An editable template to use when looking at the forces for and against a change from occurring. The driving and restraining forces can be scored to allow pupils to predict what the outcome might be. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1A: In this first lesson in the section we look at what the evidence is for climate change. We start with a picture interpretation around frost fairs on the River Thames and how this might be evidence for climate change. We then look at the graphs that scientists have composed that show how our climate has fluctuated over the years. The pupils will have a large A3 activity sheet to fill in as the lesson progresses. The second section looks at ice cores and how they have helped the scientists formulate records of past climates. We then look at the impacts of global climate change and how they might also be evidence for climate change too. The pupils will write down their own ideas then elaborate with the help of the slides and some video clips. We finish with GCSE-style question with some suggested content if they need help. In a nutshell lesson includes: Picture interpretation starter A3 activity sheet on the evidence for climate change Video clips where appropriate GCSE-style question with guidance on suggested content. 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 1B: In this lesson we look at the local and global impacts of deforestation in Brazil. We start with a retrieval practice multiple choice quiz where the students pick the numbers for the correct reasons for deforestation in Brazil. We then look at the global impacts of deforestation in the Amazon. The students recreate a diagram and insert annotations into the correct places. We then complete a cloze exercise on the loss of biodiversity in the Amazon. We then move onto looking at the local impacts. The students have to match the descriptions of the impacts to the hexagons on the sheet, describe it, explain it and then rate the seriousness of the impact. We then look at a video of the recent threats to the Amazon’s indigenous tribes and their lands under various governments in Brazil. The students complete a video question sheet. We finally tackle a GCSE-style question at the end of the lesson using some ideas for points and evidence to use as well and some guidance on how to structure their answer. 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 types of hard engineering and where they are best applied. The starter is a quiz where the pupils need to select the squares that have a depositional landform. There are sound effects too so it’s all very exciting. We begin by looking at why certain areas of the coast need protecting and what factors go into consideration when planners are deciding whether or not to protect the coastline. The pupils are then given some information cards and a worksheet to fill in on the different types of hard engineering, they also have a visual scale to shade in for each one according to it’s effectiveness and durability, cost and sustainability. This can be done in a number of ways (group work, round the room, carousel etc). We then seek to apply this knowledge though the pupils completing a decision making exercise. This is based on a fictional town (Sandytown). The town has been divided into zones, the pupils read the information on each zone and decide what type fo hard engineering that zone needs and justify this. We finish with a 6 mark question on hard engineering with some guidance on how they can answer this. In a nutshell lesson includes: Interactive starter quiz on depositional landforms. Video clip. Hard engineering worksheet with visual scale. Decision making exercise activity. 6-mark GCSE-style question with guidance should the pupils need 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 1B: In this lesson we look at the causes of deforestation in Brazil. We start with a retrieval practice multiple choice quiz. The students then use picture prompts to think what the possible causes of deforestation might be. We watch a short clip on deforestation in the amazon and the students have some questions to answer. We then complete a diagram, ‘the road to deforestation’ where the students document the history of deforestation in the Amazon. We look at the main causes of deforestation and the students categorise them into 4 categories. We then create a pictogram using the percentages of land lost to deforestation to the various causes. We finally tackle a GCSE-style question at the end of the lesson using a structure strip and some guidance on evidence to use in their points. 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 1B: In this lesson we look at the rates and patterns of deforestation globally and in Brazil, before looking at causes and impacts in subsequent lessons. We start with a retrieval practice rivers themed task with spaces to input any questions you like. We then look at the difference between deforestation and forest degradation. The students watch a short video clip on deforestation and answer questions on a worksheet. The answers are available on the next slide. We continue looking at the trend of deforestation world wide using the Global Forest Watch website. The students then attempt a small maths challenge on the deforestation rates globally. We locate Brazil using C.L.O.C.C and then use data from the past ten years on deforestation rates to produce a bar chart. The students then answer some questions on the chart. We then look at the spatial distribution of deforestation within Brazil by using a colur-by-numbers choropleth map. We finally tackle a short GCSE-style question at the end of the lesson. 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 sixth lesson in the section we look at how we can adapt to climate change. We start with a simple retrieval practice quiz on international agreements from last lesson, We then look at 3 ways in which we may have to adapt in the future to cope with climate change, in agriculture, water supply and sea-level rise. We look at specific examples for water supply (the artificial glaciers in the Himalayas) and sea-level rise (the Maldives). We finish the lesson with a GCSE-style question post-it plenary. In a nutshell lesson includes: Retrieval prctice starter Photograph annotation task for agriculture Video notes task for artificial glaciers in the Himalayas Hexagon task for sea level rise in the Maldives Video clips where appropriate GCSE-style question 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 1C: In this lesson we look at beaches and how their profiles can be altered and sand dune succession and formation… We start with a simple retrieval practice grid which is good for spaced practice. We then discuss why some beaches have different profiles to other beaches and what difference the size of sediment makes. We then look at the different types of waves and how they affect beach profiles. The pupils will make annotated diagrams of winter and summer beaches. We move onto sand dune systems. The pupils have an outline profile of sand dune succession. We use info slides which can either be teacher led, or use as a round the room activity, group activity etc, the pupils add the appropriate info onto the diagram from the slides. We then look at what conditions are needed for the dune system to form. The pupils have a hexagon task. I usually get the pupils to think about each factor first, the next slide has the answers but they still need to match them up We finish with a GCSE-style question on the formation of sand dunes with some guidance on how to answer. In a nutshell lesson includes: Retrieval practice starter Beach profile diagram activity Sand dune succession annotated round the room/group diagram task. Formation of sand dunes hexagon task. 4 mark GCSE-style question with guidance should the pupils need 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 the increasing number of the global population living in urban areas. We start with a quick quiz on global populations and a video to put global population increase into context for the pupils. We then look at how urbanisation varies around the world by plotting data on a graph. The pupils then describe the trends they have found. We then look at a map of the urban populations around the world and the pupils can tackle several different questions depending on ability. We then discuss how these patterns might be explained. We then answer a GCSE-style question looking at the percentage of people living in urban areas on different continents using a bar chart. The pupils have guidance on how to answer the question if needed. We finish with a plenary quiz where the pupils have to find the countries with an urban population of over 50%. In a nutshell lesson includes: Quiz starter Video clip Graph plotting exercise with questions Map interpretation task GCSE-style question using graph with guidance Plenary quiz. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

A Key Stage 3 lesson from a climate change unit of work which looks at the potential rewilding has in efforts to combat climate change. We start by defining rewilding and what carbon sinks and carbon sequestration is. The pupils complete a cloze exercise on carbon sinks using a video clip to help. The first strategy we investigate is reforestation. The students sort out pros and cons of reforestation out on a worksheet. We then look at two aquatic forms of rewilding, seagrass meadows and mangrove forests. The students watch video clips on both and complete a multiple choice quiz whilst watching these. We then finish with a piece of extended writing with some guidance on points and a basic writing frame for the students to follow. 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 1B: In this lesson we look at how at example ecosystem in the UK. Epping Forest. We start with a retrieval practice true or false task based around the content already learned in the rainforest section of the unit. We establish what is meant by the abiotic and biotic components of an ecosystem and the students recreate a diagram in there books. After introducing Epping Forest the students complete a short multiple choice written exercise describing its location. We then look at the various flora and fauna in Epping Forest. Examples flash up on the board for a brief second and the students have to list as many as they can. Students then complete a task looking at the food web for Epping Forest and fill in the missing species. We then look at a hypothetical questions about removing a component (rabbits) from the food web. Students then complete a diagram that shows how the ecosystem is interdependent but also follows a seasonal cycle. We then consider the nutrient cycle and the students annotate the cycle to explain the characteristics of the cycle of the forest. We then have a retrieval task where students can pick some questions to answer based on the content of the lesson. 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 1B: In this lesson we look at how at ecosystems can be altered by human and physical forces and how the loss or reintroduction of one species affects and ecosystem. We start with a retrieval practice multiple choice task based around the content already learned in the rainforest section of the unit. the students then complete a cloze exercise introducing how ecosystems can be altered in the short-term and long-term. We then look at some examples of changes to ecosystems caused by either human or physical forces, the students have to categorise these examples. We then look at an example food web and pose the hypothetical question ‘what would happen if beetles were removed?’ the students highlight all species that would be affected and explain how. We then look at the reintroduction of wolves to Yellowstone National Park. After a brief introduction where the students locate Yellowstone, we watch a video clip with questions on the topic. The students are then provided with a flow chart showing the short-term and longer-term impacts of the reintroduction. The students have a series of questions to answer using the chart. We then tackle a six mark question where there is a writing frame and some guidance on points to use in their answers, 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 1B: In this lesson we look at how rainforests can be managed sustainably at different levels. We start with a retrieval practice multiple-choice task based around the content already learned in the rainforest section of the unit. We establish the definition of sustainable management before then looking at management at the international level. Students explain and rate the three types of action. We then look at some of the problems associated at the government level, students explain why these are problems and offer some solutions. We then look at the local level. Students undertake some guided reading with questions for the text, the students then complete a worksheet that asks them to rate these actions according to several criteria. We then look at the typical features and characteristics of an ecotourist resort and finish with a 4-mark GCSE style question on ecotourism 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 1C: In this lesson we look at the different types of weathering and mass movement. We start with a true or false retrieval practice quiz on wave types from the previous lesson. We then introduce the concept of weathering and proceed to look at mechanical, biological and chemical weathering. The pupils have a variety of annotation, drawing and question tasks to complete on the worksheet. Moving on to mass movement, the pupils get a second worksheet with 4 different slopes on. The pupils then are given information on each type of mass movement. They sketch the type of mass movement onto their slope and add labels. We finish with a simple GCSE-style question which I get the pupils to answer on a post-it note. In a nutshell lesson includes: True or False starter on wave types Weathering activity sheet with diagrams and questions. Mass movement ‘change the slope’ activity sheet. Video clips where appropriate GCSE-style question plenary Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for Unit 2C: Resource Management. The lesson realistically takes over one hour, most likely two lessons. We start we a quiz on what percentage we use of our water for various domestic tasks. We then complete a data presentation activity where the pupils create a graph on our national demands on water and the pupils then complete some questions. The next task involves the pupils creating two shaded maps of population density and rainfall to work out where the areas of water stress are in the UK. We then look at water stress and highlight an extract to explore the benefits and drawbacks. The pupils then create a diagram on the work of the Environment Agency in managing water supplies The pupils look for solutions to improving water quality and challenges to improving water quality. We finally tackle a GCSE-style 6 mark question on water transfer. At a glance lesson includes: Starter quiz on domestic water use Data presentation activity on national water use Map shading activity to work out areas of water stress Extract highlighting activity Environment Agency diagram activity 6 mark practice question with guidance and timer. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

A Key Stage 3 lesson from a climate change unit of work which looks at the causes and impacts of wildfires with a focus on the recent California Wildfires in 2025 and the role climate change has to play in increasing the risk from wildfires. There is a retrieval practice starter followed by an introduction to wildfires. We look at the types of wildfires and sort the causes into human and physical causes. We then look to see if climate change has had an effect on wildfires. There is a video notes sheet to assist with this. We then look at California, the students complete a colouring by numbers task on the distribution of wildfires throughout the state. We then look at the impacts of the 2025 fires and the students sort these into social, economic and environmental. We then sort some responses into short-term and long-term. 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 erosional features found on a headland, wave-cut notches and platforms, caves, stacks, stumps and arches. We start with a simple retrieval practice grid which is good for spaced practice. We then introduce wave-cut notches and platform. After discussion about how they may have formed the pupils use an outline diagram to add annotations and explanations. We then look at the formation of caves, arches, stacks and stumps. We watch a video clip before the pupils get to teach each other and the class about the features. The pupils then get given a drawing of Durdle Door. On the picture of Durdle Door in the present, the pupils annotate the diagram. The other two diagrams are for the pupils to trace around. The idea is that the pupils will predict what Durdle Door will look like in 400 and 800 years into the future and sketch how the headland might have been affected by erosion. We finish with a GCSE-style question on wave-cut platforms with some guidance on how to write their answer. In a nutshell lesson includes: Retrieval practice starter Wave-cut platforms diagram. Video clips where appropriate. Durdle Door: Present and Future activity. 4 mark GCSE-style question with guidance should the pupils need it. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for Unit 2C. The lesson is approximately one hour but can be extended over 2 lessons. The lesson is designed to work with the AQA Oxford textbook but does work without We start with a retrieval practice quiz from the previous lessons on the provision of food and water. After introducing the concept of energy mix and energy security the pupils then complete the A3 differentiated worksheet that covers the main aspects of the lesson. The pupils then finish the lesson with a GCSE style question with guidance on how to answer it should you wish them to use it. Hope this helps and saves planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification, Unit 2c. The lesson starts with a retrieval practice quiz from the unit. We then locate where the Wakel Basin in Rajasthan is. The pupils then annotate a photograph to explore the issues are around the supply of water to the region. We then look at the Wakel River Basin Project. The pupils use a sheet to read the extract and complete the questions on the project, then they create diagrams and pictures of the water harvesting methods and the pats scheme. We finish with a GCSE-style question with some guidance on how to answer. In a nutshell the lesson includes: Retrieval practice starter Map and photo annotation tasks Work sheet with questions and diagrams to draw GCSE style question with a writing frame if needed. Hope this helps save you valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1A: In this second lesson in the section we look at the natural causes of climate change. We start with a quick knowledge check on climate change with a quiz. We then look at orbital changes, sunspot activity and volcanic eruptions as mechanisms for causing climate change. The pupils will have a worksheet to fill in and there are information sheets for each mechanism. This could be done as a round the room activity or group work, it’s up to you. We use Tambora as an example of volcanic activity affecting climate. We finish with GCSE-style question with some suggested content if they need help. In a nutshell lesson includes: Climate change quiz starter Worksheet activity on mechanisms for natural climate change Video clips where appropriate GCSE-style question with guidance on suggested content. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer