This lesson first involves the students classifying energy into renewable and non-renewable sources. the pupils are then required to interpret pie charts, line graphs, tables and divided bar graphs of energy supply. The pupils should then split into groups, each with a different photo of an energy source and should complete a table explaining how the energy is extracted, its advantages and disadvantages. Pupils can use textbooks to enhance this work. Pupils should then take notes on a range of each others renewable and non-renewable energy sources.

The lesson uses photos, diagrams and video clips to enable students to learn about the causes effects and responses to the tsunami. There are gap fill activities, writing frames and plenary quiz.

The lesson starts with a video clip about how wind energy is produced followed by a map description activity. There are the two symbol / image cards one containing advantages and another disadvantages, both incorporating factual information. A PEE paragraph is modelled and then students are asked to produce their own. The next activity is a decision making activity using OS maps to choose where a wind farm should be located. the plenary consists of an examination question, with a mark scheme.

These two lessons will introduce all the river terminology needed, with worksheets incorporated into the PowerPoint for the students. The lesson incorporates independent and small group activities. Some activities can be repeated in subsequent lessons to ensure terminology is secure.

The lesson is designed to be used as a cover lesson. It includes a range of tasks form analysing the site to letter writing, graph drawing and analysis. All tasks are designed to be completed on worksheets, answers to the work sheets are included towards the end. A lesson plan is included.

This lesson introduces Storm Desmond by asking students to tell the story of what happened to them during the floods. The pupils are then given a character (character stickers are provided) and asked to take notes on the character and a question about the flooding. The pupils will then be read a story incorporating a wide rage of factual information about the floods, told through the eyes of the 6 characters. After reading the story scramble the groups to share the information that they have collected. Writing frames for PEE paragraphs are included as are mark schemes and exemplar examination questions, based on sample assessment materials.

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.

These two lessons build from describing each landform to explaining it’s formation, using photos, maps, animations and decision making activities toe build the student’s knowledge in layers. Incorporated in the lessons are feedforward comments to aid peer and self assessment. Also mark schemes and 2 OS map quizzes with answers.

This lesson starts with coastal terminology bingo. It then combines diagrams and photos to build up descriptions and explanations of the formation of spits, bars and tombolos. OS Maps, photos and satellite images of the different landforms are included. there is a word bank and a sequence chart to support he students in writing their explanations. There are also additional details about other climatic factors that may have formed the bars and tombolos in Dorset and Devon. At the end of the lesson is an exemplar 16 mark examination question and a plan for how to attempt it.

This river quiz is based on the Bethesda map (a copy of which is incorporated into the PowerPoint) It encourages the students to identify specific places to locate the watershed. It also asks them to identify features e.g. meanders, confluences, sources and tributaries, The pupils finally have to shade the map to show the area covered by the upper, middle and lower courses.

This homework task requires students to assess the risk of flooding to their house, using the Environment Agency GIS flood maps. It then asks them to compare this to a house in Carlisle. In addition there are optional extension tasks.

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 asked to use an atlas to locate a range of features into an outline map of Ethiopia. They are then asked to describe the location of Ethiopia. After that they are asked to use the atlases to create a fact file about Ethiopia. Next they are asked to interpret and describe a climate graph of Ethiopia. Then the students are introduced to the landscape, using photos to show the different physical features. They can locate this information on a map. After that the students are asked to identify the different ecosystems of Ethiopia. They could undertake map comparison to explain why different ecosystems occur in certain areas. 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.

Firstly, students are asked to interpret a cartoon of fossil fuel combustion. After that they are introduced to a range of facts about fossil fuel combustion and asked to evaluate which is most concerning. Next there is a clip about carbon, capture and storage, followed by more information about the process. Students need to write their own explanation of the process. Next the students are introduced to the CCS project at Peterhead in Scotland. Students are given information about the project and asked to identity the advantages and disadvantages before evaluating the scheme. Then it is revealed that the project was cancelled due to costs. This will exemplify the short term approach of governments to environmental issues. Finally, exemplar examination questions and mark schemes are included. All resources are included within the PowerPoint.

Firstly, the students are introduced to climate change over the last 1 million years, they then focus on the last 400,000 years and the 4 glacial periods contained within it. Next are details of the changes in the water and carbon cycle during glacial and inter-glacial periods. Students are asked to guess the fact, answers are included. Next there is a fact quiz to see what the students can remember. After that the students are introduced to a range of techniques used to monitor changes in the water and carbon cycles. they are given details of how they work and are asked to consider which groups and organisations would be able to use this information and what they could use it for. Resources are included at the end of 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.

This lesson is designed to revise the way in which processes and time combine to form landforms on a low energy coastline. It focuses on Farewell Spit ( and it’s sand dunes and salt mashes) in New Zealand. At the start the students are asked to produce an annotated diagram of LSD. Next the students are shown a range of images of farewell spit. They have a copy of these and are asked to label the spit features that they can see on them. Next, the students are given a worksheet on which to write an explanation of spit formation (including salt marshes). After that, there is a model examination answer sheet to complete. This could be done for homework or in the lesson. Then the students are given a table of facts about Farewell Spit and have to try and explain what the fact is (answers provided). These include facts about the different timescales over which the landforms were created. Next, there are series of examination questions for the students to plan. Finally, there is another copy of the fact quiz to see what they can recall now they have revised the information. All resources are included in the PowerPoint.