explorers homework ks1

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Key Stage 1 Famous for more than Five Minutes - NEW LOOK Explorers - NEW LOOK

Develop historical knowledge and understanding of the lives and significance of Christopher Columbus and Neil Armstrong. Go on an expedition in the school grounds, discover some navigation techniques and have a go at navigating some simple journeys. Explore the vessels and clothing used for different expeditions and make comparisons across different eras. Role-play being a member of the Columbus or Armstrong expedition team!

Session 1 What do explorers do?

• To order some significant explorers on a timeline and identify the continents they visited.
• To use a simple map to go on an expedition in the school grounds.
• To name and locate the world’s seven continents and five oceans.

Enquiry question What inspires people to want to go on an expedition?

Outcomes Children will:

• Go on a school grounds expedition with ‘Explorer Bear’.
• Order some significant explorers on a timeline.
• Label the seven continents and five oceans on a map, and match explorers with the continents they travelled to.

Lesson Planning

Provided Resources

You Will Also Need

A class 'Explorer Bear' Map of your school grounds Basic timeline for display Glue

Session 2 Christopher Columbus

• To learn about the lives of significant individuals in the past who have contributed to national and international achievements.
• To identify and compare expedition items from the past and today.

Enquiry question Do you think Columbus’ expedition was a success?

• Learn about who Christopher Columbus was, what he did and where he went.
• Identify some differences between life in 1492 and life today.
• Discuss some of the positive and negative impacts of his expedition.
• Select appropriate kit for Christopher Columbus’ expedition.

Explorer Bear and class timeline (see Session 1) Scissors and glue

Weblinks Information, a video clip and activities about Christopher Columbus from BBC Bitesize

Session 3 Neil Armstrong

Enquiry question What equipment might you need to take on an expedition into space?

• Learn about who Neil Armstrong was, what he did and where he went.
• Identify some differences between life in 1969 and life today.
• Select appropriate kit for the Apollo 11 expedition.

Explorer Bear and class timeline (see Session 1) Junk modelling materials, especially kitchen roll tubes or other cylindrical items Coloured and white tissue paper Glue, scissors and tape

Weblinks Information, video clips and activities about Neil Armstrong from BBC Bitesize.

Session 4 Navigation

• To investigate and compare the journeys of Christopher Columbus and Neil Armstrong.
• To use geographical language to describe and follow journeys within the school grounds.
• To use simple compass directions, and locational and directional language to describe a location.

Enquiry question How can people work out where they are going on a journey?

• Investigate the journeys of Christopher Columbus and Neil Armstrong.
• Have a go at ‘dead reckoning’ and spaceship navigation.
• Describe and follow journeys using compass directions, and locational and directional language.

There are no resources provided for this session.

Explorer Bear and class timeline (see Session 1) Crates, baskets, etc. to create a basic ‘ship’ A compass (if possible) Strips of material for blindfolds

Session 5 Vessels

• To learn about the vessels used by Columbus and Armstrong in their expeditions.
• To compare aspects of life, identifying similarities and differences between different periods.
• To compare modes of transport from different eras, including differences in material and design.

Enquiry question Which type of vessel would you prefer to travel in?

• Discuss and describe features of the vessels Christopher Columbus and Neil Armstrong used in their expeditions.
• Identify possible dangers the two explorers faced on their journeys.
• Identify and compare the materials used in expedition transport during different eras.

Explorer Bear (see Session 1)

Session 6 Sailor vs Astronaut

• To describe and compare the clothing used by Columbus and Armstrong, and compare clothing materials across different eras.

Enquiry question How has expedition clothing adapted and changed over the years?

• Know details about the clothing Armstrong and Columbus wore.
• Identify and compare the clothing and materials used in expeditions for different eras.
• Consolidate knowledge of the two expeditions using role-play.

Explorer Bear dressed up as a sailor or astronaut (see Session 1)

Weblinks A video from NASA about how spacesuits are made from www.nasa.gov

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KS1 Explorers Bundle

Last updated

21 May 2024

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Resources included (14)

Adventurer's Weapons Kit

Journey to Georgia: Vale Town: Where We Live

Journey to Georgia: Tbilisi: Where We Live

Schools Around the World: Georgia: Where we Live

At the Market: Georgia: Countries: Where We Live

Khachapuri: Georgia: Food: Cultures and Countries

Traditional Bread Making: Georgia: Food: Cultures and Countries

Spa Towns: Journey to Georgia: Borjomi: Where We Live

Chesil Beach: The Lerret Boat

Map Skills: Scale, Bird's Eye View, Natural and Manmade Features

Compass Points: Geography

Coordinates: Geography Map Skills: Battleships Game

Aerial Photography and Maps: Geography Skills

Boats (Where is Port, Starboard, Bow, Stern)

A collection of KS1 resources on the topic of explorers, exploration, and expeditions. What is an explorer, what does an explorer do, what does an explorer pack, how do they travel, what clothes they wear, comparison of places.

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• In this lesson, we will learn all about Amelia Earhart. She is one of America's most well-known and adventurous aviators, who made history when she completed the first solo flight across the Atlantic Ocean. We will be listening to and then drawing the story of her incredible life.

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This list consists of lesson plans, activities and ideas to support the teaching of science through the topic of  Explorers. It contains ideas for how to link science to the topic, tips on using the resources, suggestions for further use and background subject knowledge to support teachers in delivering the science objectives through this topic. Resources support the teaching of the science topics light, Earth in Space, living things and their habitats, animals including humans, light, evolution and inheritance and forces.  This enables teachers to choose which aspect of science they would like to teach within the overarching topic.

Visit the primary resources for cross curricular topics webpage to access all resource lists: https://www.stem.org.uk/cross-curricular-topics-resources

Lesson 2: How do you train like an Arctic explorer?

Quality Assured Category: Cross curricular Publisher: Encounter Edu

This fun and engaging science lesson enables children to investigate the impact of exercise on the way their bodies function. 

It is important for children to learn that there are some activities in which we partake that require a different diet or exercise regime.  

If I were teaching this lesson, I would link it to PE, and ask children to plan an execute a training plan for an Arctic explorer.  

Lesson 3: How do you eat like an Arctic explorer?

Children (and adults) often believe that there are 'good' foods and 'bad' foods.  This resources allows children to see that sometimes it is necessary to eat a high-calorie diet.  

As well as planning a menu for Arctic explorers, an excellent cross-curricular opportunity could be missed if children are not given the opportunity to make some of the foods that they have planned to feed their explorer.   Children could try a number of different energy balls (recipes are often found in fitness magazines or on fitness websites).  They could then be given the opportunity to design and make their own.  

KS1/2 Antarctica: Teachers in the Freezer

Quality Assured Category: Science Publisher: Teachers TV

This video could be used to support the teaching of evolution, focussing particularly on adaptation.  Children could be asked to imagine that the group of teachers shown in the video lived in Anarctica for millions of years.  What adaptations might the humans evolve eventually?  Some animals are shown in the clip, which also allows discussion about adaptation.  

This video could also be used to support the teaching of Animals Including Humans, focussing on what impact lifestyle has on humans.  Children could research the effects of extreme cold on humans, as well as what diet people need to have in Antarctica.  

There is also some discussion about the landing of a plane on ice, along with how the teachers get around on skis.  This would support the teaching of friction.  Children could investigate what could be done to slow the landing of the plane.  The windy conditions are referred to in the video clip, and children could investigate air resistance, making parachutes that could be used in such conditions.  

Quality Assured Category: Science Publisher: Centre for Science Education

When learning about light travelling in straight lines and reflecting off surfaces, children often find it difficult to apply their knowledge.  Making a periscope is an excellent way of putting their theoretical knowledge into practice.  

Ocean explorers often use periscopes; they have even been used in space exploration too!  

You may need to show children images of periscopes on a submarine so that they understand the concept.  Children will also need some time playing with mirrors so that they can see that mirrors help them to see around corners.  

Margaret Fountaine

Margaret Fountaine spent most of her adult life exploring the world in pursuit of butterflies.  Researching Fountaine as part of the 'Living Things and their Habitats' unit in Year 6 offers an excellent opportunity to study a female scientist from the past.  

Children could use guides from the Field Studies Council or the Woodland Trust to identify species of butterfly in their local area and create a branching database to help others to identify them.  

Polar Extremes

This interactive resource from the British Anrtarctic Survey allows children to explore the rotation of the earth and to understand why one pole is colder than the other.  

Children could use this resource as part of their learning about the earth's rotation and seasons.  Many children and adults believe that it is warmer in the summer because the earth is closer to the sun at this time of year.  This resource could be used to help address this misconception.