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Hello. My methodology for lesson planning consists of three key concepts; Simplicity for the teacher - I aim to plan lessons that are paper-resource light. Clarity of understanding for the student - I aim to plan lessons that are clear in their sequencing. Professional appearance - I aim to plan lessons that are designed for students rather than the board room. I teach my lessons successfully and with enjoyment, but not every teacher is the same. I always appreciate constructive feedback :-)

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Hello. My methodology for lesson planning consists of three key concepts; Simplicity for the teacher - I aim to plan lessons that are paper-resource light. Clarity of understanding for the student - I aim to plan lessons that are clear in their sequencing. Professional appearance - I aim to plan lessons that are designed for students rather than the board room. I teach my lessons successfully and with enjoyment, but not every teacher is the same. I always appreciate constructive feedback :-)
China Three Gorges Dam - Geography
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China Three Gorges Dam - Geography

(0)
LESSON COVERS: the location of the dam, how a dam works, the advantages and disadvantages of the dam and how it may impacts people and the environment. LESSON INVOLVES: students first generate questions for themselves about the dam which they then come back to answer later. The dam is then located by slowly zooming in on google earth (students to identify when they can see it). There is a video to make notes from on how a dam works, then a video for students to collect advantages and disadvantages (each video is hyperlinked if you click on the screen grab once in slide show mode). Students then read people profiles and plot each person on a graph to show how they are effected by the dam (differentiated). The final task is to write a letter as the president to the dam designer arguing for or against the dam's construction in the first place. RESOURCES There is an extra information sheet for any students wanting ore information. Please review with any feedback :-)
Sinkholes - KS3 Geography's TOP TEN - Lesson 1
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Sinkholes - KS3 Geography's TOP TEN - Lesson 1

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LESSON COVERS: discovering what sinkholes are, why they happen and the dangers they pose for humans LESSON INVOLVES: students form questions about a sinkhole photo to start the lesson - they then come back and answer these questions at the end. A video introduces the concept and then definition and key words are explored. A map is used to explore and describe where they occur. Another video then explains how they occur, students then explain in their own terms through annotated diagrams. To end there is a writing exercise where students imagine they are the brother of a man swallowed by a sink hole. SKILLS: -Map skills with direction and continent and country location. -Diagram drawing and annotations RESOURCES: the lesson includes link to videos. If you put the lesson in slide show mode and click on the screen grab of the video it will take you to the video itself. Or you can click on the image and go to insert>hyperlink across the top and copy and paste the link out of the box. NOTES: most activities are differentiated and/or have challenge and support options Please review with any feedback/improvements required :-)
Supervolcano - KS3 Geography's TOP TEN - Lesson 3
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Supervolcano - KS3 Geography's TOP TEN - Lesson 3

(2)
LESSON COVERS: Exploring what a super volcano is, how they are formed and how they are different to other volcanoes, and the potential extent of the effects of a super eruption (local vs. global) LESSON INVOLVES: Exploring the definition of a super volcano, using a video to introduce the concept and look at how they are formed. Developing map skills and data skills through comparing eruption size to regular eruptions. This task has a support graph for students to use. Using a video to introduce the idea of local and global effects, using notes taken from these videos to add information to maps of the world or North America - depending on ability. RESOURCES: Support graph template is available to complete or simply use as a guide for students to create their own. The two types of maps are in the same file on different slides - print as required. NOTES: The link the video is embedded, put the slides into slide show mode and then click on the video screen grab. Please review with any feedback or if you spot any weevils in the lesson :-)
HIC Bristol: Social opportunities, New Urban Unit AQA GCSE Geography
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HIC Bristol: Social opportunities, New Urban Unit AQA GCSE Geography

(0)
LESSON COVERS: Social opportunties for people in Bristol, broken down into cultural, economic/employment and leisure LESSON INVOLVES: students create a perfect city pie, with slices made up of specific information on different types of social opportunities. Once the slices are made up they than designed a packaging label to sell the advantages of the opportunities they have selected. The students are encouraged to select the opportunities that would make Bristol the perfect city for them. RESOURCES: there are 2 differentiated pie templates: one with three slices, the other with 6. Social opportunity cards with details of 9 different opportunities (3 of each type). NOTES: I lay the opportunity cards out at the front of the class for them to come up and select from. Once they have finished with one, they come back and swap for another one. I usually print off the social opportunities on different coloured paper, to make the different categories obvious. Please review with any feedback :-)
Christmas Geography KS3 lesson - Longitude and Latitude
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Christmas Geography KS3 lesson - Longitude and Latitude

(0)
LESSON COVERS What longitude and latitude is and how it can be used to locate countries. The different characteristics of countries including biomes, temperature and other features. LESSON SUMMARY Lesson starts with a “quick maths” task where students are asked to come up with various numbers (no.of reindeer, continents etc) and add/subtract them to come up with an answer (closest wins as they rarely get it right, but have fun trying). First main task introduces Longitude and Latitude using a very catchy video, and then gives students a chance to locate countries using these coordinates. The second main task asks students to use their list of countries to plot Santa’s trip and describe the places he visits using information maps (biomes, temperature and other features, as well as your own atlas if you wish). The lesson is Christmassy themed throughout, with extension and differentiation, and there is a grid reference support task for those who are struggling with longitude and latitude. LESSON RESOURCES For the video click on the word “video when it is in slide show mode”. Students need to use the map template in conjunction with an atlas to work out which countries they land on (if you don’t have atlases you can print world maps from the internet). The information maps can be put up on the board if you’d rather not print in colour, equally you could ignore them altogether and use your own biome maps, or other information from your own atlases.
Fairtrade - GCSE Geography AQA 9-1, Changing Economic World - Reducing the development Gap
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Fairtrade - GCSE Geography AQA 9-1, Changing Economic World - Reducing the development Gap

(0)
LESSON COVERS How the Fairtrade process works, the positive impacts for producers, and an overview of product pricing. LESSON INVOLVES Starter asks students to think about and list where they may have seen the Fairtrade logo. The concept of Fairtrade is then introduced (key indicates key word). Main task uses an infographic of how Fairtrade profits and premium are spent to improve quality of life. Students either answer questions (target 4-5) or create flow charts (target 6+) to indicate how Fairtrade can reduce the development gap. The challenge version of this task gives students the option to create a flow chart with option boxes. Following this students evaluate product price comparisons – Fairtrade vs. other products. The lesson ends with an exam question with an example answer that is fully editable to suit the techniques you teach. LESSON RESOURCES Videos are hyperlinked to the word “video” on the slide. Put into slide show mode and then click on them. Please review with any feedback or if you spot any weevils in the lesson :-)
International Aid - GCSE Geography AQA 9-1, Changing Economic World - Reducing the development Gap
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International Aid - GCSE Geography AQA 9-1, Changing Economic World - Reducing the development Gap

(0)
LESSON COVERS How goats can be bought through Oxfam, Goat Aid operating countries, benefits of goats for reducing the development gap, as well as possible negatives. LESSON SUMMARY Students are initially presented with an image of a goat and asked for ideas on the advantages of goat ownership. This is followed by a 3 mark map-based exam question. Main concept is presented through 3 short videos. Students are then required to shade advantages and disadvantages of the scheme on a sheet with a challenge task for more able students to write the advantages and disadvantages from the sheet as paragraphs. Following this students then create a visual representation of the positive impacts, and knock-on positive impacts of goat ownership, with higher ability students asked to analyse the value of these benefits. Finally there is a 6 mark exam question. LESSON RESOURCES The videos are all hyperlinked into the word “video” which can be clicked on in slideshow mode. The “goat benefits tree” example document can be edited or used for scaffolding/for lower ability students. If you’d rather not print the shading sheet students can copy comments down into a table instead.
North South Divide - AQA GCSE Geography - Economics
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North South Divide - AQA GCSE Geography - Economics

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LESSON COVERS The evidence of and strategies for addressing the social and economic North South Divide. LESSON INVOLVES Starter involves adding economic data to a UK map. The primary teaching task requires students to note down key terms and numbers and then to watch a video do discover what those key terms mean in the context of a North South divide. The main task provides the students with timed slides (7 minutes each) with information about three strategies to address the North South divide: HS2, Enterprise Zones and LEPs (local enterprise partnerships) and are asked the record the information of the slides in specific ways according to target grade. Students then colour code the strategies to link it to the information learned earlier in the video, evaluating the strategies, matching them to specific issues. The final plenary uses a video. It has a bad word in it – my students can handle that but feel free to omit if wish! LESSON RESOURCES Videos are hyperlinked to the video screen shots. Simply put into slide show mode and then click on them. The lesson also includes a 5 minute “Review Previous Learning” task, as a revision tool - feel free to omit or adapt. Please review with any feedback or if you spot any weevils in the lesson :-)
LEDC / LIC Rio (social challenges and opportunities) - Urban - GCSE AQA Geography
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LEDC / LIC Rio (social challenges and opportunities) - Urban - GCSE AQA Geography

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Rio - social challenges and opportunites LESSON COVERS: What the challenges/issues and possible opportunities/solutions are for energy and clean water supply to the favelas and sanitation. LESSON INVOLVES: short issue introduction video, followed by an short exam question, then a long activity to trade and read through resources and select appropriate information (differentiation is embedded in the resources - ie. the complexity of writing varies but is not made explicit), followed by further exam practice questions. RESOURCES: planned as a trading activity, but all can be printed off as a information pack and handed out individually or in pairs. NOTES: link to the video is embedded in the video screen shot (just play the slide show and click on the screen shot) the keys represent key words.
UK population distribution, New Urban Unit, AQA GCSE Geography
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UK population distribution, New Urban Unit, AQA GCSE Geography

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LESSON COVERS: looking at why some areas of the UK became heavily populated in the past, and why some areas are heavily populated now (looking at job availability, economic opportunities, culture, etc) LESSON INVOLVES: identifying key words (location, distribution and settlement), using clues about urban growth to identify major cities on a map. Students annotate and draw arrows onto a map to show how urban areas and populations are changing now, identifying influencing factors and making predictions, and looking for similarities between influencing factors in the past and now. Lesson ends with an exam question. RESOURCES: there are two maps with this lesson, the "Who am I maps" have the options for the clues on them, the "So now..." maps are for the annotation task. There is also a bonus clues sheet for those struggling with the Who am I task, as well as a partially complete table for those student who may need it. NOTES: the annotating map task will require prior knowledge of reasons why people migrate. If you haven't studied that in this unit yet you can teach or tweak the lesson accordingly. Please review with any feedback :-)
LIC Rio, Urban planning for Urban poor, New Urban Unit, AQA GCSE Geography
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LIC Rio, Urban planning for Urban poor, New Urban Unit, AQA GCSE Geography

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LESSON COVERS: different elements of the Favela Barrio project and it is improving quality of life for favela residents. LESSON INVOLVES: the main task is a round-the-room differentiated info hunt activity, followed by a differentiated before-and-after annotation activity. RESOURCES: the info hunt posters should be put up around your room, or alternatively can be printed off as slide show handouts and used while students are sat at their desks. The before and after sheet has a differentiated version with sentences starters (see page 2). Please review with any feedback :-)
MEDC/HIC city, BRISTOL - 7 LESSONS, new urban unit, AQA GCSE Geography
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MEDC/HIC city, BRISTOL - 7 LESSONS, new urban unit, AQA GCSE Geography

7 Resources
This bundle contains 8 lessons covering all aspects of the HIC City part of the new Urban Issues and Challenges unit for AQA GCSE Geography, including an introduction to Rio lesson, and a review lesson. Lessons are fully resourced, include a number of GCSE practice questions and differentiation and challenge opportunities for most tasks. Please review with any feedback.
MEGACITIES New Urban Unit GCSE AQA Geog
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MEGACITIES New Urban Unit GCSE AQA Geog

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LESSON COVERS: the characteristics of megacities, the issues of living in a megacity and touches upon the future of megacities LESSON INVOLVES: a series of present new information slides and construct activities, including differentiated reading, question and writing activities. Lesson ends with a creative writing task. RESOURCES: the lesson includes a link to a video, a map template with support maps and an article written in both more complex, and more simple language (similar volumes of text on each) NOTES: the link the video is embedded, put the slides into slide show mode and then click on the video screen grab (there is a part two to the video on youtube if you wish to use it) Please review with any feedback :-)
Sustainable Urban Living, new urban unit, AQA GCSE Geography
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Sustainable Urban Living, new urban unit, AQA GCSE Geography

(1)
LESSON COVERS: how sustainable urban living addresses the issues of waste, water, energy and green space, using Hanham Hall in Bristol as an example. LESSON INVOLVES: exploring the meaning of sustainability, sorting human activities into a sustainability venn diagram. AG&T students are then selected to be architects, each equipped with "Architect cards" (power point slides to be printed double sided). Students then visit the "architect" students to collect info on the various sustainable elements of Hanham Hall. evaluating them as they go, selecting one to not invest in at the end. To end students design a house card to go in an estate agents window advertising a Hanham Hall property (at this point the architect students sit in a group and complete the previous task together). RESOURCES: The video at the end can be accessed by putting the powerpoint in slideshow mode and clicking on the screen grab. The 5 architect cards should be printed double sided. NOTES: If you don't wanted to select "architect" students and have the students visit them you could put the architect slides up with a time limit for each. Please review with any feedback :-)
HIC Bristol, Urban Sprawl and Regeneration, New urban unit, AQA GCSE Geography
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HIC Bristol, Urban Sprawl and Regeneration, New urban unit, AQA GCSE Geography

(0)
LESSON COVERS: DOUBLE LESSON...the cause and result of urban industrial decline and the consequent urban regeneration, as well as the causes of urban sprawl and the advantages and disadvantages of commuter settlements. Case studies used are Bradley Stoke (commuter settlement) and Bristol Harbourside (urban regeneration). LESSON INVOLVES: looking at key terms: housing demand, greenfield site, urban sprawl, regeneration, brownfield site. Link to a video to find positives and negatives for developing both greenfield and brownfield sites, with back up photocopy resource. A verbal domino task gives the back story for industrial decline of Bristol's harbourside. Students then create their own dominoes with Q&As on the regeneration of the harbourside and the commuter settlement, Bradley Stoke. Bradely Stoke is explored more with a statement match up task before finishing with an exam question. RESOURCES: There are dominoes templates of two different sizes for students who write in different levels of detail/size of handwriting. The case study sheets are saved separately as HIGHER files for more able students, and a DIFFERENTIATED version in simpler text. NOTES: probably a double lesson. Youtube video link can be accessed by clicking on the video screen grab while in slide show mode. Dominoes for industrial decline can be handed out and read out for the whol class to hear, or can be given out in pairs or groups. Please review with any feedback :-)
LEDC/LIC City, Rio, environmental challenges and opportunities, New urban unit, AQA GCSE Geography
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LEDC/LIC City, Rio, environmental challenges and opportunities, New urban unit, AQA GCSE Geography

(0)
LESSON COVERS: environmental problems relating to traffic and congestion, water pollution, air quality/pollution and waste collection. LESSON INVOLVES: handing out Rio resident roles and role playing favela residents forum where n they complain about environmental issues. There are cue cards for the residents with the specific issue in bold along with the details of how that issue relates to them. There are two cue cards per issue for 4 issues (so 8 in total). Students record the issues in a as they are listening table. The next tasks is differentiated on-board reading task where students find solutions to match the issues. End's with an exam practice question. RESOURCES: Rio residents complaint cards to be sliced out and handed out as you see fit (then intact copies can be used as help sheets for students to fill in gaps afterwards). The on-board solutions task slide can also be printed out seperately. NOTES: you can also choose a student to take the "minutes" of the meeting, type them up on a slide as the meeting takes place. Students can then use these notes as a reminder when filling in their tables afterwards.
Climate Change impacts/effects AQA 9 - 1, GCSE Geography
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Climate Change impacts/effects AQA 9 - 1, GCSE Geography

(1)
LESSON COVERS: A range of impacts of climate change, including: increased drought, extreme weather events, spread of disease, sea level rise, extinction, etc. As well as how these impact each other. LESSON INVOLVES: A starts with a range of images of impacts, asking students to think about how they are connected. The main activity is a round the room information hunt with different posters on different impacts (the text on these is differentiated) students then create a visual representation in their books of how these effect human, plants and animals, and in turn how the impacts are interconnected. Last task is an exam question. RESOURCES: The posters are differentiated with simpler text and more complex text (the key is on the slides). These can also be simply displayed on the screen or given out as information packs. There are also a selection of graphs for more able students to use to add specifics to their impact descriptions. NOTES: The images on the first slide are on a timer. Click to make the first image appear, the rest will then appear in turn automatically after 15 seconds or so. Please review with any feedback :-)
HIC Bristol, social inequality, New Urban Unit, AQA GCSE Geography
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HIC Bristol, social inequality, New Urban Unit, AQA GCSE Geography

(1)
LESSON COVERS: to case study areas in Bristol (Filwood and Stoke Bishop) and the contrasting quality of life residents experience in each area. LESSON INVOLVES: a practice exam question to describe the location, a thinking task to interpret photos and a long photo sorting and annotation task. Lesson ends with a verbal debate. RESOURCES: only resources will be the sheet of photos. You will need a good supply of scissors and glue though. Alternatively you can ask students to glue in the entire sheet and create a code for each image and to annotate with really long arrows, or through numbering the photos. NOTES: this lesson plan is based on a 75 minute lesson, but can be streamlined using the above adaptation. Please review with any feedback :-)
LEDC / LIC city Rio (introduction)- Urban - GCSE AQA Geography
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LEDC / LIC city Rio (introduction)- Urban - GCSE AQA Geography

(2)
Welcome to Rio de Janerio! LESSON COVERS: the location, population and importance of an LEDC/HIC city on different scales. LESSON INVOLVES: students creating an A3 Welcome to Rio information sheet. The sheet will have 4 sections with a differentiated info slide for each section. Slides are timed to create pace, but this can be manually overridden. RESOURCES: are included and their use is indicated on the slides. The video link is embedded in the video screen shot (just play the slide show then click on the screen shot, it will take you to the video). You will need to tweak the Atlas page number depending on your atlas brand. NOTE: The keys indicate key words
LEDC/LIC city Rio (Health & Education vs. Unemployment & Crime) Urban GCSE AQA Geography
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LEDC/LIC city Rio (Health & Education vs. Unemployment & Crime) Urban GCSE AQA Geography

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LESSON COVERS: Favela Barrio's adult education classes, new health care centres and addiction help services, pacification, positives and negatives of drug gang rule, informal jobs, scarcity of jobs. LESSON INVOLVES: students think about the life of a 12 year old in the favela and what life options he has available to him. They make life decisions at age 12 and 20 for a boy called Adeo and detail their choices for him on a Life Decision sheet. The information they need to inform these decisions and complete their sheets is on the slides. RESOURCES: The Life Decision sheet is usually printed A3, their is also a differentiated version with sentence starters. NOTES: the information slides can be printed, I just always try to plan my lessons as paper free as possible. And TMT means "This means that...."