I am a teacher specialising in Geography and Religious Studies with over 4 years experience to date. I pride myself on designing lessons that engages students in their learning, with an enquiry-based focus being at the forefront.
Any lesson that you download is fully resourced and differentiated ready to use in a flash. I hope they make a real contributing to your own classroom like they have done to mine.
I am a teacher specialising in Geography and Religious Studies with over 4 years experience to date. I pride myself on designing lessons that engages students in their learning, with an enquiry-based focus being at the forefront.
Any lesson that you download is fully resourced and differentiated ready to use in a flash. I hope they make a real contributing to your own classroom like they have done to mine.
This contains a fully resourced, differentiated lesson on global poverty. In the main part of the lessons students have to consider a range of definitions to decide what they believe is the best one, use a range of pictures to explain the impacts of global poverty, and finally complete a written evaluation as to whether they believe it is possible to end global poverty. Learning Objectives:
To describe the meaning of poverty.
To explain the impacts of global poverty.
To speculate whether it is possible to end global poverty.
This contains a set of fully resourced, differentiated lessons to cover the entire OCR AS Philosophy syllabus.
Theme 1 - Philosophical Language And Thought
It was taught in the following order:
What Is Plato’s Analogy Of The Cave?
How Valid Is Plato’s Analogy Of The Cave?
What Is Plato’s Theory Of The Forms?
What Are Aristotle’s Four Causes?
What Is Aristotle’s Prime Mover?
How Did Plato Distinguish Between The Body And Soul?
How Did Aristotle Distinguish Between The Body And Soul?
How Did Descartes Distinguish Between The Mind And Soul?
Theme 2 - The Existence Of God
It was taught in the following order:
What Is The Teleological Argument?
How Can The Teleological Argument Be Challenged?
What Is The Cosmological Argument?
What Is The Ontological Argument?
Does The Ontological Argument Work?
Theme 3 - God And The World
It was taught in the following order:
What Are Religious Experiences?
Do Religious Experiences Prove The Existence of God?
How Can The Validity Of Religious Experiences Be Challenged?
How Is The Problem Of Evil A Challenge To The Existence Of God?
Does The Augustinian Theodicy Solve The Problem Of Evil?
Does The Irenaean Theodicy Solve The Problem Of Evil?
This contains a fully resourced lesson on push and pull factors.In the starter students analyse a cartoon, then work in pairs to work out push and pull factors and test that knowledge with a kinaesthetic activity. Next students look at a case study of rural-urban migration in cities (China) and apply their knowledge by creating their own immigration story.
This contains a fully resourced, differentiated lesson on the factors that influence climate. In the main part of the lesson students complete a timed carousel activity to make notes (including a labelled diagram) on how each factor (altitude, distance from the sea, latitude, wind direction) can influence climate, followed by a set of written questions to consolidate their learning.
Learning Objectives:
To describe the different factors that can influence the climate.
To explain their influence through the use of labelled diagrams.
This contains a fully resourced, differentiated lesson on the instruments that are used to measure the weather. In the main part of the lesson students have to work in pairs to try and work how two instruments (rain gauge, wind sock) using visual cues, compiling a fact file with how a set of instruments work to measure different elements of the weather, and a final written exercise where students have to consider the level of accuracy of these instruments.
Learning Objectives:
To describe the equipment used to measure different weather types.
To explain how the accuracy of this different piece of equipment may vary.
This lesson focuses on how belief can affect people's actions, focusing on Desmond Doss, a soldier from WWII who refused to fire a single bullet. They explain how his belief affected his action, consider and analyse different viewpoints and evaluate how strictly one should follow their actions. Was designed for an observation lesson.
This contains a fully resourced, differentiated lesson on the Design argument aimed at KS3 students. It could very easily be adapted to suit KS4. The main activities include:
* A discussion task on how the natural world and universe itself can show evidence of design (facts are provided as a stimulus and focus)
* Reading through Paley's watch story (analogy) as a class and completing an ordering task (could easily be adapted to a card sort!?)
* Writing their own modern story of the argument to demonstrate understanding.
* Assessing the potential problems with the argument, using visual clues to assist them.
Lesson Objectives:
To describe how the world around us can show evidence of design.
To explain the key features of the design argument.
To assess potential problems with the argument.
This contains a fully resourced, differentiated set of lessons in order to carry out a microclimate survey around a school environment, although it could be adapted to suited others.
The first lesson helps students to prepare for their microclimate survey, paying particular attention to how two major pieces of equipment work and to construct hypotheses for their survey.
The second lesson involves students going around a school environment, in groups, collecting their microclimate data. Differentiated recording sheets are provided for students.
The third lesson involves students writing up their report to show the results of their survey.
I hope you find these resources helpful.
This contains a fully resourced, differentiated lesson on Plato's theory of forms. The main part of the lesson involves note-taking and class discussion on the fundamentals of his theory, after which they carry out an independent reading task. This is followed by students analysing the criticisms of his theory followed by a traffic light plenary task.
Learning Objectives:
To understand Plato’s Theory of Forms.
To evaluate the strengths and weaknesses of the theory.
This contains a fully resourced, differentiated lesson on Aristotle's concept of the Prime Mover. The main part of the lesson involves students generating examples to show their understanding of potentiality and actuality, a class discussion and note-taking exercise on why Aristotle believed the Prime Mover had to exist, a worksheet where students have to explain why Aristotle believed the Prime Mover had to possess certain attributes, develop explanations of key problems associated with the Prime Mover, and finally an extended writing exercise where they justify what they find to be the two most convincing criticisms of Aristotle's theory of the Four Causes.
Learning Objectives:
To understand the idea of potentiality and actuality.
To outline Aristotle’s concept of the Prime Mover.
To assess the strengths and weaknesses of Aristotle’s theory of the Four Causes.
This contains a fully resourced, differentiated lesson on the work of Christian charities. The main part of the lesson consists of an information gathering and consolidation carousel group task (based on four charities, including Barnando's and the Salvation Army) and evaluating which cause they believe is worthy of support, linking their answer to Christian views towards charity and wealth. Learning Objectives for the lesson are as follows:
To describe the aims of different Christian charities.
To explain why their work is important.
To evaluate which cause you believe is particularly worthy.
This contains a fully resourced, differentiated lesson on the use of biofuels as a renewable energy source. The main part of the lesson involves students working in pairs to discuss what biofuels might be and how they may be used to generate electricity (aided by visual cues), a colour coding task on the advantages and disadvantages of using biofuels, and the use of a mini case study for students to explore whether biofuels are ultimately an effective source of energy (including a video clip about Virgin Atlantic proposing to use jumbo jets powered by nuts, and an extended writing exercise).
Learning Objectives:
To describe what biofuels are.
To explain their advantages and disadvantages.
To evaluate whether they ultimately provide an effective energy source.
This contains a fully resourced, differentiated lesson on fossil fuels.
The main part of the lesson involves an extended note taking exercise on the advantages and disadvantages of using fossil fuels (coal, oil, natural gas) and a written exercise evaluating their effectiveness as a form of energy.
Learning Objectives:
To describe how fossil fuels form.
To explain their advantages and disadvantages.
To evaluate the effectiveness of fossil fuels as a source of energy.
This contains a fully resourced, differentiated scheme of work on ‘Weather and Climate’. All lessons contain a set of clear activities to meet a set of differentiated learning objectives. They should be taught in the following order:
What is the difference between weather and climate?
What factors influence climate?
What is the climate of the UK like?
How do we use climate graphs?
How does the water cycle work?
What are the causes of rain in the UK?
What are the different types of cloud?
How does air pressure affect weather?
How do we measure the weather?
How do different factors affect microclimate?
How do we measure school microclimates?
School microclimate survey
School microclimate report
This contains a fully resourced, differentiated lesson on how we can we protect communities from coastal erosion. The main part of the lesson involves a fact-hunting exercise where students compile a table with how each methods works as well as its advantages and disadvantages, followed by a a written exercise where students rank each defence in terms of its percieved effectiveness and justify their choices.
Learning Objectives:
To explain how various defences protect the coast.
To assess the effectiveness of different forms of coastal defences.
This fully resourced lesson explores the three types of rainfall in the UK. It contains a key term starter, video note-taking task and then a worksheet where they draw diagrams and explain the three main types of rainfall. The worksheet is differentiated to three different levels according to how confident students feel. I printed off a set for each table in different colours, from which they selected which one they felt the most confident with. Feedback always appreciated.
This contains a fully resourced, differentiated lesson on the Hindu belief of karma. The main part of the lesson consists of a game to help them understand how actions can lead to good and bad karma, a worksheet to explain how their belief in karma works in detail and a class discussion at the end relating to some of the problems associated with their belief.
Learning Objectives:
To describe how the idea of karma works.
To explain why this belief is so important to Hindus.
To assess some of the problems with this belief.
This is a simple task where students have to classify features into physical or human categories. A simple starter designed for my less able students, it can also be used as a re-cap or introductory activity.
