Assessment - How much do you know?
To recall and consolidate learning from the UK topic.
Introduce the objective of this lesson: to recall and consolidate learning. Explain that the assessment will be in three parts, one visual, one verbal, and one written.
Display the images in the Assessment – how much do you know PowerPoint Presentation (see downloadable resources) on the IWB and ask pupils to:
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describe what they see
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suggest where in the UK the geographical landscape might be located
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explain the processes leading to its creation
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put forward ideas on the interdependence between physical and human features
Note: The locations of the scenes in the photographs are in the ‘notes second of the PowerPoint.
Make a qualitative assessment of pupil responses based on the ‘essential characteristics of geographers’ integral to the new National Curriculum 2014:
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Effective use of geographical vocabulary
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Locational knowledge
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An understanding of the ways in which places are interdependent and interconnected and how much physical and human environments are interrelated
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Fluency in geographical enquiry and the ability to apply questioning skills and effective analytical techniques
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The ability to reach clear conclusions and develop a reasoned argument to explain findings
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Originality, imagination and creativity in the interpretation of subject matter
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A sense of curiosity to find out about the world and human activity
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The ability to express well-balanced opinions, rooted in good knowledge and understanding about current issues in society and the environment.
Pupils play ‘Just a Minute’ game. (See rules and possible topics below)
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Children take it in turns to be one of four panelists who sit on desks at the front of the classroom. The teacher or another child can act as chairperson.
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The four panelists are challenged to speak for one minute on a given subject without "repetition, hesitation, or deviation"
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Repetition" means the repetition of any word or phrase, although challenges based upon very common words such as "and" are generally rejected.
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"Hesitation" is watched very strictly and a momentary pause can give rise to a successful challenge.
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"Deviation" means deviating from the subject, but it has also been interpreted as "deviating from the English language as we know it", "deviation from grammar as we understand it", deviating from the truth, and sometimes even logic, although use of imagination and creativity are encouraged.
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A panelist scores a point for making a correct challenge against whoever is speaking, while the speaker gets a point if the challenge is deemed incorrect.
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If a witty interjection amuses the ‘audience’, both the challenger and speaker may gain a point, at the discretion of the chair.
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A player who makes a correct challenge takes over the subject for the remainder of the minute, or, until he or she is correctly challenged.
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A panelist also scores a point if they are the person speaking when the 60 seconds expires. An extra point is awarded when a panelist speaks for the entire minute without being challenged.
Possible topics:
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Things to consider when climbing Snowdon
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London from the top of a double-decker bus
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Why the weather is important
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My favourite UK food product
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Football Team nicknames
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Birmingham old and new
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Multi-cultural London
Pupils complete the Assessment - UK Knowledge Quiz (see downloadable resources) independently. For answers, see Teacher answer sheet (downloadable resources).
The unit can be completed with a topic assembly, during which pupils could present their work, perform weather forecast roleplays, and deliver a ‘Food Fair’ related to lesson three.
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This resource has been developed as part of the Rediscovering London's Geography project, funded by the GLA through the London Schools Excellence Fund. It seeks to improve the quality of teaching and learning of geography in London’s schools, in addition to encouraging more pupils to study geography |