Lesson 8 in the challenge of resource management topic. Pupils start by thinking about the physical and human factors that affect water supply in Spain and then use clues to locate the water transfer project. They then make notes from a detailed video clip and select one reading to do based on the water transfer project and use this to help them complete a differentiated written activity.

Lessons 6 & 7 in the challenges of resource management topic. The first lesson asks pupils to classify the impacts and responses of resource management into a venn diagram, using a card sort. There is also a practice 4 marker for pupils to test their knowledge of the lesson. In the second, optional lesson, pupils create their own board game based on the impacts and responses to water insecurity

This lesson is currently used towards the end of year 7, but would be equally useful for any KS3 group, or as an introduction at GCSE. Pupils will be asked at the start of the lesson to justify whether or not they think that India is developed. During the lesson, a card sort will help pupils to create a map showing the development of different regions of India. At the end of the lesson, pupils are asked to look back at their answer to the question of how developed India is and see explain whether or not they’ve changed their mind. There is a second bellwork included in the powerpoint incase you don’t get through it all in one lesson. This lesson follows the same format as my, ‘How Developed is China?’ lesson

Lesson 10 of the challenge of resource management topic. In this lesson, pupils will use back to back drawing to located Kajiado in Kenya and also to draw a diagram of a sand dam. They will watch a video which explains how they are used in this region on Kenya and they are asked to think about why this level of technology is appropriate for LICs.

Lesson 5 in the Resource Management Scheme of Work. This lesson begins the sub-topic: Water around the world. Pupils will describe the distribution of water availability around the world and then use their own knowledge to suggest whether certain countries around the world will be suffering with water insecurity. They will then use a handout to annotate countries on a map and explain why they have a water deficit.

Lesson in the Resource Management Scheme of Work. Pupils will define the term ‘energy security’ and complete a venn diagram from a card sort, assessing the sustainability of various sources of energy. They will then look at how the UK’s energy mix links to energy security.

A lesson focussing on techniques for revision. Examples used are from the topics of: Resource Management, Rivers, Coasts and Tropical Storm Hazards, . I have written it for the AQA 9-1 GCSE, however I would assume that most, if not all of the ideas are on most specs. The lesson looks at memorising key words, mnemonics, use of pictures to jog memory, ways to summarise and revise processes, practice questions and mind mapping. Slightly more than a lesson’s worth, but you can select what activites your students require. Please note that there is some overlap betweent this lesson and the ‘Revision Technique: GCSE Rivers’ lesson.

Lesson 1 in the Resource Management Scheme of Work. Introduces key terms and asks pupils to draw on their own knowledge and analysis skills to describe and explain graphs and maps to show the distribution of food, water and energy around the world.

Lesson on urban design for AQA GCSE 9-1. Covers aspects of sustainability such as waste, transport, energy etc. Looks at the example of a housing development in Leeds called CITU, but could easily be substituted for an example nearer your school. Pupils will have to adapt a city to show how it could be more sustainable as well as complete an index to assess the sustainability of the Climate Innovation District in Leeds.

Mainly aimed at Skills Paper 3 for AQA Geography GCSE 9-1, but could be used with more able KS3, or as a recap for KS4 students too. All resources are included.

For AQA GCSE Geography Grades 9-1 Economic Features of the UK. Includes card sort, discussion, venn diagram information sort. All resources included

This lesson is currently used towards the end of year 7, but would be equally useful for any KS3 group, or as an introduction at GCSE. Pupils will be asked at the start of the lesson to justify whether or not they think that China is developed. During the lesson, a card sort will help pupils to create a map showing the development of different regions of China. At the end of the lesson, pupils are asked to look back at their answer to the question of how developed China is and see explain whether or not they’ve changed their mind. There is a second bellwork included in the powerpoint incase you don’t get through it all in one lesson.

This lesson encourages to evaluate example questions and answers to examine what enabled them to get higher or lower levels. They will work in groups to discuss example answers and rather than simply marking them, will be asked questions such as, ‘What is required for level 2 analysis?’. There are practice questions for pupils to work through, after group discussion.

Lesson 9 in the challenge of resource management topic. In this lessons, pupils will look at various strategies for supplying/using water and think about whether each one is more more suited to an LIC, NEE or HIC. They will then annotate a large diagram with these ideas and classify them to show what type of sustainable each idea is.

A lesson that investigates plastic waste and the pollution of Henderson island. Links with current changes in governmental policy and very topical with blue planet highlighting this issue. Used with a year 7 class. The powerpoint includes a booklet for the pupils to fill in as you go through the lesson. Pupils will have to used clues to work out where the island is (map skills) and will have the opportunity to voice their own opinions on the emotive topic.

Lesson aiming to help students learn the importance of physical geography of the local area (Yorkshire). Students will build an overlay map of hills, rivers and settlements and use this to think critically about the interactions between the land and the human environment.

A lesson aimed at key stage 3 geographers, discussing where we get from from in the UK. Also looking at which countries import and export more produce and why. The lesson involves a think pair share, a task for students to work out the meaning of key terms in context and paragraph practise using a handout. There is also a plenary which involves peer assessment.

This is a key stage 3 lesson that we currently use in our food unit. The main part of the lesson is a decision making exercise where students have to read an annotated map with information about countries where we might source food from. They then have to make a decision on where to source 6 products for their supermarkets. The planning stage involves thinking about price, environmental, animal and worker standards. The plenary asks students to think about the demographics of who will shop at their supermarket. There is also a glossary for students to stick in their books and refer to, in order to help them with the main task.

A Simple lesson which recaps what factors help to define a place, helps students to revise their place studies in a way that is focussed on the AQA specification, looks at an example 4 mark question and marks it and provides a 20 mark question for students who need 20 mark question practice.

This lesson was created for a KS3 year 8 class, although I would suggest that it would work for year 9 too. The lesson involves using prior knowledge about latitude and longitude (although this can be gone over quickly if needed) to plot the towns along the Camino de Santiago. Pupils will create a route across northern Spain and then use altitude data to plot this on a line graph. There are a range of questions based on this map & graph which ask students to analyse the data provided and improve their geographical/mathematical skills. The plenary involves asking pupils to work out where each photo was taken, using their map and graph to help.