Category: Form 6:

Form 6: Glaciers

Form 6: Glaciers

Lesson objective(s)

Page numbers from course booklet

Possible Activities

Lesson Outcomes

Key Terms and Skill Development

Lesson 1:

Title: Your Place Many Years A go

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

Pgs 62and63 Starter: informative YouTube clip on what glaciers are – student identify the different types and define

 

Main: Qs 1-3 from pg. 64

 

Plenary: review lesson objective and learning through qanda session

Be the end of this lesson students will know what the lana they lived on looked like 20’000 Years a go and how the land evolves through different processes

 

HMK: q4. from pg. 64

 

Glaciers

ice age

tundra

heating up

Skill Dev:

research skills

identification

reasoning

 

 

 

Lessons 2and3:

Title: Glaciers – what and where?

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

Pgs.64and65 Starter: Blank map of world given to students – students Using ipads or atlas’ are to identify and shade in where Glaciers are located. Definitions then place into books after Group discussion and photo gallery

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

Plenary: question 5 from pg.66

Be the end of this lesson students will know what Glaciers are, and where and why they are located where they are

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

Location

ice sheets

mountain glaciers

flow

icebergs

iceshelfs

Skill Dev:

identification

reasoning

mapping

Lessons 4,5and6:

Title: Glaciers at work

L.O: To know how Glaciers work

Pgs.66and67 Starter: Using GeoSchooley students identify the three Jobs that glaciers do and define

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

Be the end of this lesson students will know the processes of a glacier and how they work

HMK: sorte out admite for books

Erode

transport

deposit

glacial till

meltwater

glacial landform

Skill Dev:

identification

reasoning

subjeck knowledge development

 

Lessons: 7,8and9:

Title: Glacial Landforms

L.O: To know Landforms created by glacial erosion

Pgs.68and73 Students to create Glacier Landform information booklet from GeoSchooley on how all the Main landforms are created, both through erosion and deposition

 

Be the end of this lesson students will have researched and understood what glacial landforms there are and how they are formed

HMK: work on booklets

s and c: IGCSE Landform Style questions to attempt

Erosion

Deposition

landforms

Corries

artetes

pryamidal peaks

U-shaped valleys

misfit river

ribbon lakes

hanging valley

Skill Dev:

reserach skills

identification

reasoning

PEEL

ICT skills

 

 

 

 

Lessons 10and11:

Title: Glaciers on an OS map

Pgs.74and75  

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

 

Be the end of this lesson students will be to identify and work with Glaciers and their features on an OSmap

HMK: answer questions 1-5 from pg.74

OS map

contour lines

corrie

u-shaped valley

 

 

Lesson 13and14:

Title: Glaciers and Us

Pgs.76and77 Starter: make a class washing line of how Glaciers and people interact

Main: Card sort activity in groups

question taks afterwards

Plenary: glacier kahoot

Be the end of this lesson students will have developed greater thinking of how Glaciers interact with people and viça versa.

HMK: revise for end of unit assessment

Glaciers and people

tourism

protection

melting

jobs

Natural Hazards

Skill Dev:

identification

reasoning

evaluation

discussion

team work

coomunication

 

End of unit summatative assessment All pgs. above Students to participate in geographical skills summative assessment consisting of 25marks Be the end of this lesson students will have shown subject knowledge development and skills development in all areas above As Stated above in all areas
 

F6: Africa

F6: Africa

Lesson objective(s)

Page numbers from course booklet

Possible Activities

Lesson Outcomes

Key Terms and Skill Development

Lesson 1:

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

Pgs.102and103 Starter: Brief intro clip from GeoSchooley on Africa

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

 

By the end of this lesson students will know where Africa is located, will know where a range of its countries are within the continent and will start creating their own mental images of its physical and human Geography

 

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

Africa

location

mapping

mental images

Global Goals

Skill Dev:

Mapping

description

photographic analyzing

using classtools software

Lessons 2,3and4

Title: A little History on Africa

L.O: To know the historical background to Africa

Pgs. 104and 105 Students in these lessons are to use the resources from GeoSchooley, the course book and the internet to create a 5Wdigital booklet using Google docs on the history of Africa. The title of the booklet should be “ An Historical Factfile of Africa – both physical and human Geography”. By the end of these lessons students will have a goodbye grasp of geo- historical background of Africa, how it evolved and why the continent is the way it is today

HMK: work on booklets

Geo-history

5w Enquiry

digital booklet

google docs

Skill Dev:

Independent Enquiry

using google docs

research skills

Lessons 5and6:

Title: Africa Today

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

Pgs. 106and107 Starter: Skills introduces on how to write a newspaper report

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

By the end of this lesson students will have produced a newspaper style report focusing on describing and explaining what Africa is like today and providing evaluation on the subject and ideas for solutions to the problems the continent faces

 

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

Africa’s physical and cultural areas

countries

population

culture

natural wealth

challenges

Global Goals

Skill Dev:

Newspaper report writing

PEEL work

research skills

evaluation

synthesis of ideas

Lessons 7, 8and9:

Title: Africa’s Countries

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

Pgs.108and109 Starter: identify as many African countries as you can in 2minutes in your work books

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

By the d end of this lesson students will know more about African countries and will have practices using Google MyMaps to create their own informatively maps of Africa

HMK: Answer questions 4-6 from pg.109

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

Countries

Capital Cities

Growth

Development

Google MyMaps

Colonization

Skill Dev:

Identification

Using Google MyMaps

Using resources to arrange my own information around my map

annotation

Lessons 10,11and12:

Title: Population Distribution

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

Pgs. 110and111 Starter: students provided with chloropleth map of population distribution of Africa and breakdown table of each major settlements pop. total. Firstly, students need to define what a chloropleth Map is? Next – students are to note down 3things they can pick out from the map that they think is significant and label around their maps. Discuss as a group

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

By the end of this lesson students will know and understand the reasons for the uneven distribution of population in Africa

HMK: arrange admin of work book

Population Distribution

Population Density

Uneven Population Distribution

Push and Pull factors

SEEP causes and consequences

Skill Dev:

Mapping

reasoning

development of key terminology

Lessons 13and14:

Title: Africa’s Physical Features

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

Pgs.112and113 Starter: study the map from GeoSchooley, highlight any mountains, deserts, Rivers and lakes

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

By the end of this lesson students will know about some of the main physical features in Africa and will have practices analyzing maps and data

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

Physical features

Mounatins

Rivers

Lakes

Deserts

maps

Skill Dev:

Analysing maps and photographs

picking out evidence

reasoning

PEEL

Lessons 15and16:

Title: Africa’s Biomes

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

Pgs. 114and115 Starter: What is a biome? Students work through definition starter

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

By the end of this lesson students will know about the characteristics of the three different biomes and where and why they are predominantly located where they are

HMK: Revise for end of unit summative assessment

Biome

Hot Desert

Rainforest

Savanna

Equator

Sun light/energy

air pressure

Skill Dev:

Research Skills

identification

description

reasoning

decision making

End of unit summative assessment All pages above relevant to unit Project summative assessment: instructions provided on GeoSchooley By the end of this summative assessment students will be able to demonstrate subject knowledge and skill development in the areas focused upon in the above lessons As stated in all the above lessons

Form 6: Earth’s story

Form 6: Earth’s story

Lesson objective(s)

Page numbers from course booklet

Possible Activities

Lesson Outcomes

Key Terms and Skill Development

Lessons 1and2:

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

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

Pgs.6and7 Starter: How did the Earth form? Short cartoon video – then students are to popcorn read pgs. 6and7

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

 

By the end of this lesson students will know theories behind the creation of the Earth and the processes involved.

HMK/s and c:

question 5 on pg.7

Processes

Theories

Big Bang

Gravity

Evolved

Evolution

Skills Dev:

Questioning theories

independen work

reasoning

using evidence

buildng an opinion

 

Lessons 3,4and5

Title: How life developed on Earth

L.O: To know how life evolved on Earth

Pgs.8and9 Starter: Recap define key words from previous lesson

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

By the end of this lesson students should be able to describe and explain how life evolved on Earth.

HMK: to work on doc. In own time

s and c: answer question 7 in own time

Evolution

algae

cells

bacteria

atmosphere

species

fossils

mass extinction

 

 

Lessons 6and7:

Title: The Geological Timescale

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

Pgs. 10and11 Starter: provide students with image of geological timescale asking students to stick into books. Students are to then place Enquiry questions around the image – aiming to have them answered by the end of lesson

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

By the end of this lesson students will know and understand the Geological timescale

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

Geological

eras

periods

precambrian eon

phanerozoic eon

Skill Dev:

Team work

identification

reasoning

evaluation

 

 

 

Lessons: 8,9and10:

Title: Our Time on Earth

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

Pgs.12and13 Starter: make a list of ten important things humans have done on Earth since we have been here

Main: Complete map work and questions from Geoschooley

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

By the end of this lesson students will be able to describe and explain our migration patterns and how we have evolved

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?

Migration

Evolution

Ice Age

Land Bridge

 

Lessons 11and12:

Title: Our place on Earth

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

Pgs. 14and15 Stareter: Read the individual stories on pgs.14and15 of where the people live. Make a list of the similarities between all the locations. Think about the differences also

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

HMK: Make sure admin of book is all up to date

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

Settlements

Migration

Physical features

Resources

SEEP impacts

Connections

Skill Dev:

identification

PEEL

reasoning

mapping

evaluation

Lessons 13and14:

Title: Earth’s place in the solar system

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

Pgs. 16and17 Students to watch multimedia documentary on Earth’s place in our solar system from GeoSchooley with accompanying tasks to achieve on the iPad. By the end of this lesson students will know more about Earth’s location in the solar system and the reasons it’s so special

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

Solar System

atmosphere

air

Always changing

Skill Dev:

independent note taking

 

 

Lessons 15and16: The Changing Earth

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

Pgs.18and19 Starter: create a spider diagram of both physical and human processes that you think change our planet – discuss

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

By the end of this lesson students will know that our world is constantly changing via natural and human processes and that we need to move towards a more sustainable way of living on this planet if we are to survive and thrive

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

Natural changes

human changes

fossil fuels

global warming

climate change

Global Goals

sustainability

Skill Dev:

photograph analysis

identification

reasoning

evaluation

End of unit summative assessment

 

All pgs. from above Students to participate in presentation assessment using google apps on the Earth’s story focusing on several elements of learning from the unit By the end of this summative assessment students will have demonstrated knowledge and skill development on all areas focused above As stated above from all lessons

Form 6: Rivers

Form 6: Rivers

 

ere

Lesson objective(s)

Page numbers from course booklet

Possible Activities

Lesson Outcomes

Key Terms and Skill Development

Lesson 1:

Title: The Water Cycle

L.O: To know how the water cycle works

Pgs. 82and83 Starter: YouTube clip shown about the water cycle to help initial introduction. Students create own definition of water cycle

 

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?

By the end of this lesson students will know what the water cycle is,

how it works and understand its main processes

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

Water Cycle

evaporation

condensation

ground flow/water

surface runoff

water table

infiltration

evapo-transpiration

impermeable

percolate

Skill Dev:

Diagram production and process linking

Decision making

Lessons 2,3and4

Title: A Rivers Journey

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

Pgs. 84and85  

 

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!

By the end of this lessons students will know the three different courses of a rivers long profile and the different physical features that are found at each course. They will also be able to define river channel and describe how cross sectional profiles change the further a river travels down stream

HMK: explore river processes for next lesson

River basin

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

 

Lessons 5and6:

Title: Rivers at work

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

 

Pgs. 86and87 Starter: recap work on a river basin

 

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

 

Plenary: Answer exam style questions on the three processes

By the end of this lesson students will know the three main processes of a river and how they operate

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?

Erosion

Transportation

Deposition

Skill Dev:

independent working

Exam answering technique

Lessons 7and8:

Title: River Landforms

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

Pgs. 88and89 Starter: GeoSchooley picture starter exercise

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

By then end of this lesson students will know how the different landforms of a river are created by the different processes

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

Upper course

middle course

lower course

v-shaped valley

interlocking spurs

waterfalls

gorge

rapids

meanders

ox-bow lakes

floodplain

delta

 

Lessons 9,10and11

Title: Rivers and Us.

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

Pgs. 90-91 Starter: River landform kahoot

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

By the end of this lesson students will have created their own case study investigations on how the population of Porto has interacted with the Douro and vica versa 5W Enquiry

SEEP impacts

interaction

Usage

Skill Dev:

Case study construction

independent investigation (5W Enquiry)

Lessons 12and13:

Title: Water Supply

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

 

Pgs. 92and93: Starter: in pairs, come up with ideas of how we supply our settlements with water (think, pair, share).

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?

By the end of this lesson students will know how water is supplied to our settlements

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 supply

water treatment plant

reservoir

aquifier

sewage treatment plant

desalinisation

Skill Dev:

independent working

exam style questioning

Team work

Reasoning

 

 

 

Lessons 14,15 and 16:

Title: Floods

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

 

Pgs. 94 – 97 Starter: pass the globe starter – ideas on what floods are and what might cause floods. Write down in books

 

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

By the end of this lesson students will know what floods are, why they are caused and have their own storyboard information resource on the River Thames flooding in London in the UK.

HMK: Work on story boards

Flood

flash flooding

factors

antecedent rainfall

river discharge

Skill Dev:

Enquiry

identification

reasoning

PEEL

 

Lesson 17:

Title: Flood protection

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

Pgs. 98and99 Starter: answer question 1 from pg. 98

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

Flood protection

long term solutions

short term solutions

Skill Dev:

classification

reasoning

team work

decsion making

Lesson 18:

End of unit summative assessment

All pgs. From unit Students to participate in 40mark summative assessment of unit By the end of this assessment students ts wil have demonstrated knowledge and skill development in the areas mentioned above in the unit As stated above

Form 6: Map Skills

Form 6: Map Skills

Lesson objective(s)

Page numbers from course booklet

Possible Activities

Lesson Outcomes/HMK/ Stretch and Challenge

Key Terms and Skill Development

Lessons 1:Title:Mapping Connections

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

Pgs. 24 – 25

 

pgs. 38and39(OS maps)

Starter: Answer question 1 on page 25

 

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

By the end of this lesson students will be able to define local, national and global connections and will mapped and annotated them on their blank maps

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

Connections

local

national

global

Skill Dev.

PEEL

Making Links

Mapping

 

 

Lesson 2and3:

Title: Using Scale on maps

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

Pgs. 26 – 27 Within this lesson the most effective way for the students to learn about scale on maps is to read and work through the activities on the course pages. There are enough progressive activities to help demonstrate effective learning of scale

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

By the end of this lesson students will know what scale is and how to effectively read it on a map

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

 

Scale

distanc

features

Skil Dev.

using scale on a map

Lessons 4,5and6:

Title: Introduction to Google MyMaps

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

N/A Starter: Introduce Google MyMaps, create accounts if need to.

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

By the end of this lesson students will know how to use google MyMaps to effectively create their own maps and to annotate them.

 

HMK: to work on maps whilst out of th classroom

Google MyMaps

Connections

Annotation

Skill Dev:

Digitally creating own maps

Lessons 7and8:

Title: Mental Maps

L.O:

To create your own mental map of your favourite destination

Pgs. 28 – 29 Starter: Ask students to visually make a list of 10 mental maps in their heads; e.g: their route to school; their way to the local park, the area they spend most of their free time. Then discuss the images they see when they think of these maps; create list on front board with little symbols, this will help with symbols for their maps

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.

By the end of this lesson students will have created their own mental maps and practiced visualizing and placing symbols onto a map. They will have also practiced the skill of sketching.

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?

Mental Maps

Symbols

Key

Title

Scale

Visualising images

Skill Dev:

Visualisation

Creating maps

Sketching

Using scale

Lessons 9,10and11

Title: Real Maps

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

Pgs. 30and31 Starter: Students presented with photograph of area of Foz Do Douro, Porto and are asked to label all key physical and human features

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

By the end of this lesson students will have created their own sketch map using a visual photo and will participated in comparing photos with sketches and with maps. They will have also begun to start grid referencing work

HMK: complete questions set on pg.31

 

Photographs

sketch map

labels/annotations

key,frame,title

grid lines

Skill Dev:

Using evidence from photograph to create sketch map

annotation

grid referencing

Lesson 12and13:

Title: Using grid references

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

Pgs. 32and33 Starter, Main and Plenary: OS maps are handed out, students given a series of tasks to do with grid referencing from GeoSchooley including 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

Grid referencing

landmarks

settlements

symbols

Skill Dev:

4and6 figure grid referencing

Lesson 14:

Title: How far?

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

Pgs. 34and35 Starter: Follow instructions pg. 34

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

 

 

By the end of this lessons student students will know how to work out the distance between two places on a map either by road or how the “crow flies”

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

Distance

ruler/paper

road

crow flies

Skill Dev:

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

Lesson 15:

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. 36and37

 

 

 

 

 

 

 

 

 

 

 

 

Pgs. 40and41

 

Starter: pass out compass to each student or bring up compass on iPad. Go through all points of compass – sketch into books for revision notes

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

By the end of this lesson students will know how to give and follow directions using points of a compass and how to use a compass within in an orienteering setting.

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

Direction

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

 

 

Lessons 19and20

End of unit summative assessment

Pgs 24-43 In this end of unit assessment students will be given an OS map and an Atlas and will be presented with a series of tasks from GeoSchooley. Assessment is out of 40 marks over the two lessons. By the end of this assessment students will have produced evidence of their subject knowledge and skill development in the unit through the progressive tasks of the summative assessment As all mentioned above

Form 6: What is Geography? Why is it important? Developing Basic Skills…

Form 6: What is Geography? Why is it important? Developing Basic Skills…

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


Lesson 3and4:To know how to use PEEL in Geography. Starter: Create a PEEL Burger using pictures – discuss the acronym Andy what it means

 

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

By the end of this lesson students will have learnt what PEEL is and how to use it through picking out evidence from geographical photos and attempting to explain

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

PEEL

Annotation

Geographical Features

Skill Dev:

Using PEEL and annotating

 

Lessons 5,6and7: To know what a 5W Enquiry is and to conduct my case study investigation. Starter: Teachers explains 5Ws and students conduct card sort.

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

By the end of this Enquiry students will have created their own 5W Enquiry case study and will have begun to ask geographical investigative questions to their teacher. Teacher hopes to see different kinds of Geography being drawn upon and the use of PEEL from previous learning

 

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

5W Enquiry

Research

Hazard

Questioning

Physical Geography

Skill Dev:

Enquiring

Research Skills

Questioning

Open/Global Thinking

 

Lessons 8and9: To know how to use an atlas Starter: handout atlas’ and ask students to find their favourite holiday destination in 5 page turns.

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

 

By the end of this lesson students will be able to use an atlas to identify locations, understanding what lines of longitude and latitude mean.

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).

Atlas

longitude

latitude

Rule book

Skill Dev:

Using an atlas

Team work

Creativity

ICT

PEEL

Lesson 10: To know what the UN Global Goals are and why they are important in Geography Starter: Youtube introducing the Global Goals

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

By the end of this lesson students will know what the Global Goals are, why they were introduced and what they are trying to achieve and will have produced a full digital profile on them

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

UN SDGs

Sustainability

Interconnection

Climate Change

Skill Dev:

Global Awarness

ICT skills

Lessons 11and12: Summative assessment of unit Students to conduct 25mark assessment related to knowledge and skill development developed through unit By the end of this lesson students will have produced a summative assessment piece of their learning in the unit. Assessment

Subject Knowledge

Geographical Skills

Skill Dev:

Subject Knowldege

PEEL

Enquiry

Atlas work

ICT research