: Focus on

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 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 ? 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. 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 (PPT) during the 2014 World Cup. the 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: ). 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 ). 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 . South America. MAIN ACTIVITY:  Barra di Tijuca •What is the  Why do over 16 million 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. Assessment compare to lives of opportunities people in the UK? Core: To write a diary entry in role as one of the children discussing their life. Assessment of written work produced within the Human and Physical Geographical Skills and •To develop a MA (extension): Supported by the teacher, Geography Fieldwork knowledge and pupils discuss the positive and negative lesson. understanding of Human geography, Use information on the aspects of living in different parts of the city. push/pull factors. (Use the teacher information page to lead Use of teacher questioning including: types of Rochinha favela and Barra •To develop a the discussion). and pupil response settlement and land use, da Tijuna to create a Venn knowledge and throughout the lesson. economic activity, and the diagram highlighting understanding of the distribution of natural similarities and differences similarities and PLENARY: differences between  Pupils to read their work to the class resources. between these two areas who will share the findings of the class. of Rio de Janeiro. rich and poor. How do the lives of people in Rio compare to •To compare the the pupils’ lives in the UK? Are there any lives of the rich and similarities or differences? poor in Brazil.

Web link: http://www.bbc.co.uk/education/clips/zgp4d2p (life in Rochinha favela- BBC Bitesize)

South America: Focus on Brazil Lesson five: The indigenous people of the Amazon

Key questions Locational Knowledge Place Knowledge Teaching and learning activities Resources and ideas Locate the Amazon Understand geographical •What does the STARTER: Downloads: rainforest using maps and similarities and differences term ‘indigenous  Teacher to begin the lesson by posing  Lesson Plan PDF | the question: Do all people living in focus key physical and through the study of people’ mean? Brazil want to migrate to the urbanised MSWORD human characteristics. human and physical •Who are the Awa areas?  Fact file: The Awa geography of the Amazon tribe?  Who lives in the ? Tribe PDF | MSWORD rainforest. •What are lives of Pupils to discuss these questions in pairs before reporting back to the  Indigenous People of the Awa tribe like? class. the Rainforest (PPT) What are the  Share video footage of the Awa tribe  Senses planning board threats facing the with the class- what do you think the PDF | MSWORD Awa tribe? lives of these people is like?

MAIN ACTIVITY: •To develop a  Pupils to collect the information about knowledge and the Awa tribe and create a short fact understanding of file about the lives of the tribe. the indigenous  Whole class discussion: what factors may be affecting the lives of the Awa people of Brazil tribe? Show pupils images (see PPT) •To understand the  Discuss the consequences of: cattle Assessment similarities and ranching, farming, logging, disease opportunities differences and road building on the lives of the Awa tribe. Assessment of written between the lives work produced within the Human and Physical Geographical Skills and of the indigenous EXTENSION ACTIVITY: lesson. Geography Fieldwork people and other  Using the information they have

Human geography, Research the Amazon people living in collected about the Awa tribes pupils to imagine that they are a member of Use of teacher questioning including: types of rainforest and Awa tribe. Brazil. the tribe. and pupil response settlement and land use, •To understand the  Pupils to write a diary entry describing throughout the lesson. economic activity, and the threats facing the what it would have been like to have distribution of natural indigenous people seen a plane in the sky/ loggers/ cattle resources including of Brazil. ranchers around their home for the energy, food, minerals and first time. water. PLENARY: ‘ What can be done to help to protect the tribes of the Amazon Rainforest? Pupils to discuss this question.

Web links: http://www.bbc.co.uk/news/magazine-27500689 (Newspaper report about the Awa tribe) http://www.survivalinternational.org/awa (detailed information about the Awa tribe) https://www.youtube.com/watch?v=sLErPqqCC54 (video clip of a tribe in the Amazon Rainforest)

South America: Focus on Brazil Lesson six: What is life like in Brazil?

Key questions Locational Knowledge Place Knowledge Teaching and learning activities Resources and ideas Locate the continent South Understand geographical •How will you STARTER: Downloads: America and country Brazil similarities and differences attract tourists to  Teacher to explain that pupils will be  Lesson Plan PDF | taking on the role of the Brazilian tourist using maps, atlases and through the study of your destination? guides who have the responsibility of MSWORD globes. Concentrate on the human and physical •What are the attracting tourists to visit Brazil.  What is life like in environmental regions, key geography of Brazil. main human and  What do you think we would have to Brazil? (PPT) physical and human physical features create to attract tourists to Brazil?  Success criteria PDF |  Show pupils a selection of travel characteristics, and major in your brochures and online adverts: could we MSWORD cities of Brazil. destination? form a success criteria for creating a  Task cards PDF | •Why should I visit successful brochure/ tourist information MSWORD this destination? guide? •What makes this  Pupils to work in groups to form a success criteria which they can share Additional resources: destination better with the class. Teacher to form a whole  Visit a local travel than elsewhere in class success criteria (see sample agent and collect the world? success criteria in the resource section) several examples of

MAIN ACTIVITY: travel brochures to •To assess  Pupils to be encouraged to use a range share with the pupils. knowledge and of resources to develop their knowledge understanding of and understanding of Brazil and its Assessment Brazil. human and physical features. opportunities  Pupils to use: Brazil Fact file on the •To develop an in- National Geographic site, ICT depth Human and Physical Geographical Skills and (computers/IPads etc.) understanding of  Working in mixed ability groups, Geography Fieldwork the geographical teacher to present pupils with their task (see task cards for more detail): Human geography, Use maps to locate cities, features of Brazil. including: types of beaches, mountains and 1. A city escape guide 2. Ecotourism brochure settlement and land use, the Amazon rainforest in 3. Beach resort brochure economic activity and Brazil and describe 4. Rainforest exploration guide tourism, and the features studied. distribution of natural PLENARY: ‘  Having created their tourist information resources. guides, explain that the pupils have one final task to complete. Physical geography,  Teacher to explain that pupils will have including: climate zones, to sell their destination using persuasive language techniques and biomes and vegetation styles. belts, rivers and mountains Pupils could be encouraged to create presentations and videos to help to sell their destination.

Web links: http://travel.nationalgeographic.com/travel/countries/brazil-guide/ (information guides of Brazil) http://brazil-ecotravel.com/ (online travel brochures)