This lesson is designed to revise the landforms on a high energy coastline and the way in which it has changed at different timescale from seconds to millennia. The lesson starts with a factual recall quiz, designed to undertaken again at the end of the lesson to show improvement. Answers are provided. Next there is a carousel of information sheets. Students are provided with a note taking sheet and should collect information from the sheets around the classroom in order to complete it. Next the teacher should go through the information collected and answer any questions. After that there are a series of questions for the students to plan responses to. these could be completed as a homework task. Finally students can redo the quiz to see what they have learned during the lesson and where there are still gaps in their knowledge. All resources are included at the end of the PowerPoint.

The aim of this lesson is to gain an understanding of the location and characteristics of Mumbai including population growth, ethnic mix and its global, national and regional context. This will help the students to build a sense of place. The lesson starts by locating the city using maps at a range of scales, from which the students will write a location description. After that the students shown a range of images of Mumbai to create a sense of place. They are then required to classify a series of statements about Mumbai into global, national and regional links. Next, is a comprehension activity on internal migration within India to Mumbai. After that the students have two maps to annotate to show the international migration routes and the number of people that undertake them. Next, is a graph of population growth for the students to describe. Finally, students are given data to show the ethnic mix of Mumbai. They are asked to select which type of graph to draw and to draw it. All resources are included at the end of the PowerPoint.

This resource will cover two lessons. Firstly, the students are reminded of what is meant by a contemporary challenge to a city. They are then given a note taking sheet with space to write 6 PEE paragraphs. Next they are then given a series of facts about the challenges if housing availability focusing on both rich and poor residents of the city. Students should select two facts and add then to the Point Evidence column. Next show the students the Kevin McCloud Slumming it programme. This will help them to develop a much more sophisticated sense of place, develop empathy with the residents and a greater understanding of the challenges of living in a slum. In the next lesson students are given information about the challenges of waste management and transport provision, accompanied by photos and clips. They should use these to complete the Point Evidence column. They are then given a sheet with text boxes containing explanatory comments. They are asked to classify these into transport provision, housing accessibility and waste management. Answers provided. After that the students should use these to complete the explanation column, using two connectives for each explanation. They are then required to evaluate which challenge has the biggest impact. Finally, there is an opportunity to go over how to plan an answer to an 8 mark question and use a mark scheme to assess their answers. All resources are included in the PowerPoint.

This lesson aims to familiarise students with rapid urban growth in Mumbai and the urban zones that have resulted from this. It also aims to encourage students to develop a sense of place and empathise with residents through a story telling activity. Firstly, students are shown a clip from the opening titles of Slum Dog Millionaire. Whilst watching they are asked to consider what they know, think they know and would like to know about Mumbai. Next students are given an urban land use map of Mumbai and shown photos of the zones to help them to make more sense of the map. After that are a series of discussion questions designed to consolidate this understanding. Next the students will be read an extract and asked to annotate their map with sketches and details. I recommend you read the extract twice. After that the students should get into groups of 4 to share their notes and to add additional detail to their maps. Finally, the students should return to the questions they answered at the start if the lesson and update their responses. It would be interesting to find out if anyone had found out the answers to things that they would like to know. All resources are included at the end of the PowerPoint.

The aim of this lesson is to build up a case study of sustainable transport in Mumbai. The lesson starts by introducing the students to a definition of sustainable transport. Next the students are split into groups. They are given a resource linked to one of three sustainable transport solutions, these include improved rail links, new road building and improvements in bus transport. They are given 10 minutes to read this and then create a teaching resource on flip chart paper. After that each group takes it in turn to teach the class. They should outline the sustainable strategies and explain how they work. Whilst talking, the other students should take notes on their speech in order to complete a PEE paragraph. They will also need to write a paragraph about their own solution. At the end of the speech they should rate their teacher. They can use a different colour for each of the two groups that they will hear on their rate my teacher sheet. Finally, they can practice planning an 8 mark answer and assess their note taking sheet. All resources are included at the end of the PowerPoint.

The lesson introduces the students to the type of examination questions that they can expect and the range of landforms that they are required to know. They are also reminded of what makes a good landforms answer. Firstly, students are given a factual recall test for the different landforms they are required to learn. Answers are provided. Students are the asked to complete flash revision cards for the different landforms. At the end of the lesson is a 40 minute processes and landforms test for the students to undertake as homework or in a subsequent lesson. All resources are include within the PowerPoint.

In this lesson students will start with a glossary of key terms relating to arable farming. They will then be introduced to the location and characteristics of the Norfolk Broads via photos and a clip from Alan Partridge. The pupils will then be asked to solve the mystery - Who shot Lady Rose? By working out which characters had motive and opportunity. My students love solving the mystery and become really engaged with the characters. The mystery cards also contain details about the environmental impacts of arable farming on the Broads these include soil compaction, use of fertilisers, clearance of hedgerows and lack of fallow period. Once they have solved the mystery there is are a range of examination questions and mark scheme to draw together the student’s understanding of the issue.

There are a number of activities in this powerpoint presentation, which will take 2-3 lessons to deliver. To start students will be asked to recall the water and carbon cycles in the rainforest. They will then be asked to interpret graphs showing the rate of deforestation and the reasons for deforestation. Next are a series of photos which can be used to promote discussion about the reasons for deforestation. Students will then need to draw diagrams and take notes on the effects of human activity in the water and carbon cycles. The students will be asked to evaluate whether the impact on the carbon or water cycles is greatest. More able students should be encouraged to bring in the idea of longer and shorter term impacts. Finally, I have included a 16 mark examination question for the students to plan an answer to. Two model answers are also included to allow the students to approach the question in different ways. This lesson is part of a series of lessons and can be purchased as a bundle.

In this lesson the students are introduced to hydrograph features and types of hydrograph. They will discuss and explain these. Students will then be introduced to the impact of geology, relief and temperature on the water cycle and are required to explain these in relation to maps and diagrams. Students will be asked to identify the impact of an individual tree on the water cycle in the rainforest. There is an opportunity to plan a 10 mark exam question as well as a model answer being provided. Finally, there is another examination question and mark scheme for the pupils to plan an answer to or answer fully. This lesson is part of a series of lesson and can be purchased as a bundle.

This lesson is part of a series of lessons about the rainforest ecosystem and is available as part of a bundle. This lesson starts by recalling some of the threats to the rainforest. It then introduces the idea of shifting cultivation and how it is sustainable. Next there are a series of photos of reasons for deforestation e.g. logging, mining, ranching, faming. Students are asked to consider why this is not sustainable and why it would be difficult to regrow the forest. They are then introduced to 4 schemes designed to manage the rainforest the Surui-Google partnership, REDD+, Ecotourism and sustainable agroforestry. In a group of four the students are given the information about one of the projects to simplify the project into a mind map. The groups can then give a speech presenting their findings to each other. Next they are asked to complete gap fill paragraphs explaining each project. Finally, students should work as a group to consider the relative strengths and weaknesses of the projects and evaluate which is most successful. 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.

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.

This lesson starts by students interpreting temperature graphs of the quaternary showing different time scales. Next the students create a timeline from 14,000BP to the present day. They label the different climatic periods during this time and ad photos showing the different climatic features. Finally they annotate important characteristics for different climates, using a table of information to help them to do this. An answer sheet is included. To finish there is a quiz to test their knowledge of the changes. All resources are included at the end of the PowerPoint.

In this lesson students are reminded of the location of reefs before being introduced to the conditions that they grow in. They are then given a table to complete about fringing reefs, barrier reefs and atolls. To help them do this there are information cards about each type of reef including photos, diagrams and maps. When they have completed this the answers are on a slide for pupils to check their work. Next they are introduced to a map showing the route of Darwin’s voyage, then the concept of eustatic sea level change and reminded about the conditions needed for coral to grow. Then they are given a diagram of all three reefs and asked to consider how a fringing reef can become a barrier reef and then an atoll (the Darwinian theory of atoll formation). Finally they could also consider that most atolls are formed on volcanic islands and the impact of coral growth on those islands. All resources are included in the PowerPoint.

Students start by drawing the water cycle on a partially completed Arctic Tundra background. Next students add additional annotations of how the water cycle would change in Arctic conditions. Then the students are given specific information about how the water cycle is altered in the Arctic to add to a new diagram. Finally, students are asked to compare the water cycle in the rainforest to the tundra. They are required to include factual information in these annotations.

The lesson starts by asking the students to recall and classify the inputs, outputs, processes and stores of the carbon cycle. Next the students are asked to produce a diagram of the carbon cycle and then to adjust it to reflect the carbon cycle in the Arctic Tundra. After that students are given specific information on the changes and asked to annotate these onto a new diagram of the carbon cycle. Finally the students are asked to compare the carbon cycle in the rainforest to the tundra, including specific information.

This lesson will give the students the opportunity to learn about the location, causes, measurement and effects of tropical storms. This will be initially general before focusing on super typhoon Haiyan. the lesson starts by introducing the students to what tropical storms are, where they occur and what they are called. To add to the information there are two video clips, one the hurricane song and a second a short information clip about tropical storms. Next the students are introduced to the features of tropical storms and how they are measured. After that the lesson focuses on super typhoon Haiyan which hit the Philippines in 2013. Firstly, there is a skills activity where the students plot the track of the typhoon using longitude and latitude. Next the students are introduced tot he damaging effects through a series of photographs. After that they are asked to classify facts about the causes and effects on a mind map. Finally they are asked to interpret a graph about the frequency of tropical storms and to consider whether or not they are becoming more frequent.

The lesson is an opportunity for students to work in small groups to write persuasive speeches and give presentations. The lesson starts by students working in pairs to recall key terminology. Next students are given maps of the UK and the world showing gains and losses from global warming (taken from Wider World). They have to highlight these images picking out the 3 most important gains and losses on each image. Next the class is split into groups with a specific remit e.g. UK gains from global warming. They are given a persuasive writing fame and asked to write a speech convincing the class of their viewpoint. The most able students in the class should be given the ‘losses vs gains’ speech as this is the most challenging. Prior to the speeches go through the dos and don’ts to help improve the quality of the speeches. Finally finish with an opinion line, selecting a few students to justify their opinions.