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Team Geography Resources!

Ace bespoke resources with super clear graphics to lead your students through tasks easily. Check out super detailed lesson plans...min by min. You get learning objectives linked to levels.. students can review their learning and show progress. Enjoy! Teacher of Geography at -The Beckfoot Learning Trust & The Thomas Hardye school (NQT)-Both Outstanding. The University of Sheffield - PGCE Secondary Geography. The University of Leeds - BA (Hons) Geography

Ace bespoke resources with super clear graphics to lead your students through tasks easily. Check out super detailed lesson plans...min by min. You get learning objectives linked to levels.. students can review their learning and show progress. Enjoy! Teacher of Geography at -The Beckfoot Learning Trust & The Thomas Hardye school (NQT)-Both Outstanding. The University of Sheffield - PGCE Secondary Geography. The University of Leeds - BA (Hons) Geography
Sustainable Management of the Tropical Rainforest! Ecosystems
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Sustainable Management of the Tropical Rainforest! Ecosystems

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Learning Objectives LO1) To understand some of the ways in which the rainforest can be managed to protect the natural environment and help the local people LO 2) To be able to evaluate the different schemes in place that can help sustain the rainforests Includes a Key word sheet Includes Extension Questions Includes differentiated higher and lower task sheetd
Contrasting China! Urban vs Rural
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Contrasting China! Urban vs Rural

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Learning Objectives: Identify who is benefitting and loosing out from economic change in china – L4 Explain differences between rural and urban areas in China – L5 Justify your opinion on rural to urban migration in China – L6/L7 Detailed Peer Assessment Included: L6C – Gives simple opinion with 2 reasons why. Makes a simple statement about how the government can help. Uses 3 or 4 key words in answer. L6B – Gives a good opinion with 3 or 4 reasons why. Considers a few ways the government can help people. Used 5 or 6 Key words. L6A – Gives a strong opinion with 5 or 6 reasons why. Explains a range of ways the government can help people. Used 7 or 8 key words. L7C – Strong opinion with a range of reasons why and justifications of why its is better than the alternative option for a balanced answer. Used 9 or 10 key words. Detailed Lesson plan included minute by minute
Careers in Geography - What is the Ultimate Geography Job?
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Careers in Geography - What is the Ultimate Geography Job?

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Your Challenge!.. In pairs you are going to design the ‘Ultimate Geography Job!’ You have 2 minutes to get ideas from around the room by reading some example Geography Jobs! You must use at least 3 of the skills from the job descriptions on your resource sheets around the room….Record the skills you want as you go …3…2…1…GO! Write a brief ‘Ultimate Geography Job’ summary of the skills you need, what the job entails, where you may visit. 4 bullet points Draw an illustration of what this ‘Ultimate Geography Job’ may look like! …Maybe a storyline of a typical (wild!) day in this job showing what scenarios you would face and skills used…
How Sustainable is Palm Oil? Rainforests - Ecosystems
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How Sustainable is Palm Oil? Rainforests - Ecosystems

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My Learning Outcomes: LO1 – To be able to identify what Palm Oil is LO2 – To be able to list a range of impacts of palm Oil production in the Rainforest LO3 – To be able to assess how Sustainable the increased growth of Palm Oil Plantations are A range of tasks with good photo stimulus linked to learning objectives and levels
What are the people like who live in the Rainforest? Ecosystems
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What are the people like who live in the Rainforest? Ecosystems

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My Learning Outcomes: LO1 - To identify where the Kayapo Indians live - L4 LO2 - To investigate how their culture is different to ours – L5 LO3 - To consider the ways in which the Kayapo People live sustainably – L6 + Key Question detailed Peer Assessment Criteria Peer Assessment Criteria: 6C – Response is a basic opinion with 2 – 3 reasons to back up decision. No mention of future. 6B – Response is a strong opinion with 4 – 5 reasons to back up decision. Refers to future generations. 6A – Wide range of reasons for decision with reference to the future of the Rainforest environment and the Kayapo’s social way of life. 7C+ - Has done the above. Included the prompts to offer alternative ways of living in the Rainforest that are more sustainable in the future. Detailed Lesson Plan included minute by minute
Could Sheffield Host the Olympics? Development
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Could Sheffield Host the Olympics? Development

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**Learning Objective: ** To choose an appropriate site to host the athletic events in Sheffield Task: You are going to decide whether Sheffield could host the Olympics or not. The Organising committee want to build a new stadium in Sheffield that will seat up to 80,000 people. They have 4 potential sites, you need to help them decide where the best site is. This lesson includes a Homework
Sustainably Managing the Temporate Deciduous Forests? Ecosystems
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Sustainably Managing the Temporate Deciduous Forests? Ecosystems

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My Learning Outcomes: LO1 - To identify the main uses of the Temperate deciduous forest LO2 - To describe patterns on a map of the temperate deciduous forest LO3 – To evaluate 3 different management strategies of the temperate deciduous forest Includes Homework and extension questions Includes a map skills task
Kayapo Indians and Shifting Cultivation! Ecosystems
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Kayapo Indians and Shifting Cultivation! Ecosystems

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My Learning Outcomes: LO1 - To identify where the Kayapo Indians live – D/C LO2 - To consider the ways in which the Kayapo People live sustainably – D/C/B/A Peer Assessment Criteria: D – Response is a basic opinion with 2 – 3 reasons to back up decision. No mention of future. C – Response is a strong opinion with 4 – 5 reasons to back up decision. Refers to future generations. B – Wide range of reasons for decision with reference to the future of the Rainforest environment and the Kayapo’s social way of life. A+ - Has done the above. Included the prompts to offer alternative ways of living in the Rainforest that are more sustainable in the future. Includes Starter, Main, Plenary, has exam style questioning with a peer assessment that is linked to levels.
Characteristics of Temporate Deciduous Forests? Ecosystems
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Characteristics of Temporate Deciduous Forests? Ecosystems

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My Learning Objectives: I can describe the global distribution and location of temperate deciduous forest using a map and example countries I can give reasons for changes in the seasons in the biome throughout the year I can identify examples of a range of plants and explain how they have adapted to the ecosystem conditions I understand what the soil is like and how this connects to the types of plants **Extension Questions and Homework included Characteristics of a Deciduous Forest Revision Sheet included**
Should we give Aid to Developing Nations? Sustainable Development
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Should we give Aid to Developing Nations? Sustainable Development

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ENQUIRY THEME and Key question(s): What are the different ways in which aid is given? How effective is the current international trade and aid system in narrowing the gap between LEDCs and MEDCs? Learning Objectives: (knowledge, understanding, skills, values) Learning Outcomes: • To know the different types of Aid given to LEDCs • To understand the advantages and disadvantages of the different types of Aid • To make an individual decision for giving Aid Students will be able to: Describe the main advantages and disadvantages for different types of Aid Present their opinions on Aid as a group and individually before the class Give and explain their reasons for their choice of Aid. Detailed lesson plan included A range of resources and homework included
Tsunami Responses and Aid! Development
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Tsunami Responses and Aid! Development

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ENQUIRY THEME and Key question(s): How effective is the current international trade and aid system in narrowing the gap between LEDCs and MEDCs? Learning Objectives: (knowledge, understanding, skills, values) Learning Outcomes: • Critically evaluate a relevant case study • Understand how effective International Aid is in developing an LEDC Students will be able to: • Produce a case study poster showing all details and Aid management strategies • Evaluate the effectiveness of Aid given in the Asian Tsunami disaster Detailed Lesson Plan included
What is Sustainable Development? Sustainability.
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What is Sustainable Development? Sustainability.

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ENQUIRY THEME and Key question(s): Sustainability and sustainable development What is sustainable development? Learning Objectives: (knowledge, understanding, skills, values) Learning Outcomes: • To define what sustainable development is • To decide on a local development issue and justify how your choice of development is sustainable Students will be able to: • Explain what sustainable development is • Give an example of how development cannot be sustainable without a balance between economical growth, social wellbeing and environmental conservation • Justify their choice for a sustainable development issue Detailed lesson plan included.
What Can I do to Help Save the Planet? - Climate Change
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What Can I do to Help Save the Planet? - Climate Change

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**Lesson Objectives ** To gain an understanding of how to delegate within a team To structure your presentation To promote your idea as being the best solution for climate change This can be used as an Assessment on a Climate Change Module ** Key Skills** Oracy Teamwork Research Planning Delegation Resources 2x Powerpoints and a Student Worksheet Running Time This can be run over 3 lessons to give students the time to plan and create their solutions.
Are the Olympics Worth it? - Sustainability
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Are the Olympics Worth it? - Sustainability

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Lesson Objectives To design an environmentally sustainable building To investigate how different focus groups will economically benefit from the Olympics Judge and justify the Dragon’s den winner Task: • You will work in a group of 5. (6 groups). Your activity is also explained on your Dragons Den Worksheet. • You have to create a sustainable tourist building that will be situated in the ‘Olympic village’ for the London 2012 Olympics. • You have to design the building and present it. • Your team will design your sustainable building with annotations on the sugar paper and write a sales pitch for the presentation. • Your first lesson (today) will be on researching the Olympic village, choosing your ‘slant’, brainstorming ideas and getting your design started. Next lesson you will finish your design with all annotations, you will also start writing your speech. The lesson after that you will delegate speech roles, and practice your pitch to a level in accordance with your criteria sheet. Your final lesson will be presenting your pitch to the dragons who will assess you and level you. • You will work to the criteria sheet in order to get the investment from the dragons a high level and some rewards! • Each group will take in turns to be dragons.
Living in Danger Zones! Volcanoes
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Living in Danger Zones! Volcanoes

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**Learning Outcomes: ** Today you will be able to… IDENTIFY ways to predict and measure a Volcanic eruption - L3/4 2. EXAMINE the effects of a volcanic eruption - L4/5 3. ASSESS why people have difficulty in living in danger zones - L5/6 4. RECOMMEND some evacuation ground rules for people living in volcanic danger zones – L6/7 Detailed minute by minute lesson plan included Music clip included to play with the bell task / starter photos
Structure of The Rainforest! Ecosystems
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Structure of The Rainforest! Ecosystems

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**By the end of the lesson I will be able to… ** Identify different layers of the Rainforest Describe characteristics of each layer of the Rainforest Evaluate how the layers of the rainforest depend on each other for survival Evaluate how well my team worked together **The Big Picture: ** We are learning this because we need to appreciate how fragile the Rainforest Ecosystem is and why it is important to protect it in order to maintain the Earths biodiversity. Detailed Peer Assessment Included L7 = Descriptions with more than 3 species mentioned at each layer. Evaluation discusses in detail how every layer depends on each other to survive. L6 = Descriptions with 2 or 3 species mentioned at each layer. Evaluation comments on how 2 or 3 layers depend on each other to survive. L5 = Descriptions with 1 or 2 species mentioned at each layer. Evaluation states how 2 layers depend on each other to survive. L4 = Description gives an example species for 3 to 4 layers . Evaluation states the importance one 1 forest layer.
What is The Climate of The Tropical Rainforest? Ecosystems
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What is The Climate of The Tropical Rainforest? Ecosystems

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Lesson Outcomes LO1 - To be able to describe the location of the world’s rainforests level 4 LO2 - To be able to explain how its location impacts on it’s climate level 5 LO3 - To be able to produce and analyse your own climate graph level 5/6 LO4 - Can you decide on one more outcome At the end of the lesson??? Level 6/7
Hazards! Caused! By! Climate! Change! Natural Hazards
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Hazards! Caused! By! Climate! Change! Natural Hazards

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LEARNING OBJECTIVES: Identify Hazards caused by Climate Change – L4/L5 Rank the Hazards by impact caused by Climate Change – L5/L6 Propose and Justify a solution to a hazard caused by Climate Change – L6/L7/L8 Why are we learning this?? There are many hazards around the world that are taking lives and destroying property. We need to be aware of them to stop the impacts on the world’s population.