Different Types of Homes

Curriculum Area

Subject: Geography
Key Stage: 1
Year Group: 1
Relevant UK National Curriculum Objective:

• Place knowledge: Understand geographical similarities and differences through studying the human geography of a small area of the United Kingdom, and a contrasting non-European area.

Lesson Objectives

By the end of this 35-minute lesson, pupils will:

1. Identify and describe different types of houses from around the world.
2. Compare and contrast homes in the UK with those in other countries.
3. Recognise why different homes are built based on climate and environment.

Lesson Structure

1. Introduction (5 minutes) – Hooking Pupils In

• Begin with a question: “What type of house do you live in?”
• Show pictures of a detached house, semi-detached house, terraced house, bungalow, and flat on the board.
• Ask pupils to raise their hands if they live in one of these.
• Explain: “These are the types of homes we see in the UK, but people around the world live in very different homes!”

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2. Exploring Global Homes (10 minutes) – Active Learning

Different Homes Around the World

Show images (printed or on the board) and discuss the following:

1. Igloo (Arctic – Inuit people)

   • Made of compacted snow: “Why do you think this house is made of snow?”
   • Explaining insulation: “Did you know snow can actually keep the warmth inside?”

2. Stilt Houses (Thailand, Indonesia, or the Amazon Rainforest)

   • Built above the ground (over water or marshy land).
   • Ask: “Why do you think people build these homes on stilts and not on the ground?”

3. Rondavel (South Africa)

   • Circular, made of mud and thatch.
   • Ask: “Why might people use mud instead of bricks?”

4. Yurt (Mongolia)

   • Portable tent used by nomads.
   • “Why do you think these houses need to be moveable?”

Give pupils a simple fact for each type of home and ask them to guess where it might be found.

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3. Comparing Homes (10 minutes) – Discussion & Critical Thinking

• Show a picture of a UK home and ask: “What differences do you see compared to the other homes?”

• Use a ‘Same or Different?’ Game:
  Teacher says a statement, and pupils show thumbs up if they think UK homes are the same, and thumbs down if they think they are different.
  Examples:

  • “Do we have houses made of mud?”
  • “Do we have houses that float on water?”
  • “Do all houses have windows?”

• Discuss how houses protect people from the weather, are built from materials found nearby, and suit people’s ways of living.

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4. Creative Activity (7 minutes) – Hands-On Engagement

• Match the Home to the Country: Hand out small pictures of different houses and a sheet with different countries. Pupils work in pairs to match the house to the correct place.
• Stretch Challenge: Ask pupils to draw their own dream home and explain where it would be built and why.

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5. Plenary (3 minutes) – Reflect and Consolidate Learning

• Quick quiz!

  • “What is a house on stilts for?”
  • “Where would you find an igloo?”
  • “Why do people in some places use mud to build houses?”

• End with: “If you could live in any house from today’s lesson, which one would you choose and why?”

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Assessment Opportunities

• Verbal responses to questions and discussions.
• Thumbs up/down game to check understanding.
• Matching activity worksheets for evidence of learning.
• Creative drawing challenge to assess understanding of materials and environment.

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Resources Needed

✔ Large, clear images of houses from different countries (printed or on digital presentation).
✔ Matching worksheet with pictures and countries.
✔ Pencils and paper for drawing activity.

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Differentiation

• Support: Pair struggling learners with a partner for matching activity, and provide prompts for discussion.
• Challenge: Ask higher-ability students to explain how the climate affects home construction in different areas.

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Teacher’s Reflection

• Did pupils engage with the topic?
• Were they able to make comparisons between UK homes and global homes?
• Did any pupils struggle with new geographical vocabulary (e.g., ‘stilt’, ‘insulation’, ‘nomad’)?

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Teacher's WOW Factor!

✅ Interactive and Engaging – Children will love seeing pictures of real homes around the world!
✅ Hands-on Learning – Matching games, discussions, and drawing keep young learners active.
✅ Real-World Connections – Encouraging children to think about how people live differently across the world.

This structured approach ensures Year 1 pupils come away with a fascination for geography and develop early critical thinking skills. 🏡🌍