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Brazil Module Plan South America: Focus on Brazil Lesson one: Where is Brazil? An identification of the human and physical features Key questions and Teaching and learning Locational Knowledge Place Knowledge Resources ideas activities How many STARTER: Downloads: Use maps and atlases to Understand geographical continents are there Show pupils soundscape Lesson Plan PDF | locate the continent South similarities and differences in the world? How and images (lesson one MSWORD America and the country through the study of many of these can PPT) and QU: where do Where in the world am I? you think this is? Why? Brazil. Identify the human and physical you name? Pupils to discuss their (PPT) countries bordering Brazil. geography of Brazil. Where is South ideas in mixed ability table Human and Physical Concentrate on Brazil’s America? groups. features (PPT) environmental regions, key How many countries Can you locate Brazil on a Geographical Regions physical and human can you locate and world map? Pupils to be Information PDF | features, and major cities. name in South given two minutes with an MSWORD America? atlas to locate Brazil before Map of Regions PDF | reporting back to the class. What is a physical MSWORD feature? What do you already know? What would you like Market Place Task Cards What is a human to find out? PDF | MSWORD feature? Pupils to answer these Blank Map of South What is the name of questions on post it notes America PDF | MSWORD the capital city of which can be added to a Blank Map of Geographical Brazil? working wall in the Regions PDF | MSWORD What is the longest classroom. Assessment Quiz PDF | river and highest MAIN ACTIVITY: MSWORD mountain in Brazil? Market place activity Assessment Quiz Answers Which countries (groups of 4 - 6). PDF | MSWORD border Brazil? Can you identify and PLENARY: Assessment opportunities locate any of the Assessment quiz. Pupils geographical regions will complete the Assessment quiz in the in Brazil? assessment quiz in pairs to plenary. Human and Physical Geographical Skills and share their knowledge and Geography Fieldwork understanding of the Discussion and communication Describe and understand Use maps, atlases, globes human, physical and throughout the lesson, for the key aspects of physical and digital/computer locational features of example: pupil response to geography, including: mapping to locate Brazil Brazil. teacher questioning. biomes and vegetation and surrounding countries belts, rivers and and oceans; describe mountains. features studied. Web link: http://vimeo.com/13653677 Brazil tourism video South America: Focus on Brazil Lesson two: The Brazilian climate Key questions Locational Knowledge Place Knowledge Teaching and learning activities Resources and ideas Locate the different Understand geographical Downloads: environmental regions of similarities and differences •What does the STARTER: Lesson Plan PDF | Brazil and key physical through the study of the geographical term Pupils watch a clip from the BBC in MSWORD ‘climate’ mean? which the England football coach Roy characteristics. climate and environmental •What does the Hodgson discusses why he didn’t Brazilian Climate regions in Brazil. Compare geographical term want the team to play in Manaus (PPT) during the 2014 World Cup. the climate of Brazil with ‘weather’ mean? Climate data PDF | that of the UK. Pupil will then have the opportunity to •What is the discuss the above question as a class. MSWORD difference between Climate Data Answer climate and weather? MAIN ACTIVITY: Sheet PDF | •Why did the England Pupils take on the role of geographical MSWORD football team not investigators. Working in pairs, pupils UK Climate Graph want to play in to use ICT to study weather reports Manaus, Brazil? from a variety of locations in Brazil 2014 (JPEG) •Where is Manaus (Manaus, Salvador, Brasilia, Rio, and Additional resources: Curitiba). located? What Graph paper, ruler, red Teacher to model (using PPT) and and blue coloured pencils geographical region show the pupils examples of climate is Manaus in? graphs and explain that the pupils will Computer access be creating their own climate graph for (optional) •Pupils will have the the different climatic areas of Brazil. Globe opportunity to The less able will be supported by the develop and create teacher and provided with a frame to Assessment their own climate draw their graph. opportunities graph, using data PLENARY: Formative assessment: from real sources. A pupil to describe the findings of their teacher to use the pupils’ Human and Physical Geographical Skills and •Pupils will begin to graphs by writing a conclusive climate graphs to form an Geography Fieldwork analyse and evaluate paragraph explaining what this shows assessment of their Describe and understand Use climate data to create climate data. them about the climate of Brazil. knowledge and key aspects of: physical climate graphs for a range •Pupils will begin to Present pupils with a climate graph of UK and ask pupils to compare the understanding of the topic. geography, including: of environmental regions in draw conclusions and make comparisons climate of UK to the cities of Brazil. climate zones. Brazil. Using the climate between climate o When is the temperature data and graphs, compare data. highest in Brazil? Brazil’s climate with the UK. o Is this the same as in the UK? o Why not? Teacher to Optional: use ICT to create discuss the Northern and climate Graphs. Southern hemisphere with the pupils. Web link: http://www.bbc.co.uk/sport/0/football/25420450 (BBC Sport clip - Roy Hodgson) South America: Focus on Brazil Lesson three: Urbanisation: the great tug of war (push/pull) Key questions Locational Knowledge Place Knowledge Teaching and learning activities Resources and ideas Locate the major cities and Understand geographical What is meant STARTER: Downloads: environmental regions of similarities and differences by the Teacher to set up the classroom with the Lesson Plan PDF | geographical images from the resources section. Brazil. Concentrate on key through the study of urban term: urban? One side of the classroom will represent MSWORD physical and human and rural areas in Brazil. What is meant the urban south (Brasilia) and the other, Push/Pull factor characteristics as they Compare urbanisation in by the rural north (The Caatinga). statement cards PDF | relate to urbanisation. Brazil to urbanisation in the geographical Pupils begin at the rural end of the MSWORD UK. term: rural? classroom and read the push/pull Where is statements out loud. They then make a Urbanisation (PPT) Brasilia? Is it in decision whether this would make them Images of Brazil PDF | the north or want to stay in the north or move towards MSWORD south of Brazil? the south. Where is The In pairs, pupils to be given a statement Writing frame PDF | Caatinga? Is it in which they will choose where to place, MSWORD the north or either rural or urban. Peer assessment form south of Brazil? Pupils discuss their findings with the PDF | MSWORD What is meant class before writing their own definition of by the a push/pull factor. geographical term: push MAIN ACTIVITY: factor? Pupils imagine that they are living in the Assessment What is meant Caatinga. opportunities by the They will plan and write a letter to a geographical friend explaining why they want to leave Using the peer Human and Physical Geographical Skills and term: pull factor? the countryside (push) and move to assessment forms What are the Brasilia (pull). teachers will be able to Geography Fieldwork main push/pull The LA pupils will be provided with a assess whether pupils Human geography, Use maps and factors in Brazil? writing frame/ use of ICT if available to have met the objectives including: types of digital/computer mapping Why is the support their learning. majority of the and been able to apply settlement and land use, to locate urban and rural Brazilian PLENARY: their knowledge services, economic areas and describe population Pupils to peer assess their work using successfully. activity, and the distribution features. located in the the peer assessment form. of natural resources cities? Pupils to compare push/pull factors in Brazil to those in the UK. Pupil questioning and including energy, food, Discuss the differences in the wealth of response throughout the minerals and water. the two countries and focus on the city of lesson. Examining human and London. physical push and pull factors related to urbanisation. Web links: http://www.bbc.co.uk/education/clips/zkvw2hv http://www.bbc.co.uk/education/clips/z7cmhyc (push/pull factors) South America: Focus on Brazil Lesson four: A city of two halves Key questions Locational Knowledge Place Knowledge Teaching and learning activities Resources and ideas Locate the continent South Understand geographical •What do you think STARTER: Downloads: America and country Brazil similarities and differences the statement: ‘a Pupils to complete the picture of Rio. Lesson Plan PDF | city of two halves’ Compare pupils’ work before revealing using maps. Concentrate through the study of the real picture. MSWORD on key physical and human and physical means? •Where is Rio de Is this what the pupils expected? A City of Two Halves human characteristics of geography of a region of Janeiro located? (PPT) the city Rio de Janeiro. South America. MAIN ACTIVITY: Barra di Tijuca •What is the Why do over 16 million Brazilians live ‘poverty line’? below the poverty line? How does this information page PDF | •Why do around 16 affect their lives? MSWORD million Brazilians Discuss what is meant by the term Rio image (word) live below the poverty line? poverty line? •What are the Using the video links information pages similarities and provided, pupils to create a Venn diagram comparing the lives of children differences between living in the Rochinha favela to those the rich and poor in living in Barra da Tijuca. Rio de Janeiro? •How do the lives of LA: to write a birthday list for children living people in Brazil in the different areas and compare them.
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