask groups to match words to features in the photographs. Distribute the worksheet and model labelling peak, slope and valley.

Student actions: In groups, match vocabulary cards to suitable pictures and explain one match. Complete the labelled diagram and one short sentence on the worksheet.

Questions: Which part is the highest? Where might water collect? What is the difference between one mountain and a mountain range?

Assessment: Circulate, question individuals and check that students can distinguish a peak from a valley. Support students to complete labels orally before writing.

Development 3 — Locating fold mountain ranges — 42–53 minutes

Learning intention: We are learning to locate and name examples of fold mountains.

Content/concept: The Alps are in Europe. The Himalayas are in Asia. Maps help geographers locate physical features.

Resources: the map and location activity slides; completed worksheets.

Teacher actions: Display a simple world map and locate Europe and Asia. Point out the Alps and Himalayas, then invite students to locate them with a partner. Briefly compare their positions and heights without requiring detailed memorisation.

Student actions: Find Europe and Asia on the map, point to the approximate locations of both ranges and complete the map question on the worksheet. Share one fact with the class.

Questions: Which range is in Europe? Which range is in Asia? How does a map help us?

Assessment: Ask selected students to point to each range and use an “Alps or Himalayas?” response check. Accept pointing, naming or sentence responses.

Recap and conclusion — 53–60 minutes

Review of learning: Display the final prompt on the recap and exit-question slides: “A fold mountain forms when…” and “One example is…”.

Teacher actions: Invite students to complete the two sentences orally. Revisit the learning intentions and collect the worksheet. Ask students to show one finger for “I need more help”, two for “I am nearly there” or three for “I can explain it”.

Student actions: Complete the sentences, self-assess with fingers and tell a partner one new fact about fold mountains.

Homework assigned: Draw a fold mountain range and label peak, slope and valley. Write: “Fold mountains form when land is pushed together.”

Post-lesson reflection: Record one success, one weakness and one challenge to address in the next geography lesson.

Resources

the fold mountains lesson deck
the fold mountains labelling worksheet
the landform vocabulary cards
Simple world map
Two sheets of paper or modelling clay per group
Pencils, colouring pencils and board markers
Photograph or diagram of a mountain range

Assessment

Questioning, observation and thumbs-up/down checks during the demonstration and vocabulary activities.
Group matching, map pointing and worksheet labelling provide evidence of understanding.
Use the final oral sentence completion and finger self-assessment to identify students needing further support.

Differentiation

Use clear photographs, gestures, repetition and a word bank with picture cues.
Provide partially completed diagrams and allow oral answers for students with writing or fine-motor difficulties.
Pair students carefully and pre-teach vocabulary to students requiring additional language support.
Ask confident students to compare the Alps and Himalayas using height, location or appearance.

Teaching Instructions