This lesson includes details about all earthquake hazards including ground shaking, soil liquefaction, tsunamis, landslides, avalanches and flooding. the PowerPoint incorporates images, flow charts and video clips to help the students to develop their understanding.

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.

Students will learn how to interpret height on maps using layer colouring, spot heights and contour lines. It will also help them to draw cross sections of contour maps. Firstly the students are introduced to the different ways in which height can be shown on maps. Then they will complete the layer colouring activity in the map skills booklets, answers are included in the lesson PowerPoint. Next students will undertake two activities that involve matching contour lines to hill shapes to help develop their understanding of relief. After that there are 3 cross-section activities to complete in the map skills booklets, answers are included in the lesson PowerPoint.

This lesson introduces the students to the environment that they will be studying. Firstly the students are asked to summarise what they already know about the Arctic Tundra. Next they are split into 3 groups, each group has a pack of resources. The packs include information about location, climate and vegetation. A note taking sheet is provided. Students have 8 minutes with each pack in order to take notes. To test their understanding each group is given one topic to give a presentation on. All resources are included at the end of the PowerPoint.

This booklet is designed to follow up work undertaken on a coasts field trip. It includes a range of skills based questions involving methods, data presentation and analysis. Each section includes a GCSE mark scheme to assess the student’s work. These resources can be adapted to be used with fieldwork activities undertaken at a range of locations.

This lesson is designed to get students thinking about the solutions to the trade deficit that occurs in Ethiopia. Essentially you are trying to get them to think about how to turn primary goods into manufactured goods in order to improve the balance of trade but the students need to discover this for themselves. Start by explaining how rich countries have a trade surplus and poor countries have a trade deficit. Then explain the impact of supply and demand of product prices. Next the students are asked to consider primary goods that could be produced in Africa and to classify them into either limited supply or plentiful supply e.g. diamonds = limited, coffee = plentiful. Next show the students a map showing major mineral exports from a variety of African counties and outline the problems of relying on trading these products. Next get the students in groups of 3-4 to find a map of Ethiopia in their atlases and give them a data sheet with Ethiopian data and UK data for comparison. Also give out a spider diagram sheet with key questions. Students need to consider the changes they would make to improve the balance of trade in Ethiopia and record them on the key question sheet e.g. improving infrastructure, overcoming problems of being land locked, war with Eritrea, drought. The teacher will need to circulate and prompt students and answer questions. At the end select some students to feedback their plans. Finally outline other problems that will also impact on improving the balance of trade. All resources are included at the end of the PowerPoint.

In this lesson students will be introduced to the location and names of reefs around the world. A writing frame is then provided for them to use to write a description of the location of coral reefs. Next there are a series of photos of reefs and of a visit to the Great Barrier Reef to create a sense of place. After that students are introduced to the structure of a coral polyp and zooxanthellae. On the next slide are a series of statements about nutrient cycling on a coral reef. Students are required to work as a team on flipchart paper to turn these into a nutrient cycling diagram. They can then refine their ideas into a simple diagram in their books. Pupils are then asked to consider how such a large biodiversity is maintained in a low nutrient environment. Finally there is a quiz with answers to use as a plenary. All resources are included at the end of the PowerPoint.

This fieldwork booklet is designed to link in with the People of the UK GCSE topic. It includes index of decay and environmental quality surveys, UK crime app statistics, accompanied by site descriptions. It also has a multi-cultural survey based in Leeds City Market. There is a survey about the buses, which is a sustainable transport strategies. All the survey sites are identified on the front cover. They have been chosen to allow students to study the CBD and financial district. This fieldwork booklet also links in with my other GCSE lessons based on Leeds

This lesson enables students to develop an understanding of how mid ocean ridges form from rift valleys. It incorporates a range of photos and diagrams. It also enables them to learn about key features of them including black smokers, pillow lava and transform faults. At the end is a note taking sheet for the pupils to record their learning on.

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.

In this lesson students are introduced to a range of strategies to manage the carbon cycle. these include afforestation, wetland restoration, improving agricultural practices, the Kyoto protocol and the Paris agreement. Students work in groups with flip chart paper or on computer to design a presentation to teach each other about their management strategy. Information about each strategy can be found on slides at the end of the PowerPoint presentation. the students are reminded of some dos and don’t when giving speeches. There is a note taking sheet for pupils to complete and a 3 step guide on how to complete it. Also included is a gap fill paragraph about carbon trading by REDD+ in the Amazon. Further info on this scheme is included in a lesson as part of the Amazon case study: https://www.tes.com/teaching-resource/a-level-case-study-of-a-rainforest-impacts-of-management-on-water-and-carbon-cycles-11694328. After that the students are required to evaluate the schemes and decide which 2 schemes would have the biggest impact on the global carbon cycle and why. All resources are included within the PowerPoint

The aim of the lesson is to construct PEE paragraphs that could form part of an essay. Included in this lesson are a wide range of strategies from Pickering Beck Flood alleviation scheme to Walker’s Crisp factory to drip irrigation systems. The lesson starts by introducing the key ways in which to manage the water cycle and also by identifying which areas of the world have water scarcity. Next the students discuss how water meters can be used to manage domestic water use. There are two responses one shown as basic answer and a much more thorough answer, as an example of what they are aiming to produce during the lesson. There is a writing frame to remind them how to construct effective PEE paragraphs as well as a suggested list of connectives. The management solutions include forestry techniques, water allocation (domestic, industrial and agricultural) and drainage basin management. There are examples of strategies from LIDCs and ACs. More information is provided than is needed by the students, so they can select the strategies they find most interesting. All resources are included within the PowerPoint. Finally, there is an exam question about global water and carbon cycle management. This has a plan for answering and a model answer with gap fill activity.

The lesson introduces students to reading and giving 4 figure grid references. Firstly, the pupils are introduced to giving and reading four figure grid references, with examples to work through included on the PowerPoint and in the map skills booklet. On slide 15 there is a grid of different symbols, which can be used to test the pupils understanding using white boards. Next there is a 40 question grid reference quiz, with answers linked to the Cambridge OS map. I have included a copy of the map. I enlarged these to 2cm = 1km and made laminated set to use with the class. I have also included a pacman template which I use to help the pupils with their 4 and six figure grid references. The quiz is also in the map skills booklet. Finally there are two more extension quizzes relating to the Cambridge map.

This booklet is designed to follow up work undertaken on a river field trip. It includes a range of skills based questions involving methods, site selection data presentation, analysis and conclusions. Each section includes a GCSE mark scheme to assess the students work. These resources can be adapted to be used with fieldwork activities undertaken at a range of locations.

Firstly, students are introduced via photos to the causes of permafrost melting in the Tundra. Next the students are given 4-5 impacts and asked to undertake research into these impacts, specifically focusing on the Prudhoe Bay. They are required to explain these, using factual information and then to annotate their findings onto a diagram. Finally, students are asked to evaluate whether the impacts of melting permafrost have a bigger impact on the water or carbon cycle, justifying their explanation.

This lesson is part of a series of lessons that can be bought as a bundle. In this lesson the students are asked to think first about how a range of biotic and abiotic factors in the rainforest are interdependent. Some are modelled for the students, who will need to add to the diagram. Next the students are required to locate the Peruvian Amazon and note down some facts about it, as background information to their case study. Next the students are asked to complete a top and tail activity to identify the value of the rainforests to humans. The main activity of the lesson involves the students working in small groups to interpret a range of images about 4 threats to biodiversity (gas production, oil production, gold mining and forest clearance for farm land) before independently writing their own PEE paragraphs. There is a writing frame and set of connectives to help the students to structure their written work if they need it. Finally there is a mark scheme to allow the students/teach to assess the students work.

I designed this lesson to make teaching a complicated landform more accessible. there are lots of different activities, which gradually build up the students understanding, to the point that able they are able to write their own explanation. The lesson includes a number of images and maps to develop a sense of place. There is also an atlas maps skills homework activity included in the lesson and a separate rift valley homework answer sheet to help give feedback to the students.

This lesson is deigned to equip the pupils with the skills to be able to attempt any landform explanation successfully. They will gain an appreciation of what is required to produce a detailed landform answer and apply these skills to explaining how waterfalls and gorges are formed. A landform mark scheme is included, which they can apply to some modelled answers, giving feedback. All worksheets required by students are included.

Students are introduced to the threats to the Amazon rainforest before being introduced to a sustainable development scheme- the Central Amazonian Conservation Complex. Students take notes from the worksheet in order to identify what happens in each zone. The plenary is an opinion line evaluating the success of the scheme.

The first activity involves students making a teaching resource on flipchart paper, using an information sheet they are given. The three natural causes of climate change studied are Milankovitch cycles, tectonic activity and sunspots. After 15 minutes the students should give presentations about their cause to the other groups who make notes. A note taking sheet is provided and a set of answers. Next there is an examination question about the causes of climate change. After that is a whiteboard quiz to test the students recall of the facts from the lesson. Finally students are introduced to the enhanced greenhouse effect - climate change caused by humans. They undertake a gap fill activity to explain in detail the greenhouse effect. All resources are included at the end of the PowerPoint.