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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 :-)
HIC Bristol, social inequality, New Urban Unit, AQA GCSE Geography
teach_tectonic

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 :-)
North South Divide - AQA GCSE Geography - Economics
teach_tectonic

North South Divide - AQA GCSE Geography - Economics

(0)
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 :-)
HIC Bristol: Social opportunities, New Urban Unit AQA GCSE Geography
teach_tectonic

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 :-)
MEDC/HIC city, BRISTOL - 7 LESSONS, new urban unit, AQA GCSE Geography
teach_tectonic

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.
LIC Case Study: Nigeria's Industrial Structure - AQA  GCSE Geography new spec - Economics
teach_tectonic

LIC Case Study: Nigeria's Industrial Structure - AQA GCSE Geography new spec - Economics

(0)
LESSON COVERS: the changes and current status of Nigeria's economy and employment structure (Uses the Oxford AQA GCSE textbook: edited by S.Ross) LESSON INVOLVES: Students start by creating a graph depicting Nigeria's current employment structure. The main task of the lesson is to create a differentiated CV for Nigeria - the different parts of the CV related to different elements of learning about Nigeria's economy. The final task is to write the personal statement as a persuasive summary of what they have learned and why Nigeria should be considered for the future role of HIC. Students can write of sketch their CV information but must write the final statement. Lesson also includes a 5 minute review slide with questions from previous topics (can be skipped or edited if not relevant) RESOURCES: Their are two CV templates: MA - middle to lower ability/grades, HA higher ability/grades. The CV should be printed A3. The Oxford text book is used, but the lesson format can easily be edited to fit a different country with a different text book to support. 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 :-)
Supervolcano - KS3 Geography's TOP TEN - Lesson 3
teach_tectonic

Supervolcano - KS3 Geography's TOP TEN - Lesson 3

(0)
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 :-)
Climate Change adaptation / mitigation AQA New spec, GCSE Geography
teach_tectonic

Climate Change adaptation / mitigation AQA New spec, GCSE Geography

(0)
LESSON COVERS: the definition of and difference between adaptation and mitigation and examples of how each in being employed in relation to climate change. LESSON INVOLVES: the main part of the lesson involves watching a selection of short videos or sections of hyperlinked videos. students make notes on a choice of two template sheets and categorise the video as an example of mitigation, adaptation, or both. Following this they choose a role from the COP21 meetings in Paris and write a speech using what they have learnt within the context of their role (prompts for what to include are on the screen). RESOURCES: all the videos are hyperlinked, to access them put the powerpoint in slide show mode and click on the screen grabs. Some videos have a note underneath saying which parts of the video to watch (if they are too long). Pre-teach the term "desalinisation" before showing the desalinisation video. The sheets the students can use to make notes are differentiated - the blank venn diagram is for more able students. Please review with any feedback :-)
Geography Revision GCSE AQA 9 -1 - Key Word Sheets
teach_tectonic

Geography Revision GCSE AQA 9 -1 - Key Word Sheets

(0)
Here are differentiated key word sheets for the below AQA units. Each word has a space for students to write definitions. AQA UNITS COVERED: (sheets are fully editable if you teach different units) PAPER 1: Natural Hazards – Living World – UK Physical Landscapes PAPER 2: Urban Issues and challenges – Economic World – Resource Management RESOURCE CODE: HA = HIGHER ABILITY, MA = MIDDLE ABILITY
LEDC/LIC city, RIO - 8 LESSONS, new urban unit, AQA GCSE Geography
teach_tectonic

LEDC/LIC city, RIO - 8 LESSONS, new urban unit, AQA GCSE Geography

8 Resources
This bundle contains 8 lessons covering all aspects of the LIC 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.
Climate Change impacts/effects AQA 9 - 1, GCSE Geography
teach_tectonic

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 city Bristol intro lesson, New Urban Unit AQA GCSE Geography
teach_tectonic

HIC city Bristol intro lesson, New Urban Unit AQA GCSE Geography

(0)
LESSON COVERS: an introduction to Bristol's location, it's importance as a city, why it has become so big and what migration means for the city. LESSON INVOLVES: whole lesson creative activity - the creation of a welcome to Bristol mat, to be populated with differentiated info from the slides, and or/supporting photocopy. RESOURCES: welcome mat should be printed out on A3. NOTES: The info slides are on timers and will change every 13 minutes - this can be easily adjusted on the transition settings, or overridden manually. To access the youtube video put the powerpoint in slide show mode and click on the video screen grab. Please review with any feedback :-)
LIC / NEE Case Study: Nigeria - Environmental Impacts and Quality of Life - AQA GCSE Geography
teach_tectonic

LIC / NEE Case Study: Nigeria - Environmental Impacts and Quality of Life - AQA GCSE Geography

(0)
LESSON COVERS: The environmental impacts of development (rapid urbanisation, deforestation, oil extraction) juxtaposed against the improvements in quality of life. LESSON INVOLVES: Students start off by matching images to facts and then to explanations of the environmental issue identified above. They then annotate these images with what they have learned. They then add sketches/doodles to a sketch of a Nigerian person to outline their improvements in quality of life. The final task is to create a proportional symbols map to demonstrate the impacts vs. improvement, leading the students to make a judgement over whether the development is actually worth it. RESOURCES: There is the picture to cut out and annotate, as well as the template of a person to trace (or print and cut out). There is also a map of Nigeria for their proportional symbols task, and the proportional symbols to either cut out or trace. IMPORTANT: For one of the tasks the challenge extension and additional (but not crucial) support material refers to the Oxford GCSE Geography text book (blue cover) if you don’t use this these elements can be deleted or changed. 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 :-)
HIC Bristol: Environmental opportunities and challenges, New Urban Unit, AQA GCSE Geography
teach_tectonic

HIC Bristol: Environmental opportunities and challenges, New Urban Unit, AQA GCSE Geography

(1)
LESSON COVERS: three ways in which Bristol has taken the opportunity to overcome environmental challenges, including: reducing congestion by using the integrated transport system, providing more habitat and green space through urban greening, and saving resources through comprehensive recycling schemes. LESSON INVOLVES: students are told that Bristol is on a mission to become Europe's greenest city, and that there are three steps to achieving this mission: recycling, urban greening, and integrated transport. For each opportunity there is an activity, including a compound graph drawing activity for recycling. Lesson ends with an exam question. RESOURCES: the video is hyperlinked - put the powerpoint in slide show mode, and click on the screen grabbed image of the video. All other resources are attached here, but you will need graph paper for the graph. NOTES: this is potentially a DOUBLE LESSON Please review with any feedback :-)
LEDC / LIC Rio (social challenges and opportunities) - Urban - GCSE AQA Geography
teach_tectonic

LEDC / LIC Rio (social challenges and opportunities) - Urban - GCSE AQA Geography

(4)
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.
LIC Rio, Urban planning for Urban poor, New Urban Unit, AQA GCSE Geography
teach_tectonic

LIC Rio, Urban planning for Urban poor, New Urban Unit, AQA GCSE Geography

(0)
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 :-)
MEGACITIES New Urban Unit GCSE AQA Geog
teach_tectonic

MEGACITIES New Urban Unit GCSE AQA Geog

(0)
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 :-)
HIC Bristol, Urban Sprawl and Regeneration, New urban unit, AQA GCSE Geography
teach_tectonic

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 :-)
China Three Gorges Dam - Geography
teach_tectonic

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 :-)
LEDC / LIC city Rio (introduction)- Urban - GCSE AQA Geography
teach_tectonic

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
teach_tectonic

LEDC/LIC city Rio (Health & Education vs. Unemployment & Crime) Urban GCSE AQA Geography

(0)
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...."