MEDIUM TERM PLAN for Geography, Modern Egypt, Year 5
Weekor
Session / Reference
NC/PS /FS / Learning Objectives for each Activity / Assessment Criteria / Activities including Organisation and Differentiated Tasks
1
2.
3.
4.
5. / NC Geography
KS2 KSU:
1a. Ask geographical questions.
1b. Collect and record evidence.
1c. Analyse evidence and draw conclusions.
BoS 6b. A locality in a country that is less economically developed.
NC Geography KS2 KSU:
1e. Communicate in ways appropriate to the task and audience.
2b. To use appropriate fieldwork techniques.
2d. To use secondary sources of information, including aerial photographs.
BoS 6b. A locality in a country that is less economically developed.
NC Geography KS2 KSU:
1a. Ask geographical questions.
3c. To describe where places are.
4b. Recognise some physical and human processes and explain how these can cause changes in places and environments.
BoS 6c. Water and its effects on landscapes and people, including the physical features of rivers.
NC Geography KS2 KSU:
1a. Ask geographical questions.
1c. Collect and record evidence.
3c. To describe where places are.
BoS 6b. A locality in a country that is less economically developed.
NC Geography KS2 KSU:
2d. To use secondary sources of information, including aerial photographs.
3c. To describe where places are.
3d. To explain why places are like they are.
BoS 6b. A locality in a country that is less economically developed. / Modern Egypt
To locate Egypt on map of world.
To make deductions about life in Egypt from pictures of landscape.
Deserts:
to know what a desert is, conditions that prevail, how wildlife survives there
to identify deserts of Egypt
Rivers
that rivers flow from mountains to sea
to trace course of River Nile
To know importance of Nile for Egypt
To research facts about Nile
To draw map of Nile
Cities
To identify main cities of Egypt and locate on Map
To compare with British cities
Aspects of life in modern Egypt
To research aspects of Egyptian life eg shopping, leisure, industry, schools, food
To experience some cultural aspects of Egypt through music, food etc / For each weeks assessment criteria – place these questions in a Ros Wilsons format.
Can the children:
- Locate Egypt on a map of the world?
- Make sensible deductions from pictures?
- Contribute to group discussions about Egypt life?
- Place names on map?
- Describe accurately what a desert is?
- Identify where the deserts of Egypt are?
- Discuss what life would be like in the desert?
- Produce a journal of ‘journey’ through the desert?
- Pinpoint on a map where a river starts and ends?
- Trace the river Nile?
- Explain why the river Nile is so important to Egypt?
- Draw a map of the River Nile?
- Identify the main cities of Egypt?
- Locate the cities on a map?
- Make good comparisons with Egypt’s cities and our own?
- Describe the differences between urban and rural places?
- Research certain aspects of Egyptian life?
- Create a leaflet using a brochure as a guide?
- Include written information in their leaflets?
- Use previous work to help write an information leaflet?
Go through each website as a class:
(go through above websites images)
Children have large piece of sugar paper and are writing down their thoughts about what life is like in Egypt. Go through each image separately – get ideas from the class.
Alllow children 10 – 15 mins to go through the travel site – what information would you be most interested in if you were going on holiday?
(Have this map on the IWB – give children maps of Egypt to study for 10 min with a blank map of Egypt. Ask children to find the places on the map of Egypt and label these on their blank maps. Get children up to the front and drag and drop the place names in the correct places on the map)
Go through power-point slides – ask one child per slide to read the information out loud.
Explain that by the end of the session we will have created a desert journal, using Egypt as our inspiration.
Discuss the Egyptian deserts – what animals live there? Why are there no towns or cities in the desert? What do they need to be close to? (5 senses)
Go through images on IWB – how would you be feeling walking through the desert? Who are you? (tourist, local person), why are you in the desert? Get children to do a mind map of their ideas of what they will write in their journal.
Show a journal on IWB – what could we do to it to make it better? What mistakes can you see?
Give out envelopes to the children- each child has about 10 images to look at to help them through their journey through the desert.
Provide children with blank journals for their recordings of their visit to a desert.
Share journals at the end of the session. Encourage children to draw pictures.
Test the children on where the Egyptian deserts are – IWB.
Opening:
Introduce the river Nile to the children. They may know that it is the world's longest river and that it is the site of the ancient Egyptian civilization. Tell students that they are going to be learning about the two rivers, the White Nile and the Blue Nile, that come together to form the River Nile in Egypt.
Tell children that for centuries the Nile has supported Egyptian agriculture and civilization, thanks in large part to the river's annual flooding. Have them read the information at The Gift of the Nile.
Development:
Give each child a blank outline map of Africa
from the above website and ask them to label Lake Victoria, the Victoria Nile, the White Nile, the Blue Nile, Lake Nasser, and the Nile River Delta. They can refer to the wall map or another atlas to see the places they are mapping.
- Which region is most mountainous: the Blue Nile, the White Nile, or the Nile River Delta?
- Which regions get the most and the least rain: the Blue Nile, the White Nile, or the Nile River Delta?
- Which region has the highest population density: the Blue Nile, the White Nile, or the Nile River Delta? (research)
If there is time, have children continue their research into the Nile by looking at books and magazines, particularly ones that have photographs of different parts of the Nile, the White Nile, or the Blue Nile. Ask children to try to figure out what it looks like in different places they have seen on their maps. The following Web sites have pictures of the Blue Nile:
National Geographic: The Blue Nile—Photo Gallery
Nile Basin Photo Gallery
Photographs of Ethiopia
Wild Egypt—Nile Tour
Students can also learn about the Nile crocodile and/or research other animals that live in and around the Nile River.
Closing:
Write "Blue Nile," "White Nile," and "Nile River Delta" on the board, and have the class list words to describe the landscape and climate along these parts of the Nile River system.
Opening:
Write the terms urban and rural on the board. Ask children if they are familiar with the terms and to give examples of each. After children to provide examples of urban and rural, use those examples to generate a list of characteristics of each. Then, as a class, create a definition of each term.
Tell children to consider an Egyptian town or community. Have children list characteristics of that community and decide if that community would be considered urban or rural according to their understanding of the terms. Tell children to select either urban, rural, or "somewhere in between."
Divide children into small groups and have them explore the following Webcams. (if not possible to find, upload videos of Egyptian life or looks for onnews previously). Have each group determine if the location highlighted in the Webcam is urban, rural, or somewhere in between.
- Cairo
- Giza
- Alexandria
- Thebes
- Dendera
- Saqqara
Have children explore photographs. Tell children to compare and contrast urban and rural photographs. As they explore, have students answer the following questions:
- Where do people in urban and rural communities get their food?
- Do you think urban or rural people have more choices in markets, entertainment, and housing? Why?
- Do you think urban or rural people have to work harder to get their food? Why?
- What types of housing are available for urban and rural people? How expensive do you think each type of housing is?
- What are some advantages and disadvantages of having many or few neighbours?
- What types of recreation or forms ofentertainment are available to urban and rural people?
- What types of jobs are available to urban and rural people? Where do you think they are likely to be paid more? Why?
- What types of services are available to urban and rural people?
- Do you think an urban or rural setting is more beautiful? Why?
- Do you think an urban or rural setting is healthier? Why?
Closing:
Reconvene the class and have each group share their responses to the "Love It or Leave It" organizer. Record their responses on the board or overhead so they can be viewed by the class when completing the assessment activity.
Each table to go through travel brochures.
What information can they see about shopping, leisure activities, schools and food can they see about Egypt.
Demonstrate how to make their own leaflet. Encourage the children to look back on their previous research and work on rivers, cities, deserts and the places of Egypt.
Allow children 20 min – 30 min writing and drawings their leaflets, using the brochures as a guide for where information goes.
During the lesson have Egyptian music playing and prepare for the plenary:
Plenary:
Food tasting session of Egyptian food. (Note: check children are not allergic to any ingredients)