I'm a Geography teacher with experience educating at various levels, ranging from mainstream schools, SEN and extra-curricular tuition. I also have experience in teaching humanities, English and PSHE topics. My resources are designed primarily as schemes of works for mainly Geographical topics with all levels considered
I'm a Geography teacher with experience educating at various levels, ranging from mainstream schools, SEN and extra-curricular tuition. I also have experience in teaching humanities, English and PSHE topics. My resources are designed primarily as schemes of works for mainly Geographical topics with all levels considered
This booklet introduces students to the global links within sports, specifically football. We investigate the origin of top players and how these have changed over twenty years. Child labour, shanty towns and The Atlanta Agreement are discussed in relation to Brazil readying itself to host the 2014 Word Cup. The unit concludes with the students considering whether they think Brazil should have held the World Cup having considered the social economic and environmental impacts.
A range of individual and group activities are incorporated within this booklet including map reading and annotating, gathering research from print and students drawing their own conclusions from materials gathered.
Please like and follow us on Facebook @WillsonEducation or Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.
This 46 page booklet gives students the opportunity to explore Africa as a continent, who lives there, how it was discovered by Westerners and some of the following titles:
What’s Africa’s Environment Like?,
Central African Rainforest,
Lake Victoria,
Great Valley Rift,
Victoria Falls,
Kalahari Desert,
A Taste Of Africa,
African Tribal Face Painting,
Recycling In Africa,
This five page activity allows students to explore where Las Vegas is, whether it is sustainable, why it is so dry and how they are trying to over come this by using Xeriscaping
This 60 page booklet allows students to explore Brazil through a variety of activities both students and teacher lead. Chapters include, amongst others:
What Do You Know About Brazil?
Why Travel To Brazil?
What’s The Landscape Like In Brazil?
What Is Brazil’s Climate like?
What Is Brazil’s Vegetation Like?
What Is Brazil’s Culture Like?
A Taste Of Brazil
Christ The Redeemer
Amazon Rainforest
Sugarloaf Mountain
Iguazu Falls
Rio Carnival
How Does The South Of Brazil Compare To The Rest Of The Country?
How Is Brazil’s Population Distributed?
Who Lives In The City?
Who Lives In The Rainforest?
Brazil’s Threatened Wildlife
Can The Urucu Gas Project Provide Energy For Manaus Without Harming The Environment?
For resource about the Rio 2016 Olympics please refer to:
www.tes.co.uk/teaching-resource/olympic-booklet--rio-2016-ks-3-and-4-11060224
Seven fun brainteasers and images which could be used as lesson starters or displayed in the classroom and corridor in a Geography department.
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This booklet allows students to explore tourism from its definition to types of tourism and their impacts. The unit starts by introducing the difference between leisure and tourism, where we holiday, the types of tourism available to us and how our holidays have changed and grown.
Tourism as an economic activity is explored in terms of the employment and GDP generated. Impacts of tourism are investigated in the unlikely but busy location of Antarctica, while the management of these social, economic, and environmental impacts are highlighted in our National Parks.
Sustainable and eco-tourism is researched looking at strategies in place around the world and specifically at the Galapagos Islands. Blackpool, UK, is used to explain Butler’s Cycle of Tourism Model and leads into the exciting topic of Movie-Induced Tourism. Book, film, and television are used to highlight how they can encourage tourism growth to particular areas and the positive and negative impacts this can have before, during, and after production.
The unit concludes with the students creating their own Movie-Induced tour. They will create a short introduction video to tourists to your country and design a week’s holiday for visitors to include a major city, seaside resort, historic town, countryside area and a special place of their own.
A range of individual and group activities are incorporated within this booklet, including, gathering research from print and video, their thoughts, and ideas, drawing and reading various graphs including completing a choropleth map from gathering data to finished map with description of findings, annotating maps, scripting a podcast, poster design with peer assessment, completing a fact file and developing their own holiday schedule.
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This unit of work begins with how mountains are defined, where they are located and how they are formed. We look at the weather in mountainous areas and its effects on shaping mountains. We explore the human and physical influences on landslides, avalanches, and glaciers. An investigation delves into how we use mountainous areas, specifically The Alps and Atlas Mountains. This leads to exploring Everest Base Camp and the Chagga people who live on Mount Kilimanjaro.
The social, economic, and environmental impacts of visitors is discussed with a look at how negative impacts could be diminished within the Lake District. The foreign influence on the Sherpas way of life is studied. We see how plants and animals’ can adapt to life in the Andes which leads to the future of our mountains in terms of climate change and global warming.
The students build on the fieldwork techniques of interpretating photographs and field sketches with Sugarloaf Mountain and Table Mountain. This concludes with asking: “are there monsters in our mountains?” looking at evidence for and against the existence of The Yeti…
A range of individual and group activities are incorporated within this booklet including annotating maps, completing flow diagrams, gathering research independently and from provided print, hands on experiments, case studies, and a peer assessment task
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This unit of work explores England beginning with the country’s location, make up and statistics. England’s landscape is explored using the lyrics from ‘Jerusalem’ and what the students consider the be English are discussed.
England’s population is studied in terms of minorities and majorities, census information and its history to help explain this. Why people would want to move to England is explored with the benefits and problems which may arise from this. The country’s roll within the EU (European Union) and United Nations is explored.
The weather in England is looked at through the physical factors which effect it across four distinct regions, these features are also studied in relation to where people live and human features.
The makeup of the Union Jack is touched upon as well as some of the quirkier sayings from the language. England’s culture is investigated through traditional dress, dance and music, religion, sport, language, royal family, national emblems, and Saint George. The students have the opportunity to discuss and try some products produced within England.
Some of England’s more unusual famous landmarks are explored including the Angel of the North, Cheddar Gorge, Sherwood Forest, Stonehenge, Hadrian’s Wall, and Chalk Figures. In addition, how England’s landscape is used in many blockbuster films is investigated with the positive and negative aspects being considered. The beauty of England’s National Parks is appreciated with a discussion as to whether the South Down should have become one and the resulting fallout from various groups.
The booklet concludes with the students creating a touring holiday for a visiting family to specific location types. This can be differentiated by including accommodation and a travel log.
A range of individual and group activities are incorporated within this booklet, including, annotating maps, their thoughts and ideas, word fills, gathering research from print, drawing, and reading graphs, recording weather, field sketch skills and decision-making exercises.
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This 69 page booklets allows the students to explore and discover the Seven Original and New Wonders of the World and Natural World through a range of different activities including individual and group tasks. Wonders include:
The Original Seven Wonders Of The World
The Colossus Of Rhodes
The Great Pyramid Of Giza
The Hanging Baskets Of Babylon
The Lighthouse Of Alexandria
The Mausoleum At Halicarnassus
The Statue Of Zeus At Olympia
The Temple Of Artemis At Ephesus
The New Seven Wonders Of The World
Chichen Itza
Christ The Redeemer
The Great Wall Of China
The Taj Mahal
Machu Picchu
Petra
The Roman Colosseum
The Seven Natural Wonders Of The World
Grand Canyon
The Great Barrier Reef
The Harbour At Rio De Janeiro
Mount Everest
Aurora Borealis
Paricutin Volcano
Victoria Falls
The New Seven Natural Wonders Of The World
Iguazu Falls
Halong Bay
Jeju Island
Puerto Pricesa Underground River
Table Mountain
Komodo Island
Amazon Rainforest
This 18 page booklets allows the students to explore and discover the Seven Original and New Wonders of the World and Natural World through a range of different activities including individual and group tasks. Wonders include:
The New Seven Natural Wonders Of The World
Iguazu Falls
Halong Bay
Jeju Island
Puerto Pricesa Underground River
Table Mountain
Komodo Island
Amazon Rainforest
This 31 page booklets allows the students to explore and discover the Seven Original and New Wonders of the World and Natural World through a range of different activities including individual and group tasks. Wonders include:
The New Seven Wonders Of The World
Chichen Itza
Christ The Redeemer
The Great Wall Of China
The Taj Mahal
Machu Picchu
Petra
The Roman Colosseum
The New Seven Natural Wonders Of The World
Iguazu Falls
Halong Bay
Jeju Island
Puerto Pricesa Underground River
Table Mountain
Komodo Island
Amazon Rainforest
To help improve your coursework grade try investigating some of the underused icons found on Google Earth, including, place markers, recording a tour, historical imagery and sunlight on landscape, to name a few.
Please like and follow us on Facebook @WillsonEducation or Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.
These worksheets help students to explore the fruits, vegetables, medicines, and other everyday objects found in the rainforest. Students are presented with a list of items commonly found at home to highlight how resourceful the rainforest is, and they can try five of these themselves (fruits and nuts). The worksheets conclude with descriptions of the properties of medicine plants with the students having to link these to the recommended symptoms.
A range of individual and group activities are incorporated within this worksheet including food tasting, and annotating their thoughts and ideas.
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When we think of mountains England isn’t going to be traditionally one of the places we think of, however it is home to over 200 which reach over 2,000 feet, most of them, including the ten highest, are located in the north western corner of the country within the Lake Distract National Park.
National Parks and their mountains are under increasing pressure to attract visitors to them however these visitors bring both negative and positive impacts to the countryside and residents. These worksheets explore these impacts and how the negative impacts can be reduced.
The weather in the mountains is very unpredictable and can change incredibly fast. One minute it can be fine and clear, the next there could be a blizzard with howling winds and driving snow, and then back to being clear and calm. Climbers need to be prepared for all eventualities and carry suitable equipment’s with them at all times and all these weather types can strike within the same one hour!
These worksheets draw on the students senses as to describe these weather conditions.
Sherpa are an ethnic group from the most mountainous region of Nepal, high in the Himalayas. They are often employed by foreigners to help them to navigate the mountains, most famously Mount Everest.
Using the information sheets the students fill out the answers on the Sherpas way of life and how foreign visitors may have impacted this both positivly and negatively.
The Chagga people have lived on the slopes of Mount Kilimanjaro for hundreds of years, they believe the mountain is holy and treat it with respect. However, since the area was given National Park status in 1970 there has been a sharp increase in hikers. With 18,000 hikers a year and 54,000 porters the Chagga people and their mountain are starting to feel the strain.
The students imagine they help run a primary school in the countryside of Tanzania. Many families living in the area find it difficult to afford school uniforms, shoes, books and lunches which results is children skipping days at school or not coming at all. The students have been tasked with trying to double the attendance at the school with the aid of an additional £15,000. What would they spend this money on and why?
These worksheets, with the aid of a video, help students to investigate what attracts visitors and tourists to Antarctica and the resulting impacts the rise of visitors in recent years has had on the delicate environment.
To gather an understanding of the icy environment, the students answer questions with help of the video and use images and graphs to investigate the attraction to the area and the possible impacts. The worksheets conclude in asking the students to explain whether they think Antarctica is worth protecting.
A range of individual and group activities are incorporated within this booklet, including, gathering research from print and video, annotating maps, their thoughts, and ideas and interpretating graphs.
Please like and follow us on Facebook @WillsonEducation or Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.
These worksheets look at several sustainable tourism destinations around the world and their aims which can fall into three different categories.
Studetns also imagine themselves to be local residents to Snowdonia and to write to the local council suggesting how they might make tourism more sustainable, and what management strategies they could use to do this.