Planet Geography
Hello, I'm Natasha and I provide high-quality geography resources for KS3 and KS4. https://linktr.ee/planetgeography
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Hello, I'm Natasha and I provide high-quality geography resources for KS3 and KS4.
https://linktr.ee/planetgeography
Geography
Positives and Negative of the EU - KS3 (Key Stage 3)
Students will be able to describe the main reasons why countries decide to join the EU initially, this includes free movement and the single market. Then students will identify the benefits and costs of membership. Then Brexit will be introduced to students, explaining what it is, the voting % and main figures along with a quick video about the positives and negative of the EU. Finally students identify the positives and negatives of the EU and then work on formulating a debate either for or against staying in the EU.
Starter: Knowledge retention of previous learning
Task 1: Recap of the terms free movement and single market, along with the benefits and drawbacks of EU membership
Task 2: Introduction to what Brexit is and when it happened.
Task 3: Identification of advantages and disadvantages of EU membership
Task 4: Main Task: Choose a side for the debate, for or against the EU then be prepared to write an argument for it.
Task 5: Plenary: Recap on learning and answer 6 quick questions.
Lesson contains one powerpoint and one worksheet.
The Niger Delta - KS3 (Key Stage 3)
Students will be able to locate the Niger Delta using compass directions and also lines of latitude and longitude. Student will then be reminded of the key geographical terms such as confluence, tributaries and watershed. Then students will be asked to recap the water cycle and its key features. Finally students will identify what a delta is along with it key features and how it forms, including using transportation and deposition to explain how.
Starter: Knowledge Retention of previous learning
Task 1: Describe the location of the Niger Delta using compass direction and lines of latitude and longitude
Task 2: Describe the key terms associated with rivers.
Task 3: Recap on the key terms of the water cycle.
Task 4: Label the correct definition of erosion and transportation on the sheet.
Task 5: Explain the formation of the Niger Delta.
Task 6: Plenary: Introduction of new home learning
Lesson contains one powerpoint and one worksheet.
Sand Dunes at Sossusvlei - KS3 (Key Stage 3)
Students will be able to locate Sossusvlei, in Namibia Africa using the techniques used in the previous lesson. Then students will identify the physical features in Namibia and its human features. Next students will be asked to use data to find the mean median and mode of the data then process it into a bar graph. Now students will be asked to describe how a sand dune forms. Finally students will be asked to identify reasons why tourism is present at Sossusvlei.
Starter: Knowledge Retention of previous learning
Task 1: Describe the location of Sossusvlei, Namibia
Task 2: Identify the mean, median and mode of the data then create a bar graph from the data.
Task 3: Create a flow diagram showing the formation of a sand dune
Task 4: Read through and identify features of tourism in Sossusvlei.
Task 5: Main Task: Describe the formation of a sand dune at Sossusvlei, and explain what tourism they bring to the area.
Task 6: Plenary: Recap of home learning expectation.
Lesson contains one powerpoint and one worksheet.
Coasts of Africa - KS3 (Key Stage 3)
Students will start by recapping hydraulic action and abrasion then identify features using aerial photography of headlands and bays. Students then recap the types of weathering that is present and then describe the formation of a sea stack. Finally students will learn about the formation of a spit and using terms such as longshore drift, swash and backwash they will attempt at explaining its formation.
Starter: Knowledge Retention of previous learning
Task 1: Using aerial photography identify the feature on the African coast
Task 2: Describe the types of weathering present along the coast
Task 3: Explain the formation of a sea stack.
Task 4: Describe the location of features of a spit.
Task 5: Describe the formation of a spit.
Task 6: Plenary: Recap of home learning expectation.
Lesson contains one powerpoint and one worksheet.
Deforestation in the Amazon - KS3 (Key Stage 3)
Students will be able to recap where tropical rainforests are located globally, then they should work on defining what deforestation is, then students should identify the trends of deforestation shown in the choropleth map. Then students investigate the reason why deforestation occurs due to economic reasons. Finally students weigh up the economic benefits with the environmental costs of deforestation.
Starter: Knowledge Retention of previous learning
Task 1: Describe the location of tropical rainforests globally.
Task 2: Describe the trends shown in the choropleth map.
Task 3: Describe the trends in the pie chart for reasons of deforestation
Task 4: Main Task: Evaluate if the economic benefits of deforestation are worth the environmental cost
Task 5: Plenary: Recap of home learning expectation.
Lesson contains one powerpoint and one worksheet.
Bundle
Physical Features of South America
For KS3 geography, this bundle is great for Year 8 in their first term back at school. This helps to get students familiar again with physical geographical concepts of rivers, coasts, climate. This bundle also contains a tutorial on GIS mapping for students to have a go mapping South America to see its physical features.
This bundle contains 7 lessons that are fully resourced, with powerpoints and worksheets.
Throughout the series of lessons, students will firstly begin by using GIS to map the physical features of South America and identify its location globally as well as its individual countries. Then students will go through the climate of South America along with creating a climate graph and manipulating and using data. Next students will recap the water cycle, transportation and erosion to learn about meander and waterfall formation, specifically in the case study of the Amazon River. Finally students learn about how headlands, bays and sea stacks formation along the South American coastline.
Lesson 1: Mapping South America using GIS
Lesson 2: Climate of South America
Lesson 3: Amazon Rainforest Characteristics
Lesson 4: Deforestation in the Amazon
Lesson 5: Water in the Amazon
Lesson 6: The Amazon River
Lesson 7: Coasts of Brazil
Students will gain a variety of skills such as data collection and manipulation along with creation of graphs and reading OS maps.
This bundle contains fully resourced lessons along with worksheets.
River Volga's Waterfalls - KS3 (Key Stage 3)
Students will be able to recap the key terms of biomes, their components and the location of the taiga from previous lessons on their whiteboards as a starter.
Then students will be given guided reading homelearning (included) to cement their knowledge. Students then will recap previous terms of rivers, and the courses of the river. Then students will locate the river volga globally and use 4-6 figure grid reference to establish geography skills. Finally students will create a story board on the steps of waterfall formation and a quick quiz on what they learnt.
Starter: Knowledge Retention of previous learning
Task 1:Recap the key geographical terms for rivers
Task 2: Describe the location off the river Volga
Task 3: Identify the 4-6 figure grid references to certain features along the river
Task 4: Main Task: Create a comic strip about how a waterfalls forms using key geographical terms.
Task 5: Plenary: Recap of key questions from today
Lesson contains one powerpoint and one worksheet and home learning guided reading.
River Volga's Meanders - KS3 (Key Stage 3)
Students will start by conducting a formative assessment on their previous learning of Russia and key geographical concepts. Then students will recap their previous learning in 6 quick questions on whiteboards. Students will be given guided reading homelearning (included) to cement their knowledge. Students then will recap previous terms of rivers, and the courses of the river. Students will then be tested on their knowledge retention on learning about meanders and then asked to complete a field sketch and annotation .
Starter: Formative Assessment and then 6 quick starter questions
Task 1:Recap the key geographical terms for rivers
Task 2: Describe the definition of meander and how they form
Task 3: Tested on key components of rivers such as slip off slope and river cliff
Task 4: Main Task: Write instructions on how the create an meander (Lower ability) oxbow lake (higher ability)
Task 5: Plenary: Recap of key questions from today
Lesson contains one powerpoint and one worksheet and home learning guided reading.
Arctic versus Antarctic - KS3 (Key Stage 3)
Students will firstly begin to glue in their knowledge organisers and the learning journey to start their term off. Then they will using their A3 sheet begin to make notes throughout the lesson on the differences between the Arctic and Antarctic. This will cover, location, climate, plants and animals and people, and development. Finally they will watch a video of what it is like to live in an Antarctic research station.
Task 1: Glue in knowledge organiser and learning journey
Task 2: Identify the difference in climate and other categories of arctic and antarctic living
Task 3: Make notes on the extreme living at Antarctic research stations.
This download contains and up to date powerpoint and learning journey and knowledge organiser as well as a worksheet.
Tourism in the Middle East - KS3 (Key Stage 3)
Students will on whiteboards firstly explain why people may want to visit other places, and then split their whiteboards in half and give reasons to what is good about tourism and what is bad about tourism.
Students will then read through their worksheet and highlight areas that are social, economic or environmental effects of tourism and evaluate which is the most important and why. FInally students will evaluate if the economic benefits of tourism in the Middle East are worth the environmental costs
Task 1: Identify why people visit other places
Task 2: Identify what is good and bad about tourism
Task 3: Categorise effects into social, economic or environmental
Task 4: Evaluate if the economic benefits of tourism in the Middle East are worth the environmental costs
This download contains a powerpoint and worksheet.
Conflict in the Middle East - KS2 (Key Stage 3)
Student will start by recapping information that they have previously learnt in the topic and then will begin to learn about what conflict is, giving examples of large scale and small scale conflicts. Students will then read through the different reasons that conflicts happen and summarise the reason for conflict in the Middle East. After reading through their information students will then give a report on conflict in the Middle East using the example of the War on Terror.
Task 1: Knowledge Retention
Task 2: Categorise types of conflict
Task 3: Reasons for conflict in the Middle East
Task 4: Give a report on conflict in the Middle East using the example of the War on Terror.
This download contains a fully up to date lesson and worksheet.
Opportunities in Cold Environments - KS3 (Key Stage 3)
Students will firstly recap what they have learnt in previous lessons by answering 5 quick questions. Then they will be asked to locate Svalbard using latitude and longitude. Next they will read through their worksheet and highlight opportunities that are either, social, economic or environmental. Finally students will create a tourist brochure about the opportunities there are in Svalbard for people to experience.
Task 1: Knowledge Retention
Task 2: Locate Svalbard using geographical terminology
Task 3: Using fishing, tourism, energy and science, identify the social, economic and environmental opportunities.
Task 4: Using the opportunities you have learnt about today, create a tourist brochure to make people want to go to both Antarctica and Svalbard (Arctic).
This download contains an up to date powerpoint and a worksheet.
Sand Dune Formation in the Middle East - KS3 (Key Stage 3)
Students will begin by recapping physical features in the Middle East that they have previously learnt about. Students are then asked to describe what sand dunes are and then to identify where the Rub’ Al Khali is using latitude and longitude. Students are then given a video to watch about sand dune formation and given more information about their formation. For their final task they are asked to complete a comic strip to show the formation of sand dunes in their books.
Task 1: Knowledge retention
Task 2: Identify Rub’ Al Khali using geographical terms
Task 3: Identify the steps in the formation of sand dunes.
Task 4: Explain the formation of sand dunes in a comic strip.
This contains a powerpoint and worksheet.
Bundle
Physical Features of the Middle East - KS3 (Key Stage 3)
An introductory topic for KS3 Year 8 about the Physical features of Middle East, specifically focusing on the climate, plant and animal adaptations to the desert, sand dune formation and coasts along the Middle East, specifically with the formation of spits.
This bundle contains 5 lessons that are fully resourced.
Lesson 1: Mapping the Middle East
Lesson 2: Middle East Desert Climate
Lesson 3: Desert Plant and Animal Adaptations
Lesson 4: Sand Dune Formation in the Middle East
Lesson 5: Coasts of the Middle East
Students will gain a variety of skills such as data manipulation, graph reading, Choropleth map interpretation
This bundles contains fully resourced lessons along with worksheet
Mapping the Middle East - KS3 (Key Stage 3)
Students will begin by setting up their books for the new term with a learning journey and knowledge retention sheet (included). Then they will be informed of any misconceptions with the Middle East and given facts about it. Then will be asked to identify the Middle East globally then with Latitude and Longitude. Students will then be asked to fill in an A3 sheet with the countries of the Middle East, the seas, rivers and other physical features.
Task 1: Sticking knowledge organiser and learning journey in
Task 2: Identify the location of the Middle East globally
Task 3: Using latitude and longitude describe the location of several middle eastern countries.
Task 4: Identify the countries and physical features of the Middle East using Atlases.
This lesson has a completed powerpoint and worksheet
Desert Plant and Animal Adaptations - KS3 (Key Stage 3)
Students will begin the lesson with a formative assessment of the last 3 lessons on the Middle East. Then they will identify the characteristics of the desert and explain how this relates to biodiversity. Students will then learn about how camels are adapted to live in the desert and identify its features and how they related to the climate. This process is repeated again with cacti and how they are adapted to the desert. Each time students will attempt a 4 mark exam question about these features.
Task 1: Formative Assessment
Task 2: Recap features and biodiversity
Task 3: Introduction of camel adaptations and how they link to the climate
Task 4: Introduction of cacti adaptations and how they link to the climate
Task 5: 4 mark exam style question.
This lesson contains a powerpoint and worksheet.
Development in the Middle East - KS3 (Key Stage 3)
Students will firstly glue in their knowledge organiser and learning journey for the new topic (included in download) then students will recap the physical features of the Middle East from the previous topic. Students will be given a quick introduction to the history of the middle east and how early cultures and the silk road allowed the Middle East to flourish and how this helped bring about the Islamic Golden Age. Students will then evaluate which was the most important development in the history of the Middle East.
Task 1: Glue in learning journey and knowledge organiser
Task 2: Recap previous learning
Task 3: Describe why the early civilisations settled in these areas.
Task 4: Describe the route of the Silk Road
Task 5: Evaluate the inventions of the Islamic Golden Age
Task 6: Evaluate which was the most important development in the history of the Middle East.
Coasts of the Middle East - KS3 (Key Stage 3)
Students will first complete a knowledge retnetion on previous learning from physical features of the Middle East. Then they will describe the seas and oceans that surround the Middle East along with the Headlands and Bays. Students will then learn about deposition and transportation to begin to identify depositional landforms such as spits. Then students will locate the Bardawil spit and begin to learn about longshore drift. To summarise learning students will be asked to explain the formation of a spit in 4 marks.
Task 1: Knowledge Retention
Task 2: Identify the coasts surrounding the Middle East#
Task 3: Recap deposition and transportation.
Task 4: Identify the Bardawil spit
Task 5: Explain the formation of a spit (4 marks)
This download contains a fully up-to-date powerpoint and worksheet
Formation of a Hurricane - KS3 (Key Stage 3)
Students will begin by recapping what they have previously learnt in the other lessons on physical features in North America.
Students will then be introduced to what a hurricane/ tropical storm is, they will be asked to describe the distribution of tropical storms globally and then identify features of a tropical storm. Students are then asked to put in order the formation of hurricanes using a card sort and then label how hurricanes form and describe it in their books.
Task 1: Knowledge Retention
Task 2: Identify distribution of tropical storms globally
Task 3: Identify features of a hurricane
Task 4: Put in order the formation of a hurricane
Task 5: Describe in books how hurricanes form
This lesson has a completed powerpoint and worksheet
Development in Brazil - KS3 (Key Stage 3)
Students will begin by recapping what they have previously learnt in the other lessons on human development in South America.
Students will then be introduced to what development is and then to describe where the richest place with GNI is in South America, students then categorise the simple indicators of development into social, economic and environmental then they learn about the limitations to using money as a single measure of development, this transitions onto HDI and its properties. Finally students learn about the UN Sustainable Development goals and are to evaluate which is the most needed and why.
Task 1: Knowledge Retention
Task 2: Identify countries in South America with high GNI
Task 3: Categories the simple indicators of development into social, economic or environmental
Task 4: Identify countries with high HDi
Task 5: Recap core knowledge
Task 6: Evaluate which sustainable development goal each country should choose and why.
This lesson has a completed powerpoint and worksheet