Shaping and Using Earth

Overview

This 55-minute lesson, designed for Year 9 lower-ability students, explores the interactions between Earth's physical processes and human activity. Delivered outdoors (ideally at a local beach or green space), the lesson focuses on how natural forces shape landscapes and how people adapt and impact their environment. All content aligns closely with the National Curriculum for Geography (KS3) to ensure developmental appropriateness and curriculum coverage.

National Curriculum Links

Programme of Study: Geography – Key Stage 3

Understanding natural processes that shape the Earth:
Pupils should develop knowledge of physical processes such as erosion, weathering, and river/glacial action and the way they influence landscapes over time.
Human use of environments:
Pupils should investigate how human activities like urbanisation, employment, and resource use depend on and change natural environments.
Interrelationships between people and environments:
Pupils should understand how humans affect the environment and climate and how these changes can be managed.

Learning Objectives

By the end of the lesson, all students will be able to:

LO1: Describe how physical processes such as waves, weathering, and erosion shape coastal environments over time (Geography KS3 Physical geography).
LO2: Identify how people use natural environments for population settlement, work, and resources (KS3 Human geography).
LO3: Explain basic ways humans change environments and how these environmental changes affect climate and people (KS3 Environmental geography).

Resources

A safe outdoor space with natural features (local beach, riverside, or park with visible physical landforms)
Clipboards, worksheets with images and simple questions
Whiteboard and markers (portable if outdoors) or large waterproof notepad
Magnifying glasses for close observation
Bottle of water, small containers for soil/sand collection
Digital camera or tablet (optional – for pupils to document features)

Lesson Structure

Time	Activity	Details and Differentiation
0-5 mins	Starter – Outdoor Observation	Pupils gather in a circle and observe the environment quietly for 2 mins, then discuss simple observations: What do you see? Feel? Smell? How might this place have changed over time? Use scaffold questions for lower ability students.
5-15 mins	Introduction to Physical Processes	Teacher explains, using simple diagrams/sketches on a whiteboard, how waves, weathering, and erosion impact coasts. Refer to NC programme: "Processes shaping environments." Use real features visible outdoors to illustrate.
15-25 mins	Exploring Human Use	Pupils work in pairs to explore evidence of human use (footpaths, litter, benches, fishing activities, buildings). Worksheet prompts encourage descriptions – Why do people come here? What jobs or activities rely on this environment?
25-40 mins	Mini Investigation: Human & Nature Impact	In small groups, pupils collect small soil or sand samples or photos to compare different areas (e.g., more natural vs. more built-up). Discuss how humans have changed the environment (paths, erosion, habitat change). Link to climate: Does human activity here affect climate or future of this place?
40-50 mins	Group Feedback and Class Discussion	Back together, pupils present their findings verbally or with quick sketches/photos. Teacher reinforces connections: physical shaping + human use + environmental impact. Model simple cause-effect sentences for low ability learners.
50-55 mins	Plenary and Reflection	Using a traffic light system (red/amber/green cards), pupils rate how confident they feel with each learning objective. Teacher clarifies any misconceptions and sets simple next steps.

Teaching and Learning Strategies

Scaffolding: Use sentence starters (e.g. “The waves shape the beach by…”; “People use this place for…”) on worksheets and verbal prompts.
Visuals: Employ simple diagrams and photos to reinforce spoken content.
Multi-sensory Engagement: Encourage touching sand/soil, listening to waves, smelling sea air for immersive learning.
Collaborative Learning: Pair and group work facilitate peer support and confidence building.
Low-stakes assessment: Use traffic light cards and verbal feedback to gauge knowledge without pressure.

Assessment

Formative: Observation of group discussions and worksheet responses during activities.
Summative: Use plenary self-assessment with traffic light cards linked directly to learning objectives. Teacher notes pupils needing further support.
Feedback: Immediate verbal correction and praise during tasks and at the end of the lesson.

Differentiation

Learner Type	Strategies
Lower ability learners	Simplified language, sentence starters, extra adult or peer support, concrete examples and physical engagement.
EAL learners	Key vocabulary pre-taught outdoors with picture cards (e.g., erosion, population, resource).
SEN learners	Sensory support activities (handling natural materials), short structured tasks, clear turn-taking in speaking.

Safety and Inclusion

Complete risk assessment for outdoor space, ensuring safe access and supervision.
Brief pupils on appropriate behaviour outdoors and respect for habitats.
Ensure all students have appropriate clothing for weather conditions.
Provide mobility support or alternative indoor activity if needed.

Homework (Optional)

Draw or photograph an example of a local physical or human geography feature and write 2-3 sentences explaining its formation or human use.
Discuss with family how human activity might change the local environment or climate in the future.

Extension Ideas for Future Lessons

Study specific UK rivers and how they shape landscapes and human settlements (links to NC River landscapes).
Explore glacier formation and evidence in the UK (Lake District, Highlands).
Investigate climate change effects on local environments and human responses (KS3 climate change topic).

By using real-world outdoor environments and active learning, this lesson addresses core geography skills and knowledge in an accessible and memorable way while fully meeting the demands of the National Curriculum for England.

Teaching Instructions