In this lesson pupils will become a character. During a story telling activity they will answer a specific question linked to 3 sustainable transport schemes in Leeds. They will then share their answers in scrambled groups. An exam question and plan is included along with a mark scheme. The plenary is a case study fact quiz. All resources are included at the end of the PowerPoint.

This includes two lessons. In the first lesson students will research into strategies implemented to reduce the impact of the oil and gas industry on the water and carbon cycles. The second will involve students giving presentations, with PowerPoint presentations and information sheets. The students are split into six groups, each with a strategy such as insulated ice and gravel pads. They split up the three tasks (presentation, speech and information sheet) within their group and are given information about what to research and how they will be marked. All resources for students to use for note taking are included at the end of the PowerPoint.

The pupils firstly plot the daily weather regime of the rainforest onto a time line, by listening to a diary entry. After that they are introduced to the water cycle in the rainforest and the convectional rainfall that occurs. Diagrams and a word bank are included. Next, there are a variety of nutrient cycle diagrams provided, which students can use to create their own nutrient cycle diagram. Finally there is a plenary quiz. All resources are included within the PowerPoint.

The lesson starts by asking the students to consider how different parts of the reef ecosystem are interdependent. It then reminds the students of the value of reefs. Next there is a map interpretation activity showing areas of reef that are under threat followed by a you tube clip. Students are then split into groups and given a threat to coral reef in St Lucia information sheet. there are four sheets; fishing, tourism, bleaching and disease. They are asked to create a teaching resource to use to teach their peers. there is also a rate my teacher mark scheme for the students to assess each other and a note taking sheet to encourage the students to use PEE paragraphs. These can be marked using the 8 mark, mark scheme provided. There is also a threats to coral reef homework activity provided. All resources are included at the end of the PowerPoint.

Firstly, the students are introduced to the key terminology relating to water extraction. Next, students will comprehend a newspaper article to evaluate the impacts of water extraction from the aquifer surrounding Beijing. After that the students will study surface extraction on the Tigris and Euphrates and convert this information into a mind map. T consolidate students are given an examination question and asked to produce presentations on one element of the question, using the case studies. The students can then answer the question for homework or in class. All resources are included at the end of the PowerPoint.

This is the first in a series of lessons about biomes, available as a bundle. The lesson introduces students to the concept of ecosystems that occur at different scales. Students are asked to classify ecosystems of different scales. They are then introduced to abiotic and biotic factors. Biomes are located globally and students are introduced to the different types of biome. Students are then required to used graphical skills to draw and interpret graphs, showing temperature ranges and total rainfall for a range of biomes. The lesson is linked to an examination question and mark scheme and to finish there is a quiz with answers to test what the students have learned. Resources are included at the end of the PowerPoint.

This lesson is designed for the new A2 syllabus. this lesson includes a water cycle card sort, where pupils classify the water cycle into stores, flows, inputs and outputs. It then goes onto define condensation, before outlining the characteristics of different cloud types. It has a revision test to review the students learning on the water cycle, clouds and the importance of water to maintaining life on earth. Answers to all activities are included and all worksheets/ hand-outs are within the lesson PowerPoint.

This lesson uses diagrams and photos to allow students to apply their knowledge of weathering, erosion and mass movement. There is a writing frame to support students in explaining how stumps are formed and a mark scheme for teach / peer / self assessment. The plenary consists of an OS map quiz with answers, using Pembroke maps.

This is a series of 3 lessons during which the students will research groups involved in rainforest exploitation and preservation. There are role play cards outlining the characters and a writing frame to support speech writing. There is a mark scheme which you can adapt to your schools Key Stage 3 assessment strategy. At the end there is an opinion line for pupil to consider their opinions about rainforest exploitation and preservation.

This resource gives the template to create a website on PowerPoint with hyperlinks between the different pages. Pupils can use this as a project over the course of 2-3 lessons in an ICT room

This is a series of lessons on fracking (hydraulic fracturing). Initially there is a map quiz on the Poulton le Fylde area of Lancashire where permission has been given for fracking. Students watch video clips to develop an understanding of how fracking works and use a Cornell reading frame to analyse an article on fracking. In the next lesson there are video clips to explain the advantages and disadvantages of fracking. Pupils are split into characters and given writing frames for a speech they will give as part of a role play. There are recording sheets for students to use during the role play itself. Also there is an engagement tally chart , this is designed to get the pupils to observe each other. they can then give feedback to their peers o their engagement. There is an extended writing homework task for the students to complete after the role play.

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 develops the pupils understanding of how headlands and bays are formed on concordant and discordant geology coastlines. It then goes onto coves and geos. There is a mark scheme to assess the pupils At the end there is a Swanage Map quiz with answers.

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 given definitions of core and periphery. Next the students are given maps of a range of countries and asked to shade in where they consider the core to be. As they work through the maps they should increase the accuracy with which they can locate the core, making links to the definition to help them. Next the students are introduced to Friedman's development model and the stages are identified using different countries at different levels of development. After that they are introduced to Rostow's Model of development through a video clip and asked to identify countries from each stage and to classify the countries from each stage into ACs, EDCs and LIDCs. Next there is a card sort to complete to show cumulative causation, which occurs in the core. This can be reversed to show the downward spiral of deprivation, which occurs in the periphery. Then there are some discussion questions and an extension question from Wider World.

There are enough resources here to lat 2 lesson, alternatively you can pick and choose the activities that you find most useful. In this lesson students will be introduced to the demographic transition model. They will be shown a video clip that outlines the characteristics of each stage and the reasons for birth rates and death rates. Pupils will then undertake a living graph activity with temporal statements relating to the UK. Students will write paragraphs explaining where they located the statements. There are sentence starters to help students to structure their answers and a mark scheme which can be adapted. There is also a spatial living graph set of statements, which relate to different countries around the world now. A DTM quiz is also included and an examination question.

This lesson contains a worked example followed by a series of exercises where the students can practice and apply their knowledge. Included within the PowerPoint are worksheets for the students to fill in and a full set of answers, including worked calculations. I designed these to be used either as homework tasks or as an introductory lesson / skill practice lesson. They are also designed to encourage the students to memorise the formulae as these will not be included in the exam papers.

This lesson contains a worked example followed by a series of exercises where the students can practice and apply their knowledge. Included within the PowerPoint are worksheets for the students to fill in and a full set of answers, including worked calculations. I have also included two questions featuring dispersion diagrams to calculate interquartile range. I designed these to be used either as homework tasks or as an introductory lesson / skill practice lesson. They are also designed to encourage the students to memorise the formulae as these will not be included in the exam papers even at GCSE level.

This lesson contains a worked example followed by a series of exercises where the students can practice and apply their knowledge. Included within the PowerPoint are worksheets for the students to fill in and a full set of answers, including worked calculations. I have included two dispersion diagrams to be used to calculate the interquartile range. I designed these to be used either as homework tasks or as an introductory lesson / skill practice lesson. They are also designed to encourage the students to memorise the formulae as these will not be included in the exam papers even at GCSE level.

This lesson gradually builds up the characteristics of a climate graph and then leads to the students completing a climate graph for Cumbria on pre-drawn axes. Next, the students need to interpret the climate graph reading the minimum, maximum and range for rainfall and temperature. Next, a writing frame is provided for students to build the information they have interpreted up into a description. After that there is a differentiated living graph activity where students can apply the characteristics of climate to their everyday life. More confident students should choose whether to place the statements at the start or the end of the month and to decided whether to locate them on the temperature or rainfall graph. The pupils are then provided with some data for London’s climate so that they can compare Cumbria’s climate to London’s. Finally, the students are given a climate graph for Khartoum to test if they can apply their understanding to an unfamiliar place.