Geography skills teaching resources: Vocabulary

Resources and ideas for geography, geography skills, vocabulary, written by teachers to support teaching and learning

CHANGING PLACES AQA A-LEVEL: Changing meanings and representations-LIVERPOOL (Lesson 5)

CHANGING PLACES AQA A-LEVEL: Changing meanings and representations-LIVERPOOL (Lesson 5)

This lesson has been designed to meet the criteria for the new AQA A Level Geography topic on Changing Places; Meanings and representations - as per the specification and SOW guides published. Lesson description:- Starter task - Warm up task on 'sense of place' and perceptions- Clear learning objectives and success criteria are outlined based on the specification.- Main learning tasks: + Perceptions and place memories of Liverpool (with key term glossary provided).+ Getting to know Liverpool - background information with supporting hyperlinked videos.+ Introduction to key terms linked to representations; rebranding, re-imaging and regeneration.+ Rebranding external agency strategies outlined.+ Application of this learning to the case study using the Geofile (attached) and activities.+ Development of the case study as a Capital of Culture, all with supporting tasks and hyperlinked videos (see notes section for guidance of exact sections to watch on BBC2 to maximise time and the documentary resource).+ Applying quantitative and qualitative data sources to Liverpool.- Plenary - Exam style question.

By cmcdonnell

CHANGING PLACES AQA A-LEVEL: Changing meanings and representations-STRATFORD, LONDON (Lesson 7)

CHANGING PLACES AQA A-LEVEL: Changing meanings and representations-STRATFORD, LONDON (Lesson 7)

This lesson has been designed to meet the criteria for the new AQA A Level Geography topic on Changing Places; Meanings and representations - as per the specification and SOW guides published. Lesson description:- Starter task - Recap - the 2 faces of Africa?- Clear learning objectives and success criteria are outlined based on the specification.- Main learning tasks: + Locating the study area (with hyperlink and discussion point around use of Google maps as secondary research).+ Introduction to Stratford + Newham before the Olympic Park regeneration - various quantitative and qualitative data with short linked tasks/activities.+ New information on external agencies in Stratford regeneration project with task to apply this learning/information.+ Regeneration - positives and problems with links to Carpenters Estate with hyperlinked videos and articles provided (text book pages also referenced). Application tasks provided.Further reading - Variety of hyperlinked further reading resources provided.

By cmcdonnell

COLD ENVIRONMENTS AQA GCSE: Challenges of developing Alaska [Lesson 5]

COLD ENVIRONMENTS AQA GCSE: Challenges of developing Alaska [Lesson 5]

This lesson is designed for the new AQA GCSE for 3.1.2.4 Cold environments for 'The Living World' unit - as per the specification.Lesson description:- Starter tasks - Recap task on prior learning for Alaska case study.- Clear learning objectives and success criteria are outlined based on the specification.- Main learning tasks: + Introduction to general challenges of development in cold environments using text book resource. Challenge task provided with supporting article.The remaining slides put challenges to development in context to the Alaska case study;+ Climate graph analysis with a discussion point linked to possible implications/consequences of this.+ Key information on the Trans-Alaska pipeline with supporting notes on permafrost.+ Introduction to implications of oil spills, using Exxon Valdez as a case study reference with supporting facts and video hyperlink.- Plenary - 9 mark style exam question with guidance.- Further reading - Variety of hyperlinked further reading tasks provided.

By cmcdonnell

The Distribution of Ecosystems and Climate (KS3 links AQA 9-1)

The Distribution of Ecosystems and Climate (KS3 links AQA 9-1)

This lesson has been created for KS3 - I am wanting to start doing more GCSE style learning in KS3 to try and close the gap between KS3 and GCSE. This lesson looks at describing the distribution of ecosystems, Solar insulation and the global atmospheric circulation model. There are 2 worksheets that go with the lesson included and a range of activities. Students look at reading climate graphs within the lesson as well. All slides have teacher notes in the notes sections.

By GeoResourceHub

Food Chains, Webs and the nutrients cycle (KS3 links AQA 9-1)

Food Chains, Webs and the nutrients cycle (KS3 links AQA 9-1)

This lesson looks at food chains, webs and the nutrients cycle. There are a range of activities. The starter is a stand up activity where students categorise biotic and abiotic elements of an ecosystem. There are two activities on food chains and then a task looking at the nutrients cycle. All resources for the lesson are included on the separate PPTs.

By GeoResourceHub

The Water Cycle - Topic Guide

The Water Cycle - Topic Guide

Help your children to learn about the water cycle with this complete PDF topic guide. Includes information about:* What the water cycle is,* Solids, liquids and gases,* Condensation, evaporation and precipitation,* Pollution.A glossary of related terms is also included.Find more resources like this in our Water Cycle Mini Pack at www.teachingpacks.co.uk

By teachingideas

Geography Research Lesson in the Library

Geography Research Lesson in the Library

This can be used by Geography teachers and Librarians who wish to teach Year 7 or 8 students how to research a field of Geography using only Library resources. Learning objectives: students learn research skills as well as being exposed to library usage.There are 3 tasks: a warm up task - finding the definitions of key words which involves dictionary work; then the major task is a fact finding mission on a chosen country on geography curriculum topics; and finally an extension task researching a natural or man-made disaster in the chosen country. The librarian can help amend the task according to the resources they have in the library. So the countries listed can be those the library has books on. A useful Y7/8 activity during the first term.

By charnb

AQA GCSE 9-1 Geography - Development Indicators

AQA GCSE 9-1 Geography - Development Indicators

This presentation looks at the different ways in which development can be measured. It discusses how single measures of economic development can hide inequality and, therefore, not show us the whole pictures. It considers the circumstances in which development can be held back (e.g. Syrian conflict) and looks at the example of global patterns of literacy. There are a number of engaging tasks and thought-provoking images throughout the presentation, which is aimed at the AQA 9-1 Geography syllabus.

By gesbcs

Geography: Map skills

Geography: Map skills

Geography: Map skillsA set of TWO crosswords: Map skills 1 and Map skills 2and TWO bonus puzzles: The India Region and the Australasia RegionSuitable for Key Stage 3 Geography, GCSE/IGCSE, or A Levels/IB Diploma.Each crossword makes an excellent group or individual activity and can be used as a revision/reinforcement activity. In-class or for homework. These puzzles are great for stashing away to be used when colleagues are absent.Answers included.

By BFP

Geography: Geographical Enquiry Skills

Geography: Geographical Enquiry Skills

Suitable for Key Stage 3 Geography, GCSE/IGCSE, or A Levels/IB Diploma.Bonus puzzles: European capitals, African capitals, Asian capitals.Each crossword makes an excellent group or individual activity and can be used as a revision/reinforcement activity. In-class or for homework. These puzzles are great for stashing away to be used when colleagues are absent.Answers included.

By BFP

Stage 5 Geography - Geographical Issues Scaffold

Stage 5 Geography - Geographical Issues Scaffold

This resource provides students with a scaffold to research and describe geographical issues. The editable word document and pdf versions require students to research and describe Coal Seam Gas as a Land and Water Management Issue but the scaffolding is suitable for any geographical issue that might be studied. Internet research is required to complete the task and background and additional information can be sourced from the Textbook Reference Geoactive 2 Pages 151 -152.

By kellyocs

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KS3 KS2 Geography Scheme of Work - Bundle Pack - Outstanding!

KS3 KS2 Geography Scheme of Work - Bundle Pack - Outstanding!

Save over 30% with this fantastic Geography bundle. Four separate packages which include lesson plans, PowerPoint slides and other resources! Save yourself HOURS of work!Topics include:- Rivers- Climate Change- Coastal Erosion- Tourism- Volcanoes

By scott209

London Case Study - Regeneration - Urban issues (AQA 9-1 Geo)

London Case Study - Regeneration - Urban issues (AQA 9-1 Geo)

This is a full lesson looking at regeneration in London. It looks at regeneration in Shoreditch as well as the London Docklands. The lesson is planned for an hour session and includes a 6 mark exam question at the end of the lesson (This is a recap and revision question looking at brownfield sites and greenfield sites). Mark scheme included. The lesson starts with an information hunt about how Shoreditch has changed, followed by a video clip and vocab task on the London docklands. The plenary is looking at learning from the previous lesson and assessing learning through a 6 mark exam Q. All worksheets for printing are included at the end of the powerpoint.

By GeoResourceHub

AQA AS & A2 Skills revision (charts, presentation, analysis and cartographic examples)

AQA AS & A2 Skills revision (charts, presentation, analysis and cartographic examples)

This document covers all of the skills as specified in the examination for the Unit 2 and 4a examinations, it gives examples, visuals descriptions and evaluates the use and suggests an application for each of the presentation methods.Really good as a revision took for skills as students struggle to apply revision to these examinations. The skills and statistical techniques for A2 only are highlighted on the grid.

By Jillylo12

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Earthquakes Full SoW

Earthquakes Full SoW

Comprehensive Scheme of Work about Earthquakes, their effects and how they affect people. Written for Y8/9 EBSD boys. I use promethean and if you look at my planning there are hyperlinks to stuff too.

By asadler79

Rivers 4 - Weathering & Mass Movement - GCSE (2016)

Rivers 4 - Weathering & Mass Movement - GCSE (2016)

This is a full 1 hour GCSE lesson that investigates different types of weathering and mass movement. The lesson is part of a unit covering 'Topic 3: Why is there a variety of river landscapes in the UK and what are the processes that shape them?' on the new Ed-Excel B spec, though it could easily be adapted to other specifications or graded down for KS3.Aim:- 'To develop my understanding of erosional and depositional features and processes of river valley's in the UK.'This lesson covers the following themes:- Biological weathering- Chemical weathering- Freeze thaw weathering- Slumps- Soil creep- LandslidesEase of use is the aim, so the lesson includes a compact presentation with instructions and guidance in the notes section below each slide, it also includes referenced handouts with printing instructions and is of course, proof read. Please feel free to leave a review :)Happy teaching!

By HotForest

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GCSE Rivers Bundle

GCSE Rivers Bundle

This is a bundle of lessons focused on the study of rivers at Key Stage 4 - the content here can be used and adapted to any specification.

By HotForest

Rivers 3 - River Features and Processes Pt2 - GCSE (2016)

Rivers 3 - River Features and Processes Pt2 - GCSE (2016)

This is a full 1 hour GCSE lesson that comprehensively covers river features such as meanders, floodplains, levees, interlocking spurs, waterfalls and deltas and how they are formed. It also looks at river sediment transportation and process. The lesson would also work as a revision sheet as we've found that students struggle with these processes and they're essential for progression in the exam.The lesson is part of a unit covering 'Topic 3: Why is there a variety of river landscapes in the UK and what are the processes that shape them?' on the new Ed-Excel B spec, though it could easily be adapted to other specifications or graded down for KS3.Aim:- 'To understand that rivers have a range of features and these are formed through erosional and depostional processes.'This lesson covers the following themes:- Waterfalls- Meanders- Deltas- Floodplains & levees- Interlocking spurs- Erosion and deposition- Traction, suspension, saltation and solution- The role of geology in river formationsEase of use is the aim, so the lesson includes a compact presentation with instructions and guidance in the notes section below each slide, it also includes referenced handouts with printing instructions and is of course, proof read. Please feel free to leave a review :)Happy teaching!

By HotForest

London's Housing Crisis

London's Housing Crisis

An activity used successfully with Year 9 during a double teaching period. A broad selection of related activities including literacy, numeracy and choropleth mapping. Could be used as an assessment or broken down into individual activities.

By mjlewis82

Year 8 Spring-Summer SOW 2017 Development 3) Mapping Development WITH SUCCESS CRITERIA

Year 8 Spring-Summer SOW 2017 Development 3) Mapping Development WITH SUCCESS CRITERIA

The aim of this lesson is to analyse different types of map that show development. Students work in group to think-pair-share and feedback as a group. The setter is 3 questions to discuss as a class about development. The starter task is a kinaesthetic activity whereby students as tables or groups spell a key word the teacher writes on the board (if lower ability) and spells each letter. If the students drop the ball or spell incorrectly they have to start again. It is the first team that spell the word, pass the ball to the start and then sit down that wins a point. First to three points win. The main task introduces Year 8 students into distributions on maps. It shows the different patterns. The students then work on identifying what their map shows on their table and how it shows development. This is a class feedback task and encourages student-led learning and teaching. The other main activity is creating their own GDP main with analysis. It also introduces HDI as a measure with exam style questions (basic introduction here) and then the development tests the students on development indicators. The plenary is a quick word fill on learning.

By GJDavis27

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Sustainable Urban Living

Sustainable Urban Living

A fully resourced GCSE lesson about Sustainable Urban Living in a High Income Country (HIC) - London. Lesson studies the Beddington Zero Energy Development (BedZED) in Sutton, London. Students have to ask geographical questions, sort information cards about the sustainable strategies used in BedZED, and explain how the strategies lead to sustainable urban living and improve quality of life. Lesson includes sample exam question focus. Case study is relevant for all the new 9-1 GCSE Geography specifications.

By atoorneini

How do we use graphs and charts to present data in Geography?

How do we use graphs and charts to present data in Geography?

Students complete a card sorting task and worksheet in order to select appropriate graphs and charts to present geographical data and explain reasons for using choosing appropriate data presentation techniques. Ideal for an introduction or revision lesson on graph types used in Geography. Covers all graph types outlined in the AQA 9-1 GCSE specification. Exam practice question included about choosing and justifying data presentation technique.

By atoorneini

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Locating a photograph (in Russia)

Locating a photograph (in Russia)

Fully resourced decision making lesson where students interpret geographical information from a photograph and thematic maps, describe geographical characteristics of places in Russia, and analyse evidence from photographs and maps to make justified decisions.Included are 5 thematic maps of Russia. The lesson begins by students asking geographical questions about the photograph and analysing what they can see. They are then given three locations in Russia where the photograph may have been taken. Students must analyse the three locations using the thematic maps to describe the characteristics of each location. Then they must us the information to decide where the photograph was taken, writing up their answer using evidence statements.Differentiated worksheets included.

By atoorneini