AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at depositional features found in the lower course of a river. The starter is a a countdown retrieval practice quiz with dramatic countdown music! We start by looking at natural levees and how they are formed. The pupils create a sequence of diagrams to show their formation based on information on the board. They are provided with outline drawings to start with to save time. We then look at the formation of floodplains. The pupils create a diagram based on the instructions on the board without actually seeing the diagram, but there is an example if they are struggling and they are given an outline floodplain to start with. We then look at the formation of estuaries. The pupils annotate a photograph to show the different features of the estuary formed by deposition. We finish on a 4 mark question on the formation of floodplains that was in an exam in 2017. I usually model the answer after the pupils have had a go. In a nutshell lesson includes: Retrieval practice grid starter. Formation of levees sequential diagram. Formation and features of a floodplain diagram activity with outline. Photo annotation for estuaries. 4-mark GCSE question with guidance. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

For AQA GCSE Geography. You need the Oxford AQA GCSE Geography Textbook for the new specification The lesson includes. Photo interpretation starter. Questioning activity Video clips Large A3 worksheet with a variety of different activities covering the required content. Plenary activity. All worksheets for photocopying included. Hope this helps. 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 new specification Unit 2B: In this lesson we look at the place of the UK in the wider world. The lesson starts with a quick retrieval practice quiz true or false quiz. We then introduce some of the organisations that the UK is a member of and how this can give the UK global influence. The pupils then use a hexagon template to create an annotated diagram on our trade, transport, cultural and communication links. We then consider the UK’s relationship with the EU post-brexit and remind ourselves of how the UK left the EU. The pupils complete a cost/benefit analysis of this with explanation. We then look at the Commonwealth and the pupils complete an exercise that looks at the diversity of countries size and economies using indicators (Atlas or internet access needed). We then finish with a GCSE-style practice question with some guidance. 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 1C: In this lesson we look at how both meanders and ox-bow lakes are formed by both erosion and deposition. The starter is a retrieval practice grid filled in for the rivers work so far, but it’s editable. We then look at a diagram of the Mississippi flood plain and the pupils answer some questions about the archaic meanders that can be seen plotted on the diagram and how they might be formed. We then watch a short video clip on how river meanders get started. We then look at the cross section of a meander and its various features. The pupils get an outline drawing of a meander for them to colour in by numbers to start with, then label the various features on the cross section. The pupils seem to love this colourful neat diagram. The next thing we consider is riffles and pools, after discussing how they are formed the pupils create a diagram in their books for this one. We then watch a video clip on meander formation and there are some colourful diagrams to help teacher explanation. The pupils have a strip to stick in their books, there is a feint outline of the original meander to help them in their drawings. They then explain the process. We finish with a 6-mark question on the formation of ox-bow lakes with some guidance. In a nutshell lesson includes: Retrieval practice grid starter. Question answer session on old Mississippi meanders diagram. Colour by numbers cross sectional diagram activity. Diagram activity on the formation of riffles and pools. Sequential diagram task on ox-bow lake formation. 6-mark GCSE question with guidance. 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 1C: In this lesson we look at hard engineering methods of flood management. We start with a retrieval practice grid game based around the processes and landforms of erosion. The students then complete a cloze exercise to create a definition of what hard engineering is. We briefly introduce soft engineering, then the students have a blank diagram of a drainage basin which has undergone both hard and soft engineering strategies to reduce flooding. The students have to annotate the diagram and work out which is hard and soft engineering. The students are then given some information cards and have to record details on four methods of hard engineering:- dams and reservoirs, flood relief channels, embankments and channel straightening. The students record the advantages and disadvantages and complete a rating exercise for various factors. We finish with a 9-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 new specification Unit 1C: In this lesson we look at long and cross profiles of a river and how river valleys change shape downstream. We start with “perfect paragraph”. The pupils read a paragraph describing a drainage basin and they should try to find the errors in the paragraph and what should be added in. We then introduce long profiles, and the pupils will be plotting a long profile of a river on their worksheet. We then look at the upper, middle and lower courses of the river. The pupils shade in these sections on their graph. We complete the worksheet by looking at cross profiles and how river valley shapes change downstream. The pupils create annotated cross sections of the upper, middle and lower courses using the info slides. We finish with a 4 mark GCSE-style question ���describe how the shape of a river valley changes downstream”. As always the pupils have some guidance on the question if they need it. In a nutshell lesson includes: Perfect paragraph starter. Long profile plotting exercise. Cross profile diagram activity. 4-mark GCSE-style question. 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 monitoring, prediction, planning and protection in regards to tropical storms. The lesson has a tropical stormed themed retrieval practice starter. We firstly introduce the importance of monitoring to aid prediction with measurements of SST’s. There is a cloze writing exercise on monitoring of hurricanes. A video clip from American tv provides a useful example of how tropical storms are monitored and their paths predicted even on mainstream television. There are some questions for the clip. We then look at protection, specifically storm shelters in Bangladesh, the pupils will have to label the storm shelter and annotate why these features of the storm shelter were needed. We then look at how building in vulnerable areas has made the risks of tropical storms and storm surges more severe. We then look at Bangladesh as a success story of monitoring, predicting, planning and protection, the students have a grid with the actions that have been undertaken by Bangladesh, they have to categorise them accordingly. 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 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 new specification Unit 1C: In this lesson we look at erosion, transportation and deposition. The starter is “which row is the odd one out”. The pupils need to work out which row has an incorrect term in. Just gets them thinking. We then look at erosion and when rivers are eroding more effectively. The pupils learn about vertical and lateral erosion and will be making some diagrams in there exercise books. They then receive a worksheet where the processes of erosion and transportation are illustrated, the pupils use an information slide (or sheet if you prefer) and label the processes on and colour code the area of the diagram where that process is displayed. We then look at how these processes vary as you progress down the long profile of a river. The pupils get another worksheet where they read the labels and draw an appropriate diagram in each box to create an illustrated log profile. We finish with a summarising pyramid plenary. In a nutshell lesson includes: Odd one out starter. Vertical and lateral erosion diagram activity Worksheet on processes of erosion Worksheet activity on processes of erosion along the course of a river Summarising pyramid 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 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. 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 new specification Unit 1C: In this lesson we look at drainage basins and what types of features you find within them. We start with a photo mystery starter, the pupils only see fragments of a map of the drainage basins of the UK and Ireland. The pupils try to guess what the complete picture might be. This leads onto a discussion about drainage basins and the Amazon Basin in particular. Next we look at the features within a drainage basin. The pupils will work from a worksheet and are given a description of a feature. They must find the feature on the diagram, write the description, and then for some features they draw their own zoomed-in picture of the feature. Following this the pupils get a grid of photographs of the various features and they need to work out what the feature is. The board is editable so they can play bingo as well if you want to create bingo cards. We finish with a simple post-it plenary based on a GCSE-style question. In a nutshell lesson includes: Geographical gallery of contemporary art starter Worksheet activities on the features of a drainage basin Photo grid of the features of a drainage basin. Post-it plenary. 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 2B: In this lesson we look at how trade and in particular Fairtrade can help reduce the development gap. The lesson has a retrieval practice starter based around Ordnance Survey symbols. We firstly introduce what tariffs and quotas are and the pupils fill in a table where they decide if the statement applies to a tariff or a quota. The pupils complete a cloze exercise on what free trade is and we then look at the benefits of being in a trading group or trade bloc. We introduce Fairtrade and there is a video clip, we then look at Uganda and coffee farmers in the country who participate in a Fairtrade scheme and community project. The pupils complete a guided reading exercise and there is also a video for this. 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 1C: In this lesson we look at how coastal management has been undertaken at Lyme Regis in Dorset. The lesson has a retrieval practice starter based around a field sketch of a coastline. We firstly introduce Lyme Regis as an example of coastal management and consider which interest groups may have concerns about the construction of new sea defences. The pupils complete a worksheet where they read through the four phases of coastal management, highlight examples of hard and soft engineering and answer some questions. They then complete a map skills activity where they label on where the coastal defences have been built using 6-figure grid references. We then look at the positive and negatives of coastal management in Lyme Regis. 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 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

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at how London’s transport strategy and urban greening have improved the quality of life for people living in London. We start with a retrieval practice grid based on previous learning from this section. We then look at the green transport strategies London is adopting. Using an information sheet the pupils fill in sections on an A3 worksheet. We next look at Crossrail, the pupils consider the reasons why Crossrail was needed and the arguments for and against Crossrail before answering some questions on how it will improve quality of life in London. We move onto urban greening, using a video clip we consider the benefits of urban greening and then the pupils create a “London Eye” pie chart which they annotate to show how London is a green city and how it is continuing its urban greening. Once we have completed the diagram we tackle a 6-mark question on how environmental change have led to an increase in the quality of life for people in a HIC city. The pupils do have some help with some points to get them going if they need it. In a nutshell lesson includes: Retrieval practice starter A3 worksheet on transport in London and Crossrail Two urban greening activities. Video clips where appropriate GCSE-style question with guidance Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer