Key Earth Features

WALT

We Are Learning To identify and locate key features of the Earth using maps and globes.

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National Curriculum Links

Geography Programme of Study (Years 3-6):

• Pupils should develop their knowledge about the Earth’s key physical and human features.
• Locational knowledge: Locate the world’s countries, focusing on Europe and the Americas, and identify key physical features such as mountains, rivers, and seas.
• Pupils should use maps, atlases, globes, and digital/computer mapping to locate countries and describe features studied.

(Reference: National Curriculum - Geography Key Stage 2, Years 3 to 6)

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Duration

30 minutes

Class Size

6 students

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Learning Objectives

• To accurately identify and locate major physical features on Earth including continents, oceans, mountain ranges, and rivers.
• To develop basic map-reading skills including using atlases and a globe.
• To understand the significance of physical geography in relation to human activity.

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Success Criteria

• I can name the seven continents and five oceans.
• I can find and point out key physical features (e.g., Himalayas, Amazon River) on a globe or map.
• I can explain why some physical features are important to people (e.g., rivers for water supply).

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Resources Needed

• World atlas suitable for Year 5 reading level (dyslexia-friendly fonts if possible)
• Globe (physical globe)
• Large printed map of the world (laminated)
• Sticky notes or small flags for marking locations
• Colour-coded keycards for continents, oceans, mountains, and rivers
• Whiteboard and markers
• Printed worksheets with simple maps and word banks (large fonts)

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Lesson Structure

1. Introduction (5 minutes)

• Begin with a quick interactive quiz using the globe: “Can anyone name the continents and oceans?”
• Show a short animated clip (without sound for dyslexic learners to avoid overload) highlighting Earth’s key physical features.
• Introduce the WALT and success criteria on the board using large, clear font.

2. Main Activity: Mapping the Earth (15 minutes)

Activity A: Globe and Map Exploration (10 minutes)

• In pairs, students use the globe to locate and name the seven continents and five oceans.
• Teacher models how to use an atlas index and contents page to find specific features.
• Using a large laminated map, students are given a set of colour-coded keycards and small flags. Students place flags on:
  • The Himalayas (Asia)
  • The Amazon River (South America)
  • The Sahara Desert (Africa)
  • The Pacific Ocean
  • The Nile River (Africa)
• For each location, students add one sentence explaining why the feature is important or interesting (e.g., “The Amazon River is the largest river by volume in the world.”).

Activity B: Quickfire Q&A (5 minutes)

• Rapid-fire questions from teacher to students, e.g., "Where is the Sahara Desert located?" or "Which ocean is the largest?".
• Use thumbs up/down or coloured cards for answers to support non-verbal response options.

3. Plenary and Assessment (5 minutes)

• Review success criteria by asking each student to verbally state one new thing they have learned.
• Use a ‘traffic light’ system (red, amber, green cards) for students to self-assess their understanding of locating Earth’s features.
• Provide positive feedback and targeted support to any students showing difficulties.

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Differentiation Strategies

Learners	Adjusted Task/Support
SEN/Dyslexic	Provide dyslexia-friendly reading materials with clear fonts and spacing. Use symbols and images to support text comprehension. Provide extra time and oral instructions. Use a tactile globe for hands-on learning.
EAL (English as an Additional Language)	Use visual vocabulary cards with images to reinforce physical feature names. Provide simple sentence starters for explanations.
Lower Attaining	Focus on locating continents and oceans first before physical features. Pair with a confident partner.

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Extension Activities for Advanced Learners

• Research and present the significance of an additional physical feature not covered in class (e.g., the Great Barrier Reef or Mount Everest).
• Create a simple 3D model of a physical feature (volcano, mountain, river) using craft materials.
• Use digital map tools or an online atlas to explore how physical features affect human settlement and movement.

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Dyslexia-Friendly Reading Options

• Use ‘OpenDyslexic’ or other dyslexia-friendly fonts for all printed materials.
• Present text in short, clear sentences with bullet points.
• Provide visual aids alongside text (pictures, diagrams).
• Avoid large blocks of text.
• Use colour coding to link key terms to visual markers.

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Teacher Notes

• Encourage active participation by physically moving around globe/map to promote kinaesthetic learning.
• Use questioning strategies that allow all students to contribute regardless of ability.
• Reinforce learning by revisiting physical features in future lessons linked to climate, habitats, or human geography.
• Keep language simple but accurate, scaffolding explanations where necessary.

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This plan provides a multi-sensory, targeted approach to meet the National Curriculum aims in a concise 30-minute session, optimising engagement for a small class size.