Exploring Africa

Lesson Overview

Subject: Geography
Year Group: Year 2
Unit: Continents in Motion (Lesson 2 of 5)
Lesson Duration: 60 minutes
National Curriculum Area: Locational Knowledge – Understanding continents and comparing geographical features

Learning Objectives

By the end of the lesson, students will:

• Identify Africa on a world map and describe its location relative to the UK.
• Recognise key features of Africa, including wildlife, climate, and culture.
• Compare Africa’s geographical features to those of the UK.
• Create a simple poster showcasing Africa’s unique characteristics.

Success Criteria

Students will:
✔ Point to Africa on a world map and describe its location.
✔ Name at least three African animals and describe their habitats.
✔ Identify key differences between the UK and Africa in terms of climate and landscapes.
✔ Use drawings, keywords, and colours to create a visually engaging poster.

Lesson Structure

1. Starter (10 minutes) – ‘Where in the World?’

Objective: Activate prior knowledge and introduce Africa.

• Display a large world map and ask students, “Who can find the UK?” Once located, ask, “Now, can anyone find Africa?”
• Using a globe or digital map, demonstrate the relative size of Africa compared to the UK.
• Introduce key vocabulary: continent, equator, savanna, desert, wildlife, culture.
• Quick Discussion:
  • “What do you think Africa is like?” (Encourage ideas about climate, animals, and landscapes.)
  • “How do you think it might be different from the UK?”

Resources Needed:

• Large printed world map
• Globe
• Interactive whiteboard (if available)

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2. Main Teaching (20 minutes) – ‘Discovering Africa’

Objective: Explore Africa’s wildlife, climate, and culture.

• Showcase Visuals

  • Display vibrant images and video clips of African landscapes: savannas, deserts, rainforests, and mountains.
  • Show iconic African animals (e.g. elephants, lions, giraffes, and zebras).
  • Present pictures of African homes, clothes, and markets to introduce cultural diversity.

• Guided Discussion – Comparing Africa and the UK

  • Use a picture of an African savanna alongside a UK countryside image. Ask:
    • “What do you notice about the trees and grass?”
    • “Which place looks warmer? Why?”
  • Show an image of a lion in Africa and a fox in the UK. Ask:
    • “Which animals do we see in the UK? How are they different from African animals?”

• Interactive Activity: "Where Would You Live?"

  • Present a “choice” to students: “Would you rather live in the UK or Africa? Why?”
  • Encourage responses related to climate, animals, and landscapes.

Resources Needed:

• Printed or digital images of African landscapes and UK landscapes
• Short, engaging video clips of African wildlife and culture

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3. Group Activity (20 minutes) – ‘Africa Poster Creation’

Objective: Students apply knowledge by designing their own Africa-themed posters.

• Instructions:

  • Each student will create a poster showcasing key features of Africa.
  • The poster must include a title (e.g. “Amazing Africa”), drawings, key facts, and colours.
  • Encourage students to include:
    • Animals (e.g. elephant, lion, giraffe)
    • Landscapes (e.g. desert, rainforest, savanna)
    • Culture (e.g. traditional clothing, food, markets)
  • Provide pre-drawn templates for students who may struggle with free-hand drawing.

• Support & Differentiation:

  • Higher-ability students can add fun facts or compare Africa’s weather to the UK.
  • Lower-ability students can use pre-cut pictures or stencils to complete their posters.

Resources Needed:

• A3 paper
• Markers, crayons, coloured pencils
• Printed images of African animals, landscapes, and cultural elements
• Glue, scissors (if using cut-outs)

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4. Plenary (10 minutes) – ‘Show & Share’

Objective: Consolidate learning and allow students to showcase their work.

• Gallery Walk:

  • Students walk around the room to view each other’s posters.
  • Encourage them to say one positive thing about a classmate’s work.

• Reflection Questions:

  • “What was the most interesting thing you learned about Africa today?”
  • “How is Africa different from the UK?”

• Exit Ticket:

  • Before leaving, each student tells the teacher one fact about Africa they learned today.

Resources Needed:

• Display space for posters

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Assessment & Evaluation

✔ Observation – Are students participating in discussions and engaging with the visuals?
✔ Poster Check – Does each poster include key features of Africa?
✔ Plenary Responses – Can students verbalise one fact they learned?

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Extension Opportunities

• Home Challenge: Ask students to find an African country on a map at home and bring a fun fact to class.
• Cross-Curricular Link:
  • Art – Next lesson, students could create an African animal mask.
  • Science – Explore how African animals survive in hot climates.

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Teacher Reflection

• Were students engaged with the visuals and hands-on activities?
• How well did they understand the comparisons between the UK and Africa?
• What adjustments can be made for next time?

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Final Notes

This lesson combines visual, auditory, and kinaesthetic learning to captivate young minds. Encouraging students to compare and create deepens their understanding of Africa while making learning enjoyable.