Category: Form 7:

Form 7: Coasts:

Form 7: Coasts:

Lesson objective(s)

Page numbers from course booklet

Possible Activities

Lesson Outcomes

Key Terms and Skill Development

Lessons 1and2:

Title: Waves and Tides

L.O: To know what Waves and Tides are

 

 

Pgs.50and51 Starter: Students participate in chapter Starter from GeoSchooley

 

 

Main: What causes Waves and what happens to them when they hit The coast? Students  watch multimedia clip and participate in subsequent question tasks

students then asked to annotate and complete task photos from GeoSchooley

 

Plenary: question 7 from pg.51

By The end of this lesson students will know what Waves and tides are, what happens when they hit The coastline and The key features to them

HMK: finish question 7, your diary entry for HMK

Waves

Tides

Fetch

swash

backwash

uprush

Low tide

High tide

tidal range

Skill Dev:

Identification

reasoning

photo analysis

 

 

Lessons 3and4:

Title: The Waves at Work

L.O: To know how Waves shape The coastline through coastal processes

Pgs.52and53 Starter:recap on what Waves and tides are

Main: Complete table/diagram  matrix’s of The key processes exercise from GeoSchooley

Plenary: short quiz to check learning of lesson

By The end of this lesson students will

 

HMK: questions 1-6 from pg.53

Erosion

transportation

deposition

hydraulic action

attrition

corrosion

corrasion

longshore drift

groynes

Skill Dev:

identification

reasoning

reserach skills

 

Lessons 5and6

Title: Landforms created By Waves

L.O: To know The landforms created By coastal erosion and deposition

Pgs.54and55 Starter: recap on coastal processes through kahoot

Main: Answer questions 1-4 from GeoSchooley

Plenary: Get The person sitting next to you to peer assess your work from this lesson

By The end of this lesson students will know a variety of key landforms that coastal processes create

HMk: revise all landforms for plenary quiz next lesson

Headland

sea cave

arch

stack

stump

wavecut platform

bay

wavecut notch

beach

salt marsh

spit

Skill Dev:a

identification

reasoning

making links

 

 

Lessons 7and8:

Title:The Coasts and Us

L.O: To know how we interact with The coastline

Pgs.56and57 Starter: Picture Starter of The way we use The coast – students to name The variety of ways

Main: Students watch documentary case study about a coastal area and answer progressive questions from GeoSchooley

Plenary: Landform quiz connected to previous HMK

By The end of this lesson students will

HMK: organize admin of book

Tourism

industry

settlement

resources

agriculture

Skill Dev:

extracting evidence from video case study

identification

reasoning

 

Lessons 9,10and11

Title: A Case Study coastal town – Newquay UK

L.O: To conduct a case study investigation about Newquay whilst Using an OS map

Pgs.58and59 Starter: Students to locate newquay and describe its Location on their case study maps from GeoSchooley

Main: Answer questions 1-8 from pg.59

Plenary: How does Newquay compare to Porto? What similarities and differences can you identify?

By The end of this lesson students will know about a case study coastal Town that enables Students to recognise and understand The processes and interactions that take place in a coastal settlement

HMK: complete class questions

Tourism

landscape

primary resources for tourism

OS map

Skill Dev:

case study construction

identification

reasoning

making links

Lessons 12and13:

Title: Under Threat From the Sea

L.O: To know how The sea can pose a Threat to our land

Pgs.60and61 Starter: Read storm surge article from GeoSchooley

Main: create reason flow chart of why The storm surge happened and then in 100 words (no more) describe what The storm surge did to The east coast of The UK

Plenary: Answer plenary questions from GeoSchooley

By The end of this lesson students will know The threat The sea can pose to The land through an article example analysis

HMK: question 5 from pg.61

Floods

air pressure

high tide

strong winds

storm surge

Skill Dev:

identification

reasoning

PEEL

Conscise writing

 

 

 

Lessons 14and15:

Title: A coastal erosion case study – Happisburgh, UK

L.O: To conduct a case study investigation of a town being affected By coastal erosion

Pgs.62and63 students investige Happiburgh erosion case study Using tools from GeoSchooley

students peer assess each others case studies through level descriptors

 

 

By The end of this lesson students will have produced a erosional case study investigation for their notes, now knowing an area that is being affected By coastal erosion

HMK: Begin to revise for end of unit assessment starting with all The key terms

Erosion

soft rock

rock armour

revetments

storms

strong winds

groynes

SEEP impacts

Skill Dev:

case study construction

 

Lessons 16and17:

Title: How can we project ourselves against the sea

L.O: To know a variety of coastal protection methods that can help protect our Towns

Pgs.63and64 Starter: Picture Starter from GeoSchooley of a range of coastal defences and answer acompanying photo questions

Main: next complete information table on range and of defences and complete tasks from GeoSchooley

Plenary: Explantion from teacher on end of unit assessment

By The end of this lesson students will know a range of coastal defences That are used to protect settlements against coastal processes Sea walls

rock armour

revetments

groynes

beach nourisment

reefs

decision makers

Skill Dev:

 

End of unit summative assessment As all stated above Students to participate in end of unit summative assessment that is worth 40marks on The content skills focused on above By The end of this lesson students will demonstrate subject knowledge and skill development from areas focused on in The above lessons As stated above

Form 7: Our Warming Planet:

Form 7: Our Warming Planet:

Lesson objective(s)

Page numbers from course booklet

Possible Activities

Lesson Outcomes

Key Terms and Skill Development

Lessons:1and2

 

Title: Earth’s tempearture through The ages

L.O: To know how The Earth’s temperature has changed over time

Pgs.90and91 Starter: students to participate in chapter Starter from GeoSchooley

Main: Answer questions 1and2 from Geoschooley – discuss amongst class

Plenary: video plenary from GeoSchooley on global warming in preparation for next lesson

By The end of this lesson students will know about how The Earth’s temperature has changed over time

HMK: Read The article about global warming on GeoSchooley

and answer accomoanying questions

Formation

atmosphere

warm up

cool down

snowball Earth

evolution

ice age

Skill Dev:

identification

reasoning

PEEL

 

 

 

 

Lessons:3and4

Title:Global Warming

L.O: To know what global warming is and how it caused

Pgs.92and93 Starter: key definition starter Card sort from GeoSchooley

Main: Living graph and task exercise from GeoSchooley

Plenary: Global Warming Kahoot

By The end of this lesson students will know what global warming is and how it is caused but human and physical processes

HMK: Create a global warming quiz for your peers to work through next homework with questions that you know The answers to. Instrutions on GeoSchooley

Global Warming

greenhouse gases

Earth’s tilt

path around The sun

sun energy

trapping of heat

Skil Dev:

Identification

reasoning

PEEL

Living Graph work

 

 

 

Lessons:5and6

Title: Climate Change

L.O: To know what Climat Change is and The consequences of it

Pgs.94and95 Starter: Recap on what Global Warming is and what causes it

Main: Answer questions 1-4 on pg.95

Plenary: Key question: Define The differences between global warming and climate change

By The end of this lesson students will know what Climate Change is, its consequences and how its different to global warming

HMK: Students complete quiz that students had created for each othe from previous hmk

Climate Change

climates

increased temperatures

Wetter summers

extreme events

 

 

 

 

Lessons: 7and8

Title: Its happening already!

L.O: To know how Climate Change is affecting us already through several example case studies

Pgs.96and97 Starter: recap on Climate change

Main: Students to reserach and Answer questions on several case study articles on GeoSchooley

Plenary: Can we discuss any local evidence of Climate Change taking place in Portugal

By The end of this lesson students will know of several case study examples of how Climate Change is taking place and The impacts of them

HMK: complete table activity from GeoSchooley on Climate change effects

s and c: How might The global goals be at The heart of helping to decrease The effects of Climate change? How might they be implemented locally in Portugal

Tundra

permafrost

wildfires

drought

hurricanes

Skill Dev:

identification

reasoning

PEEL

making links

using evidence

 

Lessons:

Title: Who will suffer the most?

L.O: To know who will be affected most from Climate Change

Pgs.98and99 Starter: Pass The Globe starter qanda

Main: watch case study documentary on nos LIC that is being affected By Climate change – students complete task Sheet with documentary

Plenary: class discussion about documentary from ponteiros questions from GeoSchooley

By The end of this lesson students will know about which countries will be most affected By Climate Change

HMK: Organise admin of books

 

Coal, oil, gas

Petrol/diesel

firewood

development

Location in The world

LICs

local actions/global effects

 

Lessons:

Title: So what can we do?

L.O: To know what can be done to help solve The impacts of Climate change

Pg.100 Starter: watch short clip from GeoSchooley and complete starter task

Main: follow progressive tasks from GeoSchooley on possible solutions

Plenary: discuss overall opinions of global warming and Climate change – what can we do as a School?

By The end of this lesson students will know possible solutions to help solve The impacts of Climate change

HMK: revise for end of unit assessment

Solutions

SEEP impacts

Global Goals

local

global

governments

 

End of unit summative assessment As stated all above Students will participate in a 40mark end of unit summative assessment working on demonstrating subject knowledge and skill development By The end of this lesson students will demonstrate subject knowledge and skill development focused on in areas above As stated in all above lessons

Form 7: Urbanisation:

Form 7: Urbanisation:

Lesson objective(s)

Page numbers from course booklet

Possible Activities

Lesson Outcomes

Key Terms and Skill Development

Lessons 1,2and3:

Title: How our Towns and Cities grew

L.O: To know how Towns and Cities originally grew

Pgs.32and33 Starter: Students to use chapter starter from GeoSchooley and pg.31 of course book to help define urbanisation

Main: Students to answer 500word essay Style question with The Title being ” How did our Towns and Cities Grow?”. All instrutions for essay are on GeoSchooley

By The end of this lesson students will have produced a 500word essay on how our Towns and Cities originally grew – showing knowledge and understanding of urbanisation

HMK: to work on essay report

Urbanisation

towns

cities

urban

Rural

migration

slums

urban sprawl

congestion

crime

Skill Dev:

Short Essay writing skills

reasoning

opinion writing

using evidence

Lessons 4,5and6:

Title: A case study of urbanisation – Machester, UK

L.O: To produced a case study of urbanisation about Manchester,UK

Pgs.34-37 Students to use resources from GeoSchooley to produce a detatiled 5w Enquiry case study on The urbanisation of Manchester

 

Students will have some exam Style questions to answer By The end of The final lesson about The case study of Manchester

By the end of this lesson students will have conducted a detailed 5w Enquiry of The Manchester case study and will have produced reponses to some practice exam Style questions

HMK: To complete case study on Manchester

Case study

Manchester

Urbanisation

Urban Sprawl

5w Enquiry

SEEP reasoning

SEEP impacts

Skill Dev:

Case study construction

5w Enquiry

identification

reasoning

evaluation

Lessons 7and8:

Title: Urbanisation Around The World

 

L.O: To know about Urbanisation around The world and The reasons for it

Pgs.38and39 Starter: Urbanisation Kahoot

Main: Students to next work through progressive tasks on GeoSchooley

Plenary: Students lead the plenary with qanda session between them asking each other key questions

By the end of this lesson students will know about urbanisation levels around The world and The reasons for The variance in urbanisation

HMK: Is an Urbanisation a Good thing? Evaluate in your Own opinions

s and c: How might urbanisation help to increase poverty?

Urbanisation

Global

reasons

patterns

variance

trends

Skill Dev:

map analysis

identification

reasoning

PEEL

evaluation

 

 

Lessons 9and10:

Title: Why do people move to urban areas?

L.O: To know why people move to urban areas

 

Pgs.40and41 Starter: Pass The Globe Starter on key words learnt so far in The unit – students have to define

Main: Students to read various stories from GeoSchooley from people who have moves to The city and extract The reasons and place into table provided

Plenary: Key exam Style question: Explain The different reasons why people move into urban areas (5marks)

 

By the end of this lesson students will know different reasons why people move into urban areas in different Parts of The world

HMK: organise admin of books

Urban

internal migration

pull factors

push factors

Skill Dev:

Identification

Reasoning

Using evidence

 

Lessons 11and12:

Title: The benefits and problems to Living in Urban areas

L.O: To know The benefits and problems to Living in urban areas

Pgs.42and43 Starter: Answer questions 1and2 on pg.43

Main: Define sustainability within The class. Discuss sustainability. Where do The Global Goals fit in? Next – work through tasks on GeoSchooley on how we can make our Towns and Cities more sustainable

Plenary: Answer question 6 on pg.43

By then end of this lesson students will know The benefits and problems of Living in urban areas, and how we can make them more sustainable

HMK: Research to what extent your home Town of Porto is becoming sustainable. What strategies are they Using? Are they focusing on The Global Goals

Benefits

Problems

Sustainable

Strategies

Global Goals

Skill Dev:

Evaluation

identification

reasoning

research skills

Lessons 13and14:

Title: Life in The slums

L.O: To know what life is like for people in LIC slums

 

 

Pgs.44and45 Starter: Students define what a slum is and distinguish between a slum, a shanty town and a favela

 

Main: students to watch documentary on kibera slums in Nairobi, Kenya and make notes Using note taking frame from GeoSchooley

Plenary: Discuss within the class life in The slums and Answer question 6 on pg.45

By The end of this lesson students will know what life is like in The slums in a case study example

HMK: Students to research 10 facts about Masdar City in Abu Dhabi for next lesson

 

Lessons 15and16:

Title: A city of The future – Masdar City

Title: To know about a modern day sustainable city

 

Pgs.46and47 Students to work through progressive tasks on GeoSchooley and use course book to suport completing tasks By The end of this lesson students will know about a case study example of a modern day sustainable city and will know about The strategies it is Using to Try and be sustainable

HMK: Revise for end of unit assessment

UAE

Sustainable city

renewable energy

no fossil fules

car free city

desalinating

Skill Dev:

idntification

reasoning

evaluation

synthesis of Own ideas

 

End of unit summative assessment As stated all above Students to complete 40mark end of unit summative booklet assessment By The end of this assessment students will be able to demonstrate subject knowledge and skill development as focused on in The areas above As stated above

Form 7: Population:

Form 7: Population:

Lesson objective(s)

Page numbers from course booklet

Possible Activities

Lesson Outcomes

Key Terms and Skill Development

Lessons 1and2:

Title: A Rapid Population Growth

L.O: To know why our Population is growing fast

Pgs.18and19 Starter: Show students the world Population clock on GeoSchooley – discuss implications of what it means for the world

Main: Students then work on living graph exercise from GeoSchooley on graph that shows Rapid Growth of world pop. Students expected to annotate with appropriate PEEL factors on why pop. Is growing só fast

Plenary: Answer question 8 from pg.19

By the end of this lesson students will know reasons for the worlds rapid Population growth and they will also take into account that growth is slowing down

HMK: watch video on world’s Population from BBC documentary focusing on rapid Population growth and its distribution around the world for next lesson

Rapid Population Growth

Factors

LICs

MICs

HICs

Population momentum

Skill Dev:

Living Graph annotation

reasoning

discussion

 

Lessons 3and4:

Title: So where is everyone?

L.O: To know where the world’s Population is distributed and why?

Pgs. 20and21 Starter: recap from video HMK. Map starting  exercise from GeoSchooley

Main: Picture PEEL exercise on why the world’s Population is distributed where it is

By the end of this lessons students will know where the Population is distributed around the world and the reasons for its distribution

HMK: create key definitions list of key words within sub-topic

Population distribution

densley populated

sparsely populated

population density

factors

Skill Dev:

Mapping

identification

reasoning

PEEL

 

 

Lessons 5and6:

Title: A case study of Population growth – the UK

L.O: To investigaste a countries Population growth – the UK

Pgs.22and23 Students to use 5w enquiry technique to produce a visual poster case study Using information, images, data and graphs to ilustrate their findings. Students can use GeoSchool and course book for research By the end of this lesson students will have produced a visual 5w enquiry case study on the UK and its Population growth over time

HMK: complete case studies

s and c: How might the UKs story case study differ from an LIC or an MIC? Explain your response

Population growth

causes

birth rate

death rate

life expectancy

migration

technology

Skill Dev:

Visual case study construction

5w Enquiry

Lessons 7and8:

Title: Population Growth and Life Expectancy Around the World

L.O: To know about Population growth and life expectancy in different areas around the world

 

Pgs. 24and25 Starter: watch YouTube clip on worlds pop growth rate. Class discussion follows

Main: Students work through tasks on GeoSchooley

Plenary: Pop growth and life expectancy Charades

By the end of this lesson students will know about different Population growth rates and levels of Life Expectancy for different Parts of the world and the reasons for them

HMK: questions 1-6 pg.25

s and c: how might pop.growth rate and life expectancy be impacted upon By the global goals?

Population growth

life expectancy

reasons

education

government policy

religion

Lessons 9and10:

Title: Our Impact on the planet

L.O: To know the impacts we are having on the planet as our Population increases

Pgs.26and27 Starter: Students Answer questions 1a and b from pg.27

Main: Students, Using resources such as GeoSchooley and the course book are to create a recorded vídeo highlighting the impacts the we are having on the world both locally and globally. Students to work in teams of 4 and are to work on this for homework. Instructions derived from GeoSchooley

Plenary: watch and peer assess each others videos

 

By the end of this lesson students will know the Impacts we are having on the Earth as we continue to grow in numbers. Students will have created a video highlighting important SEEP Style impacts we are having both locally and globally

HMK: To complete video’s

Population growth

SEEP impacts

local

global

factors

Skill Dev:

Creating a multinacionais video

Team work

creative and critical thinking

 

Lessons 11and12:

Title: What does The future hold?

L.O: To know what The future holds in terms of Population growth

Pgs.28and29 Starter: Students discuss and analyse graph presented to Them on future predictions

 

Main: Students work through progressive tasks from GeoSchooley

Next students answer questions Comparing Germany with Ethiopia

 

Plenary: students to revisit world Population clock and pick-up Out how it hás changed since they Started The unit – discuss changes

By the end of this lesson students will know predictions for our future population and understand The reasons why our global Population is expectes to fall

HMK: Revise for end of unit assessment

Predictions of Population growth

LIC growth

HIC growth

falling Population growth rate

End of unit summative assessment As stated all above Students to participate in end of unit summative assessment that will be 40marks focusing on content and skills above By The end of this assessment students will demonstrate subject knowledge and skill development in The areas focused on above As stated above

Form 7: Using GIS:

Form 7: Using GIS:

Lesson objective(s)

Page numbers from course booklet

Possible Activities

Lesson Outcomes

Key Terms and Skill Development

Lesson 1:

Title: What is GIS

L.O: To know what GIS is and why Geographer’s use it

Pgs.6-9 Starter: Picture starter from GeoSchooley – Try and answer presented enquiry questions

Main: Read detective john Snow storm from pg.6. Discussion between class about story

Next – students define what GIS is and its acronym from GeoSchooley, followedby reading pg.8and9 and  working through activities on pg.9

Plenary. Three thing plenary – students feedback three things they have learnt about GIS in the lesson

By the end of this lesson students will know what GIS is, why we use it and how it can help our societies

HMK: Carryout some independent research how the policie use GIS in preparation for next lesson

GIS

Geographic Information System

Flood warden

Maps

Data

Skill Dev:

starting to become familiar with GIS

 

 

Lesson2and3:

Title: Using GIS to fight crime

L.O: To know how to use GIS software

Pgs.10and11 Starter: Get students to feedback from their homework research

Main and Plenary:Detective work investigation on GeoSchooley Using GIS software

By the end of this lesson students will have practiced Using GIS software in a practical fashion within a police investigation scenario

 

HMK: complete all GIS tasks from lesson on Ipad

GIS

map

crime control

key

GIS menu

 

 

Lessons 4and5:

Title: More about the data

L.O: To

Pgs.12and13 Starter: key question – why do you think data is so important to GIS? In pairs students discuss this question

Main: Students create information pack on how to use the data in GIS

Plenary and Homework: Answer questions 1- 5

By the end of this lesson students will know how data is uses and presented within GIS

HMK: As stated in Plenary

s and c: have a Look at Google fusion tables and see if you can understand how it works as a GIS software. This will be useful for your later assessment

Data

layers

postcodes

mobile phones

GPS

Skill Dev:

Understanding how data should be used in GIS

 

Lessons 6

Title: Other Uses for GIS

L.O: To know adicional uses for GIS

Pgs.14and15 Starter: Read the selecion of different uses from GeoSchooley

Main: Work through progressive tasks on GeoSchooley

Plenary: Explain end of unit assessment – working with Google Earth (A Google GIS software)

By the end of this lesson student will understand other uses for GIS in our society

HMK: Practice Google Earth skills for end of unit assessment

GIS uses

Sat Nav

Services

Google Earth

 

 

 

 

End of unit summative assessment As all stated above Students to participate in end of unit summative assessment that shows their skills working with Google Earth By the end of this assessment students will show subject knowledge and skills developed throughout the unit As stated above

Form 7: Weather And Climate:

Form 7: Weather And Climate:

Lesson objective(s)

Page numbers from course booklet

Possible Activities

Lesson Outcomes

Key Terms and Skill Development

Lesson 1:

Title: What is Weather?

L.O:

To know what Weather is and how it differs from climate

Pgs.66-69 Starter:chapter starter from pg.66

Main: Activities from GeoSchooley focusing on defining what Weather is, its different elements, and how the sun is at the heart of all our weather

Plenary: Comparing Weather to Climate and how the two differ using youtube clip on GeoSchooley…

By the end of this lesson students will know what weather and how it differs from climate

HMK:

question 7 from pg.69

s and c: think about the Weather you have experienced this summer – what reasons can you give for its changes

Weather

climate

characteristics

the sun

Skill Dev:

photograph analysis work

identification

reasoning

comparing

 

Lessons2and3

Title: So what causes the Weather?

 

Pgs.70and71 Follow all progressive tasks on GeoSchooley By the end of this lesson students will know what causes our weather

HMK: complete photography work using ipads taking photos of things in the weather that you might be able to measure over the next week…this is preparation for the next lessons…

The sun

wind

water vapour

condenses

clouds

atmosphere

troposphere

 

 

Lessons 4,5and6:

Title: How do we measure weather?

L.O: To know the instruments we use and how they work to measure different elements of the weather

 

Pgs.72and73 Starter: Students answer question 7 from pg.73

Main: Card sort activity with instruments and descriptions

Next – students, in temas of 4, are to conduct weather investigation of their choice. Instructions from GeoSchooley – this is HMK for the week too.

 

By the end of this lesson students will know what instruments measure different elements of the weather, how these instruments operate, and will have worked in a Team to collect data on a weather element of their choice Instrument

thermometre

barometre

annemometre

hygrometre

wind vane

rain gauge

weather balloon

meteorologist

Skill Dev:

Investigative skills

data collection

data analysis

team work

Lessons 7and8:

Title: Types of Rainfall and clouds

L.O: To know the three types of rainfall and clouds that there are

Pgs.74and75 Starter: pass the Globe Starter for recap on weather instruments

Main: Diagramatic exercise from GeoSchooley with students having to correctly annotate the three diagrams of rainfall

Next students paint and annotate different types of clouds for display

Plenary: Weather Kahoot

By the end of this lesson students will know they three types of rainfall and how they are formed differently. They will also know they different categories of cloud

HMK: to work on class display

s and c: question 6 from pg.75

Convectionl rainfall

Relief rainfall

Frontal Rainfall

Cumulus clouds

Stratus clouds

Cirrus Clouds

Skill Dev: Diagram production and annotation

 

Lessons 9and10:

Title: Air Pressure:

L.O: To know what air pressure is and the different types there are

Pgs.76and77 Starter main and plenary progressive tasks all derived from GeoSchooley By the end of this lesson students will know the different types of air pressure and the different conditions that they bring

HMK: Answer questions 1-6 on pg.77

Air pressure

high pressure

low pressure

anticyclones

depressions

weather conditions

Skill Dev:

Identification

reasoning

diagram annotation

Lessons 11and12:

Title: Air Masses

L.O: To know what air masses are and how they make weather so changeable

 

Pgs.78and79 Starter: Students to read pg.78 and make Own revision notes

 

Main: Stuedents to follow progressive tasks from GeoSchooley

 

Plenary: question 2 from pg.79

By the end of this lesson students will know what air masses are and why they cause the UKs weather to be so changeable Air mass

tropical

polar

continental

maritime

Skill Dev:

Own note making

identification

reasoning

 

Lessons 13,14and15:

Title: A case study storm

L.O: To conduct a case study investigation Using resources made available to extract evidence

 

 

 

 

Pgs.80and81 Students to create case study from the UK on a storm event. They are to use the course book, GeoSchooley and other articles to determine causes and consequences of the event By the end of this lesson students will have conducted their Own case study investigation demonstrating important Investigative skills Case study

causes

consequences

storm event

depression

fronts

flooding

Skill Dev:

Case Study investigative reaserch skills

independent working

evidence extraction

Lessons 17and18:

Title: Climate and the factors influencing it

 

L.O: To know what climate is in more depth and the factors that influence

Pgs.82-85 Starter: students to create Team rap song with reference to lesson objective – Using key words from objective and previous learning

Main: Students then turn back to first lesson to revisit definition of climate. Students Then use Google docs to create informative poster on factors that affect climate

Plenary: HMK explained about climate graph task

By the end of this lesson students will know what climate is in more depth, and understand the factors that contribute to creating different climates

HMK: Students to create climate graph for Porto with annotations – Teacher explains task in plenary

Climate

longitude

latitude

Earth’s tilt

distance from coast

prevailing wind

relief of land

ocean currents

climat graph

Skill Dev:

Identification

reasoning

extracting information

using evidence for poster

data collection and climate graph production

 

 

Lesson 19:

Title: Climates around the World

L.O: To know about different Climates around the world

 

 

 

 

 

 

 

 

 

End of Unit summative assessment

 

 

 

Pgs.86-87

 

 

 

 

 

 

 

 

 

 

 

 

 

 

All pgs.stated above

Starter: Map of Climates around the world given to students with acompanying open questions

Main: Answer questions 1-7 on pg.87

Plenary: Charades plenary on Climates around the world

 

 

 

 

 

Students will participate in a 40mark end of unit summative assessment

By the end of this lesson students will know the different Climates around the world and the reasons for them

HMK: To revise for end of unit assessment

 

 

By the end of this assessment students will demonstrate subject knowledge and skill development as developed in the lessons above

Climate

climate regions

Contributing factors

Skill Dev:

Map analysis

identification

reasoning

evaluation

 

As stated in all lessons