Free 10 day trial – start saving time today! Sign Up
For schools with mixed age classes, we have adapted the scheme so that the Year 1 and Year 2 blocks can be used on a two-year cycle. In the first year of the cycle, all pupils in Year 1 and 2 will follow the Cycle A blocks of lessons.
In the second year, all pupils in Year 1 and 2 will follow the Cycle B blocks of lessons. This ensures that children do not repeat any of the blocks during KS1.
Click here to get an overview of the unit outcomes.
The “Is it Hot or Cold?” topic introduces pupils to the fascinating world of climate zones, continents, and oceans. Through enquiry-based learning, pupils explore the diversity of our planet, focusing on hot and cold climates and how these environments shape life. This engaging unit combines geography and science, encouraging pupils to think about their world’s physical features and the experiences of people living in different regions.
Week 1: What is the World?
The unit begins with an introduction to the concept of the world. Pupils explore globes, maps, and atlases, identifying key features such as continents, oceans, and the equator. Discussions focus on the differences between land and water, as well as how maps help us understand the Earth’s layout. This foundational knowledge sets the stage for learning about climate zones and how they vary across the globe.
Week 2: Where in the World Does the Visitor Come From?
This week centres around a mystery “visitor” from a hot or cold climate, sparking curiosity and discussion. Pupils use clues such as clothing, food, or habitat to deduce where the visitor might live. They locate the region on a map, reinforcing their understanding of continents and oceans. This activity encourages pupils to think about the connection between climate and daily life.
Week 3: What is it Like to Live in a Cold Climate?
Pupils explore life in cold climates such as the Arctic or Antarctica. They investigate features like freezing temperatures, snow, and ice, as well as the challenges of living in these environments. Through stories, pictures, and videos, pupils learn about people, animals, and plants that have adapted to survive in extreme cold. They reflect on how houses, clothing, and food are different in these regions.
Week 4: Is it Cold Everywhere?
This week, pupils begin to explore the concept of climate zones, discovering that the Earth’s climate varies depending on location. They learn about the equator, poles, and how distance from these points affects temperature. Using maps and globes, they identify hot and cold areas and compare them to their own local environment. This session highlights the diversity of Earth’s climates and introduces the idea of warm and temperate zones.
Week 5: What is it Like to Live in a Hot Climate?
In this lesson, pupils shift their focus to hot climates, such as deserts or tropical regions. They explore the physical features of these areas, including high temperatures, sandy landscapes, and lush rainforests. Pupils consider how people and animals adapt to hot climates, exploring topics like shelter, water conservation, and cultural practices. Comparing hot and cold climates helps deepen their understanding of the Earth’s diversity.
Week 6: How Shall We Display Our Learning?
The final week culminates in a creative outcome that allows pupils to showcase their knowledge. They might create posters, models, or presentations to illustrate the differences between hot and cold climates, highlight key features of continents and oceans, or explain how life adapts to different environments. This session provides an opportunity for collaboration and reflection, as pupils celebrate their learning journey.
Skills and Learning Outcomes
This topic provides pupils with the chance to develop a range of skills, including:
– Understanding and using maps, globes, and atlases.
– Identifying continents, oceans, and climate zones.
– Comparing and contrasting life in different climates.
– Considering how people, animals, and plants adapt to their environments.
– Presenting and sharing information creatively.
By the end of the unit, pupils will have a greater appreciation for the world’s diversity, both in terms of physical geography and human life. They will understand the significance of climate zones and how they affect daily life in different parts of the world.
This topic not only builds pupils’ geographical knowledge but also fosters a sense of curiosity and wonder about the planet they call home. It provides a foundation for further learning about geography, science, and the interconnectedness of people and places.
