ࡱ> U@ y5bjbj T{'***8b<D?]^LLLL$" % ,%\\\\\\\$_RmaX\_2R#l$@_2_2\LL\_3_3_3_2(LL\_3_2\_3<_33nvXdJ[L 5*2@~Y \]0?]Ya2pa@[a[4%J~)_3,t/]4%4%4%\\D$73( Teachers Notes Section 2   Key Question: What is the climate in Kenya like and how does it compare to the climate in the UK? Resources to print from site: Climate Fact Sheet Why is the climate so important? Fact Sheet Images for starter activity Climate Activity Sheet Introduction: Before teachers begin to deliver the material provided within the fact sheets and associated activity sheets it is recommended that children have/are given a basic understanding of Kenya and its location in the world. This can be done by selecting some of the activities mentioned in the teacher notes for section 1 of these resources. Older children may already have the required level of knowledge to allow these activities to be completed very briefly. Explain to children that they are going to be thinking about the climate in Kenya and how this compares to the climate in this country. Starter Activities: Children should be asked to brainstorm the word CLIMATE in groups at their tables. Cues for teachers to use include: What does the word mean to you? What does it make you think of? Children may confuse the words climate and weather, in which case the 2 should be clarified. The word weather refers to the conditions at a particular time and place. The word climate refers to the weather in an area over a longer period of time. For example: The weather yesterday was monsoon like, but the climate is usually warm and dry. Ask children to locate Kenya on a globe/map through 3 specific instructions (Kenya is in Africa, it is on Africas East Coast and the equator runs through it). A map is provided for use in the downloadable activities area of these resources. This should lead to a discussion of what the equator is, why it is important and what it means to the climate in Kenya. Children can look at other countries on the equator and should recognise that the climate along the equator is hot throughout the year. Ask them to consider countries that are north and south of the equator, for example look at where England is. What kind of climate do we have? Are we anywhere near the equator? Is there a way of saying how far north of the equator we are? Children can be introduced to the word Latitude here. Children may already have a notion of this but information is provided in the box below.  Explain that we will now start to think about the climate in Kenya and the UK and are going to put our thoughts into a Venn diagram. Children may have thoughts about the climate in Kenya and the UK before they even see the images for the next activity, in which case these thoughts can be slotted into the diagram. Misconceptions can be rectified through later learning and a new Venn diagram can be produced at the end of the lesson. Working in groups at tables children should be given 1 image of Kenya (6 images are supplied in the images for starter activity document, a different image should be chosen for each group. Alternatively these images can be printed from the gallery) to look at. What can they tell about the climate/environment in Kenya just by looking at the picture in front of them? Ideas should be jotted down on paper around the image. Children need to give reasons/evidence for their responses. Once children have had 5 minutes looking at the image and discussing it with their group, the whole class should feedback and share their ideas about what the images show about the climate in Kenya and why. Can they make an overall conclusion about the climate in Kenya? The key concept children should grasp is that climatic conditions across the country vary. Do the same again for the images of the UK (these images can be sourced from the websites listed at the end of these notes). Put childrens comments into the Venn diagram. At this point children may not be able to think of any ways in which the climates of the UK and Kenya are similar, this section of the diagram can be completed at the end of the lesson.    Continue discussion by focussing on the image of Mount Kenya. Were the group who had this image surprised by it at all? If so, why? The idea of snow capped peaks on the equator is a difficult concept but a very good way of exploring the effect of altitude on climate. This can be started by asking children to identify the mountains they know of and what characterises these environments. A world map can be used to identify major mountain ranges. They are usually cold and snow covered with little vegetation. This is because it gets cooler as we go higher up in the atmosphere. Children may make this connection if they think about the last time they took a flight, did they notice anything about the temperature as the aeroplane rose higher? Once children have completed these exercises they should come to understand that within one country a variety of climates can exist. Children should have challenged their misconceptions about Kenyas/Africas climate being homogenous and should also have made the link that the UK in a similar way is not all the same and that altitude and latitude have a big effect on climatic conditions. They should also have come to understand that plant and animal life is dependent on climate and a countrys climate is important for providing income (different crops grow in different climates, many countries use their landscape, plants and animals to attract tourists, etc). Main Activity: Divide children into mixed ability groups of 4-6. Provide each child with a climate fact sheet and importance of climate fact sheet to share 1 between 2. Only 1 activity sheet will be required per group. Explain to students that they will be producing a poster in groups. The fact sheets contain detailed information about the climate in Kenya, but there is a lot of information to look at. We will therefore work on a small section each and present what we have found out to each other at the end of the lesson. Guide children through the activity sheet and requirements for layout of the poster. Explain that each group will have one area of Kenya to work on, and will then share their findings with the rest of the class. Each poster will have 4 parts: 1) Section 1 Map (option to annotate this further) 2) Section 2 5 Basic facts about the Kenyan climate 3) Section 3 Case study of the groups allocated area in Kenya (option to stick annotated picture from the gallery, draw a graph and select key facts from the fact sheet). 4) Section 4 Explanation of why the climate is so important and what sorts of activities it allows to happen in the country and why. For example why are tourists attracted to the country? Section 3 of the poster will be different for each group. Each group should be provided with an area from the following to focus on: The Western Highlands The Rift Valley and Central Highlands The Northern Lowlands The Coastal Region Images of each of these areas are provided within the gallery and the images for starter activity document. An image of each area can be printed and provided to each group for inclusion in their posters. Encourage children to use lots of colour, different writing styles and pictures. Images can be selected from the internet for this purpose and left at tables for children to look through and choose from. Students will notice that there is information about the temperature and rainfall in a city in each of the areas in the fact sheet. This information can be used to produce a small graph to stick on the poster, but what the graph shows needs to be explained. Graphs will show that temperatures in the country vary very little (this is in contrast to the situation in the UK where our rainfall is more constant throughout the year but temperature varies much more, this can be explored in detail through the completion of the extension activity). The less able can be asked to focus on the map element of the poster and can use an atlas to add additional features of the Kenyan landscape to the climate map. Plenary: Students present their posters to the rest of the class to create a complete picture of climatic conditions across the country. Extension activities: Extend this lesson by completing the same poster activity for the UK. Children can initially produce their own fact sheet detailing the climate of the UK/local area by collecting information from books, atlases and the internet. Children can also collect weather data (temperature using an outdoor thermometer and rainfall using a gauge) for their local area over a 1-2 week period and use this to draw a simple graph. Alternatively climate data for a range of different climatic areas in the UK can be found on the following websites:  HYPERLINK "http://www.worldclimate.com" www.worldclimate.com  HYPERLINK "http://www.metoffice.gov.uk" www.metoffice.gov.uk Alternatively weather clippings can be collected from newspapers. The completion of this activity would then lead to completion of the Venn diagram started earlier. Cross Curricular Links: Science Collection of weather data. Science Children could explore the idea of food miles and climate change by finding foods/products that come from Kenya. This could lead onto activities based around the ethics of import versus the local economy. Numeracy Plotting of simple graphs and the explanation of trends. Dance/Music - Develop a dance based on the long and short rains in Kenya and what they mean for people in the country (e.g., farmers, animals, plants, tourists). Music Kenyan music could be played during lessons whilst children are on task to set the scene. Samples of Kenyan music are available for free at  HYPERLINK "http://www.laleyio.com" www.laleyio.com Literacy/Music - Write a poem or a song to celebrate the arrival of the rains. Art Make a collage to represent the variety of different climates in Kenya/UK. Websites for images: There are a number of websites from which you can source images for use in the classroom. Below are a few examples:  HYPERLINK "http://www.freeimages.co.uk" www.freeimages.co.uk  HYPERLINK "http://www.panos.co.uk" www.panos.co.uk   Resources needed: Blank world map (on IWB or 1 copy between 2). A world map Globes for children to handle (optional). Atlases (optional) 6 images of Kenya (supplied) / 6 images of UK (to source from websites) enlarged Oversize Venn diagram for use in introduction/plenary. Sugar paper for main activity (1 per group of 3-4) Travel brochures from Kenya (optional) Activity sheet (1 per group) Fact sheet (1 per child) Explain that the Equator is an imaginary line that stretches around the middle of the earth and divides the world into a northern and southern hemisphere. Depending upon the age range and ability of the children explain that places on the equator receive 12 hours of sunlight and 12 hours of night per day throughout the year AND do not experience the four seasons. Explain briefly what latitude is (lines that go around the earth from east to west and tell you how far north or south of the equator a place is). Explain that latitude has a big effect on the climate and weather of a country. The climate gets cooler as you move further north or south away from the equator and you also get the four seasons (spring, summer, autumn, winter). As the latitude increases (e.g., Arctic and Antarctic) less sunlight is received and this means its colder. Cross- curricular links with science can also be made here. 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