Farms Near & Far

---

Overview

• Subject: Geography
• Year Group: Year 1
• Lesson Duration: 40 minutes
• Class Size: 30 pupils
• Curriculum Area: KS1 Geography – Human and Physical Geography
• Specific Objective (National Curriculum):
  Pupils should be taught to:
  • Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country.

---

Learning Intentions

By the end of this lesson, pupils will be able to:

• Recognise key features of farms in the UK.
• Compare UK farms with farms from a contrasting country (Kenya).
• Use basic geographical vocabulary to describe features of the environment.
• Develop empathy and understanding through global comparison.

---

Success Criteria

Pupils will:

• Identify at least three features of a UK farm and three features of a Kenyan farm.
• Use simple vocabulary like "tractor", "field", "weather", "crops", "animals", "hot", "cold".
• Show understanding through role play and presentation.

---

Resources Needed

• Large World Map or Globe
• Map of the UK and Kenya
• Printed photo cards of UK and Kenyan farms (fields, tractors, crops, animals, people)
• Video Clip (2-3 mins) showing a day on a UK farm (no hyperlinks; ideally downloaded beforehand)
• Video Clip (2-3 mins) showing a day on a farm in Kenya
• A "Farm Sorting Mat" with Velcro or magnetic boards
• Toy animals and farming props (tractor, baskets, toy corn, watering can, etc.)
• Paper and colouring pencils/crayons
• Sticky notes
• Soft background animal sounds or themed music to introduce the atmosphere

---

Vocabulary

• Farm
• Tractor
• Crops
• Animals
• Field
• Weather
• Hot
• Cold
• Fruit
• Rain
• Sun

---

Lesson Breakdown

0–5 minutes: Welcome & Warm-Up

Activity: "Find it on the Map"

• Gather pupils on the carpet.
• Introduce today’s learning: “Today we’re going to visit TWO very different farms – one here in the UK and one far away in a much warmer place called Kenya!”
• Show the map of the world or globe. Point to the UK and Kenya.
• Let pupils place a small sticker or token on each place after identifying it together.

Tips:

• Use props from UK and Kenya farms to quickly capture interest — show a toy tractor and a banana.

---

5–15 minutes: Compare Through Story and Video

Activity: “A Farmer's Day” – Mini Storytime & Clips

1. Farmer John’s Day in Yorkshire

   • Narrate a simple story about Farmer John, waking up early, feeding sheep, using a tractor to plough the field, and harvesting carrots and potatoes.
   • Play a short video clip of a UK farm (with voice-over or narration).

2. Farmer Akinyi’s Day in Kenya

   • Narrate a contrasting story: Farmer Akinyi lives in a village in Kenya. She wakes up when it's sunny, walks to the field with a watering can, plants bananas and maize, and feeds goats.
   • Play Kenyan farm clip (again, with a gentle narration or description).

Key Questions:

• What did both farmers do the same?
• What was different?
• What did you notice about the animals? The weather? The clothes?

---

15–25 minutes: Interactive Sorting Game

Activity: “Farm Match Challenge!”

• Set up two large mats or boards labelled "UK Farm" and "Kenyan Farm".
• Pupils spin a wheel to choose an item (images of animals, crops, tools, or weather).
• As a class, decide which farm the item belongs to by sticking it on the correct mat.
• Ask questions to encourage reasoning: "Why would bananas grow better in Kenya?" or "Why does Farmer John wear a raincoat?"

Differentiation:

• Support: Paired work with prompts.
• Extension: Pupils can explain ‘why’ using weather or location cues.

---

25–35 minutes: Creative Exploration

Activity: “Design Your Own Farm!”

• Pupils use drawing materials to create their own farm scene. They can choose to create a UK or Kenyan farm.
• Encourage inclusion of climate clues (sun, rainclouds), animals, crops, and tools.
• Label with vocabulary words.

Partner Sharing:

• Pupils share their farm with a partner and explain 2-3 things about it using sentence stems:
  • “This is a ___ farm.”
  • “My farm has ___ because the weather is ___.”

---

35–40 minutes: Review & Reflection

Activity: "Same or Different?"

• Return to the map. Pin sticky notes under headings “Same” and “Different”.
• Ask: “What did both farms have?” “What made them different?”
• Record children’s responses verbally and with images or symbols if needed.

Exit Ticket:
Each child places a sticker on a board labelled:

• “I learnt about farms”
• “I can name a crop from Kenya”
• “I know how farming looks different”

Teacher marks notes for assessment during review.

---

Extension Opportunities

• Set up a Farm Shop role-play area using UK and Kenyan crops.
• Taste fruits from different countries (bananas, potatoes, carrots, dried maize) in the next lesson.
• Invite a local farmer or parent/family involved in farming to speak to the class.

---

Assessment for Learning (AfL)

• Observation during group sorting and discussions.
• Check understanding through the drawn farm task.
• Use of geographical vocabulary during plenary.
• Exit ticket reflection.

---

Teacher Tips

• Wow Factor: Use farm animal sound effects at start or during story to fully immerse pupils.
• Sensory box: Create ‘feely boxes’ with real straw, soil, dried beans, socks (representing wellies), and tropical fruit skins.
• Cross-Curricular Links: Connect with DT (food), Science (plants), and English (storytelling).

---

Notes for Future Planning

• Build on this lesson with a local field visit or virtual farm tour.
• Incorporate weather/climate comparisons in seasonal science units.
• Begin display board showing “Farming Around the World” using pupil drawings.

---

This lesson delights through storytelling, role play, and sensory experiences — all strongly aligned to the UK KS1 curriculum and perfect for Year 1 explorers stepping into the wider world.