Category: KS3 and KS2 Geography

Materials and resources developed during a decade of teaching that help students engage with and learn about the physical, human and environmental sides of Geography. All resources are placed into a workable curriculum that can help inspire the young Geographer! Geography Education in Porto Internationalism in Porto.

How to measure development…

How to measure development…

Title: How do we measure development?

L.O: To know how to measure development using different development indicators…

Task 1: starter…match the Development Indicator and it’s definition

Birth Rate/Death Rate/ Life Expectancy/ Literacy Rate/ Infant Mortality/ GDP – per capita/Population Growth Rate/ Telephone – mobile cellular – per capita

 

What is development?

What is development?

Title: What is Development?

L.O: To know what development is and what key features makes a developed country

Key terms/phrases:

Development

SEEP (Social,Economical,Environmental, Political)

HICs, MICs, LICs

 

Lesson starter: Task 1:

Is the country in which the following photo was taken developed or not? What is your evidence that it is a developed country? What is your evidence that its not s developed country? (task derived from www.geographyalltheway.com)

Image result for india mcdonalds mumbai traffic

 

Geography Worksheet Developed or Not? Worksheet

 

Plenary. Lets create a development rap…

 

Image result for cartoon rap

Try and create a 8 line rap song about development using words and phrases you have come across today…

You could include words such as:

Social equality/inequality

Sustainability

Wealth

Infrastructure

Urbanisation

Safe water

Education

Sanitation

Agriculture

Gross Domestic Product (maybe this word is for next lesson:)

The Hydrological Cycle (water cycle)…

The Hydrological Cycle (water cycle)…

Title: The Hydrological Cycle…(water cycle)

 

L.O: To know how the hydrological cycle works

Key terms:

Hydrological cycle

Water cycle

Precipitation

Evaporation

Condensation

 

Lesson Starter: Task 1: Watch the YouTube clip shown about the water cycle to help initial introduction. Students should try to create own definition of water cycle in no more than 30 words

 

Main Development: 

Task 2: Create a table like the one below and in pairs, using your devices find the correct definitions for the following processes…

PRECIPITATION

EVAPORATION

CONDENSATION

SURFACE RUNOFF

GROUNDWATER FLOW

INFILTRATION

EVAPO-TRANSPIRATION

Process…

Definition…

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resultado de imagem para cartoon ipad

 

Task 3:  Blank diagram exercise. Students to try and place the correct process in each box.  Students can use PEEL to explain processes…

 

blank_water_cycle_diagram

 

Plenary: Task 4: Circle the correct answer on the below task sheet with regards to three of the main processes of the water cycle…Evaporation, Precipitation and Condensation…

 

water cycle three key processess

 

Homework task – Independent work time:

Can you create your own water cycle rap just like these guys??? Try and create an 8 line rap song about the processes you have learnt:)

 

So where do we find earthquakes and volcanoes…is it in the same place???

So where do we find earthquakes and volcanoes…is it in the same place???

Title: So where do we find earthquakes and volcanoes…is it in the same place???

L.O: To know where we find earthquakes and volcanoes on a global scale and to understand their distribution…

Key terms:

Earthquakes

Volcanoes

Distribution

Plate Boundaries

Convection currents

Lesson Starter: Task 1: The Plate Tectonic Dance…Can you show you know your plate boundaries with your dance skills?

Image result for the plate tectonic dance

Main development: So where do we find volcanoes and earthquakes?

Image result for map distribution volcanoes and earthquakes

Task 2: In pairs look at the above map and try to list the following:

  1. The similarities between volcanoes and earthquakes distribution
  2. Any differences between their distribution
  3. The main areas of the world where we find each of them
  4. The most active plates

Key Exam style question….

Q. Describe the pattern of earthquakes and volcanoes (3marks)…Use your framework below to help you with your response

Image result for Obvious specific odd

(source: www.geographyalltheway.com)

 

Task 3: Why do we find earthquakes and volcanoes in the same places???

Its simple…volcanoes and earthquakes are result of movement in the tectonic plates. Earthquakesvolcanic activity, mountain-building, and oceanic trench formation occur along plate boundaries in zones that may be anything from a few kilometres to a few hundred kilometres wide.

 

The four plate boundaries…Destructive, Conservative, Constructive and Collision (we have already TEVED these in our previous lesson on plate boundaries so we know where we find earthquakes and volcanoes and why)
Image result for blank diagrams plate boundaries

Importantly – we know that earthquakes happen at all the plate boundaries as any movement in the crust results in an earthquake…

Using the blank map below of the earth’s plates and different types of movements, can you identify where we would find volcanoes as a result of the type of plate movement taking place on the boundary…Once identified give some annotation around your map as to why we find volcanoes in the location….

 

Blank Plate Tectonics Map

 

Task 4: Plenary – Review: Watch the below clip just to make sure you fully understand now everything about the plate tectonic theory for your assessment in the next few weeks…

So where is everyone…And why do different countries have different populations?

So where is everyone…And why do different countries have different populations?

Title: So where is everyone…And why do different countries have different populations?

L.O: To know how we are spread unevenly around the earth and to know the reasons why….

Key terms:

Population distribution

Population density

Densely populated

Sparsely populated

Lesson Starter: Task 1: Define the key terms above and place into your notes…

Task 2: Lets look at an Infograph….

What’s an an infograph? An infograph is a visual presentation that shows data and information using images, graphs, maps, statistics and pictures in an interesting way…

Image result for population infographic

look at the above infograph. in pairs, can you try and answer the following questions about the information and data thats been shown…

  1. Identify countries 1,2 and 3
  2. Rank order the three countries in population size
  3. Identify one thing easy to understand about the infograph and one thing that could be improved

 

Main Development

Task 2: So where is everyone???

The map below shows where people live in the world. The deeper the colour the more people live there and the greater the population density….


Image result for world map population density

Key question:

Q.Describe the pattern of the world’s population (3marks)

You should answer this question using the OSO framework…Try and identify something obvious about where people are, something specific and something. Use this framework to help write your sentences….

Image result for Obvious specific odd

 

Task 3: Why are there different population around the world???

Watch the below clips and make notes under the heading “Reasons Why Populations Are Different Around The World…”

 

Task 4: Plenary – Homework – independent work time…

Answer the following Exam style question…

Explain the reasons why some areas of the world have big populations

and some have small populations?

Growing Urban Populations…Mega Cities

Growing Urban Populations…Mega Cities

 

Title: Growing Urban Populations…Mega Cities

L.O: To understand why our Populations are growing in Urban Environments and the impacts of this

Key terms:

Rural-Urban migration (internal migration)

Mega Cities

SEEP impacts

Push and Pull factors

Lesson Starter: Task 1: watch the Andrew Marr Mega Cities short film to gain an understanding of why people are moving to city…(can just view the first ten minutes to help with a lesson starter activity)

Main Development: So why are people moving to the city?

Image result for lees model of migration

Lee’s model of migration helps us to understand the “push” and “pull” factors that help us to understand why people are moving from the rural countryside to the urban city areas across the world…

Task 2: Group work (3-4): Make a copy of the above diagram in your notes. Can you then make a table with two columns and discuss in your groups possible push and pull factors for internal migration and fill in your tables with as many ideas as you can…

 

Task 3: So where are the mega cities of the world???

Image result for blank map of the world

Take a blank map of the world from your teacher and identify six mega cities around the world using a highlighter pen. Remember a mega city is classed as having “10 million people or more”…

Then can you also annotate the following information for your mega cities around your map:

  1. The total population of the city
  2. The type of housing you would find there
  3. How bad the pollution is
  4. One way they are trying combat against the pollution

Task 4: So what are the SEEP impacts of all these people living in these places…

Finish watching the Andrew Marr Mega Cities film and with your SEEP Compass Roses identify the impacts of living in Mega cities…

 

 

Image result for SEEP IMPACTS

Plenary….Homework – independent work time:

“Mega Cities are the best thing for mankind’s future”

Would you agree or disagree with this statement? Explain your response…

How A Weather Forecast Works…

How A Weather Forecast Works…

Title: How A Weather Forecast Works…

L.O: To know how a meteorologist forecasts the weather…

Key skill Development:

How to interpret a synoptic weather chart

 

Key terms:

Lesson Starter:Task 1: Research using google search or your kerboodle text book and define key terms below:

Synoptic chart

High pressure

Low pressure

Isobars

Fronts (warm and cold)

Air movement (wind)

Task 2: Watch the below clip and make notes on the key terms that come up from the meteorologists instructions…you can watch the video more than once (give yourself ten minutes perhaps)

Task 3: Weather symbols…

We use weather symbols on our synoptic charts to identify the weather conditions and wind speeds…

Have a look at the printed sheet your teacher has given you and try to identify what each symbol means. Stick the symbols into your books and place the correct name to them. Google search on your devices or use your course books to help you on kerboodle if you need…

3.2.15-weather-symbols

 

Task 4: Look at the synpotic chat below and answer the following questions…

Image result for a synoptic weather chart exam question

  1. What kind of pressure does the synoptic chart show – high or low (1mark)
  2. Describe how the isobars are set on the synoptic chart (3marks)
  3. What kind of weather system does the synoptic chart show (5marks)

 

 

Plenary: Read pages 80 and 81 in your course books about “A Winter of Storms”. Answer questions 6and7…

Image result for geog 2

Clouds…

Clouds…

Title: Clouds…
L.O: To know the different types of clouds and the weather they bring…
Lesson Starter: Task 1: Watch the below clip and make notes under your title and Lesson objective…

Task 2: Types of Clouds – research the below powerpoint link diagram and attempt the tasksheet link below…
Image result for clouds diagram
(source: https://scied.ucar.edu/webweather/clouds/cloud-types)
(source for clouds task sheet derived from www.geographyalltheway.com)
Plenary: Create a class artistic display of the cloud types and their position in the sky
Time to paint some clouds…                                                      Image result for an artist cartoon
Homework – independent work time: Come into Mr. Hooley’s classroom during the week and finish painting and annotating your clouds…
Stretch and challenge…
Answer question 6. from pg. 75 of the course book:
Image result for geog. 2
Six Figure Grid Referencing…

Six Figure Grid Referencing…

Title: Six Figure Grid Referencing…

L.O: To know how to use six figure grid referencing effectively on a map…

Key Skill Development:

Six Figure Grid Referencing

Key terms: 

Grid Reference

“Along the corridor”

“Up the stairs”

More specifica accuracy

Breaking box up into ten

Map symbols

Lesson Starter: Task 1: Watch the below clip on your devices and with your headphones and make some key notes on how the teacher explains to perform four six grid referencing…

Main Development:

Six Figure Grid Referencing:

Six figure grid references are more precise that a four figure grid reference. They are used to locate smaller locations. A six figure grid references splits a grid square up into ten sections along the bottom and the side.

Task 2: work through the task sheet below – get your teacher to check your responses…

 

year7_six_figure_grid_references

(task sheet sourced from www.geographyalltheway.com)

 

 

Plenary: Task 3: Read pages 32 and 33 in your course books and answer questions 3 – 6 on pg. 33…

Image result for geog 1

Homework – independent work time:

Grid References