AQA GCSE Geography lesson from the Nigeria: A Newly Emerging Economy Unit. The Lesson needs the Oxford AQA GCSE Geography textbook The lesson is roughy one hour long, but can be extended or shortened, The lessons starts with an annotation exercise on an image of slums in Lagos. The pupils explore the environmental problems in the image and potential causes and solutions. We then take a short look at a video clip of an illegal oil extraction operation in the Niger Delta and asked how rapid developemnt may have led to this. The pupils then move onto an A3 information gathering task usingthe Oxford textbook. The sheet is differentiated with a variety of tasks. We then finish the lesson by attempting to answer a 6-mark question on environmental issues with guidance and structure if the pupils need it. Included is: Photo annotation starter Two relevant video clips A3 information organiser task GCSE question with structure and guidance. Hope this helps. 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 Lagos has grown in the last 50 years and why. We start with a population pyramid of Nigeria and the pupils can choose questions to answer as we explore the population structure of the country. We then look at the growth of Lagos through the pupils plotting the data onto a graph and answering questions about Lagos’ population growth. We then move onto the physical growth of the city. Here pupils use colours to make an isoline map and again there are questions for the pupils to answer. We then look at push & pull factors for rural-urban migration. The pupils create a graph as a visual tool to see which are the main pull and push factors. We finish with an emoji annotation plenary about the reasons for Lagos’ population growth. In a nutshell lesson includes: Population pyramid starter Video clip Graph plotting task with questions on population data. Isoline map task with questions. Push-pull factors bar chart. Annotating emojis plenary. 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 Changing Economic World section. Lesson one in the Nigeria SOW. The lesson is over one hour long, but can be adapted. We first look at the location of Nigeria and pupils complete some skills work around describing the location. We then continue to examine Nigeria’s global importance whilst the pupils complete an knowledge organiser. Then using demographic data the pupils examine Nigeria’s population whilst practicing some graphical skills. We then look at the importance of Nigeria in Africa. Included in the lesson is: Differentiated activity on Nigeria’s Location Knowledge organiser on Nigeria’s global importance Graph skills worksheet on Nigeria’s Demographics Activity on Nigeria’s importance in Africa. Hope this helps. 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 1B: In this lesson we look at what the physical characteristics of tropical rainforests are. The lesson has a retrieval practice starter quiz on rivers to begin with. We then look at what it is like to be in the rainforest with a short video clip of walking through the forest. We then look at the location of tropical rainforests and the students have a map with some questions of differing difficulty to answer. The students are provided with a worksheet to draw a climate graph of the rainforest with some additional skills questions to answer (works well with a visualiser). The students complete an annotated profile of the rainforest latosol soil, describing and explaining its characteristics. We then look at the nutrient cycle and the students annotate a diagram making sure they eliminate the incorrect word from the annotation. 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 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 1B: In this lesson we examine the distribution of the global ecosystems or biomes. The lesson has an ordnance survey map skills retrieval practice starter quiz. We then look at what a global ecosystem or biome is and what the general pattern of their distribution is. The students complete a cloze exercise and write a paragraph introducing the concept of global ecosystems. The students then complete a colouring by numbers worksheet to familiarise them with the distribution of the global ecosystems. They then complete a worksheet on where these ecosystems can be found, using atlases to give named examples of countries that feature those particular biomes. There is another extension to this where the students create a diagram to show the importance of latitude in the distribution of global ecosystems. We finish with a GCSE-style practice question with some sentence starters and a mark scheme 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 1B: In this lesson we look at what valuable commodities and services the rainforest provides. The lesson has a rainforest themed retrieval practice starter. We look at what value the rainforest has to indigenous peoples and why these people may be at threat. Focusing on the Achua tribe we look at a video and complete some guided reading with the students completing some questions relating to the text. We then look at the valuable medicines that come from the rainforest, the students have to complete an annotated ‘rainforest cabinet’ using information from the slide. We then look at essential services. The students read the information on the various services the rainforest provides and rate them according to how important they are and explain why they think 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 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 from the Nigeria: a Newly-Emerging Economy section. The lesson is roughly an hour long. We start with a photo showing an illegal crude oil refinery in Nigeria and discuss what this reveals about he country and its natural resources. We then look at Nigeria’s political links to other organisations such as OPEC and the United Nations. We ask which of these are most significant to Nigeria’s development. We then look at Nigeria’s two main exports sectors, crude oil and agriculture where the students annotate a text extract to show their understanding. We then look at where Nigeria’s exports of crude oil go to by creating a flow line map. We then answer a GCSE style question worth 6 marks with guidance should the students need it. Included is: Photo interpretation starter on illegal crude oil refinery Sorting activity on political links Text extract annotation task on crude oil and agriculture FLow line map activity 6 mark GCSE stye question with guidance. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at social opportunities in one borough of London, Shoreditch. We start with a photo interpretation of Shoreditch today so the pupils can start to think about what Shoreditch is like and what type of people may live there. the pupils will have a worksheet to work through as the lesson progresses. we start by looking at Shoreditch in the 1980’s (1981 really due to census data). The pupils get a feel for what the borough was like then. We then introduce modern day Shoreditch with a video. The pupils then use an information sheet to complete tasks regarding various aspects of life there including housing, ethnic and cultural mix, entertainment etc. We briefly consider the negatives of urban change in the area before tackling a GCSE-style question on the positive impacts urban change has had on people in a HIC. The pupils do have some help with some points to get them going if they need it. In a nutshell lesson includes: Photo interpretation starter Worksheet task on old and new Shoreditch 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

AQA GCSE Geography lesson for the 2016 specification Unit 1B: In this lesson we look at how ecosystems operate, from small-scale ecosystems to biomes. We start with a retrieval practice task based around coats. We begin by looking at what the biotic and abiotic components of an ecosystem are. The students are given an example ecosystem and have to categorise the components according to whether they think they are biotic or abiotic. We then look at different scales of ecosystems and look at trophic levels. The students work out which examples belong with which trophic level . We then explore an example of a food chain, using a small-scale ecosystem (a pond) the students have to work out which creatures belong in which trophic level. We then look at biomass in the food chain and discuss why biomass declines at each level. 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 from the Nigeria: A Newly Emerging Economy section. Second lesson in this unit of work. In this lesson we start by looking at the different environments in Nigeria and the pupils work to create an annotated map of the country. We then use information cards to complete a knowledge organiser. Looking at Nigeria’s social, political, cultural and environmental context the pupils fill out their organiser from the cards. We then move on to answer a GCSE style question and the pupils have some guidance on how to answer this sort of question. Included is: All the information cards Starter annotated map task on Nigeria’s environments Knowledge organiser task using info cards activity 4-mark GCSE style question with guidance. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at both the national and international importance of London. We start with a retrieval practice grid which you can populate with your own questions relevant to topics you have covered. We then do a quick photo interpretation activity on London to get the pupils thinking about why people would visit and what activities are going on in the city. The pupils then consider reasons why London is important. I usually create a spray diagram as a class. We then use some facts about London to organise them on a worksheet on national and international importance. We add any ideas from our spray diagram and then categorise them into social, economic and political. We finish with a 6-mark question on the importance both nationally and internationally on a city in an HIC. the pupils have some guidance on how to answer the question if you wish to use it with them. In a nutshell lesson includes: Retrieval starter quiz Photo interpretation activity Importance of London nationally and internationally worksheet GCSE-style question with guidance on how to respond 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. The lesson is at least 1 hour, but can be shortened of lengthened easily. We start by looking at what desertification is and the semi-arid areas that are most at risk from it. We then look at both natural and human factors that causes desertification using factor hexagons. For our example we look at desertification in Badia, Jordan and pupils complete a table which requires them to explain why Badia is at risk. We finsish with a 6 mark exam-style question. Included in the lesson is: Photo interpretation starter Video clip on causes of desertification Activity on causes of desertification Example of Badia in Jordan activity. 6 mark GCSE exam question with guidance. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at economic opportunities in London, focusing on the regeneration of the London Docklands. We start with a photo interpretation of the London Docklands in the late 1970s. The pupils start to think about why the area has declined and how it might affect the residents. We then introduce the concept of urban regeneration and start by looking at the history of the Docklands and the pupils complete spray diagram of reasons why the area feel into disuse. We then look at the London Docklands Development Corporation (LDDC) and the pupils create an annotated diagram ‘the road to regeneration’ using information from the board. Once we have completed the diagram we tackle a 6-mark question on economic improvements 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: Photo interpretation starter Several tasks around the London Dockland’s and the LDDC 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

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 2A: In this lesson we look at how urban change has led to social and economic inequalities in London. The starter is called “perfect paragraph?” The pupils will see a response to a GCSE-style question and need to spot the errors in the paragraph, we then discuss if anything needs adding to the answer. We then look at inequalities in London and we use an Iceberg Analysis to determine causes of social inequalities and short and long terms effects. The short term effects go in the iceberg above the water. The longer term effects go underneath the water. We then consider what indicators could we use to map social deprivation. We use percentage of people on benefits as an indicator and the pupils create a choropleth map of London. We consider the pattern and the pupils look at what the benefits and drawbacks of presenting the data this way is. Once we have completed the diagram we tackle a 6-mark question on social inequalities in a HIC city. I usually do this as a live writing exercise, but there is guidance should the pupils need it. In a nutshell lesson includes: Perfect Paragraph Starter Iceberg analysis of cause and effects of social inequalities Choropleth map activity using percentage of people claiming benefits as an indicator. GCSE-style question with guidance or live writing exercise. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer