Powerpoint for a 1hour lesson on waterfall formation. Adjustable depending on students’ ability and lesson time. Each level gets harder for them to remember. Starter for students to think Mind map alone/ do together Label picture and explain/ students guess Match key terms and definition Video on formation What happened in the video (with image): explanation by students Storyboard explanation Fill in the blanks(1) Complete the order (2) Team activity: spot the mistakes/ correct Team activity: summarise formation/ feedback Plenary: checking understanding of key terms by labelling the waterfall Homework: learning the definitions for pop quiz (literacy skills) Includes an optional worksheet as homework to reineforce formation

These are designed for 1hour. 3 slightly different versions depending on your resources/ class behaviour/ student abilities. You can mix them up. There are some Pokemon themed sections which you can remove/ alter. All materials and helpsheets included. Lesson plans are not included due to confidential data. Gapfill also included for students to try answers. In seats, short task together, short independent task building towards main independent task. Pair work. Similar to a treasure hunt but using words, to decode a secret word. Main activity is fun: linking into science, survival in real life using minimal items such as a leaf or a puddle etc. Depending on which resources you want to use and environment, this can be adapted. In this scenario, it’s in the classroom so it uses a bowl. There are other ways of making a compass but this is the minimal as you want magnetic north to address the misconceptions that North is always in front of you like the maps say. If you happen to not have materials/ or it’s being used by the science department/ don’t have any at home or the budget… you can skip the making compass section and show with your compass/ your phone/ provide compasses (depending on resources). The main activity involves a team game where they have to the teacher from A to B using the classroom. For behaviour control, they can estimate the number of steps (assuming they have also not learnt scale/ distance yet), or if you have a behaved class you can allow one student per team to leave their seat to count steps (limits to about 6 students out their seats at a time for classroom management). The purpose of the lesson is compass directions so the other factors are not important in this class. Future classes will have these skills combined. 2 and 3 looks more into real-life survival skills and involves team activities. There are also extras included depending on the class speed/ lesson time. If you have a break in classes, you can use it to prepare materials/ set up teams to save time. My students know how to move the tables, who’s in their teams, who is the team leader for collecting items (classroom management), and complete it within 30 seconds with materials. You must model it well if it is your first time with such activities.

Tropical Rainforest Information 4 tasks Team work option (if students are good) Pair work option (if you need more control) Homework available if 4th task is too much. Homework available if all tasks finished.

Updated version: Only English. Used with students for locational knowledge. Timer already set so you don’t need to press anything and check the students/ control behaviour. You can adjust timer settings. 40minutes - 1hr class: alter to suit your needs/ wants to adjust timing. This has PPT, an answer sheet for you, 1 page quiz worksheet (or they can write numbers and answers, depending on the ability of students or your resources), a video (which is already embedded in the PPT but you have this as an in case). Powerpoint is already timed, so you only need to get the class into groups, give them a worksheet and the slides will go through. I monitor the classroom and if they already answered, then I would forward it to next slide to provide more discussion time at end. Guess the country (flags made with their food) Name the colours of the flag Real or Fake flag Short video clip about flags: memory test At the end, you can mark answers by going through with students and having them swap their sheets with another group. You can even expand on each section/ answer by asking about the image which brings into cultural food and famous things of each country, or even some facts that students may know. You can decide how they get full marks. For example, correct spelling only etc. Literacy is important in UK schools and you gain points for correct spelling in exams so you might want to factor your lessons. I used this for English class where they had to translate it from their own language to English so I didn’t mark for spelling but gave them points for trying to spell (usually they would have the word in their langauge). Their geography level are good so I usually did forward the slides. I used this as a reward day which is fun, engaging and has competition between teams. You can give rewards to the winning team if you like, usually candy or in UK it would be commendations.

A 2 truths and 1 lie game. There is a total of 5 rounds. Answers are animated to appear when you click. It comes up with the correct fact, or an interesting fact that is related to the statement. Title with icons. Rules included with images. This makes it understandable for all abilities, including EAL. 2024 statistics. Extremely fun and is perfect.

View different biomes Guess the word starter (4 pictures 1 word) Definitions General climate Video Word bank Definitions of words on board Address misconceptions All answers fade in Task to find locations TEA describe their locations Challenges included SEN worksheet

2024 Statistics on screen Population density statistics handout for students absent before/ unaware of stats (extras) Lots of visuals Different versions: Easy, Normal, Hard Can be used differently, e.g. explained for visuals vs. real map vs. less data etc. Choropleth map (2 versions for difficulty) Answers (for low ability to use for TEA) TEA answers usin gap fill/ sentence starters Definitions on screen Population Tennis Game (interactive and fun discussion) Images for prompts Table of factors that increase or decrease population All answers available Plenary debate (fun discussions) Video of UK history with its population rates increasing / decreasing (5minutes) 2 versions, an easier one for lower ability There is a lot of content and discussions about the world for learning. 1 hour lesson (my students (many SEN and class dynamics) are trained) Classes with distractions or not hard-working are likely to need 2 lessons.

3 hour lesson Exam question included (9 marks) Structures and example answers to scaffold Level examples (aiming high) Examples of case studies 1 main case study worksheet Class feedback for self-marking and improving Challenges included Easily amendable Answers included

2024 Statistics NASA night lights 2024 Interesting fun facts Gap fill with word bank Worksheet available for scaffolding Definitions of words in detail Lots of images Lots of assessment for learning Visual modelling with students possible Mind map Writing task (factors) Density calculation Numeracy included Challenges included Plenary: challenge both views Self-assess Helpsheets available Both SEN, low ability and high ability covered

2024 Life expectancy statistics game (solo, teams, class options) Involves world statistics, and 8 different countries. Past and Future of UK, South Korea and Japan population. In depth discussions about ageing population. Positive, negative, benefits, pro-natal policies, pensions, knock on effects, etc. Population pyramid readings Critical thinking/ guessing Literacy lesson Reading a newspaper (slide) Optional: reading the news Video of elderly explaining their actions Critical thinking/ guessing with knowledge Definitions all included Writing a diary entry using key terms . Lots of prompts provided with definitions. Challenge question about resolution Example provided for low ability Template included for low ability Task allows lower ability/ SEN the time the extra time they need for tasks, whilst higher ability work on a higher thinking skill challenge. Lesson planned for 1-2hours depending how in depth your class can go on discussions/ prompts, critical thinking and their writing ability.

Photo senses starter Key terms Video Story telling with tasks Discussions, emotions, scenarios Real story Diary Example Write your own diary Diary helpsheet Different emotions helpsheet (SEMH/ low ability) Hard challenge included

Full terminology Starter: key term with word bank Map reading skills Describe locations Examples I do, we do, you do Peer assessment Hinge questions AFL Biome information to read - optional methods/ tasks/ printouts if wanted Map included for biome annotations Journey through Russia Map (A, B, C, D) Describe the biomes, what you see, etc throughout your journey Success Criterion Example (I do) We do - together example Answers for peer assessment Plenary Challenges included: these may be considered “hard” for KS3 but you can teach it or adapt them.

Pointless Gameshow starter!!! Fun. Key terms Use of key terms Lots of AFL Many images Choropleth map Atlas Population Challenges included Example/ Model answer Explain why the Sahara Desert is sparsely populated Plenary

An impact of climate change - focus on biodiversity Starter - definition of words. challenge included Green pen - add to answers Point left/ right for correct answers (AFL) Students read intentions Students read the maps (write a sentence) - sentence starter on whiteboard Students read endangered line (understading - why?) Mind map reasons - do a few examples and add on board first Green pen add 3 more ideas Key term conservation Break down the word - bio / diversity = diverse stem (on white board) Breakdown sustainable Students to write down if they don’t know the words Differentiated reading (3 versions to make it easier for teacher to split them) Highlighting, writing ideas, challenges Create a poster or fact file (depending on time) success criterion - emphasise there is no marks for pretty work - to do it after the writing challenge e.g. my year 8s wrote half a page of information (mixed ability) for fact files e.g. my year 9s wanted to do more drawings (mixed ability) so their work varied but they were really into it and would need more time. Feedback to class (table or notes - they were much faster with just making notes) - chose 1 per animal - visualiser for recognition and rewards Plenary - which one to save? Hands up voting.

Learning outcomes: Define the term NEE and give examples. Rank and justify the improvements you would make to an LIC. Investigate an African NEE country. Each time you do one, you refer back to it via AFL with students Strong focus on command words as these will be in exam questions (for young or older students to be aware of the meaning of these) Scenario based thinking on own. Pair work on same scenario but having to agree on one decision together. Feedback to class Learning Social/ Economic/ Environmental/ Political. Questions/ prompts per section to help students answer or categorise properly. Do an example together. Model it (especially if they are younger or have needs, otherwise it is already displayed on board) Students read information and put them into the correct categories (10 minutes). AFL and check whole room progress. I added additional 3 minutes with their goal to have one thing per box as 2-3 boxes were mainly done. Challenge included if needed. Random sharing. Depending on your student you can allow them to share any box, or you choose a box (but lower ability/ SEND may not have the box you want). Plenary for students to recheck the intentions and discuss if they met them. This shows their progress and understanding. Handouts available. SEEP in colour or black and white. Information sheet in colour, and shared handouts to have them exposed to graphs, tables and maps, and to help their partner as the task may be difficult for some.

Engaging and exploring lesson through reading. If you don’t have the book, you can print out the pages (included) 1.To describe why Africa is both cursed and blessed by geography. 2. To identify key challenges that Africa faces. 3. To develop a creative piece of work about Africa. • Starter: 5 facts – 2 minutes • Date and title • Learning intentions • Read the book 5 minutes and 2 min discussion task • Comprehension questions (10minutes) – challenges included. • Peer assessment • Raise of hands to check their knowledge • Design a poster • Plenary: share your work Support: Examples, Colour coded, Answers on board, Word bank, Images, Gapfill for lower ability/ SEND

Animals in the Savanna - Lion King Remake of animals - Students well engaged and excited Learning objectives - command words - meanings Map of Savanna (students to add to their maps from previous lesson - Physical Geography of Africa). If you don’t have this, the maps (6 to a page) are also included if you wish to make this into an activity to shade in the biome and label the latitudes. Video about the Savanna - Notes about the biome Animal adaptation - I do (Lion), We do (Elephant), You do (Giraffe and Warthog). Challenges included. All students are able to complete giraffe, lower ability may struggle with warthog so I had them think more about the giraffe. Remind them of Pumba from Lion King. Answers on board - Students to add 3 more to their animals. Handouts available for students who can’t read, lower ability/ SEND to assist them. My students did not stick them in, they used it as help. YOU ARE A GEOGRAPHER (Science advanced and you create your own animal!) Choose 3 characteristics (timer them). Explain why those three and how they adapt to the Savanna. Criteria and levels (on the board I have 5 and 6). On paper (handouts or printouts or you can adapt depending on your class/ student) I have level 3-7 success criteria. Key words on the board, connectives on the board, challenges on the board, examples (sentences and images) on the board. Sentence builders (shared between students) allows every student able to complete the task. Higher abilities will not use it but have it as a reference. Students will be working at different paces due to ability. My higher ability asked to do more characteristics but only because they completed it. My lower ability/ SEND I expected at least 3 sentences (this is because this is in their assessment so they need to have this). Students who finished are able to sketch their animal. Higher rewards given as motivation. Peer assessing. Students peer assess the presenter (visualiser if you have). We used fingers due to time, but if you have longer lessons or extend another class they can use the peer assessment handouts where students assess themselves, and then peer assess. They can then improve upon feedback. Many students loved the task, wanted to share and spend their 15 minutes break continuing.

Included full lesson plan in detail Looks at density and distribution Observed by university and mentors - and passed placement with it.

Starter images - good and bad things about living there Learning objectives Key terms - word bank and challenge Image explanations to help lower ability I do, we do, you do short activity and challenge question Images for AFL checking push pull factors before main activity Engaging activity - card sort real example Paragraph writing reasons - sentence starters, challenge included A few more examples of different scenarios - students think of factors and intervening obstacles Plenary - push pull factors for themselves

Included full lesson plan Learning about development gap (HICs, NEEs, LICs)