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
Features of Cold Environments - KS3 (Key Stage 3)
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.
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
Bundle
Human Features of the Middle East - KS3 (Key Stage 3)
For KS3 geography, this bundle is great for Year 8 to follow on with the first topic “Physical Features of the Middle East”, and is designed to flow with that. This bundle allows students to investigate the human side of the Middle East with specific looks at development of the Middle East, from ancient civilisations, to the silk road and the Islamic Golden Age, all the way to modern day developments due to resources and geo-politics and modern day conflicts such as the War on Terror. Finally students will investigate the positives and negatives of tourism in the Middle East.
Lesson 1: Development in the Middle East
Lesson 2: Resources in the Middle East
Lesson 3: Geo-politics of the Middle East
Lesson 4: Conflict in the Middle East
Lesson 5:Tourism in the Middle East
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, learning journeys and knowledge organisers.
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.
Resources in the Middle East - KS3 (Key Stage 3)
Students recap the physical features of the Middle East from the previous topic and lesson. Students will then recap what resources are and be told about energy as a resource. Students are then asked to categorise energy into renewable and non-renewable. Using a map of the middle east students are then to describe the resource present in each country and then also describe the distribution of each oil producer. Then students demonstrate their learning through describing the distribution of oil in the Middle East and its effects on the Middle East
Task 1: Knowledge retention of previous learning
Task 2: Recap renewable and non-renewable energy
Task 3: Using the table and map, describe where the world’s oil reserves are
Task 4: Describe the distribution of non-renewable resources in the Middle East.
Task 5: Using the pie chart describe the distribution of the world’s biggest oil producers. (4 marks)
Task 6: Describe the distribution of oil in the Middle East and its effects on the Middle East
This download contains a fully completed powerpopint and worksheet.
Middle East Desert Climate - KS3 (Key Stage 3)
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
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
San Francisco Quake - KS3 (Key Stage 3)
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
Responses to Hurricane Katrina
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
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
Importance of Brazil - KS3 (Key Stage 3)
Students will begin by setting up their books for the human topic of South America/ Brazil and then answer 5 quick questions about their previous learning.
Then using longitude and latitude students will identify the location of Brazil, then Rio in their books. Then they will be given some background to the country of Brazil and then they will explain using their information sheet the importance of Rio both locally, nationally and internationally. Students are then tested on what they have just learnt and then given the task of creating a tourist brochure
about visiting Rio.
Task 1: Knowledge Retention
Task 2: Locate Rio within Brazil using longitude and latitude
Task 3: Read through information and highlight its local, national or international importance
Task 4: Quick Quiz
Task 5: Create a tourist brochure on Rio
This lesson contains a fully completed lesson, powerpoint, worksheet and learning journey for the topic.
Drug Trade in South America
Students will start with 5 quick questions from their previous lessons on the human issues in South America. Then they will learn what transnational crime is and what the drug trade is. Students are then to describe in their books the drug trade globally and its pathways into other continents. Using a flow map to describe the production of drugs in South America and its distribution into central and North America. Then they are tested with a zipper task about the content they have learnt and then will write a newspaper article about the drug trade in South America.
Task 1: Knowledge Retention
Task 2: Describe the areas globally that produce the most cocaine
Task 3: Describe the flow lines of drug production and distribution in South America
Task 4: Purposeful Retrieval of previous core learning
Task 5: Create a newspaper article about the drug trade in South America.
Fixing Inequality in Brazil - KS3 (Key Stage 3)
Students will start with 5 quick questions from their previous lessons on the human features of South America. Then students will be recapping what they have learnt so far about inequality and slums. Then they will investigate the Favela Bairo Project and where it is located and the effectiveness of it. Students will then have a decision making exercise of choosing where they would allocate funding to help reduce the inequality in favelas.
Task 1: Knowledge Retention
Task 2: Identification of slums and their inequalities
Task 3: Categorise the project outcomes into social, economic and environmental effects.
Task 4: Decision making exercise of choosing where they would allocate funding to help reduce the inequality in favelas.
This lesson contains a fully completed powerpoint and worksheet
People in Brazil - KS3 (Key Stage 3)
Students will start with 5 quick questions from their previous lessons on the location and features of South America and Brazil, they will then learn about how humans moved from the continent of Africa to the continent of South America. Then students will identify where the most mega cities are located and then identify using atlases where the important Brazilian cities are located. Then learning about the push and pull factors that move people from rural to urban areas.
Task 1: Knowledge Recap
Task 2: Identification of megacities and describe distribution of megacities globally
Task 3: Identify the location of several important Brazilian cities
Task 4: Identify which factors are push or pull factors.
Task 5: Describe and explain Brazil’s population density (4 marks)
This lesson contains a fully completed lesson and worksheet.
Hurricane Katrina - KS3 (Key Stage 3)
Students will begin by recapping what they have previously learnt in the other lessons on physical features of North America.
Students will then be introduced to how we measure hurricanes using the Saffir Simpon Scale and the given background information about Hurricane Katrina. Then students will be asked to describe the path the hurricane took to reach landfall. Then will watch the video on the hurricane, writing down any notes as they go.
Finally students will identify primary and secondary effects and identify if they are social, economic or environmental, this will result in them writing a newspaper article about Hurricane Katrina and its effects and responses
Task 1: Knowledge Retention
Task 2: Identify the path the hurricane took to reach landfall
Task 3: Identify the impacts of the hurricane from the video.
Task 4: Categorise impacts into social, economic, environmental and primary and secondary
Task 5: Show learning in a newspaper article describing Hurricane Katrina.
This lesson has a completed powerpoint and worksheet
Bundle
Physical Features of Asia - KS3 (Key Stage 3)
For KS3 geography, this bundle is great for Year 7 in their second term back at school, and is designed to flow with the “Human Features of Asia Bundle”. This bundle allows students to investigate the physical side of Asia with specific looks at countries as case studies with links to key geographical concepts such as earthquakes, plate tectonics with a specific investigation into the 1995 Kobe Japan earthquake.
Throughout the series of lessons, students will firstly begin by identifying plate tectonics and how plate boundaries create earthquakes, secondly they will investigate how the Kobe earthquake happened and then through the other series of lessons students will identify the impacts and responses to the earthquake.
Lesson 1: Asia’s Plate Tectonics
Lesson 2: Kobe Earthquake 1995
Lesson 3: Impacts of Kobe Earthquake 1995
Lesson 4: Responses to Kobe Earthquake 1995
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.