I am a Geography specialist who has also been teaching GCSE history for the past few years. I have uploaded some lessons for History and Geography. I hope people find them useful.
I am a Geography specialist who has also been teaching GCSE history for the past few years. I have uploaded some lessons for History and Geography. I hope people find them useful.
A variation of the popular learning journey idea, but with a river instead. Obviously you start from the top (source) though with this one!
Hope that it proves to be useful.
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AQA GCSE Geography lesson as part of the Nigeria: A Newly Emerging Economy unit. The lesson is roughly one hour long but can be shortened or extended. In this lesson we introduce the concept of a TNC. We then do a quick activity on the incentives for TNC’s to locate their operations in different countries. The pupils then complete a sorting exercise on the problems and benefits of TNC’s in general before we look at Shell’s operations in the Niger Delta. The pupils create a visual chart to show the overall benefits and costs, but also the extent to which those factors are benefits or costs. We then go on to answer a 6 mark question with a structure strip for support. Included is:
Starter on TNC’s in Nigeria
Exercise on incentives for TNC’s in countries
Sorting activity on costs and benefits
Costs and benefits chart on Shell Oil
GCSE style question with structure strip
Hope this helps.
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A starter activity that makes the pupils think about words in context by firstly working out which word goes where, but then they must use the words verbally in another sentence within the context of the subject.
Hope it proves useful
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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.
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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 1A: In this lesson we look at the causes, effects of and responses to the Somerset Levels floods of 2014.
The lesson has a multiple choice retrieval practice starter. We firstly introduce the location of the Somerset Levels and the pupils consider why the area may be prone to flooding, this could be just a discussion or they could annotate the map. They use sentence fragments to write a description of the location. We then look at the causes of the floods, for this the students complete a cloze exercise and highlight long and short term causes. There is a video clip to watch on what happened during the floods. The students then create a map to show the extent of the floods by colouring by numbers on a worksheet. They then look at the impacts and categorise them into social, economic and environmental. We then briefly look at dredging with an optional video clip before the students sort the responses out into immediate and long-term responses on a worksheet. We finish with a GCSE-style practice question with some guidance and structure provided for the students, there is also marking guidance provided.
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 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
Complete bundle for the AQA GCSE Geography 2016 specification Unit 2a The Urban World using Lagos, Nigeria, as a case study.
All lessons have a variety of differentiated activities, skills tasks, video clips. exam-style questions with guidance and photocopying/printing ready worksheets and handouts.
The order of the lessons is
Urbanisation: An Increasingly Urban World
Megacities: The Emergence of Megacities
Introducing Lagos
Growing Lagos
Social Challenges in Lagos
Economic Challenges In Lagos
Improving Lagos’ Environment
Squatter Settlements in Lagos
Urban Planning in Lagos
I hope this saves you valuable planning time!
https://www.tes.com/teaching-resources/shop/markthegeographer
This bundle includes all lessons on Lagos for the AQA specification Unit 2 section A.
Lessons include a variety of activities, video clips, exam-style questions and worksheets ready to print or copy.
the sequence of lessons is :
Introducing Lagos
Growing Lagos
Social challenges in Lagos
Economic challenges in Lagos
Improving Lagos’ environment
Managing Squatter Settlements in Lagos
Urban planning in Lagos
Hope this saves you some valuable planning time.
https://www.tes.com/teaching-resources/shop/markthegeographer
A bundle of all my coasts lessons prepared for the AQA specification, but still useful for other specifications.
Lesson titles in order are:
Types of Waves
Weathering and Mass Movement
Processes of Erosion and Transportation
Headlands and Bays
Wave Cut-Notches & Platforms, Stacks, Stumps and Arches
Longshore Drift and Deposition
Beaches and Sand Dunes
Spits and Bars
Coastal Landforms at Swanage
Hard Engineering
Soft Engineering
Managed Retreat
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AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at the what urban sustainability is and how it can be achieved.
The lesson has two retrieval practice starter options for you to populate. We then introduce the concept of urban sustainability. The pupils then complete a variety of tasks as we look at water conservation (with Cape Town as an example of water stress). Sustainable Drainage Systems (SuDS). Methods of energy conservation, waste management and recycling, and creating green spaces. 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 2A: In this lesson we look at the what traffic management strategies are available to reduce congestion in urban areas and some examples of how this can be done.
The lesson has a retrieval practice starter. We then introduce the problems of traffic congestion in urban areas. In the first task the pupils use hexagons to think about the impacts of traffic congestion. We then introduce ‘carrot’ and ‘stick’ stratgeies and the students go through a range of example strategies and categorise them into ‘carrot’ and ‘stick’ strategies, ranking them in order of effectiveness and explaining their top choices. We then look at two examples of cities (Singapore and Beijing) that have adopted both of these strategies. Using a variety of videos and information slides the pupils makes notes of whether they are ‘carrot’ or ‘stick’ stratagies. 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 1A: In this lesson we look at the events, effects and responses of Cyclone Idai on Mozambique, Malawi and Zimbabwe.
The lesson has a retrieval practice starter based around a field sketch of a coastline. We firstly introduce Cylone Idai and there is a video clip of the impafts to give students an understanding of the context. The students then undertake a colouring by numbers exercise to create a choropleth map of the rainfall accumulations of the tropical storm. We then consider the effects. The students complete a simple classification exercise categorising the effects into primary and secondary as well a SEE effects. We then look at the responses to the cyclone. There is a worksheet for this activity where the students read the repsonses and tick the appropriate boxes to determine if it was immediate or long-term and how long they think the response took. 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 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 Changing Economic World section. Lesson one in the Nigeria SOW. The lesson is over one hour long, but can be adapted.
We first look at the location of Nigeria and pupils complete some skills work around describing the location. We then continue to examine Nigeria’s global importance whilst the pupils complete an knowledge organiser. Then using demographic data the pupils examine Nigeria’s population whilst practicing some graphical skills. We then look at the importance of Nigeria in Africa. Included in the lesson is:
Differentiated activity on Nigeria’s Location
Knowledge organiser on Nigeria’s global importance
Graph skills worksheet on Nigeria’s Demographics
Activity on Nigeria’s importance in Africa.
Hope this helps.
https://www.tes.com/teaching-resources/shop/markthegeographer
AQA GCSE Geography lesson from the Nigeria: A Newly Emerging Economy Unit.
The Lesson needs the Oxford AQA GCSE Geography textbook
The lesson is roughy one hour long, but can be extended or shortened, The lessons starts with an annotation exercise on an image of slums in Lagos. The pupils explore the environmental problems in the image and potential causes and solutions. We then take a short look at a video clip of an illegal oil extraction operation in the Niger Delta and asked how rapid developemnt may have led to this. The pupils then move onto an A3 information gathering task usingthe Oxford textbook. The sheet is differentiated with a variety of tasks. We then finish the lesson by attempting to answer a 6-mark question on environmental issues with guidance and structure if the pupils need it. Included is:
Photo annotation starter
Two relevant video clips
A3 information organiser task
GCSE question with structure and guidance.
Hope this helps.
https://www.tes.com/teaching-resources/shop/markthegeographer
AQA GCSE Geography Lesson from the Nigeria: a Newly-Emerging Economy section. The lesson is roughly an hour long. We start with a photo showing an illegal crude oil refinery in Nigeria and discuss what this reveals about he country and its natural resources. We then look at Nigeria’s political links to other organisations such as OPEC and the United Nations. We ask which of these are most significant to Nigeria’s development. We then look at Nigeria’s two main exports sectors, crude oil and agriculture where the students annotate a text extract to show their understanding. We then look at where Nigeria’s exports of crude oil go to by creating a flow line map. We then answer a GCSE style question worth 6 marks with guidance should the students need it. Included is:
Photo interpretation starter on illegal crude oil refinery
Sorting activity on political links
Text extract annotation task on crude oil and agriculture
FLow line map activity
6 mark GCSE stye question with guidance.
Hope this helps.
https://www.tes.com/teaching-resources/shop/markthegeographer
AQA GCSE Geography lesson on the Nigeria: a Newly-emerging Economy unit. The lesson is approximately one hour long, but can be extended or shortened. In the lesson we look at What Nigeria’s economy looks like and how it has changed over time. The pupils will do some interpretation of pie charts. They will then create a graph to show Nigeria’s employment structure. We move on to create a diagram that is annotated to explain why Nigeria’s economy is developing, before looking at the growing manufacturing sector. The pupils will then answer a GCSE -style question using points for guidance. Included in the lesson is:
Starter activity
Pie Chart interpretation activity
Graphical skills task
Creating an annotated diagram task around Nigeria’s developing economy
Answering a 6-mark GCSE-style question with guidance.
Hope this helps.
https://www.tes.com/teaching-resources/shop/markthegeographer