WOW! Geography 2014 is a brand new CPD course that follows the popular format used in our sell-out courses for Economics & Business Studies.
WOW! Geography 2014 will provide teaching colleagues with a fantastic collection of resources that can be used immediately in the Geography classroom.
We've asked a superb team of experienced and passionate Geography teachers to develop their best-ever lesson resources for GCSE and A Level Geography.
The result is a superb collection of teaching resources that students will find engaging, challenging and enjoyable.
Further information about the contributors and resources provided on the course will be added to this blog entry in the near future.
One of my all time favourite activities based around the classic gameshow.
At the start or end of the lesson I put 3 Geography Key Word Conundrums (anagrams) on the board for the students to solve. These can be key words just covered in the lesson (for a plenary) or key words from the previous lessons if used as a starter.
The countdown theme tune can be downloaded from a number of websites and really adds to the activity. This then gives the students 30 seconds to solve the conundrum.
To create the anagrams, I use an amazing anagram maker programme designed by a guy called Martin Mamo. All you do is enter the keyword and then the programme will create hundreds of anagrams for you. This can be accessed here and a huge virtual tip of the hat goes to Martin who has kindly allowed me to put the link on here. Many thanks Martin
A great activity which the students love.
Useful for AS Students studying energy
This is an excellent activity that is ideal for Geography that is so, so simple but so, so effective.
Rather than giving students a crossword of Geography key terms at the start of the lesson, how about giving them a completed crossword and asking them to write in the clues?
This is a much more powerful activity as it is a much more open ended strategy. You can really see the students thinking and you get a high level of differentiation.
There are lots of crossword creators on-line, for example, puzzlemaker which can be found here , and the great thing about this is, you don’t need to come up with the clues. Let the students do the work (which is what teaching is supposed to be about!)
This revision quiz covers some basic concepts in the topic of coasts. E.g.
- What happens when curved beaches are formed by longshore drift?
- Which of the examples given is a form of hard engineering?
- When has the Thames barrier been designed to last until?
- A reason why many cities are at risk of been flooded by the sea is?
A 10-question revision quiz here looking at the basics of "rivers" asking questions such as:
- What cycle shows how water moves through the environment?
- Which is a type of surface storage?
- What word describes how eroded material is moved by a river?
- What is a long profile of a river?
- When does an ox-bow lake form?
The basics of ecosystems are the subject of this 10-question revision quiz. The questions include:
- What word would describe how elements within an ecosystem are dependent on each other?
- What are Biomes?
- Which shows the transfer of energy between living organisms?
- Which is a way the Brazilian government manages the Amazon Rainforest?
- What do tropical rainforests contain the highest number of on earth?
- How have plants in a rainforest ecosystem adapted?
Here is an online quiz which tests knowledge of the basics of earthquakes. It asks questions such as:
- The point directly above the focus of an earthquake is known as the?
- Which is a primary effect of an earthquake?
- Which is a secondary effect of an earthquake?
- How can people prepare for earthquakes?
- Which scale measures the amount of energy released by an earthquake?
- Which scale measures the amount of damage inflicted by an earthquake?
How much do you know about volcanoes? For example:
- Composite volcanoes are found at which type of plate boundary?
- What type of chamber is located directly under a volcano?
- Which is a mineral found in the earths crust that makes basic lava?
- What national park in the USA is part of a crater of a supervolcano?
Test your knowledge with this revision quiz:
This is an excellent starter/ plenary activity that adds pace and competition to any Geography lesson. It’s also excellent for whole class involvement and differentiation. Its very simple and can be carried out in two different ways.
I split the class down the middle into two teams. I then give 1 person a blank sheet of paper. I tell the class that I want them to write one thing about the topic on the piece of paper, and then pass it to the next person in the team. The next person then has to write something else about the topic. The further this gets round the room, the harder it gets, forcing the kids to think. I always start with the weaker students so that by the time it has got to my more able students, most of the key points have been covered thus forcing my more able students to think.
Another way of doing this is to ask the students to simply write one thing about the topic on the paper, then fold over what they have written and then pass it to the next person to write something else. I tell the teams that the group with the most different issues considered wins
. This is less taxing than the previous method but the students like hearing what the other students have written at the end and it is also less threatening for those who have the ‘buck passed last’.
A fascinating insight here from the FT into the causes and problems of India's heavily polluted rivers.read more...»
Just found this amazing video that was posted on the TES forum (via phillips78). Stunning and extremely thought provoking.
Well worth using in a lesson when delivering population.
The video can be accessed here.
Quiz shows are always a massive source of inspiration when it comes to starters and plenaries. Here’s one I used regularly with my KS3 geography classes which was based on a popular quiz show around 1990.
The show was called Talkabout and was hosted by then popular light entertainer, Andrew O’ Connor. A very simple format which involved two teams of people talking about a topic and trying to hit 10 key words. This is perfect for geography and can be played in two ways.
Firstly, I think of 10 key words on a topic we have just covered, for example, depressions. I have the words on the board but hidden from view. I then ask for a volunteer to come to the front and face the class. I reveal the words to the rest of the group and the volunteer has to talkabout the topic (in this case, depressions) with the aim of hitting as many key words as possible. The time allowed is 60 seconds.
However, a far more inclusive way to play is to ask for a volunteer and then send him/ her out of the room. The rest of the group then discusses what the 10 key words should be and we then put these on the board. Volunteer comes in and then talkabout is played in the usual way
It’s a really fun way of recapping a topic you have just taught and at the end you can question the students on each of the key terms. I used it with a range of KS3 topics including:
- the water cycle
- river basins
The applications are endless!!!!
This is an excellent activity for geography that needs very little preparation. It can be used as a bellwork activity, starter or plenary. It also a very useful revision activity.
The students can either play on their own or in pairs/ 3’s. I use squared paper using one square per letter following the rules of
S C R A B B L E
We're building a new online resource and support service for Geography teachers at all levels which aims to replicate what we have already done in Economics & Business Studies.
Please join our Geography Teacher Community by adding your details to our Teacher Email Newsletter system so that we can keep you updated as new resources are made available.read more...»
I had an epiphany last week, while marking some year 12 homework on the physical causes of coastal erosion. The homework task involved students answering a past paper question worth 5 marks, but with a copy of the mark scheme for guidance. This gave them the content, but (being a level-marked question) students still had to use it in a way that showed clarity of understanding. However, one student forgot that the mark scheme was on the back of the exam question, and had written a first draft answer about the types of coastal erosion. They then remembered the mark scheme, redrafted their answer on lined paper and attached it to the original sheet. When this student came to hand it in, I told them that I’d probably read both answers, purely out of interest. I’m glad that I did because, while the redrafted answer was a very good explanation of the causes of coastal erosion, the original was all about the types or processes of erosion. Clearly this was a misconception that needed addressing.
The four types of coastal erosion are hydraulic action, corrosion/abrasion, corrosion/solution and attrition.
The question is: what makes them happen?read more...»
This is a teaching and learning strategy that I used extensively when teaching KS3 Geography.
The concept is very simple, takes virtually no preparation and is extremely effective.
I used to play Bingo by putting a list of around 15 key words on the board, getting the students to choose 9 and putting each word in the square of a Bingo grid (I have pre-printed Bingo cards which I just hand out). I then read out the definitions and the students cross off the relevant key word when they hear it described.
However, a more challenging and interactive way to play Bingo is by asking the students to come up with what they believe will be the most popular key words associated with a topic. This forces the students to think hard about the topic that they have just covered.
So, I would ask the students to draw a large 9 square bingo grid in their exercise book or on a scrap piece of paper. Then, in each square I would get them to write in a key word or concept that THEY associated with a particular concept. For example:
- Features of an anticyclone
- Features of a depression
I then read out what I believed to be the key words and concepts associated with the topic and then Bingo is played. It also enables some detailed discussion to take place after each key word/ concept has been read out.
Another reasons why this is such an effective strategy is that it is perfect for diagnostic assessment as it allows the teacher to gauge pupil understanding in a fun, challenging and engaging way. It is a perfect starter or plenary activity as well as being useful for revision.
I have summarised some of the main features of the new curriculum announced last week
alongside a couple of questions and queries.
A stunning, short video from the FT which describes how every year, China stages the largest human migration on earth as up to 1bn people go home to their roots.
The FT's Patti Waldmeir reports on the phenomenal combined buying power of China's 260m migrant workers and looks at the type of gifts they buy to take home to their loved-ones!read more...»
Geography in the News: The Millennium Development Goals
Useful for students studying poverty, development, conflicts and challenges.
Also useful for those studying development economics!
The 8 MDGs were set by the United Nations with a deadline of 2015. These 8 goals all aim to reduce global poverty in poorer nations of the world. As the 2015 deadline looms closer, there is much discussion over their achievement, the future beyond 2015, their successes and failures.
Have a read of the information on this website:
There is a lot of information here. Have a good read through some of it to get an overview of what is going on. It highlights the importance of 2013 as a year when recommendations for the post 2015 agenda will be made. This month (February 2013) there have been meetings involving David Cameron and other leaders.
- What was the February 2013 meeting about?
- Which country and city was the meeting in?
- What percentage of our GDP does the UK pledge to give as aid to poorer countries?
- Have we achieved this target?
- How much money does this work out as per year? (GDP = $2.434 trillion 2012 est. CIA World Factbook website)
- Have all the G8 countries achieved this target?
- Think about the other major government spending: healthcare, education, defence, welfare, transport and protection (fire, police, prisons). Put them in order, starting with the one you think we spend the most on per year.
- The first goal (to eradicate poverty – by halving the proportion of people living on less than $1 a day) has been achieved. What is it suggested this is down to?
- What does David Cameron highlight as being important for the future goals? (there is more than one recommendation)
1. The progress of the Millennium Development Goals which are the 8 goals that have been set by the United Nations to reduce global poverty by 2015. The meeting was to look at what should be done beyond 2015 when the goal deadlines expires.
2. Monrovia in Liberia (Africa)
4. Yes the UK has achieved this target.
5. $17 billion in pounds that would be around £11 billion.
6. No, not all the G8 wealthy nations that pledged the money have achieved this target.
7. Healthcare - £126 billion per year
Welfare – £62 billion per year
Defence - £46 billion per year
Education - £36 billion per year
Protection - £15 billion per year
Aid to LEDCs - £11 billion per year
Transport - £10 billion per year
Interesting and possibly surprising. Don’t forget these are very dynamic – with the withdrawal of troops proposed from Afghanistan in 2014, our defence spending looks set to decrease. Also despite a lack of hospital nurses and too many patients for them to cope with efficiently (in the news yesterday!) the spending on health is highest. We have an NHS of course which cost the government a lot of money, rather than private health services like in the USA.
8. The development of China and India over the last few years.
9. Reducing absolute (extreme) poverty, improving quality of education in poorer nations and improving security. Also inequalities between the incomes of the rich and poor needs addressing. This has not been considered in the current MDGs.
Useful for students studying energy.read more...»
This article has been written by Josh Rankin - a 3rd year undergraduate from the University of Leeds studying a Geography/Geology degree.
Getting students to understand climate graphs, let alone draw them is a tough challenge. One bar graph can be difficult enough, but to throw in a line graph and another vertical axis and we are in trouble. To help students along, I have developed a step by step powerpoint to help [see screenshots below]
Hello my name is Abigail Broadbent. I am a Geography Teacher at Greenhead College. I teach AQA, A Level Geography. I was asked recently if I would like to blog for tutor2u. If you are interested in up to date Geography issues to use in your exams, please take a look at my blogs which will be about Geography in the News.
Here is my first blog!
BABY BOOM IN 2011!
Useful for AS students studying population
Have a read of this article that hit headlines yesterday (21 January 2013):
The Census data has proved that in 2011, 688,120 babies were born in England, the highest number since 1971. Have a look at the population pyramid for the UK below:read more...»
When teaching GCSE geography, each year without fail, colleagues and I discuss the relevance of case studies and if recent events would be better. This discussion normally revolves around physical topics such as flooding or a volcanic eruption. The 'unwritten' rule has always been that after 30 years, a case study ceases to be relevant and becomes 'out of date'. On May 18th 2010, the 'validity' and 'relevance' of the Mt St Helens eruption expired, assigned to the history books as just another eruption. With the passing of such a notorious case study, is it time to consider ignoring this 30 year rule? What other case studies have been forgotten, but actually provide excellent insight and are just a relevant today as they once were?
At tutor2u, we love eduction and we want to share our passion and enthusiasm for education, teaching and learning with as many people as possible. With this in mind, we are looking to expand our growing team of bloggers.
If you share our vision and would be interested in helping us develop and extend the range of teaching and learning resources that we offer then we would love to hear from you.
We are particularly keen to hear from passionate teachers and eductors to join our blogging teams for Geography, History, Law, Sociology and Physics as well as our existing range of subjects.
So, why blog for tutor2u? There are number of reasions:
Firstly, you will be joining a fantastic community of teachers and eductors who all share the same passion; education. Our blogs and materials are used in over 3,500 schools and colleges in the UK and in educational institutions in over 85 countries. This guarantees our bloggers a worldwide audience and allows our bloggers to build a name for themselves in their field of teaching expertise.
In addition to his, blogging for tutor2u often opens up further paid opportunities, for example, resource design, student/ teacher conferences, workshops and other CPD events.
If you share our passion for eduction and would like to be involved then please email me at email@example.com for further information. I would love to hear from you.
Internal mechanisms can generate climate, and these range from the formation of mountain ranges over many years to the rapid deforestation of a rainforest. Changes in orography (the relief of the land) and ocean shape do have an effect on the climate, but take a lot longer to come into effect. Changes in surface features may have drastic effects on climate over shorter periods of time.read more...»
Nitrous Oxide (N20) is an oxide of nitrogen that is often used in surgery and dentistry for its analgesic and anaesthetic effects. Nitrous oxide also gives rise to nitric oxide (NO) on reaction with oxygen atoms, which, in turn, reacts with ozone, making nitrous oxide a major, naturally occurring regulator of stratospheric ozone. Nitrous oxide is also a major greenhouse gas as it is very effective at absorbing long-wave radiation.read more...»
Methane (CH4) is a natural atmospheric gas that contributes to the greenhouse effect, and is far more effective than carbon dioxide at absorbing long-wave radiation. The recent increase in methane concentrations in the atmosphere is causing concern as it is a by-product of both energy consumption and agricultural activity.read more...»
Carbon Dioxide (CO2) is a natural atmospheric gas that contributes to the greenhouse effect. The proportion of CO2 in the atmosphere is known to vary, but recently the concentrations of carbon dioxide have risen rapidly. This is mostly attributed to anthropomorphic internal forcing, i.e. the effects of man-made pollution, although CO2 can come from a variety of natural sources too.read more...»