![]() Pupils will then create their own climate graphs which they will compare in the plenary of the lesson to the climate in the UK. Working in pairs they will use ICT to study climate data from a variety of locations in Brazil (Manaus, Salvador, Brasilia, Rio, and Curitiba). In the main part of the lesson pupils will take on the role of geographical investigators. They will then discuss and answer the question: Why did the England football team not want to play in Manaus? They will begin the lesson by watching a clip from the BBC in which England football coach Roy Hodgson discusses not wanting his team to play in Manaus during the 2014 world cup. The aim of this lesson is to build upon the pupils’ knowledge and understanding of climate in Brazil. Following this, during the main activity the pupils will take part in a market place task to further develop their knowledge of the human, physical, locational and geographical regions of Brazil. Pupils will investigate Brazil through a series of images and soundscapes from which they will be encouraged to share their current knowledge and understanding of Brazil. It aims to further develop pupils’ geographical investigation and questioning skills. This lesson introduces pupils to the importance of locational and place knowledge. Where is Brazil? An identification of the human and physical features ![]() They will investigate the many differences between urban and rural Brazil and case study the lives of people living within Rio de Janeiro. Pupils will begin by studying the human and physical features of Brazil before placing Brazil in the wider context of the world and South America. Throughout the unit pupils will be encouraged to compare the geography of Brazil to that of the UK (an integral element of the new primary curriculum). The aim of this unit is to introduce pupils to the diverse and unique culture of Brazil.
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