View different biomes
Guess the word starter (4 pictures 1 word)
Definitions
General climate
Video
Word bank
Definitions of words on board
Address misconceptions
All answers fade in
Task to find locations
TEA describe their locations
Challenges included
SEN worksheet
Video
Key features
Sharing thoughts
Images
Intentions
Marriage - why?
Image and speech bubbles
4 parts - images and names
Reading
Henna design
Video - 3 notes
Images
Intentions met so far = time to apply knowledge
Leaflet creation (handouts)
Use what they learnt today and the information sheet to help make leaflet
Extra worksheet if you want to use - gapfill, word bank, exam questions (level included)
Height on maps
Gapfill and word banks
Spot height
Layer colouring
Contour lines
Explanation through colour coding, animations and different perspectives
Example drawing
2 minute video summarising
Option to draw contour lines on landscapes
Short tasks
Worksheet applying map skills onto OS map
All answers pop up
Includes higher thinking skills for those who need challenges
Gapfill plenary
Helpsheet available for low ability
Definitions mix and match boxes
Class activity
Low ability student support
High ability challenges
Examples for scaffold
Lots of imagery to address misconceptions
Worksheets available (differentiated)
Literacy task
Hinge questions for assessing knowledge
All answers (fade out)
All definitions on board under text
Plenary to find definitions of unknown words using dictionary practice
Reading/ knowledge/ linking to rainforest class
1-2hour lesson depending on ability.
Homework included
Update 2024: KS3, more creative, scaffolding, and materials added.
Lots of visuals
Poster task
Student examples included as ideas.
1hour lesson
Wheel of fortune sharing (built into PPT)
Lesson 7.1: Year 7, first class of climate change (causes)
Lesson plan (1 page bullet pointed each section)
Powerpoint (to follow with the powerpoint) - leaflet/ writing task
PPT has videos and built in timer to help you keep your time management.
Alter as needed.
Powerpoint for a 1hour lesson on waterfall formation. Adjustable depending on students’ ability and lesson time. Each level gets harder for them to remember.
Starter for students to think
Mind map alone/ do together
Label picture and explain/ students guess
Match key terms and definition
Video on formation
What happened in the video (with image): explanation by students
Storyboard explanation
Fill in the blanks(1)
Complete the order (2)
Team activity: spot the mistakes/ correct
Team activity: summarise formation/ feedback
Plenary: checking understanding of key terms by labelling the waterfall
Homework: learning the definitions for pop quiz (literacy skills)
Includes an optional worksheet as homework to reineforce formation
starter
definitions of words (break down into 4 sections) - i do, we do, you do model with worksheets
green pen answers
lots of challenge questions -prior knowledge and current news. prompt them if needed during questioning.
pair discussions of images
questioning
print out of the images for annotations option
gap fill task (print out for lower ability with word bank available for all/ some)
back to annotations for those who finished early
glue into books/ keep tidy
answers via questioning/ reading
green pen
exam question modelling
marking
plenary quiz
An impact of climate change - focus on biodiversity
Starter - definition of words. challenge included
Green pen - add to answers
Point left/ right for correct answers (AFL)
Students read intentions
Students read the maps (write a sentence) - sentence starter on whiteboard
Students read endangered line (understading - why?)
Mind map reasons - do a few examples and add on board first
Green pen add 3 more ideas
Key term conservation
Break down the word - bio / diversity = diverse stem (on white board)
Breakdown sustainable
Students to write down if they don’t know the words
Differentiated reading (3 versions to make it easier for teacher to split them)
Highlighting, writing ideas, challenges
Create a poster or fact file (depending on time)
success criterion - emphasise there is no marks for pretty work - to do it after the writing
challenge
e.g. my year 8s wrote half a page of information (mixed ability) for fact files
e.g. my year 9s wanted to do more drawings (mixed ability) so their work varied but they were really into it and would need more time.
Feedback to class (table or notes - they were much faster with just making notes) - chose 1 per animal - visualiser for recognition and rewards
Plenary - which one to save? Hands up voting.
Learning outcomes:
Define the term NEE and give examples.
Rank and justify the improvements you would make to an LIC.
Investigate an African NEE country.
Each time you do one, you refer back to it via AFL with students
Strong focus on command words as these will be in exam questions (for young or older students to be aware of the meaning of these)
Scenario based thinking on own.
Pair work on same scenario but having to agree on one decision together.
Feedback to class
Learning Social/ Economic/ Environmental/ Political. Questions/ prompts per section to help students answer or categorise properly. Do an example together. Model it (especially if they are younger or have needs, otherwise it is already displayed on board)
Students read information and put them into the correct categories (10 minutes). AFL and check whole room progress. I added additional 3 minutes with their goal to have one thing per box as 2-3 boxes were mainly done. Challenge included if needed.
Random sharing. Depending on your student you can allow them to share any box, or you choose a box (but lower ability/ SEND may not have the box you want).
Plenary for students to recheck the intentions and discuss if they met them. This shows their progress and understanding.
Handouts available. SEEP in colour or black and white. Information sheet in colour, and shared handouts to have them exposed to graphs, tables and maps, and to help their partner as the task may be difficult for some.
Assessment
Challenges included
Peer assessing
Show progress before and after.
4 marker question (to assist with end of unit assessment)
When finished, students to keep their books nice and presented etc.
Video
List 10 facts
Plenary discussion
Later:
Teacher mark and award marks, checks through books (every few weeks) - rewards for consistent effort, presentation etc, recognition of students within books, and in class next lesson.
e.g. postcards home for good work and special stamps, okay work stickers, improvements needed nothing (all is based on student’s progress on their ability)
Engaging and exploring lesson through reading.
If you don’t have the book, you can print out the pages (included)
1.To describe why Africa is both cursed and blessed by geography.
2. To identify key challenges that Africa faces.
3. To develop a creative piece of work about Africa.
• Starter: 5 facts – 2 minutes
• Date and title
• Learning intentions
• Read the book 5 minutes and 2 min discussion task
• Comprehension questions (10minutes) – challenges included.
• Peer assessment
• Raise of hands to check their knowledge
• Design a poster
• Plenary: share your work
Support: Examples, Colour coded, Answers on board, Word bank, Images, Gapfill for lower ability/ SEND
Included full lesson plan
Starter
Atlas use
Maps to label
Mind maps about countries - using stats
Challenges included
Quiz-Quiz-Trade game
Note down some facts from the game
PowerPoint portfolio
Consistent design and font
All 8 teaching standards with bullet points in each (from the Teaching Standards)
Under each bullet point are examples of how I completed it as evidence
Adaptable
You can include images/ files to the PPT
Your own portfolio should already be online for you to refer to (if you’re training)
Learning English in real life scenarios. Adapted for in person teaching, online teaching, and telephone teaching. All worksheets, activities and powerpoints for each section are included and editable if needed. This book has been widely used for learning languages in schools.
Translated in Korean (which you can remove or adjust to another language)
For example, teaching Italian with English translations.
The translations are for students to be able to self-study and understand, with or without the help of their parents or teachers. It allows them independence if you decide that yo want them to do the work beforehand, or with you, or as homework. The page numbers make it easily referenced especially when you are teaching remotely. I usually changed 10. into competitive learning games as they were more interested.
Day/ Chapter……………………Page
Flight……………………….……….4
Post office………………………15
Cinema……………………………25
Restaurant………………………33
Shopping…………………………41
Hospital………………………….53
Guess who………………….….64
Crime………………………………72
Review…………………………….78
Free talk…………………….….79
A full 1 hour lesson. Lesson plan refers to 50 minutes but it is easily 1 hour or more depending on how much time you want to provide. I included this because you can understand each part. All sensitive information is removed. I have also included a section for a Plan B, in case the class does not go to plan.
A brief starter about each season to assess their prior knowledge and the importance of knowing this information. E.g. Would you wear a warm coat in the summer?
A merry-go-round activity with stations. This saves lots on resources as you only need 6 sheets.
Depending on the level of your class, you can remove more information, and remove the bold font as hints. Depending on your student’s knowledge, you may want to explain some things first or change some information. For example, food chains/ webs.
Arrived at Manaus (chapter 3 onwards)
Adaptations based on the story.
Literacy based.
Science included.
Worksheet available.
Homework included (unless you want to do in class. It is also differentiated if needed).
These are designed for 1hour. 3 slightly different versions depending on your resources/ class behaviour/ student abilities. You can mix them up. There are some Pokemon themed sections which you can remove/ alter. All materials and helpsheets included. Lesson plans are not included due to confidential data. Gapfill also included for students to try answers.
In seats, short task together, short independent task building towards main independent task. Pair work. Similar to a treasure hunt but using words, to decode a secret word.
Main activity is fun: linking into science, survival in real life using minimal items such as a leaf or a puddle etc. Depending on which resources you want to use and environment, this can be adapted. In this scenario, it’s in the classroom so it uses a bowl. There are other ways of making a compass but this is the minimal as you want magnetic north to address the misconceptions that North is always in front of you like the maps say.
If you happen to not have materials/ or it’s being used by the science department/ don’t have any at home or the budget… you can skip the making compass section and show with your compass/ your phone/ provide compasses (depending on resources). The main activity involves a team game where they have to the teacher from A to B using the classroom. For behaviour control, they can estimate the number of steps (assuming they have also not learnt scale/ distance yet), or if you have a behaved class you can allow one student per team to leave their seat to count steps (limits to about 6 students out their seats at a time for classroom management). The purpose of the lesson is compass directions so the other factors are not important in this class. Future classes will have these skills combined.
2 and 3 looks more into real-life survival skills and involves team activities. There are also extras included depending on the class speed/ lesson time.
If you have a break in classes, you can use it to prepare materials/ set up teams to save time. My students know how to move the tables, who’s in their teams, who is the team leader for collecting items (classroom management), and complete it within 30 seconds with materials. You must model it well if it is your first time with such activities.