The aim of this unit is to develop the essential qualities and skills of young geographers through geographical knowledge and geographical enquiry relating to the physical and human environments of The United Kingdom
What are counties? How did they originate?
How do counties differ in the different countries of the UK?
How do the different climate, relief and soil zones of the UK influence patterns of farming?
Where are the main areas for crops and livestock?
What historical factors might cause counties to specialise in food production?
How has the appearance of the farming landscape in the UK changed over time?
How has technology changed the productivity and pattern of farming in the UK?
Pens and A3 paper for information poster
Access to computers (internet research) and printers
To identify counties of UK identified go to Toporopa
To understand the different farming and agriculture of the UK’s countries and counties.
Display the maps of the UK countries on the Counties and products PowerPoint presentation (see downloadable resources) to show the counties of England, Principle Areas of Wales, Council areas of Scotland, and Districts of Northern Ireland. Ask pupils if they have been to, or have heard of any of these administrative areas.
Use the PowerPoint presentation to introduce pupils to the different foods that are grown in different regions, counties and countries of the United Kingdom. Using the photographs, explain to pupils that the physical geography of a country, particularly its weather and climate can be overcome through technology such as polytunnels and water irrigation.
Display the Farming types in the UK Factsheet (see downloadable resources) on the Interactive Whiteboard so pupils can view the maps and follow the text. Highlight that the distribution of farming depends upon both human and physical factors:
Physical factors will determine which type of farming takes place in a particular area. Climate, relief and soils are the dominant factors in determining which crops will grow and which animals are suited to the landscape.
Human factors, such as proximity to markets, are important with some types of farming, such as market gardening.
In small groups, pupils produce information posters relating to manufactured food products from specific counties/regions of the UK. They use a child-friendly search engine to research specific regional foods, either choosing a food featured in the PowerPoint presentation, or finding their own.
Display the example Counties and products example of information poster (see downloadable resources) so pupils are aware of what needs to be included in their poster.
Pupils to carry out online research using a child-friendly search engine to add to their learning this lesson to produce a fact file, completing the Fact File – Influences on farming (extension) (see downloadable resources) activity sheet.
Each group/ a selection of pupils present their county and product to the rest of the class. Encourage pupils to pose questions to those presenting and provide feedback.
School assembly idea: A topic-related whole school assembly could feature a ‘Food Fair’ with the opportunity to taste food items. Each team delivers a tourist pitch for the products of their county /region.
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