3. What locational knowledge do you have of the world?

• Geography
• Lower Secondary (Key Stage 3)

Introduction

This lesson is part of a short scheme of work designed to introduce your year 7 students to the world of geography. Each slide has been designed be easy to understand, and provides a variety of interactive learning opportunities throughout. Some slides may have a short description, or teacher instruction to help you navigate the subject, and can be edited and adapted as you see fit. Having atlas' to hand is essential for these lessons, to allow your pupils to explore the information provided to them. 'Progress in Geography: KS3' from Hodder education is the perfect companion textbook to this short scheme.

Instructions

This lesson will require access to an atlas for the students to use to assist with the later questions. If you have no atlas' available, then curate some links to data that you would like to show, and put them in the lesson. 

Alternatively, you could print data and maps for them to put in their books or insert images for your students to view in class.

LO: To compare the size of the world's continents and oceans.

Date: 

Date left blank for you to add in whenever you need it.

What's the difference between a country and a continent?

What's the difference between a country and a continent?

Asia is a continent.

Asia is a continent.

Asia is a continent.

1. True
2. False

Britain is a country.

Britain is a country

1. True
2. False

Antarctica is a country.

Antarctica is a country.

1. True
2. False

Oceania is a continent.

Oceania is a continent.

1. True
2. False

North America is a country.

North America is a country.

1. True
2. False

Britain is a country.

Spain is in South America

1. True
2. False

Antarctica is a country.

Scotland is in Europe

1. True
2. False

Oceania is a continent.

Russia is in Asia

1. True
2. False

North America is a country.

Egypt is in Africa

1. True
2. False

Britain is a country.

Canada is in North America

1. True
2. False

Tell us which countries you have visited, then come up and drag it to the continent it's in!

This task should inspire some talking among your class - feel free to lead the drag exercise here if you do not have the capability to allow your students to drag their country to the right continent. You could also nominate a couple of members of the class to do it on your behalf and rotate through them as appropriate! 

Image source: https://aiminghigh.aimssec.ac.za/wp-content/uploads/2017/07/DNA-Activity-Statistics2-Pie-Charts.pdf

Spin me to pick a student!

What do you notice when you compare both pie charts?

Spin the spinner to select a random student and pose the question, to see what similarities or differences they can determine from the information. Then spin the spinner and pose another follow-up such as "What could this mean for that continent?" or "what data shows the opposite trend?"

You could also provide them with the raw data to help them determine the differences for themselves and provide some more advanced comparisons!

Data source: https://en.wikipedia.org/wiki/List_of_geographic_bodies_by_area

Extension Spinner!

Draw a bar chart to show the data shown on both tables.

This task requires atlas for the extension questions. This may be the first time in a while your pupils have attempted to draw a bar chart - so for those that finish early, spin the spinner to reveal an extension question - when everyone is finished you can spin the spinner again and have a quick-fire round to let your students explore the continents in their own time. 

How did this lesson go for you?

How did this lesson go for you?

How did this lesson go for you?

😒🙁😐🙂😃

Why do you think the development of maps has been important for the human race?

Why are you interested most in that area?

Tell me in 3 sentences what you have learned this lesson!