An AQA specification topic for KS4 in Geography about Resource Management, with a specification on water.
Throughout the series of lessons students will be able to accurately describe what resources are, why it is important to management them sustainability. First students start of with an overview of energy in the UK, then the provision of food in the UK along with how to reduce food miles and an introduction to agribusiness. Finally students will focus on the resource of water at the UK scale with Kielder Dam, in Northumberland as a water transfer scheme. Then focus on the larger scale of global distribution of water. With the focus on the south-north water transfer scheme in China. Then how to sustainability increase water supply with the Mali Water Aid case study.
Lesson 1:Introduction to Resource Management.
Lesson 2: Provision of Energy in the UK
Lesson 3: Provision of Food in the UK
Lesson 4: Reducing Food Miles and Agribusiness
Lesson 5: Water Management in the UK
Lesson 6: Global Distribution of Water
Lesson 7: Water supply, insecurity and sustainability.
Students will improve skills such as graph reading, data interpretation, and case study analysis.
This bundles contains fully resourced lessons along with worksheets.
A fully resourced and up to date lesson on the reasons why people live in tectonically active regions, why the effects of natural hazards are greater in LICs than HICs and creating a scientific hypothesis to check the statements.
Task 1: Starter: Knowledge recall on previous topic (Coasts)
Task 2: Recap on what the effects on natural hazards are.
Task 3: Create a scientific hypothesis to investigate why the effects on natural hazards are greater in LICs than HICs
Task 4: Watch the news video about the way Naples monitors Vesuvius.
Task 5: Either prove or disprove the scientific hypothesis.
Task 6: Exam question: Describe and explain how planning for a tectonic hazard might help to reduce the effects of an earthquake or volcanic eruption in Naples
(6 marks)
Task 7: Peer Feedback
Task 8: Revision on geographical skills
**Download contains PowerPoint and worksheet for the lesson. **
Students will be able to describe the journey of a river from source to mouth. This is an introduction to rivers and should be used at the start of Year 7 to consolidate any information they have about them and then teaching from this point. Students will learn to use terms such as highland, lowland, low,middle and upper course as well as river bank and river bed. Finally students will consolidate their knowledge to describe the location of River Severn’s location.
Starter: Knowledge Retention of previous lessons
Task 1: Recap on the different countries that make up the UK
Task 2: Describe the distribution of highland and lowlands in the UK
Task 3: Annotate the diagram of the river with key words
Task 4: Main Task: Describe the location of River Severn using the key terms learnt today.
Task 5: Plenary: Home Learning reminder along with SPAG cleanup.
Lesson contains one powerpoint and one worksheet.
Students will recap on what human geography is and its features along with investigating what a human settlement is and what scales they come in. Then students will investigate where certain cities in the UK are located. Students will be introduced to the terms dense and sparse and asked to identify areas in the UK that are densely and sparsely populated. Finally students will be introduced to key aspects of human geography such as social, economic and environmental and then asked to identify those features on images of the Leeds city.
Starter: Knowledge retention of previous learning
Task 1: Describe what is human geography and its features.
Task 2: What is a settlement and put the settlements in order of scale.
Task 3: Fill in the cities of the UK on a blank map using an atlas
Task 4: Describe the density and distribution of each football match, then areas in the UK.
Task 5: Main Task:Identify social, economic and environmental human impacts in each image.
Lesson contains one powerpoint and one worksheet.
Students will be able to describe where the continent of Europe if located using hemisphere, lines of latitude and longitude. Then using an atlas students will located each country in Europe and its seas on the handout
Starter: Knowledge retention about previous learning
Task 1: Describe the location of Europe globally
Task 2: Describe the location of Europe using latitude and longitude
Task 3: Main Task: Identify the countries of Europe on the sheet as well as the seas, and Alps, and climate areas if possible.
Task 4: Plenary: Recap of information.
Lesson contains one powerpoint and one worksheet.
For KS3 geography, this bundle is great for Year 9 in their second term back at school, and is designed to flow with the “Physical Features of Africa Bundle”. This bundle allows students to investigate the human side of Africa with specific looks at countries as case studies with links to key geographical concepts such as development, population and slums.
This bundle contains 6 lessons that are fully resourced, with powerpoints and worksheets.
Throughout the series of lessons, students will firstly begin by identifying population densities and sparsities in different countries in Africa as well as introducing population pyramids to students to link to development. Then students will investigate the importance of Nigeria and why it is globally and nationally important. Next students will find out what development is, and why some countries are less developed than others, which will directly link to colonisation and the reason some countries struggle to develop. Then once students are clear with population and development the concept of slums is introduced and linked to favelas in Brazil and what issues these cause for the people and how to fix them
Lesson 1: The Population of Africa
Lesson 2: Nigeria and its Importance
Lesson 3: Development in Africa
Lesson 4: Colonisation of Africa
Lesson 5: Slums in Africa
Lesson 6: Solutions to Slums
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.
Students will be able to locate Africa using the previous lessons learning and the map on screen, then students will investigate the misconceptions that they may hold about Africa. Next students learn what relief is and describe the areas of relief in Africa and then the river and climate of Africa, then the culture and religion of people in Africa.
Starter: Knowledge Retention of previous learning
Task 1: Describe the location of Africa
Task 2: Describe the relief of areas in Africa using compass directions
Task 3: Explain the rivers in Africa and their direction of flow.
Task 4: Explain the vegetation zones in Africa
Task 5: Plenary: Recap of home learning expectation.
Lesson contains one powerpoint and one worksheet.
Students will be able to describe the route the Amazon river takes using longitude, latitude and countries, then students will be asked to identify confluences, tributaries and other physical features associated with rivers. Next students will be asked to knowledge dump everything they can remember about the water cycle in their books and then match up the labels with the correct definition. Finally students will learn about convectional rainfall and asked to describe the water cycle in the amazon through everything they have learned.
Starter: Knowledge Retention of previous learning
Task 1: Describe the path of the Amazon river from source to mouth.
Task 2: Knowledge dump everything you know about the water cycle.
Task 3: match the correct word to the definition.
Task 4: Main Task: Describe the water cycle that occurs in the Amazon, then explain how this causes convectional rainfall in the Amazon rainforest.
Task 5: Plenary: Recap of home learning expectation.
Lesson contains one powerpoint and one worksheet.
Students will be able to recap the difference between weather and climate then identify the different climates of South America. Students then learn the three components that affect biome distribution. Then students will describe the climate region for the Amazon Rainforest and Rio de Janeiro in Brazil. Students will then compare the climate graphs of two distinct areas to gain confidence in analysing climate graphs. Then students will create their own climate graphs for the Amazon Rainforest. Finally students will compare two areas of South America to show contrasting climates.
Starter: Knowledge Retention of previous learning
Task 1: Describe the difference between weather and climate.
Task 2: Describe the climate region for the Amazon Rainforest and Rio de Janeiro in Brazil.
Task 3: Analyse two different climate graphs of contrasting areas in South America
Task 4: Main Task: Create climate graph of the amazon rainforest.
Task 5: Compare two climate graphs from two areas in Brazil
Task 6: Plenary: Recap of home learning expectation.
Lesson contains one powerpoint and one worksheet.
Students will be able to recap the key terms of rivers and the types of erosion that occurs and the coast. Then students learn about Angel Falls in Venezuela as a case study for waterfalls. Students then lean how waterfalls formed and are tasked with describing them on their whiteboards and are then tasked with describing how a meanders and oxbow lakes occur.
Starter: Knowledge Retention of previous learning
Task 1:Recap the location of the Amazon River, and the key terms associated with them
Task 2: Describe how waterfalls form.
Task 3: Key terms with meanders and oxbow lakes
Task 4: Main Task: Create a comic strip about how a meander and oxbow lake forms using key geographical terms.
Task 5: Plenary: Recap of home learning expectation.
Lesson contains one powerpoint and one worksheet.
Students will use some GIS to work along the coastline of Brazil to see the different features present at each location, then students will recap hydraulic action and abrasion. Next students will identify features of the coast on an OS map using 4-6 figure reference. Finally students will investigate how a sea stack forms using weathering and erosion to describe how.
Starter: Knowledge Retention of previous learning
Task 1: Describe the Brazilian coastline using GIS to identify features
Task 2: Using the OS map, identify headlands and bays using 4-6 figure coordinates
Task 3: Using the photograph, identify the feature present on the coast.
Task 4: Main Task: Explain the formation of a sea stack.
Task 5: Plenary: Recap of home learning expectation.
Lesson contains one powerpoint and one worksheet.
Students will understand the timeline the led to the Sailsbury incident, they will be able to explain why this incident happened.
Videos are linked in the download.
Students to complete a sheet to show understanding of the topic.
Lesson 8 of 9
Students will be able to recap the key learning from previous lessons on rivers and their features, they will also be able to describe 4-6 figure grid references on their whiteboards as a starter.
Then students will be given guided reading home learning (included) to cement their knowledge. Students then will recap previous terms of rivers, and the courses of the river.
Then students will go through the step-by step process of how levees are formed, with a strong investigation into deposition and how it works. Pupils will then be tested on the key knowledge of levee formation before being asked to annotate the sketch of a levee formation to show how it forms.
Starter: Knowledge Retention of previous learning
Task 1:Recap the key geographical terms for rivers
Task 2: Describe what deposition is and how it occurs
Task 3: Recap the core content of the lesson on whiteboards to show how well they understand
Task 4: Using the image on the screen, stick image in and annotate how the levee forms.
Task 5: Main Task: Annotate the sketch of a levee formation to show how it forms.
Lesson contains one powerpoint and one worksheet and home learning guided reading.
For KS3 geography, this bundle is great for Year 9 in their first term back at school. This helps to get students familiar again with physical geographical concepts of rivers, coasts, climate, sand dunes and plate tectonics. This bundle also contains a tutorial on GIS mapping for students to have a go mapping Africa 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 Africa and identify its location globally as well as its individual countries. Then students will go through the climate and misconceptions of Africa along with creating a climate graph and manipulating and using data. Next students will recap the water cycle, transportation and erosion to learn about Delta formation, specifically in the context of the Niger Delta. Then switching the plate tectonics students recap the theory and structure of the Earth before investigating shield and composite volcanoes as well as the African Rift Valley. Finally students learn about the formation of sand dunes and how they bring tourist opportunities as well as headlands, bays and spit formation along the African coastline.
Lesson 1: Mapping Africa using GIS
Lesson 2: Physical Features of Africa
Lesson 3: The Climate of Africa
Lesson 4: The Niger Delta
Lesson 5: The East African Rift Valley
Lesson 6: Sand Dunes at Sossusvlei
Lesson 7: Coasts of Africa
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.
Students will firstly recap what they have learnt in previous lessons on the topic and then begin to learn about what politics is. They will then investigate the 4 main types of politics such as democracy, monarchy, authoritarian and theocratic. Students will then describe the distribution of democracies globally and then learn about the Arab Springs and the effects and changes it brought to the middle east. Finally students will use the graph to describe if the arab springs changed anything for the people in the middle east.
Task 1: Knowledge Retention
Task 2: Describe distribution of democracy globally
Task 3: Identify causes of the Arab Spring
Task 4: Use the graphs to explain if the overall living standard has changed in the Middle East.
This download contains a fully up to date powerpoint and worksheet.
Students will firstly start with knowledge retention to recap on what they have previously learnt. Then they will answer 3 questions on their whiteboards about climate, biomes and permafrost to establish a baseline of knowledge. Then they will describe the location of cold environments globally and begin to investigate the polar and tundra environments. Then students will describe the climate of Canada using a climate graph and potentially create their own. Finally they will compare the climate graphs of Canada and Antarctic and explore the similarities and differences of each place.
Task 1: Knowledge Retention
Task 2: Recap on key geographical terms
Task 3: Describe distribution of cold environments
Task 4: Creating climate graph
Task 5: Compare and contrast arctic and antarctic climate graphs.
This download contains an up to date powerpoint and worksheet.
Students will begin by recapping what they have previously learnt in the other lessons on physical features of the Middle East.
Then they will recap what they know about climate and biomes. Then will be asked to describe the location of deserts globally using latitude and longitude. Then they will identify the features of the hot desert and will be asked to describe the climate of Egypt by identifying features of a climate graph. Higher ability students will be asked to complete their own climate graph in lesson. All students will be able to compare two climate graphs of differing areas.
Task 1: Knowledge Retention
Task 2: Identify location of hot deserts
Task 3: Identify the features of hot deserts
Task 4: Describe the climate of Egypt using a climate graph
Task 5: Creation of own climate graph
Task 6: Compare climate graphs of Egypt and Brazil.
This lesson has a completed powerpoint and worksheet
Students will start with 5 quick questions from their previous lessons on North America. Then they will describe the location of San Francisco in the United States of America, they will then recap conservative plate boundaries and how they cause earthquakes. Students will then be tested quickly on their ability to describe the formation of an earthquake. Students then learn how we measure earthquakes with the Richter Scale and the Mercalli Scale. Finally students will read through the information sheet about the quake and will identify the effects of the quake into social, economic and environmental effects. Then finish of their information by writing a newspaper article to summarise their learning.
Task 1: Knowledge Retention
Task 2: Identify location of San Francisco
Task 3: Recap how earthquakes form
Task 4: Identify the effects of the quake
Task 4: Write a newspaper article about the quake.
This lesson contains a full powerpoint, worksheet and newspaper template
Students will begin by recapping with a formative assessment on what they have previously learnt in the other lessons on physical features of North America
Students will then be asked how they would respond to the impacts of hurricane Katrina, and then will be asked to evaluate the responses of the government. They will do this through using the Disaster Management Cycle and will identify if these were long term of short term. Finally students will finish with writing a speech explaining how they plan to respond and recover from the effects of Hurricane Katrina.
Task 1: Knowledge Retention and formative assessment
Task 2: Identify how they would respond to impacts
Task 3: Categorise responses to short term, long term and effective/ ineffective
Task 4: Write a speech explaining how you plan to respond, recover, from the effects of Hurricane Katrina and prepare for future hurricanes.
This lesson has a completed powerpoint and worksheet
Students will be able to recap the key learning from previous lessons on Asia and features of population, they will also be able to describe the mode of data on their white boards as a starter.
Then students will be asked to describe what overpopulation is and what its effects might be. Then using a choropleth map to describe where globally is densely populated. There is then a video to watch to describe the problems with overpopulation. Students are to match up the causes of over population to the definition and describe why.
Students are introduced to Dharavi Slums in India and to describe using the images what problems overpopulation have caused.
Starter: Knowledge Retention of previous learning
Task 1: Define/ describe overpopulation
Task 2: Describe where globally is densely populated
Task 3: Identify the causes of overpopulation and evaluate which is the worst and why
Task 4: Main Task: Using the photographs of Dharavi, explain some of the problems with overpopulation
Lesson contains one powerpoint and one worksheet.