For AQA GCSE Geography. You need the Oxford AQA GCSE Geography Textbook for the new specification The lesson includes. Photo interpretation starter. Questioning activity Video clips Large A3 worksheet with a variety of different activities covering the required content. Plenary activity. All worksheets for photocopying included. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1A: In this lesson we look at monitoring, prediction, planning and protection in regards to tropical storms. The lesson has a tropical stormed themed retrieval practice starter. We firstly introduce the importance of monitoring to aid prediction with measurements of SST’s. There is a cloze writing exercise on monitoring of hurricanes. A video clip from American tv provides a useful example of how tropical storms are monitored and their paths predicted even on mainstream television. There are some questions for the clip. We then look at protection, specifically storm shelters in Bangladesh, the pupils will have to label the storm shelter and annotate why these features of the storm shelter were needed. We then look at how building in vulnerable areas has made the risks of tropical storms and storm surges more severe. We then look at Bangladesh as a success story of monitoring, predicting, planning and protection, the students have a grid with the actions that have been undertaken by Bangladesh, they have to categorise them accordingly. We finish with a GCSE-style practice question with some guidance and structure provided for the students. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2B: In this lesson we look at the changing rural landscapes of the UK. The lesson starts with a practice task. We then look at a cartoon which is showing rural-urban migration together with other geographical concepts. We then look at the reasons for people moving into rural areas. We then introduce two examples, one of rural population growth (South Cambridgeshire) and the other of rural population decline (Outer Hebrides). The pupils have a task worksheet to complete with various tasks for them to tackle. We finish with a 6-mark practice question with some guidance on how to respond. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1B: In this lesson we look at what valuable commodities and services the rainforest provides. The lesson has a rainforest themed retrieval practice starter. We look at what value the rainforest has to indigenous peoples and why these people may be at threat. Focusing on the Achua tribe we look at a video and complete some guided reading with the students completing some questions relating to the text. We then look at the valuable medicines that come from the rainforest, the students have to complete an annotated ‘rainforest cabinet’ using information from the slide. We then look at essential services. The students read the information on the various services the rainforest provides and rate them according to how important they are and explain why they think this. We finish with a GCSE-style practice question with some guidance and structure provided for the students. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1B: In this lesson we look at what how plants and animals have adapted to the environmental conditions in the rainforest. The lesson has a retrieval practice starter to begin with. We then look at what biodiversity is and why the rainforests are particularly diverse. We then look at rainforest stratification and plant adaptations. The students have a sheet to complete and some information slides to use to complete the sheet. This could be used as a carousel or group work task. The sheet can even be coloured in! Then the students complete a mix and match up task on the most common types of animal adaptations. The students then complete a rating task with explanation as to how significant are threats to biodiversity in the rainforest. We finish with a GCSE-style practice question with some guidance and structure provided for the students. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the 2016 specification Unit 1C: In this lesson we look at soft engineering methods of flood management. We start with a retrieval practice grid game based around the work we have undertaken in the rivers unit of work so far. The students then complete a cloze exercise to create a definition of what soft engineering is. The students then investigate flood warnings as issued by the Environment Agency and preparations by completing a guided reading exercise. We then look at three soft engineering strategies in turn: River restoration, flood plain zoning and afforestation. For each method, the students write a description, sort out the advantages and disadvantages and complete a task involving a diagram. There is a short video task on rover restoration. We finish with a 6-mark GCSE style question and there is some guidance for students who need it on how to answer it. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at how coastal management has been undertaken at Lyme Regis in Dorset. The lesson has a retrieval practice starter based around a field sketch of a coastline. We firstly introduce Lyme Regis as an example of coastal management and consider which interest groups may have concerns about the construction of new sea defences. The pupils complete a worksheet where they read through the four phases of coastal management, highlight examples of hard and soft engineering and answer some questions. They then complete a map skills activity where they label on where the coastal defences have been built using 6-figure grid references. We then look at the positive and negatives of coastal management in Lyme Regis. We finish with a GCSE-style practice question with some guidance and structure provided for the students. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at how the Midlands town of Banbury has managed flood events through a flood alleviation scheme… There is a pre-populated retrieval practice starter grid at the beginning of the lesson. We begin by looking at the location of Banbury and the students construct a description of the location from sentence fragments. We then move onto the historical floods at Banbury and why it needed protection. There is a cloze exercise for the students to complete. We then look at the flood alleviation scheme and the students have a blank map of the area and they use grid references to locate and annotate on the map the feature of the scheme. We then complete a categorising activity on the benefits and issues of the scheme. There is also a 9-mark GCSE-style practice question with some guidance for the students on how to complete it. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2B: In this lesson we look at the changing transport infrastructure of the UK. The lesson starts with a retrieval practice task. We then briefly consider what infrastructure means before looking at what the problems with the UK’s existing infrastructure is. The pupils create a mind map for this. We then look at projects that the UK is undertaking or has recently undertaken to improve transport connections. The pupils have a map of the UK to annotate using information slides that can be placed around the room, on tables or in groups. We look at a short video clip on Crossrail and the pupils answer questions about the impacts the project being over schedule and over budget has had on local people and the economy. There is a consolidation task which gives pupils a choice or questions to answer. We finish with a 6-mark practice question with some guidance on how to respond. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at hard engineering methods of flood management. We start with a retrieval practice grid game based around the processes and landforms of erosion. The students then complete a cloze exercise to create a definition of what hard engineering is. We briefly introduce soft engineering, then the students have a blank diagram of a drainage basin which has undergone both hard and soft engineering strategies to reduce flooding. The students have to annotate the diagram and work out which is hard and soft engineering. The students are then given some information cards and have to record details on four methods of hard engineering:- dams and reservoirs, flood relief channels, embankments and channel straightening. The students record the advantages and disadvantages and complete a rating exercise for various factors. We finish with a 9-mark GCSE style question and there is some guidance for students who need it on how to answer it. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1A: In this lesson we look at what extreme weather is, what type of extreme weather the UK experiences and whether the UK may experience more in the future. The lesson has a retrieval practice starter where the pupils choose the places or the circumstances where tropical storms can be found. We then look at the definition of extreme weather. The students complete a map exercise which helps to explain why the UK’s geographical location allows a variety of extreme weather to be experienced. The students then complete a spider diagram on the types of extreme weather, there are some video clips and information slides to help with this which could be a carousel activity. We then complete a map exercise where the students use an atlas to locate where the extreme weather impacted and evaluate how severe the weather event was. We finish with a GCSE-style practice question with some guidance and structure provided for the students. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1B: In this lesson we look at what the physical characteristics of tropical rainforests are. The lesson has a retrieval practice starter quiz on rivers to begin with. We then look at what it is like to be in the rainforest with a short video clip of walking through the forest. We then look at the location of tropical rainforests and the students have a map with some questions of differing difficulty to answer. The students are provided with a worksheet to draw a climate graph of the rainforest with some additional skills questions to answer (works well with a visualiser). The students complete an annotated profile of the rainforest latosol soil, describing and explaining its characteristics. We then look at the nutrient cycle and the students annotate a diagram making sure they eliminate the incorrect word from the annotation. We finish with a GCSE-style practice question with some guidance and structure provided for the students. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2B: In this lesson we look at the evidence and reasons for a north-south divide in the UK. The lesson starts with a retrieval practice task. We then briefly look at a cartoon illustrating the economic differences between the North and South of England. After introducing the concept of a North-South divide the pupils create a ‘Road to the North South Divide’ in there books by annotating a road to show how the divide was established. We then use evidence from a data table to annotate a map showing the divide. The pupils then look at the strategies that have been adopted to re-balance the difference. They use information slides (LEP’s, enterprise zones and the Lancashire LEP) and video clips to make notes for Boris Johnson to address the public about he North-South Divide. Finally we answer an exam question with some guidance for the pupils on how to answer. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson. At least 1 hour long. This lesson explores what the concept of development is. the students then explore what factors affect development worldwide by annotating the four categories with ideas, Social, environmental, political and economic. We then look at GNI and HDI as measurements of development and consider both their strengths and weaknesses. We then look at global patterns of HDI, and quality of life. Included is: Map interpretation starter Factors of development activity Video clip on development measurements Activity on development measurements HDI questions activity. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

Key Stage 3 lesson for a scheme of work on The Rise of The Dictators. In this lesson we look at the Russian Revolution of 1917 and its causes. We begin by looking at Tsar Nicholas II, we then watch a video clip on the reasons for the Revolution. We use info cards and visual hexagons to examine the causes in more detail. We then look at the rise of the Bolsheviks and the pupils create a scroll through history to explain the events of the rise of Bolshevism. We look at a source featuring Lenin and finish on a “to what extent” question. I hope this proves useful and saves you some time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the 2016 specification Unit 1C: In this lesson we look at the physical and human factors affecting flood risk and storm hydrographs and what factors affect their shape. We start with a retrieval practice quiz with ten questions. We begin by looking at the definition of flooding and a brief example by considering the floods around Doncaster in 2019 and 2020. There is a video clip for this. We then look at the physical and human factors that affect flooding. The students have a diagram to annotate and locate an appropriate example on the diagram, they then colour code the annotations into physical and human factors. We then explore the components of a hydrograph. The students have a blank graph to label on the various component parts of the graph. We then look at what factors are likely to affect the storm hydrograph. Here the students have a grid to fill in with annotations from the board. They have to locate where the annotation would logically go on their grid. We finish with a 4-mark GCSE style question and there is some tips for students who need it on how to answer it. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

This is a worksheet that I use with the pupils to look at primary and secondary effects of Typhoon Haiyan. The pupils write any ‘storm statistics’ they can find on the storm related to the symbols next to them. I hope you find it useful.

GCSE Geography worksheet on which the pupils create a choropleth map to show the distribution of the numbers of people affected by the tropical storm. It also has some GCSE-style questions for the pupils to answers. Please feel free to download and adapt. https://www.tes.com/teaching-resources/shop/markthegeographer