Why is flooding in this country on the increase?
30 April 2009Add to My Folder
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The poster text poses a series of questions about the issue of flooding in the UK, followed by some simple explanations of the elements involved. It demonstrates a range of organisational and stylistic features typical of the genre, and introduces some technical vocabulary.
Shared teaching and learning
- Discuss weather events in the headlines. Have any happened in the UK recently? Discuss the effects of flooding as reported in the news.
- Why do rivers flood? Assess what the children already know.
Children should be familiar with the differences between narrative and non-narrative texts, and be able to identify some of the features of an explanation text.
- Discuss the poster’s presentation. How do we know it is non-fiction?
- Point out that all the subheadings are questions. What will the text underneath each subheading do? Establish that this is explanation text.
- Ask volunteers to read each section. Collect unfamiliar words, modelling strategies for pronouncing them. Use dictionaries and contextual clues to work out meanings.
- Summarise the main points of each section in note form. How do the diagrams aid understanding?
- Invite children to explain why we sometimes have wet weather and sometimes dry. Why can this happen both in summer and in winter?
- How is the section on the water cycle organised? What other ways are there of sequencing the stages?
- Why might people build near rivers, despite flooding risks?
- Are rivers more likely to flood at certain times of the year, or when the wind is in a certain direction? Refer to the text to justify hypotheses.
- Why does the section Is flooding on the increase? start ‘Many scientists believe…’? What do we understand by ‘However, it is certain that…’?
- Find complex sentences and identify the main clauses. Identify different ways in which additional information is incorporated. Which complex sentences have a cause and effect structure? Notice how -ing verbs are used to start the effect part.
Key learning outcomes:
- To explain a process;
- To develop specific vocabulary in context;
- To write non-narrative texts;
- To use technical vocabulary accurately;
- To write complex sentences.
- To identify evidence to support hypotheses;
- To identify how ideas are developed in non-fiction;
- To interrogate a text to deepen understanding;
- To use clauses to clarify meaning;
- To write non-narrative texts.
- What sort of weather can we expect if the wind is coming across Europe from the direction of the North Pole? What do we call this kind of weather system?
- What time of year do we have rain?
- What happens to water vapour in clouds when they rise up over hills?
- What problems are caused by floods?
- Why do some scientists blame global warming for the increased flooding?
- Which of the solutions suggested do you think is the best? Explain why.
Group and independent activities
Speaking and listening
- Role play as weather reporters, using the poster for predictions.
- Discuss the drawbacks/advantages of each proposed solution to flooding.
- Create a glossary of technical vocabulary (See on-screen resource 2).
- Draw a diagram of the water cycle, adding more detailed captions.
- Use the activity sheet below to create flow diagrams about the oxygen cycle.
- Research flooding on the Nile. Explain how it benefits local people.
- Find out about weather in a tropical rainforest. How does its location affect rainfall and temperature?
- Use knowledge of evaporation and condensation to explain why water drops appear on a cold glass, or why the bathroom mirror steams up.
- Create a toolkit for a good explanation text.
- Evaluate the weather reports/water cycle explanations.
- Share feedback on suggested solutions to flooding.