Central Idea
The history and geography of its country shapes its culture.
Key Concepts: perspective, causation
Related Concepts: geography, community
Lines of Inquiry:
· Different geographical features shape a country
· Relationships between historical symbols and countries culture
OUR LEARNING CYCLE WE HAVE MADE
TUNING IN
· Watch ice age the continental drift, talk about how that links to our central idea.
· Brain storm the different words with in the CI, and also think of some activities we can do in each of the subjects, that could relate to our unit. ( All subjects)
· Students in groups brainstorm the learning cycle, which key concepts, Learner profile, trans skills, attitudes, and trans theme, we will use. Each group present their thinking, and as a group discuss if we want to add or change any of the,.
FINDING OUT
Brainstorm what Geographical land features they know, and a definition of it. Look at where the famous places that there are in the world of those geographical features and draw them on our big map. Math look at mapping skills, Science – Minerals, matter
· Jigsaw activity – In mixed ability groups children label and draw a landform, another explains the form and function of the landform, and thirdly the last person connects it to the benefits and consequences of that geographical landform. ( RESEARCH SKILLS)
· Make your own country - Each group can choose 3 geographical features to make a 3D model of their country. They need to think carefully of the benefits to their community they will make.
· Brainstorm a definition of a community. Show YouTube clips on how a community is affected by its geography. Children then need to create a booklet that shows how they have designed their own language***( N), clothes, literature*, buildings, games, cuisine, education based on their geography. HOW GEOGRAPHY EFFECTS CULTURE. Art – drawing that countries landscape, Music – Look at songs that have been influenced by its surroundings. ,Drama – ie reindeer drama, P.E** – norways cross country skiing, ballsports, Hum – communities ( COMMUNICATION SKILLS)
SORTING OUT
· Get the chn to reflect on what they would like to have in their own country, or want more of or be able to experience, they will need to look deeply about what geographical resources their country has. They need to think about how they will get these things – ( migration, war, import, export, travel, curiosity, disasters, make their won culture/rule bigger.)
· Survey people about what they like and dislike when they move or visit a new country, Analyse the results and make a tables of pros and cons when going to a new place.
· With their new country and culture they have made, get children to go to other groups countries, - Discuss how they were treated when they went to that new place, also discuss how they have felt when they move to a new place, by looking back on history…. Research a definition of history, and look at some of the big historical events and make a timeline.
· Research one countries history, Investigate what events happened along the way and why they happened. Look at how it has effected that countries culture today. HISTORY EFFECTS A CULTURE Hum – History of a country ( RESEARCH SKILLS)
GOING FURTHER
Look at events that are happening today, Relate that to today, Groups look at a country
· First see how the geography features affects the country ( desert – drought – cant grow things)
· How the history has effected where they are today,
· Why they are in the conflict today,
Maths – B.C, and A.C, timelines, Hum – Change, ( COMMUNICATION SKILLS AND RESEARCH SKILLS)
MAKING CONCLUSION
· Predict different outcomes on the countries future based they have researched based on how different ways things can be solved.
· Show a movie( Rabbit proof fence), read a story( Norway), get a visitor to come in, ( Toufeek) and get children to Children split their page up into 4 and write down how G affects C, C affects H, G affects H and G affects history.
· Migration is not a problem it is the conflict in the way of thinking. There is a lot happening globally. Good and Bad
ACTION – SOCIAL SKILLS
· Empathy on people in different situation, and what they need to face.
· Look at where they have come/their own culture and it has been affected by history and geography
· What they can to help ppl here , locally and globally,
· Discuss how your decisions affect, how to take an affective role.
STAND ALONE LINKS - ( Research skills, communication skills)
*** Norwegian – Will look at how geography affect a language, how history has effected languages, how time has effected languages, and how we are effected by languages and migration.
**P.E – Look at the origins of how different ball sports have started, and how P.E has been shaped by the culture, how different sports have changed due to migration, and history, and how P.E shapes different cultures.
*Reading mother tongue books – We will be investigating how culture, time and geography has influenced authors and the stories they write.
Story time – Write a book about someone travelling to different geographical features around the world.
The history and geography of its country shapes its culture.
Key Concepts: perspective, causation
Related Concepts: geography, community
Lines of Inquiry:
· Different geographical features shape a country
· Relationships between historical symbols and countries culture
- How history influences the nation current development
OUR LEARNING CYCLE WE HAVE MADE
TUNING IN
· Watch ice age the continental drift, talk about how that links to our central idea.
· Brain storm the different words with in the CI, and also think of some activities we can do in each of the subjects, that could relate to our unit. ( All subjects)
· Students in groups brainstorm the learning cycle, which key concepts, Learner profile, trans skills, attitudes, and trans theme, we will use. Each group present their thinking, and as a group discuss if we want to add or change any of the,.
FINDING OUT
Brainstorm what Geographical land features they know, and a definition of it. Look at where the famous places that there are in the world of those geographical features and draw them on our big map. Math look at mapping skills, Science – Minerals, matter
· Jigsaw activity – In mixed ability groups children label and draw a landform, another explains the form and function of the landform, and thirdly the last person connects it to the benefits and consequences of that geographical landform. ( RESEARCH SKILLS)
· Make your own country - Each group can choose 3 geographical features to make a 3D model of their country. They need to think carefully of the benefits to their community they will make.
· Brainstorm a definition of a community. Show YouTube clips on how a community is affected by its geography. Children then need to create a booklet that shows how they have designed their own language***( N), clothes, literature*, buildings, games, cuisine, education based on their geography. HOW GEOGRAPHY EFFECTS CULTURE. Art – drawing that countries landscape, Music – Look at songs that have been influenced by its surroundings. ,Drama – ie reindeer drama, P.E** – norways cross country skiing, ballsports, Hum – communities ( COMMUNICATION SKILLS)
SORTING OUT
· Get the chn to reflect on what they would like to have in their own country, or want more of or be able to experience, they will need to look deeply about what geographical resources their country has. They need to think about how they will get these things – ( migration, war, import, export, travel, curiosity, disasters, make their won culture/rule bigger.)
· Survey people about what they like and dislike when they move or visit a new country, Analyse the results and make a tables of pros and cons when going to a new place.
· With their new country and culture they have made, get children to go to other groups countries, - Discuss how they were treated when they went to that new place, also discuss how they have felt when they move to a new place, by looking back on history…. Research a definition of history, and look at some of the big historical events and make a timeline.
· Research one countries history, Investigate what events happened along the way and why they happened. Look at how it has effected that countries culture today. HISTORY EFFECTS A CULTURE Hum – History of a country ( RESEARCH SKILLS)
GOING FURTHER
Look at events that are happening today, Relate that to today, Groups look at a country
· First see how the geography features affects the country ( desert – drought – cant grow things)
· How the history has effected where they are today,
· Why they are in the conflict today,
Maths – B.C, and A.C, timelines, Hum – Change, ( COMMUNICATION SKILLS AND RESEARCH SKILLS)
MAKING CONCLUSION
· Predict different outcomes on the countries future based they have researched based on how different ways things can be solved.
· Show a movie( Rabbit proof fence), read a story( Norway), get a visitor to come in, ( Toufeek) and get children to Children split their page up into 4 and write down how G affects C, C affects H, G affects H and G affects history.
· Migration is not a problem it is the conflict in the way of thinking. There is a lot happening globally. Good and Bad
ACTION – SOCIAL SKILLS
· Empathy on people in different situation, and what they need to face.
· Look at where they have come/their own culture and it has been affected by history and geography
· What they can to help ppl here , locally and globally,
· Discuss how your decisions affect, how to take an affective role.
STAND ALONE LINKS - ( Research skills, communication skills)
*** Norwegian – Will look at how geography affect a language, how history has effected languages, how time has effected languages, and how we are effected by languages and migration.
**P.E – Look at the origins of how different ball sports have started, and how P.E has been shaped by the culture, how different sports have changed due to migration, and history, and how P.E shapes different cultures.
*Reading mother tongue books – We will be investigating how culture, time and geography has influenced authors and the stories they write.
Story time – Write a book about someone travelling to different geographical features around the world.