Lesson objective(s)

Page numbers from course booklet

Possible Activities

Lesson Outcomes

Key Terms and Skill Development

Title: Your Place Many Years A go

L.O: To know what the place you live in was like 20’000 Years a go

Main: Qs 1-3 from pg. 64

Plenary: review lesson objective and learning through qanda session

HMK: q4. from pg. 64

ice age

tundra

heating up

Skill Dev:

research skills

identification

reasoning

Title: Glaciers – what and where?

L.O: To know what Glaciers are and where we fine them

Main: Students to next create story digital board of what Glaciers are and do Using descriptions and images

Plenary: question 5 from pg.66

HMK: annotate you maps with reasoning why Glaciers are Found in the places they are

s and c: How might Glaciers be connected to the global goals? Are the global goals important for them

ice sheets

mountain glaciers

flow

icebergs

iceshelfs

Skill Dev:

identification

reasoning

mapping

Title: Glaciers at work

L.O: To know how Glaciers work

Main: Students, in pairs are to then create a short ppt presentation using info from GeoSchooley and course book on how glaciers work

Plenary: Students shared and peer assess each others presentations

HMK: sorte out admite for books

transport

deposit

glacial till

meltwater

glacial landform

Skill Dev:

identification

reasoning

subjeck knowledge development

Title: Glacial Landforms

L.O: To know Landforms created by glacial erosion

HMK: work on booklets

s and c: IGCSE Landform Style questions to attempt

Deposition

landforms

Corries

artetes

pryamidal peaks

U-shaped valleys

misfit river

ribbon lakes

hanging valley

Skill Dev:

reserach skills

identification

reasoning

PEEL

ICT skills

Title: Glaciers on an OS map

Work through exercises on GeoSchooley to do with developing OS map skills with glaciers

HMK: answer questions 1-5 from pg.74

contour lines

corrie

u-shaped valley

Title: Glaciers and Us

Main: Card sort activity in groups

question taks afterwards

Plenary: glacier kahoot

HMK: revise for end of unit assessment

tourism

protection

melting

jobs

Natural Hazards

Skill Dev:

identification

reasoning

evaluation

discussion

team work

coomunication

Lesson objective(s)

Page numbers from course booklet

Possible Activities

Lesson Outcomes

Key Terms and Skill Development

Title: Where and What is Africa?

L.O: To know where Africa, some of it’s countries and to start creating mental images of the continent

Main: Map work – students given blank map of world and are asked to highlight Africa and describe its location in relation to other continents, oceans, points of a compass

Students next are given a variety of photos from a range of African countries showing the diversity of the continent. Students asked to analyze and pick out key SEEP differences

Plenary: African classtools spider diagram construction recap on what has been learnt today

HMK: questions from pg. 103, 6-9

s and c: why might Africa have a vested interest in the Global Goals more so than other continents

location

mapping

mental images

Global Goals

Skill Dev:

Mapping

description

photographic analyzing

using classtools software

Title: A little History on Africa

L.O: To know the historical background to Africa

HMK: work on booklets

5w Enquiry

digital booklet

google docs

Skill Dev:

Independent Enquiry

using google docs

research skills

Title: Africa Today

L.O: To know what Africa is like today both physically and culturally

Main: Students write a newspaper report of no less than 400words that reports on the following:

1, Africa’s countries

2, Africa’s people

3, Africa’s natural wealth

4, Africa’s challenges

Plenary: Africa Kahoot

HMK: Work on newspaper reports

s and c: How might your newspaper report look like in a 100 years. What might Africa be like then

countries

population

culture

natural wealth

challenges

Global Goals

Skill Dev:

Newspaper report writing

PEEL work

research skills

evaluation

synthesis of ideas

Title: Africa’s Countries

L.O: To know more about Africa’s countries

Main: Students to use iPads to work on Google MyMaps to create own personal annotated map of Africa with information

Plenary: Answer questions 1-3 from pg.109

HMK: Answer questions 4-6 from pg.109

s and c: Why do you think Liberia and Ethiopia were never colonized?

Capital Cities

Growth

Development

Google MyMaps

Colonization

Skill Dev:

Identification

Using Google MyMaps

Using resources to arrange my own information around my map

annotation

Title: Population Distribution

L.O: To know and understand the reasons for the Population distribution in Africa

Main: Students then define population distribution and density. Tasks from GeoSchooley with reference to the map follow.

Plenary: question 8 from pg.111. Discuss as a group

HMK: arrange admin of work book

Population Density

Uneven Population Distribution

Push and Pull factors

SEEP causes and consequences

Skill Dev:

Mapping

reasoning

development of key terminology

Title: Africa’s Physical Features

L.O: To know about some of Africa’s physical features

Main: Work through tasks on GeoSchooley in an effort to understand and analyze the map and physical features of Africa

HMK: answer questions 6-10 from pg. 113

s and c: can you explain the formation of any of the physical features you have just come across? Perhaps you could accompany your explanation with a diagram

Mounatins

Rivers

Lakes

Deserts

maps

Skill Dev:

Analysing maps and photographs

picking out evidence

reasoning

PEEL

Title: Africa’s Biomes

L.O: To know about Africa’s different biomes and their characteristics

Main: students then work through a series of tasks from GeoSchooley related to hot deserts, rainforests and Savanna’s, all helping student understanding of these important biomes

Plenary: Question 9 from pg.115

HMK: Revise for end of unit summative assessment

Hot Desert

Rainforest

Savanna

Equator

Sun light/energy

air pressure

Skill Dev:

Research Skills

identification

description

reasoning

decision making

Lesson objective(s)

Page numbers from course booklet

Possible Activities

Lesson Outcomes

Key Terms and Skill Development

Title: Earth’s story – it begins with a bang

L.O: To know how the Earth was created and the processes involved

once read students are to answer question 3 on pg. 7 creating their own flow chart

Main: Answer questions 4 from pg.7

Plenary: Open discussion about creation of Earth and people’s view points

HMK/s and c:

question 5 on pg.7

Theories

Big Bang

Gravity

Evolved

Evolution

Skills Dev:

Questioning theories

independen work

reasoning

using evidence

buildng an opinion

Title: How life developed on Earth

L.O: To know how life evolved on Earth

Main: Students are to use pgs.8and9 as a resource as well as the internet and create a google doc titled “How life evolved on Earth”. In their doc they must provide a detailed account of how life evolved in no more than 250 words. Images and diagrams should accompany their doc.

Plenary: discuss question 7 as a class on pg.9

HMK: to work on doc. In own time

s and c: answer question 7 in own time

algae

cells

bacteria

atmosphere

species

fossils

mass extinction

Title: The Geological Timescale

L.O: To the know and understand the Geological timescale

main and plenary activities for these lessons derived from resources from GeoSchooley

HMK: Can you explain why 99% of the species on the geological timescale are now extinct

eras

periods

precambrian eon

phanerozoic eon

Skill Dev:

Team work

identification

reasoning

evaluation

Title: Our Time on Earth

L.O: To know about our migrational processes and more about how we have evolved

Main: Complete map work and questions from Geoschooley

Plenary: Who is the best human being you know? Explain your answer using PEEL

HMK: create a short story of how Portugal would have looked 40,000 years ago. Where would it have been located? Wha t would you wear? Which foods would you eat? What kind of work would you do?

Evolution

Ice Age

Land Bridge

Title: Our place on Earth

To know the some of the main Human Settlements on our planet

Main: Next – students with a blank map are to locate all the locations mentioned in the stories. Once located, provide PEEL writings of reasons why settlements set up here in these places. What might be the SEEP impacts setting up settlements here

Plenary: Settlement kahoot

s an c: How might our human settlements impact the a Global Goal achievement

Migration

Physical features

Resources

SEEP impacts

Connections

Skill Dev:

identification

PEEL

reasoning

mapping

evaluation

Title: Earth’s place in the solar system

L.O: To know Earth’s location in our solar system

HMK: paper mashay earth’s to be made with accompanying important PEEL about an important/special element to our planet

atmosphere

air

Always changing

Skill Dev:

independent note taking

L.O: To know how our Earth is changing through both physical and human processes

Main: with each point identified in the lesson starter complete the table activity from GeoSchooley

Plenary: Cement understanding of global warming and climate change and why they are two different processes

HMK/ s and c: Answer key question from GeoSchooley – pg.19 q.6 from course book

human changes

fossil fuels

global warming

climate change

Global Goals

sustainability

Skill Dev:

photograph analysis

identification

reasoning

evaluation

Lesson objective(s)

Page numbers from course booklet

Possible Activities

Lesson Outcomes

Key Terms and Skill Development

Title: The Water Cycle

L.O: To know how the water cycle works

Main: Student access card sort from Geoschooley and identify key processes with definitions

Next – Blank diagram exercise provided with students attempting to fill in diagram with correct processes. Students can use PEEL to explain processes

Plenary: What if the water cycle processes didn’t exist? How might it impact upon you locally? Nationally? How might it impact upon the Global Goal?

how it works and understand its main processes

HMK/s and c: answer question 4 on pg. 83

evaporation

condensation

ground flow/water

surface runoff

water table

infiltration

evapo-transpiration

impermeable

percolate

Skill Dev:

Diagram production and process linking

Decision making

Title: A Rivers Journey

L.O: To know the course of a river and it’s features

Starter and Main:

Using GeoSchooley, Students watch short video report on a world famous river and it’s journey, then they match photographs with key definitions

Using GeoSchooley download the pop up model instructions for students to create their own river basin models

next – conduct long profile and cross sectional profile role play activity from Geoschooley

Plenary: Rivers Kahoot!

HMK: explore river processes for next lesson

watershed

source

valley

tributary

river channel

confluence

floodplain

mouth

long profile

upper course

middle course

lower course

cross sectional profile

Skill Dev:

Diagram annotation

Team work and role play skills

Title: Rivers at work

L.O: To know the three main processes of a river and how they work

main: Students create digital information pack on erosion, transportation and deposition using info from Geoschooley

Plenary: Answer exam style questions on the three processes

HMK: Answer questions 1-5  on pg. 87

s and c: How might river processes be affected by human activity? In what ways might the impacts be positive or negative?

Transportation

Deposition

Skill Dev:

independent working

Exam answering technique

Title: River Landforms

L.O: To know how river processes create different landforms

Main: Students provided with blank diagrams of each landform and are asked to attempt to fill in the blank spaces of how the processes form them. students can use course book to help them

Plenary: Project model work explained

HMK/s and c: Students to create own model of a landform of their choice, providing written explanation of its formation

middle course

lower course

v-shaped valley

interlocking spurs

waterfalls

gorge

rapids

meanders

ox-bow lakes

floodplain

delta

Title: Rivers and Us.

L.O: To know how humans interact with rivers focusing on a local case study

Main: Students using their iPads explore a 5W case study on the Rio Douro on how the Settlement of Porto has interacted with the river. SEEP impacts should be drawn upon.

Plenary. students review and peer assess each others case studies

SEEP impacts

interaction

Usage

Skill Dev:

Case study construction

independent investigation (5W Enquiry)

Title: Water Supply

L.O: To know where our water supply comes from and how we supply it to our towns and cities

Main: Read pgs. 92and93 and answer accompanying questions on pg. 93

Plenary: in the same pairs as the starter, review your initial ideas of how you thought water was supplied to our settlements – what have you learnt? Are you surprised?

HMK:

Answer the following question: Do you think desalinization is a good idea? Why might it not be good for the Global Goals?

s and c: what if the Rio Douro dried up? What would we do then?

water treatment plant

reservoir

aquifier

sewage treatment plant

desalinisation

Skill Dev:

independent working

exam style questioning

Team work

Reasoning

Title: Floods

L.O: To know what floods are, what causes and to conduct my own flood case study

Main: Students, using GeoSchooley photographs PEEL their ideas on the causes of flooding

students then create story boards of River Thames’s case study

Plenary: Classtools spin the wheel questioning

HMK: Work on story boards

flash flooding

factors

antecedent rainfall

river discharge

Skill Dev:

Enquiry

identification

reasoning

PEEL

Title: Flood protection

L.O: To know the different type of flood protection methods

Main: Using info from GeoSchooley and working in pairs, answer question 2 from pg. 98

Plenary: Students to identify the difference between short term and long term solutions

By the end of this lesson students will know the different flood protection methods and difference between long and short term solutions

HMK/ s and c: design a flood proof home with annotations

long term solutions

short term solutions

Skill Dev:

classification

reasoning

team work

decsion making

End of unit summative assessment

Lesson objective(s)

Page numbers from course booklet

Possible Activities

Lesson Outcomes/HMK/ Stretch and Challenge

Key Terms and Skill Development

L.O: To know how you are connected to people and places around the Earth and to show this using maps

pgs. 38and39(OS maps)

Main: Teacher helps students define Local, National and Global. Students then write down, using PEEL, 2 local connections they have, 2 national connections and finally 2 global connections around blank map given to them. They must also highlight these places on the map. Next answer question 3 from pg. 25

Plenary: Share connections

HMK: Question 4 from pg.25

s and c: Have a look at the Ordanance Survey Maps in the classroom and start to become familiar with the symbols; grid lines and scale

local

national

global

Skill Dev.

PEEL

Making Links

Mapping

Title: Using Scale on maps

L.O: To know how to use scale on a map

Plenary: Open the OS maps and see if students can effectively read the scale

HMK: To create an effective drawing of your own bedroom with correct scale

distanc

features

Skil Dev.

using scale on a map

Title: Introduction to Google MyMaps

L.O: To know how to use Google MyMaps Create your own digital map

Main: Students are going to re-create their connection maps from the first lesson of the unit but this time digitally on their iPads. Students will need to highlight and annotate, using PEEL, their local, national and global connections. Students once completed, then share their my map with teacher

Plenary: Students create a class washing line list of all the skills they have had to use in these lessons to create their annotated digital maps

HMK: to work on maps whilst out of th classroom

Connections

Annotation

Skill Dev:

Digitally creating own maps

Title: Mental Maps

L.O:

To create your own mental map of your favourite destination

Main: Students, using an effective key of symbols and scale(previous learning) are to create their own mental map of their journey to school. They can use the one from the course text book as an example.

HMK: Because their maps will be gappy as they are mental maps students are asked to walk home and observe their route to school and fill in any gaps on their maps

s and c: How might the UN need to use mental maps when trying to achieve the global goals?

Symbols

Key

Title

Scale

Visualising images

Skill Dev:

Visualisation

Creating maps

Sketching

Using scale

Title: Real Maps

L.O: To compare a photo, sketch map and a real map of the same area

Main: Next – students are asked to produce a sketch map of the photograph providing a title, key, frame and labels/annotations (not scale yet).

Students are to then answer question 3-6 on pg.31

Plenary: Peer assess each other’s sketch maps using level descriptors

HMK: complete questions set on pg.31

sketch map

labels/annotations

key,frame,title

grid lines

Skill Dev:

Using evidence from photograph to create sketch map

annotation

grid referencing

Title: Using grid references

L.O: To know how to use 4and6 figure grid referencing

By the end of this less  students will be able to use 4and6 figure grid referencing for landmarks and settlements

HMK: Questions 1-8 from pg. 33

s and c: IGCSE style grid referencing questions on offer from GeoSchooley

landmarks

settlements

symbols

Skill Dev:

4and6 figure grid referencing

Title: How far?

L.O: To know how to work out the distance between two places on a map

Main: Use OS cut out from GeoSchooley and accompanying tasks to develop student skills in working out the distance between places.

Plenary: Pass the globe QandA session

HMK: Finish all tasks from GeoSchooley to com with distance work

ruler/paper

road

crow flies

Skill Dev:

Working out distance on a map either by road or how the crow flies

Title:Which Direction

L.O: To know how to give and follow directions using points of a compass

Lessons 16,17and18

Title: How High?

L.O: To know how to use contour lines on a map

Pgs. 40and41

Main: Students to work in teams in Orienteering task around school using compasses and info from GeoSchooley

Plenary: Go through orienteering task results

Starter: Read pgs. 40 and 41 and omplete questions 1,2and3 on pg. 40

Main: Following instructions from GeoSchooley – students are to create their own project models showing different relief of land using scale on their models. They should also accompany their project with a short project booklet

Plenary: Present projects

HMK: sort out all admin and notes in books

By the by the end of this lesson students will know how to read contour lines and work out relief on maps

HMK: Finish Relief Projects

compass

orienteering

Skill Dev:

Compass work

Team work

organisation

Relief of land

contour lines

height above sea level

Skill Dev:

Reading contour lines

development of project work

End of unit summative assessment

Lesson Objectives(s)

Possible Activities

Lesson Outcomes/HMK opportunities – stretch and challenge

Key Terms and Skill Development.

Lesson 1and2:

Title: What is Geography and Why is it Important?

L.O:To Know what Geography is and why we study it in school

Starter:
Watch 5min YouTube clip on why Geography matters – students create list of different significant points on their Enquiry Compass Roses

Main:
Teacher breaks down different types of Geography and explains key definitions and why Geo. Is important to study.

Students then using a 5W Enquiry sheet use Internet and Google forms to create persuasive advertisement

Plenary: pass the globe Q&A session on lesson and key terms

By the end of this lesson students will know the importance of studying Geography in school and produce a piece of persuasive advertising on why Geography is important for schools using geoschooley/Google Forms

HMK – complete advertisement if don’t finish in class

s and c – can you bring some evidence of geography in the news, highlight it and identify different kinds of geography

Physical Geography
Human Geography
Environmental Geo.
SEEP Impacts/ Enquiry Compass Roses/ 5W Enquiry
Causes/Consequences/Interactions
Case Studies/Examples

Skill Dev:

Enquiry Independent researching
Google skills

Main: Practice PEEL using geographic photographs (Make a Point about the photo, Explain the point, Give Evidnce from the Photo to back it up, Link your point to another area of learning)

s and c – perhaps some students can PEEL their news articles from last homework

Plenary: Share a PEEL with the class

HMK: Identify a recent geographical event/hazard that has taken place anywhere in the world, do NOT investigate yet!

Annotation

Geographical Features

Skill Dev:

Using PEEL and annotating

Main: Students to then research their own 5W case studies on a recent physical geography event/hazard using iPads and filling in research booklets

Plenary: Students to ask at least 3 questions to teacher to help structure 5W Enquiries

HMK: To complete investigations

s and c: Students to extend themselves could include why their case study is so important; how does it connect to other areas of learning; how might their case study effect different countries in different ways

Research

Hazard

Questioning

Physical Geography

Skill Dev:

Enquiring

Research Skills

Questioning

Open/Global Thinking

Main: Hand students key atlas development worksheets. Teachers explains how to use index and what lines of longitude and latitude are. Students complete worksheets using atlas’.

Plenary: Create a short 5min rap on how to use atlas

HMK: Students to create their own digital rule book on how to use an atlas

s and c: Practice geography question: Explain how an atlas might be considered an important tool to have in a job (use PEEL to help your response).

longitude

latitude

Rule book

Skill Dev:

Using an atlas

Team work

Creativity

ICT

PEEL

Main: Students to produce Facebook profile page On their iPads of their favourit Goal. Through previous learning they could use PEEL, 5W Enquiry, atlas work to help their profiles

Plenary: Students look at each other’s profiles and work out a way how their Goal is connected to their peers through Geography

HMK: Revise all unit content for short assessment piece in lesson students 11and12

Sustainability

Interconnection

Climate Change

Skill Dev:

Global Awarness

ICT skills

Subject Knowledge

Geographical Skills

Skill Dev:

Subject Knowldege

PEEL

Enquiry

Atlas work

ICT research