The starter is a rainforest plant adaptation card sort. Students are then introduced to animal adaptations. They are then given a wide range of plant images. They have to chose one image and explain how the plant has adapted to living in the rainforest. Pupils then need to pick from a list of adaptations and design a plant, which they can then make. Once complete they need to annotate it with adaptations to living in the rainforest. Finally there is a Venn diagram comparing the rainforest to the UK.

This lesson enables students to develop an understanding of how fold mountains are formed. It starts with asking students to locate on a world maps any fold mountains before teaching them about the fold mountains, how they are formed, and categorised. It incorporates a wide range of photos and diagrams. It also includes details about faulting including nappes, recumbent folds and isoclinal folds.

This lesson includes a range of maps, photos and facts which tell the story of the andesitic eruption in 1991. Pupils can take notes to build up their case study of the eruption.

The lesson starts with a plate margin card sort and maps showing the location of earthquakes. Video clips explain how earthquakes occur. there are note taking sheets for pupils to complete about the nature of earthquakes at each plate margin. There are also details of exceptions - earthquakes that don’t occur on plate margins. The lesson also introduces the students to p and s waves.

This lesson first involves the students classifying energy into renewable and non-renewable sources. the pupils are then required to interpret pie charts, line graphs, tables and divided bar graphs of energy supply. The pupils should then split into groups, each with a different photo of an energy source and should complete a table explaining how the energy is extracted, its advantages and disadvantages. Pupils can use textbooks to enhance this work. Pupils should then take notes on a range of each others renewable and non-renewable energy sources.

The lesson uses photos, diagrams and video clips to enable students to learn about the causes effects and responses to the tsunami. There are gap fill activities, writing frames and plenary quiz.

The lesson starts with a video clip about how wind energy is produced followed by a map description activity. There are the two symbol / image cards one containing advantages and another disadvantages, both incorporating factual information. A PEE paragraph is modelled and then students are asked to produce their own. The next activity is a decision making activity using OS maps to choose where a wind farm should be located. the plenary consists of an examination question, with a mark scheme.

These two lessons will introduce all the river terminology needed, with worksheets incorporated into the PowerPoint for the students. The lesson incorporates independent and small group activities. Some activities can be repeated in subsequent lessons to ensure terminology is secure.

The lesson is designed to be used as a cover lesson. It includes a range of tasks form analysing the site to letter writing, graph drawing and analysis. All tasks are designed to be completed on worksheets, answers to the work sheets are included towards the end. A lesson plan is included.

These two lessons build from describing each landform to explaining it’s formation, using photos, maps, animations and decision making activities toe build the student’s knowledge in layers. Incorporated in the lessons are feedforward comments to aid peer and self assessment. Also mark schemes and 2 OS map quizzes with answers.

This lesson starts with coastal terminology bingo. It then combines diagrams and photos to build up descriptions and explanations of the formation of spits, bars and tombolos. OS Maps, photos and satellite images of the different landforms are included. there is a word bank and a sequence chart to support he students in writing their explanations. There are also additional details about other climatic factors that may have formed the bars and tombolos in Dorset and Devon. At the end of the lesson is an exemplar 16 mark examination question and a plan for how to attempt it.

This river quiz is based on the Bethesda map (a copy of which is incorporated into the PowerPoint) It encourages the students to identify specific places to locate the watershed. It also asks them to identify features e.g. meanders, confluences, sources and tributaries, The pupils finally have to shade the map to show the area covered by the upper, middle and lower courses.

Firstly, students are given a set of axes and asked to complete a population pyramid for Ethiopia. They are then asked to use their knowledge of population pyramids to annotate the characteristics of the population e.g. birth rate, death rate, ageing/youthful. Next students are asked to estimate a range of population data for Ethiopia, they are given the UK data to give them a starting point. After that the students are introduced to employment structure and asked to classify a range of jobs into primary, secondary and tertiary. They are then asked to draw / interpret pie charts of employment structure data for Ethiopia and the UK. Next they need to write a comparison of the two pie charts. Finally there is a gap fill exercise describing and explaining the employment structure of Ethiopia. All resources are included at the end of the PowerPoint.

Firstly, the students are asked to use an atlas to locate a range of features into an outline map of Ethiopia. They are then asked to describe the location of Ethiopia. After that they are asked to use the atlases to create a fact file about Ethiopia. Next they are asked to interpret and describe a climate graph of Ethiopia. Then the students are introduced to the landscape, using photos to show the different physical features. They can locate this information on a map. After that the students are asked to identify the different ecosystems of Ethiopia. They could undertake map comparison to explain why different ecosystems occur in certain areas. All resources are included at the end of the PowerPoint.

Firstly, the students are given a glossary of trade definitions to complete. Next the students are shown a table of the goods exported from countries at a range of levels of development. Students should be asked to identify the pattern of exports. On slide 4 there are images and text to act as prompts to explain how trade affects development. Next the students are asked to interpret a pie chart showing the share of world trade in ACs, EDCs and LIDCs. After that the students are given data about Ethiopia's imports and exports and asked to identify the impact of trade on the country. Next the students are asked to plot on a map the countries that Ethiopia imports from and exports to. This map can then be used to make links to bilateral aid. Finally, the students are given data about the value of exports and imports in Ethiopia and are asked to assess the impact of trade. All resources are included in the PowerPoint.

Firstly, students are introduced to positive and negative feedback. They are then given examples of positive and negative feedback in the water and carbon cycles. they are required to order the statements to demonstrate feedback (answers provided). Next the students are asked to use the resources provided to explain the impacts of diurnal changes in solar radiation, seasonal changes in sunlight, temperature and foliage. Next there is a Spearman’s rank activity. This requires pupil to develop a null hypothesis, calculate Spearman’s rank and assess the significance of the results. This is designed to be set either as a test or homework activity for the students to complete independently (answers provided). All resources are included at the end of the PowerPoint.

Firstly, the students are introduced to climate change over the last 1 million years, they then focus on the last 400,000 years and the 4 glacial periods contained within it. Next are details of the changes in the water and carbon cycle during glacial and inter-glacial periods. Students are asked to guess the fact, answers are included. Next there is a fact quiz to see what the students can remember. After that the students are introduced to a range of techniques used to monitor changes in the water and carbon cycles. they are given details of how they work and are asked to consider which groups and organisations would be able to use this information and what they could use it for. Resources are included at the end of the PowerPoint.

This lesson is designed to revise the way in which processes and time combine to form landforms on a low energy coastline. It focuses on Farewell Spit ( and it’s sand dunes and salt mashes) in New Zealand. At the start the students are asked to produce an annotated diagram of LSD. Next the students are shown a range of images of farewell spit. They have a copy of these and are asked to label the spit features that they can see on them. Next, the students are given a worksheet on which to write an explanation of spit formation (including salt marshes). After that, there is a model examination answer sheet to complete. This could be done for homework or in the lesson. Then the students are given a table of facts about Farewell Spit and have to try and explain what the fact is (answers provided). These include facts about the different timescales over which the landforms were created. Next, there are series of examination questions for the students to plan. Finally, there is another copy of the fact quiz to see what they can recall now they have revised the information. All resources are included in the PowerPoint.