I am a teacher specialising in Geography and Religious Studies with over 4 years experience to date. I pride myself on designing lessons that engages students in their learning, with an enquiry-based focus being at the forefront.
Any lesson that you download is fully resourced and differentiated ready to use in a flash. I hope they make a real contributing to your own classroom like they have done to mine.
I am a teacher specialising in Geography and Religious Studies with over 4 years experience to date. I pride myself on designing lessons that engages students in their learning, with an enquiry-based focus being at the forefront.
Any lesson that you download is fully resourced and differentiated ready to use in a flash. I hope they make a real contributing to your own classroom like they have done to mine.
This contains a fully resourced, differentiated lesson on fossil fuels.
The main part of the lesson involves an extended note taking exercise on the advantages and disadvantages of using fossil fuels (coal, oil, natural gas) and a written exercise evaluating their effectiveness as a form of energy.
Learning Objectives:
To describe how fossil fuels form.
To explain their advantages and disadvantages.
To evaluate the effectiveness of fossil fuels as a source of energy.
This contains a fully resourced, differentiated lesson on whether wind is a good source of energy. The main part of the lesson involves students using a video clip to order statements that correctly describe how wind turbines generate electricity, a card sort activity organising cards into advantages and disadvantages of the energy source followed by a ranking exercise, finished by students working in groups to write speeches and engage in a town hall meeting to discuss whether a wind farm development should be allowed to go ahead or not (based on a local case study). There is enough material here to last approximately 2 hours.
Learning Objectives:
To describe how wind turbines generate electricity.
To explain the advantages and disadvantages of using wind energy.
To explore different viewpoints towards the use of wind energy.
To evaluate whether wind is a good source of energy
This contains a fully resourced, differentiated lesson on the factors that contribute towards creating a good site for a wind turbine.
The main part of the lesson involves students producing a spider diagram outlining different factors that make a good site for a wind turbine (predominantly physical factors), completing an environmental impact assessment for two sites in order for students to gain an appreciate of the environmental factors that can influence the siting of wind turbines, and students making hypotheses as to which area of the school site would make the best site for a wind turbine.
Learning Objectives:
To outline the factors that make a good site for a wind turbine.
To explain the environmental factors that can affect the site of a wind turbine.
To construct your own hypothesis for a school wind turbine project.
This contains a fully resourced, differentiated scheme of work on ‘Energy’. All lessons contain a set of clear activities to meet a set of differentiated learning objectives. They should be taught in the following order:
Where Does Our Energy Come From?
Why Is Using Renewable Energy Important?
Are Biofuels Really A Good Source of Energy?
What Are The Problems With Using Fossil Fuels?
Is Wind Power A Good Source of Energy? (Two Lessons)
What Makes A Good Site For A Wind Turbine?
Wind Turbine Data Collection
Wind Turbine Report (Two Lessons)
This contains a fully resourced, differentiated lesson on the causes of rain in the UK. In the main part of the lesson students use a video and information presented on the Powerpoint to explain how each type of rainfall forms - there are three different sheets of varying difficulty to complete depending on how confident each student feels.
Learning Objectives:
To identify the three types of rainfall and its causes.
To explain how it rains in detail.
To analyse where the types of rainfall would be found in UK regions.
This contains a fully resourced, differentiated lesson on how headlands and bays form. The main part of the lesson involves a critical thinking exercise where students have to theorise how headlands and bays form from the diagram provided, then following a class discussion/teacher explanation they produce to a labelled diagram to explain how they form, which is followed by a group activity where students have to use a set of clues to assess in detail the influence of geology which leads to their formation.
Learning Objectives:
To explain how headlands and bays form.
To assess the importance of geology in its formation.
This contains a fully resourced, differentiated lesson on the sequence of events that leads to the formation of stumps. The main part of the lesson contains a critical thinking exercise where students have to indicate what order they believe the images should be organised in (leading to the formation of a stump), a statement ordering task, and a small group exercise where students construct a model coastline out of plasticine showing how a stump forms.
Learning Objectives:
To explain the sequence of formation leading to a stump.
To recreate this process through the construction of a labelled model.
This contains a fully resourced, differentiated scheme of work on ‘Coasts’. All lessons contain a set of clear activities to meet a set of differentiated learning objectives. They should be taught in the following order:
Why Are Coastlines Important?
How Is The Coastline Weathered?
How Is The Coastline Eroded?
What Causes Waves?
How Do Headlands and Bays Form?
How Does a Stump Form?
What Is Longshore Drift?
How Do Spits, Bars and Tombolos Form?
How Can We Protect The Coast?
How Do Coastal Defences Affect People?
Should Happisburgh Be Protected From Coastal Erosion?
A fully resourced lesson on meditation in Buddhism. It includes a starter where they list their life worries and how they deal with them, in the main section a task on describing the story behind Siddhartha's enlightenment and a set of meditation exercises. In the plenary they then explain why meditation is important.
This contains a fully resourced lesson which explores the characteristics of urban areas, and how they change from the urban fringe to the central business district. This uses Ipswich as an example, although it could be easily adapted to study other cities.
This contains a fully resourced, differentiated lesson on one way in which Africa’s physical environment is threatened by human activity, namely animal hunting for sport by tourists or wealthy individuals. The main part of the lesson consists of students having to use information cards placed around the room to organise the impacts of hunting (positive/negative for less able, with positive/negative alongside social/economic/environmental categories for more able), a continuum line where students position themselves according to their personal viewpoint on animal hunting in Africa, finished with students drafting a letter to the United Nations (could be amended to an entry in a School Newsletter) where they explain in extended writing form their viewpoint towards animal hunting.
Learning Objectives:
To explain the impacts of animal hunting in Africa.
To evaluate whether you believe animal hunting in Africa should be allowed.
This contains a fully resourced, differentiated lesson on how plants and animals have adapted to their physical environments - focusing on Africa. Following an extended starter activity where students design their own species of dog, the main part of the lesson involves students completing a table to explain how a variety of plants and animals have adapted to the landscape in which it resides, and a creative task where they design their own plant or animal that is adapted to living in a grassland landscape.
Learning Objectives:
To explain how plants and animals have adapted to the physical landscape of Africa.
To design your own plant or animal that is capable of surviving in this landscape.
This contains a fully resourced, differentiated observation revision lesson on religious experiences, aimed at the new OCR AS Religious Studies A-Level. Learning Objectives:
To explain philosophical viewpoints towards religious experiences.
To assess the strengths and weaknesses of their views.
To evaluate whether God provides the best explanation for religious experiences.
This contains a fully resourced, differentiated lesson on the the difference between weather and climate. In the main part of the lesson students complete a range of short written and discussion exercises to understand this distinction, such as listing the different elements that comprise the weather using visual cues for assistance and writing a short paragraph to describe the weather outside using this terminology.
Learning Objectives:
To identify the elements that make up the weather.
To describe the current weather using geographical terminology.
To understand the difference between weather and climate.
This contains a fully resourced, differentiated lesson on climate graphs. In the main part of the lesson students work produce their own climate graph aided by the written instructions and photographs on the Powerpoint Presentaton, with a written exercise at the end where they are required to extract information from the graphs including figures and trends.
Learning Objectives:
To be able to construct a climate graph.
To extract information from the graph and use it to explain climate.
To compare the climate of two locations using evidence.
This contains a fully resourced, differentiated lesson on the the water cycle. In the main part of the lesson students have to move around the room to gather information about different stages of the water cycle, and then writing a short story about a rain droplet’s journey around the water cycle.
Learning Objectives:
To describe the key processes associated with the water cycle.
To explain the stages of the water cycle.
To analyse factors that affect the water cycle.
This contains a fully resourced, differentiated lesson on the viewpoints different groups of people can have towards the use of coastal defences.
The main part of the lesson involves a discussion activity where students have to consider the potential views of a range of key stakeholders, a popcorn reading activity and follow-up written exercise where students use a textbook page to concisely explain the viewpoints of a range of key stakeholders (based upon a case study, Scarborough), finished by drafting a letter addressed to a newspaper outlining their views about the proposed coastal defence scheme.
Please note that the exact textbook page is not incorporated with this lesson, but it is believed to be a recent iteration of the Geog. 2 textbook.
Learning Objectives:
To identify different points of view towards sea defences.
To explain the reasons for these viewpoints.
To express a justified opinion towards the scheme.
Students use the information cards to add at least three facts about the Day of The Dead Festival using the 6W's. A set of SEN cards are available for less able students. This task can then be used as a base for students to create their own illustrated posters about the Day of the Dead Festival.
