Lesson 1 of natural hazards. A knowledge organiser of the lesson is included to be stuck into students' books midway through the lesson. Good for mixed ability classes as no-one is waiting for anyone to copy anything down. Good for EAL as key terms at the bottom. Emphasis on practising content and geographical skills- divided bar charts in this case. A3 information sheet on how to draw bar charts and divided bar charts. Homework is an exam question.
The video is from BBC Megacities with Andrew Marr- I'm not allowed to attach the video but it's 3 min from the start of episode 1.
Lesson 2 of the Natural Hazards topic. A knowledge organiser of all of the key content is included so students are not spending time copying down information. Instead students, practise applying their knowledge. Maths skills are addressed too this time calculating frequency and averages.
I cannot attach the videos but the first video is the trailer about Continental Drift in Ice Age.
I have done it slightly differently this time. I normally go through plate boundaries altogether and then address volcanoes and earthquakes. This time I am going through how volcanoes and earthquakes occur at each type of plate boundary. I have designed an A4 sheet with the key content, diagrams and keywords. This way no-one should get left behind in a mixed ability class.
To be able to explain the role of the census in gathering population data.
To be able to evaluate data presentation techniques.
To be able to accurately present population data.
To be able to compare Liverpool’s population structure to that of England and Wales.
To be able to explain the impacts migrants have had on Liverpool.
Students read about what the census is in the UK in the starter activity and then discuss how they would present the data on ethnicity in Liverpool in 2011. Students then draw a divided bar chart and evaluate it as a method of data presentation.
The lesson ends looking at the impacts the migrants have had on the city. There is a link to a YouTube video on China Town.
To be able to describe the population distribution in The UK.
To be able to explain why named areas are sparsely or densely populated.
Lesson 1 on the UK section of urban challenges. It looks at where people live in the UK and why. The lesson starts with a recap activity on key terminology. Students then describe the population distribution in the UK and then the fun begins as they need to to put the explanatory annotations in the correct geographical area! A finished example is included in the PPT to use as a guide or debrief.
Past paper question from the old spec but still relevant to check understanding.
End task is checking students' locational knowledge of the UK and testing the skill of direction the sheet is available for free from 3D Geography.
To be able to describe and explain Rio’s social challenges.
To be able to describe and explain solutions to Rio’s social challenges.
This lesson examines the social challenges in Rio. Students complete the A3 sheet and then use that information to answer an exam question. An example answer is included for students to discuss and annotate.
To be able to describe the pattern of migration in Brazil.
To be able to describe the main physical regions in Brazil.
To be able to explain why people are leaving some regions of Brazil and migrating to others.
STARTER- Find the fiction to check basic knowledge about Brazil.
Describe the pattern of migration within Brazil using the diagram. (Pattern, detail, anomaly.)
Students are to answer the question- Why is Rio Brazil's second city?
Student instructions to "First Class Post" activity-
Read your card and make necessary notes onto your sheet.
Once you have read it, deliver it to someone else.
There are 17 cards, so make sure you get to read them all.
Planning sheet and cards included.
Homework is to compare life in the UK with life in Brazil using ifitweremy home.co.uk
To be able to define urbanisation.
To be able to describe and explain the causes of urbanisation in developing countries.
STARTER- Students are to look at the map and to describe the distribution of global megacities.
THINK, PAIR, SHARE- Why would people live here? (Shanghai, China)
Recap of push and pull factors as covered extensively in KS3.
Hexagons to help students identify reasons for the growth of urban areas in developing countries. Less confident students may benefit from writing the key points on the worksheet first. More confident students should concentrate on linking together and annotating the links.
Homework to read/highlight/make notes on a newspaper article on megacities.
Lesson 1- Living in an increasingly urban world
Lesson 2- What is Rio like?
Lesson 3- Why do people migrate to Rio de Janeiro?
Lesson 5- What are the social challenges in Rio?
Lesson 9- Revision clock for Rio
To be able to locate Rio de Janeiro on a variety of different scales.
To be able to explain Rio’s global importance.
To be able to describe and explain how and why Rio de Janeiro has grown.
STARTER exam question- Suggest why there is such a low rate of urbanisation in rich countries and why some show evidence of counterurbanisation. (6)
This is an introductory lesson on Rio and covers the basics such as its location and why it grew where it did. I've designed an A3 sheet for students to answer/organise their work to save time which I'm sure you will agree is a real must given the volume of content with the new GCSE!
The lesson then goes on to explore why Rio has global importance. The factors are on one side of the table and the students have to add an explanation so they get to process the information.
To be able to explain how international agreements can help to manage climate change.
To be able to explain how people can adapt to rising sea levels (flooding) and drought.
The first part of the lesson checks students' knowledge of the impacts of climate change and questions why we would need international agreements. Detail is given on Kyoto, Copenhagen and Paris. All key content is included on the knowledge organiser to speed things up and no one is waiting for anyone in mixed ability classes. I've chopped up a newspaper article to create an A3 sheet for students to use to learn about ways we can adapt to floods and drought.
3 practise exam questions included.
1. Outline how international agreements can help to manage climate change. (2)
2. ‘International Agreements are critical in the challenge to reduce global carbon emissions.’ Use evidence to support this statement. (6)
3. Explain how the response shown in Figure 1 may help people to cope with rising sea levels. (2)
I've used Storm Desmond as my RECENT EXTREME WEATHER EVENT IN THE UK. Included are information cards (slide 14-17) and they are used early in the PPT for students to use to fill in their A3 sheet. I would encourage students to categorise the effects on their sheet between- social, economic and environmental. The video will not attach but it After the Deluge, the recent BBC documentary. It is currently on iPlayer (about 20 days left on 11th December 2016) or I'm sure it will crop up on YouTube sometime soon.
This is for 2 x 1 hour lessons. The information sheet is included. The is a good video summary by National Geographic on YouTube. The objective of the lesson is to produce a piece of extended writing which will help KS3 students prepare for the new 1-9 content-
Using the all of the information, write a newspaper article about the primary and secondary effects of Hurricane Katrina.
Signs of success
A catchy, attention-grabbing title to draw readers in.
A paragraph to locate the area Hurricane Katrina affected- consider including a map.
A paragraph to explain what a hurricane (tropical storm) is.
3 specific pieces of background information.
At least 3 different primary effects.
At least 3 different secondary effects.
Your own opinion which you have justified- which were worse the primary or secondary effects? Why?
This lesson gets students thinking about what air pressure actually is. The videos are available from YouTube- TED talk on air pressure and one from the MetOffice.
The first task is designed to get students thinking about how the sun actually heats the Earth. They will also start thinking if there are any variations in this heating. This then links temperature to air pressure.
This lesson explains what wind is and links it to area pressure. Students end the lesson with a worksheet with a simple diagram of high and low pressure which they have annotated. They also link both pressure systems to biomes around the world and discuss the weather conditions associated with each system in the UK.
This first lesson explains the difference between weather and climate and it gets students to draw and describe a climate graph. The video was saved a long time ago from Geography at the Movies and I have no way of crediting it.
Beware- climate graphs can take some students MANY attempts. In such cases, I show the clip on YouTube about Austin's Butterfly!
Includes an A4 knowledge organiser for the entire unit.
Starts with a recap of the water cycle. KAGAN Match Mine activity to draw one of the diagrams of the different types of rainfall- different for each partner. Gets students looking at the similarities between the 3 types of rainfall. Most likely to ... exercise. Then back to recording how precipitation is measured on the sheet used in Lesson 2 (included).
Students watch the documentary- find on YouTube and discussion afterwards. Key material is on the comparison table from the previous Haiti lesson. Plenty to discuss- early warnings sent to mobile phones, children ready with protective headgear etc. Model answer included to- Assess the extent to which primary effects are more significant to secondary effects. (9 marks + 3 SPaG)
Lesson 1- What is a natural hazard?
Lesson 2- Where do volcanoes and earthquakes happen?
Lesson 3- How do volcanoes and earthquakes happen at constructive plate boundaries?
Lesson 4- How do volcanoes and earthquakes happen at destructive plate boundaries?
Lesson 5- How do earthquakes occur at conservative plate boundaries?
Lesson 6- Hotspot formation
Lesson 7- How poor is Haiti?
Lesson 8 & 9- Haiti 2010 earthquake case study
Lesson 10- Tohoko, Japan earthquake 2011 case study
A lesson for students to gather information on the 2010 Haiti earthquake. An A3 comparison table is provided so that students can easily compare between Haiti 2010 and Japan 2011. Information is divided into- causes, primary effects, secondary effects, immediate responses and long term responses.
Whilst not explicitly mentioned on the specification, hotspots are refer to in some of the accredited text books. I also think it is important for students to understand what they are so they can bring them into questions on the distribution of volcanoes.
A knowledge organiser is included which has all of the key information and diagrams on for students to stick into their books at the end of the lesson. The idea of this lesson is for students to use the diagrams and maps, I had them printed and laminated on A3, to help them to work out their formation rather than just being told the information. Model answer help the students to see where the marks would be awarded.
The Lava video was downloaded from YouTube- cannot attach it here but students loved it or should I say "Lavaed it!"
As the comparison needs to be made of two tectonic hazards in countries differing levels of economic development, I thought a good starting would be for students to find out for themselves just how poor Haiti is. We started with an initial recap of development indicators and evaluated which would be most useful in comparing Haiti with the UK. The students then found out the information on iPads. Very simple but now they have some idea just how poor Haiti is, rather than just quoting, "It is the poorest country in the western hemisphere!"
To be able to describe and explain what happens at a conservative plate margin.
To be able to define what an earthquake is and draw a diagram of its cross section.
Revision task is to create a revision resource for all of the plate margins covered so far. Examples of students' work are included to help other students with possible ways of setting out their work. Knowledge organiser is included so that all students leave with the correct content in their books. This reduces marking as you are not having to correct their content.
The trailer of San Andreas film is at the start of the lesson to provoke discussion about the level of economic development and level of preparedness. I just got the trailer off YouTube.