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
Population Pyramids - KS3 (Key Stage 3)
Students will start by conducting a formative assessment on their previous learning of Asia and key geographical concepts. Students will be introduced to the core concept and key features of the population pyramid, this will set the ground work for the rest of the lesson. Then they are to watch a quick video (link in powerpoint) over what population pyramids are and their 3 phases.
Students are then to identify the features of two separate population pyramids in Asia and then to compare and contrast them to show understanding and comprehension.
Starter: Formative Assessment
Task 1:Introduction into what the core features of population pyramids are and why we need them.
Task 2: Watch the TedEd video describing population pyramids and make notes about them.
Task 3: Describe the population pyramid for Afghanistan and then describe the population pyramid for Japan
Task 4: Main Task: Compare and contrast the population pyramids of two countries in Asia
Lesson contains one powerpoint and one worksheet and the formative assessment quiz.
Population of Asia - KS3 (Key Stage 3)
Students will start by recapping what they have learnt in their previous lesson about the location and countries of Asia along with river features of previous topic. Then students are to describe what population density and distribution are by describing them using 4 examples. Students to identify using a choropleth map which countries in Asia are the most densely populated. Then students to recap what rural and urban areas are along with why people move from rural to urban areas.
Starter: Knowledge retention of 5 quick starter questions
Task 1:Introduction to population density and distribution, describe the distribution and density of 4 football matches.
Task 2: Describe which countries in Asia are densely and sparsely populated on the choropleth map.
Task 3: Identify the difference between urban and rural areas.
Task 4: Write down what the push and pull factors are for rural and urban areas.
Task 5: Main Task: Describe why people move from the rural areas of India to urban cities.
Lesson contains one powerpoint and one worksheet.
Mapping Countries in Asia - KS3 (Key Stage 3)
Students will start by gluing in learning journeys and knowledge organiser to show what they will be learning this term. Then students will be asked to show their knowledge of previous learning from their rivers topic. Students will then be asked to describe the location of Asia, then to do this using latitude and longitude showing increasing depth and skill. Then using the template attached students are to use atlases to draw on the countries and physical features of Asia on their sheets.
Starter: Knowledge Retention 5 quick starter questions
Task 1: Describe the location of Asia globally
Task 2: Describe the location of Asia using latitude and longitude
Task 3: Main Task: Using an atlas write down the location and physical features of Asia.
Lesson contains one powerpoint and one worksheet and learning journey and knowledge organiser.
River Volga's Levees - KS3 (Key Stage 3)
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.
River Volga's Meanders - KS3 (Key Stage 3)
Students will start by conducting a formative assessment on their previous learning of Russia and key geographical concepts. Then students will recap their previous learning in 6 quick questions on whiteboards. Students will be given guided reading homelearning (included) to cement their knowledge. Students then will recap previous terms of rivers, and the courses of the river. Students will then be tested on their knowledge retention on learning about meanders and then asked to complete a field sketch and annotation .
Starter: Formative Assessment and then 6 quick starter questions
Task 1:Recap the key geographical terms for rivers
Task 2: Describe the definition of meander and how they form
Task 3: Tested on key components of rivers such as slip off slope and river cliff
Task 4: Main Task: Write instructions on how the create an meander (Lower ability) oxbow lake (higher ability)
Task 5: Plenary: Recap of key questions from today
Lesson contains one powerpoint and one worksheet and home learning guided reading.
River Volga's Waterfalls - KS3 (Key Stage 3)
Students will be able to recap the key terms of biomes, their components and the location of the taiga from previous lessons on their whiteboards as a starter.
Then students will be given guided reading homelearning (included) to cement their knowledge. Students then will recap previous terms of rivers, and the courses of the river. Then students will locate the river volga globally and use 4-6 figure grid reference to establish geography skills. Finally students will create a story board on the steps of waterfall formation and a quick quiz on what they learnt.
Starter: Knowledge Retention of previous learning
Task 1:Recap the key geographical terms for rivers
Task 2: Describe the location off the river Volga
Task 3: Identify the 4-6 figure grid references to certain features along the river
Task 4: Main Task: Create a comic strip about how a waterfalls forms using key geographical terms.
Task 5: Plenary: Recap of key questions from today
Lesson contains one powerpoint and one worksheet and home learning guided reading.
Bundle
Physical Features of South America
For KS3 geography, this bundle is great for Year 8 in their first term back at school. This helps to get students familiar again with physical geographical concepts of rivers, coasts, climate. This bundle also contains a tutorial on GIS mapping for students to have a go mapping South America 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 South America and identify its location globally as well as its individual countries. Then students will go through the climate of South America along with creating a climate graph and manipulating and using data. Next students will recap the water cycle, transportation and erosion to learn about meander and waterfall formation, specifically in the case study of the Amazon River. Finally students learn about how headlands, bays and sea stacks formation along the South American coastline.
Lesson 1: Mapping South America using GIS
Lesson 2: Climate of South America
Lesson 3: Amazon Rainforest Characteristics
Lesson 4: Deforestation in the Amazon
Lesson 5: Water in the Amazon
Lesson 6: The Amazon River
Lesson 7: Coasts of Brazil
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.
Coast of Brazil - KS3 (Key Stage 3)
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.
The Amazon River - KS3 (Key Stage 3)
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.
Water in the Amazon - KS3 (Key Stage 3)
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.
Deforestation in the Amazon - KS3 (Key Stage 3)
Students will be able to recap where tropical rainforests are located globally, then they should work on defining what deforestation is, then students should identify the trends of deforestation shown in the choropleth map. Then students investigate the reason why deforestation occurs due to economic reasons. Finally students weigh up the economic benefits with the environmental costs of deforestation.
Starter: Knowledge Retention of previous learning
Task 1: Describe the location of tropical rainforests globally.
Task 2: Describe the trends shown in the choropleth map.
Task 3: Describe the trends in the pie chart for reasons of deforestation
Task 4: Main Task: Evaluate if the economic benefits of deforestation are worth the environmental cost
Task 5: Plenary: Recap of home learning expectation.
Lesson contains one powerpoint and one worksheet.
Amazon Rainforest Characteristics - KS3 (Key Stage 3)
Students will be able to describe where tropical rainforests are located globally using lines of latitude and other descriptors of location that students have learned. Then students will describe the location of the Amazon Rainforest in South America using the same skills as before. Next students will investigate why rainforests are in that area and how convectional rainfall occurs. After that students will learn about the layers of the rainforest and then describe what they have learnt about the Amazon Rainforest in their books.
Starter: Knowledge Retention of previous learning
Task 1: Describe where tropical rainforests are located globally
Task 2: Describe where the Amazon Rainforest is located in South America
Task 3: Create a comic about how convectional rainfall creates rainforests
Task 4: Match the layers of the rainforest to its description.
Task 5: Main Task: Describe your learning about tropical rainforests and their characteristics.
Task 5: Plenary: Recap of home learning expectation.
Lesson contains one powerpoint and one worksheet.
Climate of South America - KS3 (Key Stage 3)
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.
Mapping South America using GIS - KS3 (Key Stage 3)
Students will be able to describe the location of the continent of South America using longitude and latitude, then describe the physical features of South America that are present. Finally students will log into laptops and use the worksheet provided to produce a GIS map of the different physical features of South America along with annotations of their maps and what they see.
Starter: Knowledge Retention of previous learning
Task 1: Description of South America using longitude and latitude.
Task 2: Describing the physical features using compass points in South America
Task 3: Main Task: Using GIS online students will create a map with different physical features present in South America
Task 4: Plenary: Home Learning on the physical features of South America (On last slide of powerpoint)
Lesson contains one powerpoint and one worksheet.
Bundle
Human Features of Africa - KS3 (Key Stage 3)
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.
Bundle
Physical Features of Africa - KS3 (Key Stage 3)
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.
Solutions to Slums - KS3 (Key Stage 3)
Students will recap the issues present in Kibera the slum that was previously investigated. Then they will choose which area they want to improve in their slums and why. Next they will categorise the solutions to slums into social, economic and environmental. Then students will evaluate which of the solutions have been the most successful rating them 1-8. Finally students have a silent debate where they write down which of the improvements has been the most successful and why, then pass the book around to debate the next point.
Starter: Knowledge Retention of previous learning
Task 1: Recap the issues of living in slums.
Task 2: Explain which part of Kibera should be improved and why on whiteboards.
Task 3: Categorise the solutions to slums into social, economic and environmental.
Task 4: Evaluate which of the solutions have been the most successful rating them 1-8
Task 5: silent debate where they write down which of the improvements has been the most successful and why, then pass the book around to debate the next point…
Lesson contains one powerpoint and one worksheet.
Slums in Africa - KS3 (Key Stage 3)
Students will start by identify what a slum mean, and related this to the favelas of Year 8 that they have learned about.Then students will locate Kibera, Kenya globally, nationally and locally. Then students will identify which of the effect of population growth is the worst for people living in slums and why. Finally students will attempt their first high tariff 6 mark question, this will be done in a writing frame with lots of teacher guidance for support.
Starter: Knowledge Retention of previous learning
Task 1: Identify the features of a slum and how it relates to favelas in Brazil.
Task 2: Describe the location of Kibera, Kenya.
Task 3: Explain the main challenges faced by those living in slums
Task 4: Identify which is the biggest challenge and why.
Task 5: Exam Question: Explain two issues you have studied in an urban settlement (6 marks)
Lesson contains one powerpoint and one worksheet.
Colonisation of Africa - KS3 (Key Stage 3)
Students will be able to explain what colonisation is, where in Africa was colonised and by which country/ empire. Students will then learn about the scramble for Africa post slave trade and the reasons for the scramble. Students will then identify the social, economic and environmental. issues that colonisation caused for Africa. Then students will evaluate which is the worst effect and why. Finally they will create a newspaper article about the effects of colonisation on Africa.
Starter: Knowledge Retention of previous learning
Task 1: Describe the countries that were colonised and by which country/ empire.
Task 2: Identify the social, economic and environmental. issues that colonisation
Task 3: Evaluate which of the effects of colonisation was the worst and why.
Task 4: Create a newspaper article explaining what colonisation is, why it happened and its effects on the African people.
Lesson contains one powerpoint and one worksheet.
Development in Africa - KS3 (Key Stage 3)
Students will be start with defining development and what it means to then, then improving their answer. Next students will identify the social, economic and environmental indicators of development. This will lead on to them learning about the importance of the Human Development Index (HDI) and be asked to identify where in Africa is the most developed country and why. Then students will learn about the sustainable development goals and should identify which country should focus on which goal the most and why.
Starter: Knowledge Retention of previous learning
Task 1: Give the definition of development, then improve the definition.
Task 2: Identify the social, economic and environmental indicators of development
Task 3: Explain why HDI is an important tool to measure development.
Task 4: Describe where in Africa is the most and least developed.
Task 5: Evaluate which sustainable development goal each country should choose and why
Lesson contains one powerpoint and one worksheet.