Landscapes and Survival

Overview

This 30-minute Geography session explores the relationship between different landscapes and survival strategies. Designed for a single Year 6 student who enjoys survival games, this lesson links real-world environments with survival skills, fostering engagement through interactive and visually rich activities. The lesson aligns with the National Curriculum for England, focusing on physical geography and human interaction.

National Curriculum Links

Geography Programme of Study (Year 6):
- Locate the world’s countries, focusing on environmental regions, key physical and human characteristics, and major cities.
- Understand how human and physical geography interact, including the impact of physical features on how people live and survive in different environments.
- Use fieldwork and observational skills to study the geography of the home and local area, with a focus on how landscapes influence survival.

Learning Objectives

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

Identify different types of landscapes (e.g., desert, forest, mountain, wetland) and describe key physical features of each.
Explain how people might survive in these landscapes, using specific survival strategies linked to each environment.
Make connections between physical geography and human needs in survival situations.

Resources Needed

World map or globe
Picture cards showing diverse landscapes (desert, forest, mountain, wetland)
Survival word bank sheet (terms like water, shelter, food, fire, temperature, wildlife)
Whiteboard or notebook for notes (encourage minimal writing, use bullet points)
Timer or stopwatch for timed activities
Drawing materials (colours, pencils)

Lesson Breakdown

1. Engage and Activate Prior Knowledge (5 minutes)

Activity: Show 4 landscape picture cards one by one: desert, forest, mountain, wetland.
Ask: “Which of these would you find in a survival game? What do you think makes these places tricky to survive in?”
Encourage verbal answers; prompt using the word bank if stuck.
Goal: Link student’s interest in survival games to real-world geography.

2. Explore Landscapes & Survival Needs (15 minutes)

Step 1 (5 mins) — Identify Features:

Use the world map to locate where these landscapes exist globally.
For each landscape, describe 2-3 physical features (e.g., desert = sand, hot, dry; mountain = cold, rocky, steep).
Prompt: Use simple phrases, show picture cards again, and check the word bank for descriptive words.

Step 2 (10 mins) — Survival Strategies:

Discuss what people need to survive (water, shelter, food, warmth). Write these key survival words on the whiteboard.
For each landscape, ask: “How would you find water here? What could you use for shelter? What food might be available?”
Use a survival checklist table:
| Landscape | Water (Where found?) | Shelter (What & Where?) | Food (What?) | Other important tips |
Fill this out verbally first with student, then student helps choose 1-2 points to write/draw.
Example: Desert — water from cacti; shelter under rock ledges; food is insects or small animals.
Make use of the word bank and prompt short phrases or diagrams to reduce writing load.

3. Apply and Create (7 minutes)

Survival Scenario Challenge:

Present a quick survival game scenario: “You’ve landed in the __ (choose a landscape) __. You have no equipment. What 3 things would you do first to survive?”
Student verbally plans; teacher prompts as needed using word bank and simple questions (“Where will you get water?” “What will you use for shelter?”).
Student records a short list or draws their plan (stick figures, arrows, shelter shapes).
Praise creativity and effort.

4. Reflection and Assessment (3 minutes)

Recap key learning points by asking:
- “Name two survival needs everyone has.”
- “Tell me one special thing about surviving in a desert/forest/mountain/wetland.”
Use a thumbs up/down or smiley face scale for confidence.
Final verbal check: Ask the student what they enjoyed most and why.

Differentiation and Support

Support writing with a detailed word bank and sentence starters (e.g., “In the desert, I will find water by...” )
Use visuals heavily to scaffold understanding.
Keep the pace brisk to maintain engagement, especially as writing is minimal and paired with speaking and drawing.

Extension Ideas

Create a mini “survival guide” comic strip for one landscape, integrating key geography terms.
Digital mapping task: use an online globe tool (offline support needed depending on home resources) to locate and label landscapes.

Final Notes

This lesson capitalises on the student’s passion for survival games as a bridge to learning about geography, ensuring content is relatable and enjoyable. The blending of speaking, drawing, and minimal writing meets their needs and keeps the lesson active and memorable.

Teaching Instructions