Students will firstly complete 5 quick questions about their previous learning over previous lessons. Then they will identify what challenges are and explain what challenges they might think are present in cold environments. With each section students will be given a challenge and students will have to link that to why it is hard for them to develop. Finally they will be asked to complete a 6 mark question “Explain the challenges of cold environments and their impact on development (6 marks)” Task 1: Knowledge Retention Task 2: Identify challenges in the cold environment Task 3: Explain how these limit development Task 4: Explain the challenges of cold environments and their impact on development (6 marks) This download contains and up to date powerpoint and worksheet.

Students will firstly recap what they have learnt in previous lessons by answering 5 quick questions. Then they will be asked to locate Svalbard using latitude and longitude. Next they will read through their worksheet and highlight opportunities that are either, social, economic or environmental. Finally students will create a tourist brochure about the opportunities there are in Svalbard for people to experience. Task 1: Knowledge Retention Task 2: Locate Svalbard using geographical terminology Task 3: Using fishing, tourism, energy and science, identify the social, economic and environmental opportunities. Task 4: Using the opportunities you have learnt about today, create a tourist brochure to make people want to go to both Antarctica and Svalbard (Arctic). This download contains an up to date powerpoint and a worksheet.

Students will firstly start by taking a low stakes quiz about the information they have learnt during the last 2 lessons to ensure they have cemented their knowledge. Then they will write down on their whiteboards all the characteristics they can remember of cold environment. Students then are told about polar bear adaptations and are told to link them to the climate of the area and explain how they link. Students show their learning by describing how animals have adapted to survive in the cold environments (4 marks) Then students are told about cold environment plants and are told to show their adaptations and link it to climate. This is tested again by a four mark question “Describe how plants have adapted to survive in the cold environments (4 marks)” Finally to test what students have learnt they they answer the 4 mark question “Describe and explain the features of animal adaptations shown in Figure 8. (4 marks)” Task 1: Formative assessment of previous learning Task 2: Recap on knowledge of cold environments Task 3: Link polar bear adaptations to climate and answer exam q Task 4: Link plant adaptations to climate and answer exam q Task 5: Exam question Describe and explain the features of animal adaptations shown in Figure 8. (4 marks) This powerpoint contains an up to date powerpoint, worksheet and formative assessment sheet.

Students will firstly start with knowledge retention to recap on what they have previously learnt. Then they will answer 3 questions on their whiteboards about climate, biomes and permafrost to establish a baseline of knowledge. Then they will describe the location of cold environments globally and begin to investigate the polar and tundra environments. Then students will describe the climate of Canada using a climate graph and potentially create their own. Finally they will compare the climate graphs of Canada and Antarctic and explore the similarities and differences of each place. Task 1: Knowledge Retention Task 2: Recap on key geographical terms Task 3: Describe distribution of cold environments Task 4: Creating climate graph Task 5: Compare and contrast arctic and antarctic climate graphs. This download contains an up to date powerpoint and worksheet.

Students will firstly begin to glue in their knowledge organisers and the learning journey to start their term off. Then they will using their A3 sheet begin to make notes throughout the lesson on the differences between the Arctic and Antarctic. This will cover, location, climate, plants and animals and people, and development. Finally they will watch a video of what it is like to live in an Antarctic research station. Task 1: Glue in knowledge organiser and learning journey Task 2: Identify the difference in climate and other categories of arctic and antarctic living Task 3: Make notes on the extreme living at Antarctic research stations. This download contains and up to date powerpoint and learning journey and knowledge organiser as well as a worksheet.

Students will on whiteboards firstly explain why people may want to visit other places, and then split their whiteboards in half and give reasons to what is good about tourism and what is bad about tourism. Students will then read through their worksheet and highlight areas that are social, economic or environmental effects of tourism and evaluate which is the most important and why. FInally students will evaluate if the economic benefits of tourism in the Middle East are worth the environmental costs Task 1: Identify why people visit other places Task 2: Identify what is good and bad about tourism Task 3: Categorise effects into social, economic or environmental Task 4: Evaluate if the economic benefits of tourism in the Middle East are worth the environmental costs This download contains a powerpoint and worksheet.

Student will start by recapping information that they have previously learnt in the topic and then will begin to learn about what conflict is, giving examples of large scale and small scale conflicts. Students will then read through the different reasons that conflicts happen and summarise the reason for conflict in the Middle East. After reading through their information students will then give a report on conflict in the Middle East using the example of the War on Terror. Task 1: Knowledge Retention Task 2: Categorise types of conflict Task 3: Reasons for conflict in the Middle East Task 4: Give a report on conflict in the Middle East using the example of the War on Terror. This download contains a fully up to date lesson and worksheet.

Students will firstly recap what they have learnt in previous lessons on the topic and then begin to learn about what politics is. They will then investigate the 4 main types of politics such as democracy, monarchy, authoritarian and theocratic. Students will then describe the distribution of democracies globally and then learn about the Arab Springs and the effects and changes it brought to the middle east. Finally students will use the graph to describe if the arab springs changed anything for the people in the middle east. Task 1: Knowledge Retention Task 2: Describe distribution of democracy globally Task 3: Identify causes of the Arab Spring Task 4: Use the graphs to explain if the overall living standard has changed in the Middle East. This download contains a fully up to date powerpoint and worksheet.

Students recap the physical features of the Middle East from the previous topic and lesson. Students will then recap what resources are and be told about energy as a resource. Students are then asked to categorise energy into renewable and non-renewable. Using a map of the middle east students are then to describe the resource present in each country and then also describe the distribution of each oil producer. Then students demonstrate their learning through describing the distribution of oil in the Middle East and its effects on the Middle East Task 1: Knowledge retention of previous learning Task 2: Recap renewable and non-renewable energy Task 3: Using the table and map, describe where the world’s oil reserves are Task 4: Describe the distribution of non-renewable resources in the Middle East. Task 5: Using the pie chart describe the distribution of the world’s biggest oil producers. (4 marks) Task 6: Describe the distribution of oil in the Middle East and its effects on the Middle East This download contains a fully completed powerpopint and worksheet.

Students will firstly glue in their knowledge organiser and learning journey for the new topic (included in download) then students will recap the physical features of the Middle East from the previous topic. Students will be given a quick introduction to the history of the middle east and how early cultures and the silk road allowed the Middle East to flourish and how this helped bring about the Islamic Golden Age. Students will then evaluate which was the most important development in the history of the Middle East. Task 1: Glue in learning journey and knowledge organiser Task 2: Recap previous learning Task 3: Describe why the early civilisations settled in these areas. Task 4: Describe the route of the Silk Road Task 5: Evaluate the inventions of the Islamic Golden Age Task 6: Evaluate which was the most important development in the history of the Middle East.

Students will first complete a knowledge retnetion on previous learning from physical features of the Middle East. Then they will describe the seas and oceans that surround the Middle East along with the Headlands and Bays. Students will then learn about deposition and transportation to begin to identify depositional landforms such as spits. Then students will locate the Bardawil spit and begin to learn about longshore drift. To summarise learning students will be asked to explain the formation of a spit in 4 marks. Task 1: Knowledge Retention Task 2: Identify the coasts surrounding the Middle East# Task 3: Recap deposition and transportation. Task 4: Identify the Bardawil spit Task 5: Explain the formation of a spit (4 marks) This download contains a fully up-to-date powerpoint and worksheet

Students will begin by recapping physical features in the Middle East that they have previously learnt about. Students are then asked to describe what sand dunes are and then to identify where the Rub’ Al Khali is using latitude and longitude. Students are then given a video to watch about sand dune formation and given more information about their formation. For their final task they are asked to complete a comic strip to show the formation of sand dunes in their books. Task 1: Knowledge retention Task 2: Identify Rub’ Al Khali using geographical terms Task 3: Identify the steps in the formation of sand dunes. Task 4: Explain the formation of sand dunes in a comic strip. This contains a powerpoint and worksheet.

Students will begin the lesson with a formative assessment of the last 3 lessons on the Middle East. Then they will identify the characteristics of the desert and explain how this relates to biodiversity. Students will then learn about how camels are adapted to live in the desert and identify its features and how they related to the climate. This process is repeated again with cacti and how they are adapted to the desert. Each time students will attempt a 4 mark exam question about these features. Task 1: Formative Assessment Task 2: Recap features and biodiversity Task 3: Introduction of camel adaptations and how they link to the climate Task 4: Introduction of cacti adaptations and how they link to the climate Task 5: 4 mark exam style question. This lesson contains a powerpoint and worksheet.

Students will begin by recapping what they have previously learnt in the other lessons on physical features of the Middle East. Then they will recap what they know about climate and biomes. Then will be asked to describe the location of deserts globally using latitude and longitude. Then they will identify the features of the hot desert and will be asked to describe the climate of Egypt by identifying features of a climate graph. Higher ability students will be asked to complete their own climate graph in lesson. All students will be able to compare two climate graphs of differing areas. Task 1: Knowledge Retention Task 2: Identify location of hot deserts Task 3: Identify the features of hot deserts Task 4: Describe the climate of Egypt using a climate graph Task 5: Creation of own climate graph Task 6: Compare climate graphs of Egypt and Brazil. This lesson has a completed powerpoint and worksheet

Students will begin by setting up their books for the new term with a learning journey and knowledge retention sheet (included). Then they will be informed of any misconceptions with the Middle East and given facts about it. Then will be asked to identify the Middle East globally then with Latitude and Longitude. Students will then be asked to fill in an A3 sheet with the countries of the Middle East, the seas, rivers and other physical features. Task 1: Sticking knowledge organiser and learning journey in Task 2: Identify the location of the Middle East globally Task 3: Using latitude and longitude describe the location of several middle eastern countries. Task 4: Identify the countries and physical features of the Middle East using Atlases. This lesson has a completed powerpoint and worksheet

Students will begin by recapping with a formative assessment on what they have previously learnt in the other lessons on physical features of North America Students will then be asked how they would respond to the impacts of hurricane Katrina, and then will be asked to evaluate the responses of the government. They will do this through using the Disaster Management Cycle and will identify if these were long term of short term. Finally students will finish with writing a speech explaining how they plan to respond and recover from the effects of Hurricane Katrina. Task 1: Knowledge Retention and formative assessment Task 2: Identify how they would respond to impacts Task 3: Categorise responses to short term, long term and effective/ ineffective Task 4: Write a speech explaining how you plan to respond, recover, from the effects of Hurricane Katrina and prepare for future hurricanes. This lesson has a completed powerpoint and worksheet