Exploring Our World

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Curriculum Links

Key Stage 2 – Geography (National Curriculum in England)
Year Group: Year 6
Total Lesson Time: 50 Minutes
Number of Pupils: 30

Specific Programmes of Study Addressed:

• Locational Knowledge:
  Locate the world’s countries, focusing on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.

• Geographical Skills and Fieldwork:
  Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

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Learning Objectives

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

1. Identify and locate selected countries in Europe and the Americas on a map.
2. Understand and describe the environmental regions of selected areas in Europe, North and South America.
3. Explain key physical features (mountains, rivers, rainforests) and human features (cities, population centres, landmarks).
4. Use maps and atlases effectively to gather geographical data.

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Success Criteria

Pupils will:

• Correctly label countries and key cities on a blank map.
• Accurately describe at least one environmental region from each continent.
• Discuss both physical and human characteristics in structured pair or class discussions.
• Reflect on how environment influences population and human settlement.

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Resources Required

• Class set of atlases
• Large laminated world maps (one per table group)
• Blank political maps of Europe, North America, and South America (A3)
• Digital screen/projector for whole-class explanation
• Coloured pencils/whiteboard pens
• Labelled fact cards (pre-prepared) with information on major cities/environmental regions
• Timers
• Stickers for plenary activity
• Sticky notes
• Mini whiteboards

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Lesson Breakdown (50 minutes)

🔶 1. Starter: “Pin the Place!” (10 minutes)

• On the board, display a blank map divided into Europe, North America, and South America.
• Challenge: "Where in the World is…?" call-out using city/country clues. Pupils come up and use a sticky dot to mark their guesses on laminated maps stuck around the room.
• Example prompt: “This city is known for its Carnival and sits near the Atlantic. It is in a country with the largest rainforest.” (Answer: Rio de Janeiro, Brazil)
• Quick Think-Pair-Share as feedback after each round.

Purpose: Activates prior knowledge and engages pupils spatially.

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🔷 2. Main Activity: ‘Continental Connections’ (30 minutes total)

📍 Part A: “Mapping the World” (12 minutes)

• Pupils work in table groups (mixed ability) with a world map and a fact-card pack.
• Each group is assigned a focus continent:
  • Table A & B: Europe
  • Table C & D: North America
  • Table E & F: South America

Task: Use atlases to locate and label on blank A3 maps:

• 4 countries
• 3 major cities
• 1 environmental region (e.g. Amazon Rainforest, Rocky Mountains, Mediterranean region)

Higher ability extension: Highlight and describe rainfall or climate differences in their region.

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📍 Part B: “Physical vs Human Showcase” (10 minutes)

• Pupils select 1 physical feature (e.g. Andes Mountains) and 1 human-made feature (e.g. Mexico City) from their region.
• On a mini whiteboard, they must explain 2 differences and connections (example: “Many cities are found near rivers for transport and water supply”).
• Rotate whiteboards around the next table and peer assess for clarity and insight using tick/sticker system.

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📍 Part C: “Environment and People” – Discussion (8 minutes)

• Bring class together for a short discussion:
  • How do natural environments affect where people live in North and South America?
  • Why might certain cities become major global hubs (e.g. Paris, New York)?

Use the IWB to show satellite imagery of forest cover or urban development to spark insight.

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🌟 Plenary: 'Postcard from the Continent' (8 minutes)

• Each student completes a mini-postcard from a chosen city they've learned about today.
  Template provides space for:
  • A sentence describing location
  • One environmental fact
  • One human characteristic
  • A small labelled sketch or symbol

Stick these to a class display titled "World Windows".

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Assessment Opportunities

• Formative Assessment through:
  • Observation during mapping task
  • Use of geographical vocabulary in pair work and mini-whiteboards
  • Quality of postcard reflections
• Peer review via sticker voting on accurate or thoughtful links
• Differentiation:
  • Mixed-ability grouping
  • Extension questions
  • Visual support through real-world images

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Vocabulary Focus

• Continent
• Country
• Environmental region
• Human characteristics
• Physical features
• Longitude/Latitude
• Major cities
• Urban/Rural

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Cross-Curricular Links

• Art – Postcard sketching and map decor
• English – Writing geographically descriptive sentences
• Computing – Map skills with atlases and digital imagery

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Home-Learning Challenge (Optional)

‘Family Map Explorer’ Quest

Pupils take home a short activity sheet to complete with a grown-up:
"Choose one city in Europe, one in North America or South America. Find out:

• How far is each from the UK?
• What is the weather typically like there?
• Would you like to live there - and why?"

These can be shared next lesson for a class atlas wall.

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Teacher Reflection Prompt

• Did pupils use accurate geographical language?
• Were pupils confident distinguishing between physical and human features?
• How well did group tasks promote peer discussion?
• Which students showed particular strengths or need for support with map skills?

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Next Lesson Preview:
Continued work with mapping – focusing in-depth on the Amazon Basin and Andes Mountains, including climate zones, biodiversity, and indigenous population settlements. Pupils will use climate graphs and elevation maps.

Let’s bring more of the world into the classroom – starting today!

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