Hello.
My methodology for lesson planning consists of three key concepts;
Simplicity for the teacher - I aim to plan lessons that are paper-resource light.
Clarity of understanding for the student - I aim to plan lessons that are clear in their sequencing.
Professional appearance - I aim to plan lessons that are designed for students rather than the board room.
I teach my lessons successfully and with enjoyment, but not every teacher is the same. I always appreciate constructive feedback :-)
Hello.
My methodology for lesson planning consists of three key concepts;
Simplicity for the teacher - I aim to plan lessons that are paper-resource light.
Clarity of understanding for the student - I aim to plan lessons that are clear in their sequencing.
Professional appearance - I aim to plan lessons that are designed for students rather than the board room.
I teach my lessons successfully and with enjoyment, but not every teacher is the same. I always appreciate constructive feedback :-)
Here are differentiated key word sheets for the below AQA units. Each word has a space for students to write definitions.
AQA UNITS COVERED: (sheets are fully editable if you teach different units)
PAPER 1: Natural Hazards – Living World – UK Physical Landscapes
PAPER 2: Urban Issues and challenges – Economic World – Resource Management
RESOURCE CODE: HA = HIGHER ABILITY, MA = MIDDLE ABILITY
This bundle contains 8 lessons covering all aspects of the HIC City part of the new Urban Issues and Challenges unit for AQA GCSE Geography, including an introduction to Rio lesson, and a review lesson.
Lessons are fully resourced, include a number of GCSE practice questions and differentiation and challenge opportunities for most tasks.
Please review with any feedback.
LESSON COVERS:
the changes and current status of Nigeria's economy and employment structure (Uses the Oxford AQA GCSE textbook: edited by S.Ross)
LESSON INVOLVES:
Students start by creating a graph depicting Nigeria's current employment structure. The main task of the lesson is to create a differentiated CV for Nigeria - the different parts of the CV related to different elements of learning about Nigeria's economy. The final task is to write the personal statement as a persuasive summary of what they have learned and why Nigeria should be considered for the future role of HIC. Students can write of sketch their CV information but must write the final statement. Lesson also includes a 5 minute review slide with questions from previous topics (can be skipped or edited if not relevant)
RESOURCES:
Their are two CV templates: MA - middle to lower ability/grades, HA higher ability/grades. The CV should be printed A3. The Oxford text book is used, but the lesson format can easily be edited to fit a different country with a different text book to support.
The lesson also includes a 5 minute "Review Previous Learning" task, as a revision tool - feel free to omit or adapt.
Please review with any feedback or if you spot any weevils in the lesson :-)
LESSON COVERS:
GNI, HDI and other indicators of development, the "north south divide" of development, and looking at how effective development indicators are.
LESSON INVOLVES:
students introduce to relevant key words, shown two videos - one introducing HDI and another introducing GNI, with a differentiated task for each. Following this there is a differentiated development indicators task where they research and evaluate each one. There is then a map task task where students illustrate the north south divide and add specific details on specific countries in each part. The final task is an exam question, with a quick plenary at the end.
RESOURCES:
The indicators task table is also saved as a separate document for you to print out for those students who need some egging along. The map task maps AND higher level maps are save in the same document. The development indicators task refers to a text book - just substitute this information for whichever dictionaries or texts books you wish to use.
NOTES:
the link the video is embedded, put the slides into slide show mode and then click on the video screen grab. Some tasks have a TOP TIPS box for students to contribute ideas and teacher to type up.
Please review with any feedback or if you spot any weevils in the lesson :-)
LESSON COVERS
the social and economic impacts of the changing economy for a rural area (the Outer Hebrides) and a more urban area (Cambridgeshire).
LESSON INVOLVES
Students first locate the rural and urban areas of Britain on a map. Following this they then mark on where the Outer Hebrides and Cambridgeshire are located through a series of clues. Some questions then accompany two graphs to give an introduction to the two locations. Students then use the info-coins sheet to write economic effects or social effects inside pound signs or people, they then place those on their map (this task can be simplified to simply annotating the map. Students then add their own understanding of the knock-on effects of these impacts to their map. Theses task are differentiated by target grade.
LESSON RESOURCES
The info coins task refers to the Blue Oxford GCSE Geography AQA (edited by S. Ross) text book for extra support. If you don't use this text book you can offer some other form of support.
The lesson also includes a 5 minute "Review Previous Learning" task, as a revision tool - feel free to omit or adapt.
Please review with any feedback or if you spot any weevils in the lesson :-)
THIS IS NOW FOR THE OLD AQA A SPEC (some parts can be used depending on areas of study chosen in new spec - file can also be modernised/updated)
Colourful, memorable slides with attached questions to help geography students remember key case study information.
USES: I use them as starter memory-style quizes at the start of revision lessons, as a one-slide way to re-teach a case study and have uploaded them as a revision resource for the students.
They are all hyperlinked, so it can be used like a website when in slideshow mode. Completely editable so you can change the questions, facts, etc as best suits what you have taught.
INCLUDED CASE STUDIES: Restless Earth: The Alps, Montserrat, Yellowstone super volcano,Indian Ocean Tsunami, Haiti, Kobe. Coasts: The Maldives, Holderness (erosion and management), Studland. Population: China, Kerala, UK. Tourism: Lake District, Jamaica, Antarctica. Urban: Curitiba, Cabot Circus Bristol, Favela Barrio. Rivers: Somerset Level, Bangladesh, Rutland Water.
ALSO AVAILABLE AS PART OF A BUMPER REVISION PACK HERE https://www.tes.com/teaching-resource/bumper-exam-question-pack-revision-extras-aqa-a-gcse-geography-11470618
Please leave a review and feel free to include any feedback for improvements :-)
LESSON COVERS:
the characteristics of megacities, the issues of living in a megacity and touches upon the future of megacities
LESSON INVOLVES:
a series of present new information slides and construct activities, including differentiated reading, question and writing activities. Lesson ends with a creative writing task.
RESOURCES:
the lesson includes a link to a video, a map template with support maps and an article written in both more complex, and more simple language (similar volumes of text on each)
NOTES:
the link the video is embedded, put the slides into slide show mode and then click on the video screen grab (there is a part two to the video on youtube if you wish to use it)
Please review with any feedback :-)
LESSON COVERS:
DOUBLE LESSON...the cause and result of urban industrial decline and the consequent urban regeneration, as well as the causes of urban sprawl and the advantages and disadvantages of commuter settlements. Case studies used are Bradley Stoke (commuter settlement) and Bristol Harbourside (urban regeneration).
LESSON INVOLVES:
looking at key terms: housing demand, greenfield site, urban sprawl, regeneration, brownfield site. Link to a video to find positives and negatives for developing both greenfield and brownfield sites, with back up photocopy resource. A verbal domino task gives the back story for industrial decline of Bristol's harbourside. Students then create their own dominoes with Q&As on the regeneration of the harbourside and the commuter settlement, Bradley Stoke. Bradely Stoke is explored more with a statement match up task before finishing with an exam question.
RESOURCES:
There are dominoes templates of two different sizes for students who write in different levels of detail/size of handwriting. The case study sheets are saved separately as HIGHER files for more able students, and a DIFFERENTIATED version in simpler text.
NOTES:
probably a double lesson. Youtube video link can be accessed by clicking on the video screen grab while in slide show mode. Dominoes for industrial decline can be handed out and read out for the whol class to hear, or can be given out in pairs or groups.
Please review with any feedback :-)
LESSON COVERS:
reviews all elements of the LIC city part of the urban unit, including: urbanisation, megacities, social challenges and opportunities, environmental challenges and opportunities, health and education vs. crime and unemployment and opportunities for economic development.
LESSON INVOLVES:
starts with a "find somebody who" 9 question review activity, followed by a key word sheet completion activity (the extension task for which can be used for the following mini plenary (take some sample dominoes from a student and distributed them around the class and then play verbal dominoes)). then the main task of the lesson is to complete a unit review sheet on which students rate their confidence on different aspects of the topic then use their previous work to make notes/visual reminders. lesson ends with a class-made quiz.
RESOURCES:
review sheet should be printed A3 if possible. The screen grab on the slide of the "find somebody who" sheet does not match the actual sheet (just in case you get confused).
NOTES;
this lesson is designed to be very un-teacher led.
LESSON COVERS:
strategies used in London to overcome congestion, including: the London Underground, the Emirates skyline, the buses and the Santander hire bikes.
LESSON INVOLVES:
starts with exploring some facts about congestion identifying the trend that congestion is increasing. A video highlighting congestion issues in London is a precursor to a task where student look at different congestion strategies, rating them on a diamond graph with 4 axis, explaining how they've rated them, and looking for a pattern that shows the most effective strategy. Lesson ends with an exam question.
RESOURCES:
The diamond graph can be drawn from scratch by higher ability students, but there is a ready made copy if support is required. The video is accessed by putting the powerpoint in slide show mode and clicking on the screen grab. The strategy sheets can be printed (double sided) on different colour paper to enable them to be more identified, equally they can be put up on the board for students to work through altogether. Text on the strategy cards is differentiated.
NOTES:
Blank boxes on slides 4 and 7 are for the teacher to type in ideas as students are contributing them.
Please review with any feedback :-)
LESSON COVERS:
how sustainable urban living addresses the issues of waste, water, energy and green space, using Hanham Hall in Bristol as an example.
LESSON INVOLVES:
exploring the meaning of sustainability, sorting human activities into a sustainability venn diagram. AG&T students are then selected to be architects, each equipped with "Architect cards" (power point slides to be printed double sided). Students then visit the "architect" students to collect info on the various sustainable elements of Hanham Hall. evaluating them as they go, selecting one to not invest in at the end. To end students design a house card to go in an estate agents window advertising a Hanham Hall property (at this point the architect students sit in a group and complete the previous task together).
RESOURCES:
The video at the end can be accessed by putting the powerpoint in slideshow mode and clicking on the screen grab. The 5 architect cards should be printed double sided.
NOTES:
If you don't wanted to select "architect" students and have the students visit them you could put the architect slides up with a time limit for each.
Please review with any feedback :-)
LESSON COVERS:
reviews all elements of the HIC city part of the urban unit (focsuing on Bristol), including: urbanisation, megacities, social challenges and opportunities, environmental challenges and opportunities, health and education vs. crime and unemployment and opportunities for economic development.
LESSON INVOLVES:
starts with a "find somebody who" 9 question review activity, followed by a key word sheet completion activity (the extension task for which can be used for the following mini plenary (take some sample dominoes from a student and distributed them around the class and then play verbal dominoes)). then the main task of the lesson is to complete a unit review sheet on which students rate their confidence on different aspects of the topic then use their previous work to make notes/visual reminders. lesson ends with a class-made quiz.
RESOURCES:
review sheet should be printed A3 if possible. The screen grab on the slide of the "find somebody who" sheet does not match the actual sheet (just in case you get confused).
NOTES;
this lesson is designed to be very un-teacher led.
LESSON COVERS:
why Rio was able to host the world cup and the economic opportunities available to it as a result. includes positives and negatives.
LESSON INVOLVES:
Main task involves students using a tourist map of Rio, and their grid referencing skills to locate and find features of the city that can give rise to economic development (depending on quality of printer - you may need to work through and point some out on the board). They then use an info sheet to annotate those places with detail and facts. They first look at the positives, then a video and a further back up info sheet helps them understand the negatives. The lesson ends with an exam question. (There is also an opportunity to review grid referencing skills before the main task)
RESOURCES:
A3 map sheet with grid referencing table. HA (higher ability) and MA (middle ability) info sheets, with negatives sheet.
NOTES;
the link to the video is embedded, just put in slide show mode and click on the video image. The keys represent key words. It is sometimes easier to put the big map up on the screen, it depends on the quality of your print out as to whether or not they can locate the places.
LESSON COVERS:
A range of impacts of climate change, including: increased drought, extreme weather events, spread of disease, sea level rise, extinction, etc. As well as how these impact each other.
LESSON INVOLVES:
A starts with a range of images of impacts, asking students to think about how they are connected. The main activity is a round the room information hunt with different posters on different impacts (the text on these is differentiated) students then create a visual representation in their books of how these effect human, plants and animals, and in turn how the impacts are interconnected. Last task is an exam question.
RESOURCES:
The posters are differentiated with simpler text and more complex text (the key is on the slides). These can also be simply displayed on the screen or given out as information packs. There are also a selection of graphs for more able students to use to add specifics to their impact descriptions.
NOTES:
The images on the first slide are on a timer. Click to make the first image appear, the rest will then appear in turn automatically after 15 seconds or so.
Please review with any feedback :-)
LESSON COVERS
How the Fairtrade process works, the positive impacts for producers, and an overview of product pricing.
LESSON INVOLVES
Starter asks students to think about and list where they may have seen the Fairtrade logo. The concept of Fairtrade is then introduced (key indicates key word). Main task uses an infographic of how Fairtrade profits and premium are spent to improve quality of life. Students either answer questions (target 4-5) or create flow charts (target 6+) to indicate how Fairtrade can reduce the development gap. The challenge version of this task gives students the option to create a flow chart with option boxes. Following this students evaluate product price comparisons – Fairtrade vs. other products. The lesson ends with an exam question with an example answer that is fully editable to suit the techniques you teach.
LESSON RESOURCES
Videos are hyperlinked to the word “video” on the slide. Put into slide show mode and then click on them.
Please review with any feedback or if you spot any weevils in the lesson :-)
LESSON COVERS
How goats can be bought through Oxfam, Goat Aid operating countries, benefits of goats for reducing the development gap, as well as possible negatives.
LESSON SUMMARY
Students are initially presented with an image of a goat and asked for ideas on the advantages of goat ownership. This is followed by a 3 mark map-based exam question. Main concept is presented through 3 short videos. Students are then required to shade advantages and disadvantages of the scheme on a sheet with a challenge task for more able students to write the advantages and disadvantages from the sheet as paragraphs. Following this students then create a visual representation of the positive impacts, and knock-on positive impacts of goat ownership, with higher ability students asked to analyse the value of these benefits. Finally there is a 6 mark exam question.
LESSON RESOURCES
The videos are all hyperlinked into the word “video” which can be clicked on in slideshow mode. The “goat benefits tree” example document can be edited or used for scaffolding/for lower ability students. If you’d rather not print the shading sheet students can copy comments down into a table instead.
Differentiated revision sheets for 9-1 AQA GCSE Geography….
AQA UNITS COVERED: (resources are fully editable if you teach different units)
PAPER 1: Natural Hazards – Living World – UK Physical Landscapes
PAPER 2: Urban Issues and challenges – Changing Economic World – Resource Management
RESOURCE CODE: HA = HIGHER ABILITY, MA = MIDDLE ABILITY
Topic checklists break the topic down into mini-topics then provide space for notes/diagrams and key words/facts. The MA checklists use visual prompts in the notes/diagrams section – again these can be changed if you prefer to use an image more specific to what you have taught.
Document is fully editable.
I print double sided on A3 to provide more room for student notes, but can can be used on A4
LESSON COVERS:
The environmental impacts of development (rapid urbanisation, deforestation, oil extraction) juxtaposed against the improvements in quality of life.
LESSON INVOLVES:
Students start off by matching images to facts and then to explanations of the environmental issue identified above. They then annotate these images with what they have learned. They then add sketches/doodles to a sketch of a Nigerian person to outline their improvements in quality of life. The final task is to create a proportional symbols map to demonstrate the impacts vs. improvement, leading the students to make a judgement over whether the development is actually worth it.
RESOURCES:
There is the picture to cut out and annotate, as well as the template of a person to trace (or print and cut out). There is also a map of Nigeria for their proportional symbols task, and the proportional symbols to either cut out or trace.
IMPORTANT: For one of the tasks the challenge extension and additional (but not crucial) support material refers to the Oxford GCSE Geography text book (blue cover) if you don’t use this these elements can be deleted or changed.
The lesson also includes a 5 minute “Review Previous Learning” task, as a revision tool - feel free to omit or adapt.
Please review with any feedback or if you spot any weevils in the lesson :-)
LESSON COVERS:
the positives and negative impacts of TNCs operating in a LIC/NEE (Shell) and the role of international aid (Action Aid). Considering which best assists development.
LESSON INVOLVES:
Students start off by defining TNCs and considering their positive and negative impacts. They then are prompted to focus on the positives using an exam question to practice gleaning information from images. The negatives are presented through a video (hyperlinked - accessible in slideshow mode) and students asked to differentiate between making a point and showing understanding. Aid is introduced by a video (hyperlinked) on Action Aid and then an activity using a differentiated article on a health centre case study. The lesson ends with an exam question.
RESOURCES:
There are 2 articles: the one denoted "MA" is for middle - lower ability, "HA" is for higher ability.
The lesson also includes a 5 minute "Review Previous Learning" task, as a revision tool - feel free to omit or adapt.
Please review with any feedback or if you spot any weevils in the lesson :-)
Rio - social challenges and opportunites
LESSON COVERS:
What the challenges/issues and possible opportunities/solutions are for energy and clean water supply to the favelas and sanitation.
LESSON INVOLVES:
short issue introduction video, followed by an short exam question, then a long activity to trade and read through resources and select appropriate information (differentiation is embedded in the resources - ie. the complexity of writing varies but is not made explicit), followed by further exam practice questions.
RESOURCES:
planned as a trading activity, but all can be printed off as a information pack and handed out individually or in pairs.
NOTES:
link to the video is embedded in the video screen shot (just play the slide show and click on the screen shot) the keys represent key words.