Students to recap on urbanisation and identify the ways that it could bring positives to Rio. Students will investigate Rochina and if this has been a benefit to the area.
Task 1: Starter - Recap on previous learning
Task 2: Identify the positives and negatives of urbanisation
Task 3: Main Task - Primary Assessment - Explain how increasing urbanisation affects the urban people of Brazil.
Task 5: Plenary: 3,2,1 - What have we learnt about Rio, summarise?
Lesson 5 out of 8
A fully resourced and up to date lesson on inequality, an introduction into what inequality is, types of inequality and an evaluation on how they affect people.
Task 1: Starter - Answer true and false questions about previous learning
Task 2: Define inequality then writing the definition on their worksheet
Task 3: Read through the different facts about inequalities and students are to pick which they think is the most important factor and why
Task 4: Main Task - Long form writing- students to define what inequality is, outline how inequality effects people and then justify which inequality factor is and why
Task 5: Plenary - On whiteboards, students to give ideas on how to reduce inequality.
**Download contains PowerPoint and worksheet for the lesson. **
Students will be able to define what a glacial and interglacial period is along with the conditions of each. They will also interpret graphs to show the glacial/interglacial cycle on Earth and describe the extent of ice during the last Ice Age. Students will then investigate the causes of the Ice Age and how humans survived the conditions.
Task 1: Starter:- Knowledge recall on previous lessons and topics
Task 2: Students describe the Earth’s climate over the past 450,000 years by interpreting a graph.
Task 3: Using the map of Earth students are to describe the extent of ice during the Ice Age.
Task 4: Main Task: Students to describe the last Ice Age and its effects on Earth, using success criteria.
Task 5: Plenary: Why is our planet not able to enter an Ice Age currently? Would we adapt now to an Ice Age? How would we adapt?
The lesson contains PowerPoint and worksheet
Students will be able to describe what megafauna are, what their adaptations were during the Ice Age and how they came to be extinct.
Task 1: Starter:- Knowledge recall on previous lessons and topics
Task 2: Using the worksheet students are to describe the features of the animal and explain how its features help to adapt to the conditions of the Ice Age.
Task 3: Make notes about the extinction of the Giant Ground Sloth
Task 4: Main Task: Primary Assessment, describe how our climate has changed. (Sentence starters, PEEL structure provided and Success Criteria)
Task 5: Plenary: Why is our climate temperate when we are on the same latitude as Russia?
The lesson contains PowerPoint and worksheet
A fully resourced and up to date lesson on how humans are adapting to a changing climate. Students will define adaptation, learn about the three different types of adaptations then evaluate if adaptation is better than mitigation
Task 1: Starter - Retrieval, using the pictures on screen students must choose which is a mitigation technique, how it works and how it mitigates climate change.
Task 2: Students to write out their definition of adaptation on a whiteboard then the actual definition in their books.
Task 3: Students to watch the video in PowerPoint and make notes about adaptation. Then make notes on the following slides about agricultural adaptation, water supply management and reducing risk from sea-level rise.
Task 4: Main Task - Practice exam questions- Evaluate if we should be mitigating climate change or adapting to it.
Task 5: Plenary - As global citizens are we all doing enough to limit climate change?
**Download contains PowerPoint and worksheet for the lesson. **
A fully resourced and up to date lesson on the distribution of tropical storm, a look into how they form, where they form and the conditions surrounding tropical storms
Task 1: Starter - Answer true and false questions about previous learning
Task 2: Write a detailed description explaining where tropical storms form (3 marks)
Task 3: Complete description of formation of tropical storms
Task 4: Main Task - Practice exam questions- "Study the map below which shows the path of a tropical storm. With the help of the map, describe the life cycle of a tropical storm. (4 marks)
Task 5: Plenary - Using the information on graph students must infer what tropical storms will be like in the future.
**Download contains PowerPoint and worksheet for the lesson. **
A fully resourced and up to date lesson on events that led to world war 1, an introduction into what events caused WW1, how various events contributed to the war and how they impacted each country in the war.
Task 1: Starter - Investigate what causes and consequences mean to students
Task 2: Using the research sheet students must fill in the sheet as the lesson continues
Task 3: Students to evaluate which they think was the most significant contributing factor that started the first world war and why?
**Download contains PowerPoint and worksheet for the lesson. **
The first PowerPoint in a series to help students to recap their knowledge of OS maps and other Cartographic skills. The first few slides recap the importance of using maps and some historical knowledge on why we use OS maps.
This lesson contains:
Task 1: Students are asked in groups to match up a key map term along with a definition and example of the feature.
Recap on compass directions
Task 2: Stick the compass direction on the sheet and then differentiated further task to encourage looking into orientation.
Four figure grid reference recap
Task 3: Find harry potter characters on the sheet and write the grid coordinates for them.
Plenary: Confidence check on how students are feeling about the coordinates.
Students will be able to locate Bangladesh and identify the two main impacts of climate change. The students will be able to evaluate which effect is more impactful, floods or extreme weather.
Task 1: Starter:- Knowledge recall on previous lessons and topics
Task 2: Describe the location of Bangladesh
Task 3: Read through the following statement on extreme weather and flooding and evaluate which is worse and why.
Task 4: Main Task: Evaluate the effects of climate change on Bangladesh
Task 5: Plenary: Using a map, identify what countries would be impacted if the sea level rose by 1 m.
The lesson contains PowerPoint and worksheet
A fully resourced and up to date lesson on how to use a compass, why we use compass directions and then how to apply compass directions to find places. This lesson also comes with an assessment at the end to test student’s knowledge of previous skills lessons.
Task 1: Starter -Recap the previous lessons and answer questions about them.
Task 2: Identity which students know the four-point compass directions and then the eight-point compass to stretch students.
Task 3: Discussion on why we use north orientated maps instead of other orientations.
Task 4: Complete a worksheet using compass directions and identifying what characters they end up at.
Task 5: Main Task - Secondary Assessment- using an atlas to answer all the questions on the worksheet, this puts all the skills students have previously acquired and puts them to use identifying places in an atlas.
Task 6: Plenary
**Download contains PowerPoint and worksheet for the lesson. **
A fully resourced and up to date lesson on how to measure distance on a map, both through straight lines and also through curved lines.
Task 1: Starter - 15 questions recall previous lesson learning.
Task 2: Students to work together on how you can find two whole cities in an inch of space
Task 3: On the worksheets, students have a go at using the scale on the sheet to measure the distance between each image.
Task 4: On the worksheet students use a curved line and measure the distance.
Task 5: Main Task - Tertiary Assessment - “Explain the importance of cartography” with success criteria and sentence starter
Task 7: Plenary: Odd One Out
**Download contains PowerPoint and worksheet for the lesson. **
Students will be able to locate the Maldives and evaluate the impacts of climate change in the Maldives, then evaluate if they are adapting well enough to climate change. Then students will complete a secondary assessment about the past 5 lessons they have learnt about.
Task 1: Starter:- Knowledge recall on previous lessons and topics
Task 2: Describe the location of the Maldives
Task 3: Read through the impacts of climate change in the Maldives and evaluate which is the most significant.
Task 4: Then evaluate which is the best strategy to combat climate change.
Task 5: Main Task: Secondary Assessment - Evaluate the impacts of climate change globally (9 marks)
Task 6: Plenary: How can the school can reduce its contribution to climate change.
The lesson contains PowerPoint and worksheet
A fully resourced and up to date lesson on the reasons why people live in tectonically active regions, why the effects of natural hazards are greater in LICs than HICs and creating a scientific hypothesis to check the statements.
Task 1: Starter: Knowledge recall on previous topic (Coasts)
Task 2: Recap on what the effects on natural hazards are.
Task 3: Create a scientific hypothesis to investigate why the effects on natural hazards are greater in LICs than HICs
Task 4: Watch the news video about the way Naples monitors Vesuvius.
Task 5: Either prove or disprove the scientific hypothesis.
Task 6: Exam question: Describe and explain how planning for a tectonic hazard might help to reduce the effects of an earthquake or volcanic eruption in Naples
(6 marks)
Task 7: Peer Feedback
Task 8: Revision on geographical skills
**Download contains PowerPoint and worksheet for the lesson. **
A fully resourced, differentiated and up to date lesson on what hydrographs are, how to read them and how to describe and compare them. Students will compare and contrast flashy versus flat hydrographs and explain reasons for why they might be that way, either from human or physical features.
Task 1: Starter - Retrieval, Using the information they learnt in the previous lesson. Hook- Students to explain what they think the image means, or what it has to do with the lesson.
Task 2: What causes physical factors cause flooding
Task 3: Calculating discharge and why it is important in flooding
Task 4: Students to add annotations to the hydrograph on their worksheet to explain what each part is.
Task 5: Identify why the river is more likely to flood and why?
Task 5: Main Task - Practice exam questions- “Describe the difference between the two hydrographs (4 marks).” High ability students will complete this with limited scaffolding and then compare theirs to the model answer. LA students will read through the paragraph and cross out wrong words.
Task 5: Plenary - Match up the labels to each point on the graph.
**Download contains PowerPoint and worksheet for the lesson. **
A fully resourced, differentiated and up to date lesson on the human and physical causes of flood risk. Students will learn about how different features contribute to flooding events and evaluate if HICs or LICs are more significantly affected.
Task 1: Starter - Retrieval, Using the information they learnt in the previous lesson. Hook- Students to explain what they think the image means, or what it has to do with the lesson.
Task 2: Which of the drainage basins are more likely to flood and why?
Task 3: Key Term Match Up
Task 4: Students to read through the different causes of flooding and put them into human or physical factors
Task 5: Main Task - Practice exam questions- “Explain why the town of Boscastle in Cornwall is likely to suffer from flooding (6 marks).” High ability students will complete this with limited scaffolding and then compare theirs to the model answer. LA students will read through the paragraph and cross out wrong words.
Task 5: Plenary - Home Learning - Explain why the effects of flooding are worse in LICs.
**Download contains PowerPoint and worksheet for the lesson. **
A fully resourced, differentiated and up to date lesson on what soft engineering along a river is, and the four management strategies involved. Students will then identify the cost and benefits of each strategy and then will evaluate which is the most effective and why.
Task 1: Starter - Retrieval, Using the information they learnt in the previous lesson. Hook- Students to explain what they think the image means, or what it has to do with the lesson.
Task 2: A quick recap on what soft engineering strategies are and why they are used.
Task 3: Students to read through information and analyses what each strategy is and identify their costs and benefits.
Task 4: Main Task - Practice exam questions- "Use examples of two soft engineering river flood management strategies to show how it has a limited effect on the environment (6).” High ability students will complete this with limited scaffolding and then compare theirs to the model answer. LA students will read through the paragraph and cross out wrong words.
Task 5: Plenary - Fill your hard hat, describe and identify hard engineering strategies.
**Download contains PowerPoint and worksheet for the lesson. **
A fully resourced, differentiated and up to date lesson on the features of the lower course. Students will learn about depositional features such as levees, floodplains and estuaries.
Task 1: Starter - Retrieval, Using the information they learnt in the previous lesson. Hook- Students to explain what they think the image means, or what it has to do with the lesson.
Task 2: Field sketch and describe the appearance of a floodplain.
Task 3: Create labels on how levees form
Task 4: Students to draw and label how a meander forms.
Task 5: Describe how the tide causes an estuary to occur.
Task 5: Main Task - Practice exam questions- “Describe how a features found in the lower course of a river is formed (4).” High ability students will complete this with limited scaffolding and then compare theirs to the model answer. LA students will read through the paragraph and cross out wrong words.
Task 5: Plenary - Key Term Trade
**Download contains PowerPoint and worksheet for the lesson. **
A fully resourced, differentiated and up to date lesson on what rivers are, what their main features are and how they change through the upper, middle and lower course.
Task 1: Starter - Retrieval, Using the information they learnt on their coasts topic students are to complete what they know. Hook- Students to explain what they think the image means, or what it has to do with the lesson.
Task 2: Label two diagrams with the keywords used during the topic. The HA students will be given an extra map showing relief, and identify more features.
Task 3: Using the information given students are to complete a graph showing a long profile of the river Severn. Then they label their diagram with annotations and images.
Task 4: Main Task - Practice exam questions- “Explain why the upper course of a river valley has a different cross profile from the lower course (4).” High ability students will complete this with limited scaffolding and then compare theirs to the model answer. LA students will read through the paragraph and cross out wrong words.
Task 5: Plenary - Dingbat theme rivers
**Download contains PowerPoint and worksheet for the lesson. **
A fully resourced, differentiated and up to date lesson on the features of the upper course. Students will learn about the erosional features such as interlocking spurs, waterfalls and gorges.
Task 1: Starter - Retrieval, Using the information they learnt in the previous lesson. Hook- Students to explain what they think the image means, or what it has to do with the lesson.
Task 2: Field sketch and describe the appearance of interlocking spurs.
Task 3: Watch a video about how waterfalls form and then turn into a gorge.
Task 4: Students to draw and label how a waterfall is formed.
Task 5: Main Task - Practice exam questions- “Describe how a feature found in the upper course of a river is formed (4).” High ability students will complete this with limited scaffolding and then compare theirs to the model answer. LA students will read through the paragraph and cross out wrong words.
Task 5: Plenary - Using only 20 words, try to summarise how gorges form from waterfalls.
**Download contains PowerPoint and worksheet for the lesson. **
A fully resourced, differentiated and up to date lesson on an what Transnational corporations (TNC’s) are and why they have chosen Nigeria to develop in. Students will be able to explain the positives and negatives of Nigeria and then answer the question on if TNCs are a positive force in Nigeria.
Task 1: Starter - Application of knowledge- Recap on how ox-bow lakes are formed
Task 2: Outline the positives and negatives of TNCs on the worksheet.
Task 3: Geography Skills: Describe the distribution of oil fields in Nigeria (3 marks)
Task 4: Students to watch a video explaining the positives and negatives of Shell in Nigeria.
Task 5: Main Task - Practice exam questions- “To what extent are TNCs a positive force for the host country?" (6 marks)
High ability students will complete this with limited scaffolding and then compare theirs to the model answer. LA students will read through the paragraph and cross out wrong words.
Task 5: Plenary - Revision on exam question about ox-bow lakes.
**Download contains PowerPoint and worksheet for the lesson. **