A fully resourced and up to date lesson on the structure of the Earth along with plate tectonic theory. A great introductory lesson into natural hazards and tectonic hazards. Task 1: Theorize why the Earth is like an egg. Task 2: Describe the characteristics of the structure of the Earth. Task 3: Quick video to recap the structure of the Earth. Task 4: Watch the video about slab pull and convectional currents Task 5: Describe the global distribution of earthquakes and volcanoes (4 marks) Task 6: Peer mark **Download contains PowerPoint and worksheet for the lesson. **

This download includes flashcards for the Paper 1 topic - Living World. This includes 25 flashcards covering: Ecosystems, Tropical Rainforests and Hot Deserts. Can be used in two ways. 1.) Fold the sheet in half and glue the two sides together to make a flashcard. 2.) Cut the questions and answers out and create a card sort to test your memory.

Students will be able to describe the location of Leeds globally, continentally, country and county. Students will recap what social, economic and environmental issues are and then read information about the importance of Leeds and highlight the categories. Students will learn about the Burgess Model of cities and then identify examples of these in Leeds. Finally students will learn about the ethnic background of Leeds and the distributions of ethnic groups. Starter: Knowledge retention of previous learning. Task 1: Describe the location of Leeds using as much information as possible. Task 2: Identify the social, economic and environmental factors that make Leds important. Task 3: Draw the settlements onto the Burgess Model Task 4: Main Task: Describe the distribution of each ethnic group in relation to the Burgess Model. Task 5: Plenary: SPaG clean up. Lesson contains one powerpoint and one worksheet.

Students will be able to describe what coastlines are, where they are located and a specific focus on the Holderness Coast. This lesson will cover features such as geology and features such as headland and bays. Finally this lesson will work on improving students OS map reading skills. Starter: Knowledge Retention of previous learning Task 1: Recap on what the coast is along with the closest coast to us. Task 2: Describe the location of the Holderness Coast Task 3: Describe the type of rock found on the Holderness coast and what features these create. Task 4: Main Task: Using an OS map, complete the sheet on OS map skills Task 5: Plenary: Home Learning on A3 research project. Lesson contains one powerpoint and one worksheet.

Students will be able to describe where the continent of Europe if located using hemisphere, lines of latitude and longitude. Then using an atlas students will located each country in Europe and its seas on the handout Starter: Knowledge retention about previous learning Task 1: Describe the location of Europe globally Task 2: Describe the location of Europe using latitude and longitude Task 3: Main Task: Identify the countries of Europe on the sheet as well as the seas, and Alps, and climate areas if possible. Task 4: Plenary: Recap of information. Lesson contains one powerpoint and one worksheet.

Students will be able to locate Sossusvlei, in Namibia Africa using the techniques used in the previous lesson. Then students will identify the physical features in Namibia and its human features. Next students will be asked to use data to find the mean median and mode of the data then process it into a bar graph. Now students will be asked to describe how a sand dune forms. Finally students will be asked to identify reasons why tourism is present at Sossusvlei. Starter: Knowledge Retention of previous learning Task 1: Describe the location of Sossusvlei, Namibia Task 2: Identify the mean, median and mode of the data then create a bar graph from the data. Task 3: Create a flow diagram showing the formation of a sand dune Task 4: Read through and identify features of tourism in Sossusvlei. Task 5: Main Task: Describe the formation of a sand dune at Sossusvlei, and explain what tourism they bring to the area. Task 6: Plenary: Recap of home learning expectation. Lesson contains one powerpoint and one worksheet.

Students will start by recapping hydraulic action and abrasion then identify features using aerial photography of headlands and bays. Students then recap the types of weathering that is present and then describe the formation of a sea stack. Finally students will learn about the formation of a spit and using terms such as longshore drift, swash and backwash they will attempt at explaining its formation. Starter: Knowledge Retention of previous learning Task 1: Using aerial photography identify the feature on the African coast Task 2: Describe the types of weathering present along the coast Task 3: Explain the formation of a sea stack. Task 4: Describe the location of features of a spit. Task 5: Describe the formation of a spit. Task 6: Plenary: Recap of home learning expectation. Lesson contains one powerpoint and one worksheet.

Students will be able to recap where tropical rainforests are located globally, then they should work on defining what deforestation is, then students should identify the trends of deforestation shown in the choropleth map. Then students investigate the reason why deforestation occurs due to economic reasons. Finally students weigh up the economic benefits with the environmental costs of deforestation. Starter: Knowledge Retention of previous learning Task 1: Describe the location of tropical rainforests globally. Task 2: Describe the trends shown in the choropleth map. Task 3: Describe the trends in the pie chart for reasons of deforestation Task 4: Main Task: Evaluate if the economic benefits of deforestation are worth the environmental cost Task 5: Plenary: Recap of home learning expectation. Lesson contains one powerpoint and one worksheet.

Students will be able to describe the route the Amazon river takes using longitude, latitude and countries, then students will be asked to identify confluences, tributaries and other physical features associated with rivers. Next students will be asked to knowledge dump everything they can remember about the water cycle in their books and then match up the labels with the correct definition. Finally students will learn about convectional rainfall and asked to describe the water cycle in the amazon through everything they have learned. Starter: Knowledge Retention of previous learning Task 1: Describe the path of the Amazon river from source to mouth. Task 2: Knowledge dump everything you know about the water cycle. Task 3: match the correct word to the definition. Task 4: Main Task: Describe the water cycle that occurs in the Amazon, then explain how this causes convectional rainfall in the Amazon rainforest. Task 5: Plenary: Recap of home learning expectation. Lesson contains one powerpoint and one worksheet.

Students will be able to recap the key terms of rivers and the types of erosion that occurs and the coast. Then students learn about Angel Falls in Venezuela as a case study for waterfalls. Students then lean how waterfalls formed and are tasked with describing them on their whiteboards and are then tasked with describing how a meanders and oxbow lakes occur. Starter: Knowledge Retention of previous learning Task 1:Recap the location of the Amazon River, and the key terms associated with them Task 2: Describe how waterfalls form. Task 3: Key terms with meanders and oxbow lakes Task 4: Main Task: Create a comic strip about how a meander and oxbow lake forms using key geographical terms. Task 5: Plenary: Recap of home learning expectation. Lesson contains one powerpoint and one worksheet.

Students will be able to recap the key terms of biomes, their components and the location of the taiga from previous lessons on their whiteboards as a starter. Then students will be given guided reading homelearning (included) to cement their knowledge. Students then will recap previous terms of rivers, and the courses of the river. Then students will locate the river volga globally and use 4-6 figure grid reference to establish geography skills. Finally students will create a story board on the steps of waterfall formation and a quick quiz on what they learnt. Starter: Knowledge Retention of previous learning Task 1:Recap the key geographical terms for rivers Task 2: Describe the location off the river Volga Task 3: Identify the 4-6 figure grid references to certain features along the river Task 4: Main Task: Create a comic strip about how a waterfalls forms using key geographical terms. Task 5: Plenary: Recap of key questions from today Lesson contains one powerpoint and one worksheet and home learning guided reading.

Students will start by conducting a formative assessment on their previous learning of Russia and key geographical concepts. Then students will recap their previous learning in 6 quick questions on whiteboards. Students will be given guided reading homelearning (included) to cement their knowledge. Students then will recap previous terms of rivers, and the courses of the river. Students will then be tested on their knowledge retention on learning about meanders and then asked to complete a field sketch and annotation . Starter: Formative Assessment and then 6 quick starter questions Task 1:Recap the key geographical terms for rivers Task 2: Describe the definition of meander and how they form Task 3: Tested on key components of rivers such as slip off slope and river cliff Task 4: Main Task: Write instructions on how the create an meander (Lower ability) oxbow lake (higher ability) Task 5: Plenary: Recap of key questions from today Lesson contains one powerpoint and one worksheet and home learning guided reading.

Students will be able to recap the key learning from previous lessons on rivers and their features, they will also be able to describe 4-6 figure grid references on their whiteboards as a starter. Then students will be given guided reading home learning (included) to cement their knowledge. Students then will recap previous terms of rivers, and the courses of the river. Then students will go through the step-by step process of how levees are formed, with a strong investigation into deposition and how it works. Pupils will then be tested on the key knowledge of levee formation before being asked to annotate the sketch of a levee formation to show how it forms. Starter: Knowledge Retention of previous learning Task 1:Recap the key geographical terms for rivers Task 2: Describe what deposition is and how it occurs Task 3: Recap the core content of the lesson on whiteboards to show how well they understand Task 4: Using the image on the screen, stick image in and annotate how the levee forms. Task 5: Main Task: Annotate the sketch of a levee formation to show how it forms. Lesson contains one powerpoint and one worksheet and home learning guided reading.

Students will firstly begin to glue in their knowledge organisers and the learning journey to start their term off. Then they will using their A3 sheet begin to make notes throughout the lesson on the differences between the Arctic and Antarctic. This will cover, location, climate, plants and animals and people, and development. Finally they will watch a video of what it is like to live in an Antarctic research station. Task 1: Glue in knowledge organiser and learning journey Task 2: Identify the difference in climate and other categories of arctic and antarctic living Task 3: Make notes on the extreme living at Antarctic research stations. This download contains and up to date powerpoint and learning journey and knowledge organiser as well as a worksheet.

Students will firstly recap what they have learnt in previous lessons on the topic and then begin to learn about what politics is. They will then investigate the 4 main types of politics such as democracy, monarchy, authoritarian and theocratic. Students will then describe the distribution of democracies globally and then learn about the Arab Springs and the effects and changes it brought to the middle east. Finally students will use the graph to describe if the arab springs changed anything for the people in the middle east. Task 1: Knowledge Retention Task 2: Describe distribution of democracy globally Task 3: Identify causes of the Arab Spring Task 4: Use the graphs to explain if the overall living standard has changed in the Middle East. This download contains a fully up to date powerpoint and worksheet.

Students will on whiteboards firstly explain why people may want to visit other places, and then split their whiteboards in half and give reasons to what is good about tourism and what is bad about tourism. Students will then read through their worksheet and highlight areas that are social, economic or environmental effects of tourism and evaluate which is the most important and why. FInally students will evaluate if the economic benefits of tourism in the Middle East are worth the environmental costs Task 1: Identify why people visit other places Task 2: Identify what is good and bad about tourism Task 3: Categorise effects into social, economic or environmental Task 4: Evaluate if the economic benefits of tourism in the Middle East are worth the environmental costs This download contains a powerpoint and worksheet.

Student will start by recapping information that they have previously learnt in the topic and then will begin to learn about what conflict is, giving examples of large scale and small scale conflicts. Students will then read through the different reasons that conflicts happen and summarise the reason for conflict in the Middle East. After reading through their information students will then give a report on conflict in the Middle East using the example of the War on Terror. Task 1: Knowledge Retention Task 2: Categorise types of conflict Task 3: Reasons for conflict in the Middle East Task 4: Give a report on conflict in the Middle East using the example of the War on Terror. This download contains a fully up to date lesson and worksheet.

Students will firstly start by taking a low stakes quiz about the information they have learnt during the last 2 lessons to ensure they have cemented their knowledge. Then they will write down on their whiteboards all the characteristics they can remember of cold environment. Students then are told about polar bear adaptations and are told to link them to the climate of the area and explain how they link. Students show their learning by describing how animals have adapted to survive in the cold environments (4 marks) Then students are told about cold environment plants and are told to show their adaptations and link it to climate. This is tested again by a four mark question “Describe how plants have adapted to survive in the cold environments (4 marks)” Finally to test what students have learnt they they answer the 4 mark question “Describe and explain the features of animal adaptations shown in Figure 8. (4 marks)” Task 1: Formative assessment of previous learning Task 2: Recap on knowledge of cold environments Task 3: Link polar bear adaptations to climate and answer exam q Task 4: Link plant adaptations to climate and answer exam q Task 5: Exam question Describe and explain the features of animal adaptations shown in Figure 8. (4 marks) This powerpoint contains an up to date powerpoint, worksheet and formative assessment sheet.

Students will firstly recap what they have learnt in previous lessons by answering 5 quick questions. Then they will be asked to locate Svalbard using latitude and longitude. Next they will read through their worksheet and highlight opportunities that are either, social, economic or environmental. Finally students will create a tourist brochure about the opportunities there are in Svalbard for people to experience. Task 1: Knowledge Retention Task 2: Locate Svalbard using geographical terminology Task 3: Using fishing, tourism, energy and science, identify the social, economic and environmental opportunities. Task 4: Using the opportunities you have learnt about today, create a tourist brochure to make people want to go to both Antarctica and Svalbard (Arctic). This download contains an up to date powerpoint and a worksheet.