This lesson has a card sort for the water and carbon cycles at the start to remind students how to classify the different parts of the cycle. After that students are introduced to negative feedback loops. there is an example, then students are required to develop two of their own. Next students are required to develop flow charts to explain the human impacts o the carbon and water cycles. An example for urbanisation has been included for them. the students should develop their own for framing and forestry. They can use the OCR textbook to help them to do this. 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 will start by recalling the threats to coral from the previous coral threats lesson. There is a speaking frame for them to explain these fully and a copy of the note taking resources. Next the students will be introduced to the Soufriere Marine Management Area and will identify features of this using a sketch map. After that the students will be read an extract about the management area, how it was set up, what the different parts are, how it is sustainable and its advantages and disadvantages. The first time they hear they extract they should draw what they hear, making sketches and using numbers and symbols to focus on important information. The second time they hear it they add written notes. Pupils should then get into small groups of 3-4 and compare notes, adding any missing details. There is an examination question for them to tackle with a mark scheme to stick in their books including ebi and www comments. Finally there is a quiz to test the students recall of the facts. 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.

This is a debate / decision making exercise and should take place over a three of lessons, two to plan and one to undertake the debate. Firstly, there are two video clips about the oil industry in Prudhoe Bay, Alaska in order to develop the students sense of place. Next, based on a geofile (website for access supplied) students should evaluate the advantages and disadvantages of oil and gas production and consumption in Prudhoe Bay. After that students are split into 4 groups. Each group is given a character card with details about their viewpoint and a writing frame. Using the writing frame and geofile students should develop a speech about their views on oil and gas production and exploration in Prudhoe Bay. This will take 2 lessons. In the third lesson the groups should give their presentations. whilst speaking sheets are provided to take notes on the viewpoints of others and writing down questions to ask them. After every speech undertake a discussion activity based on what has been said. Then debate the two key questions once everyone has spoken. Next the students will be asked to suggest compromises and work towards and agreement, before final voting. At the end pupils will be asked to complete and opinion line task for both the questions and to feedback the reasons for their opinions. To increase student engagement each student is assigned two other students to observe using the engagement tally chart, they should record the student’s engagement at 3 points in the lesson. At the end of the lesson the students can give feedback to the students that they have observed. There are also ask and answer stickers for the studnets to stick on themseves. they can take these off once the have asked/answered a question. I have added an essay question at the end of the powerpoint which could be planned in the lesson and completed for homework. There are planning sheets and fact sheets to help the students to produce high quality essays. All resources are included at the end of 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.

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.

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.

Firstly, students are introduced via photos to the causes of permafrost melting in the Tundra. Next the students are given 4-5 impacts and asked to undertake research into these impacts, specifically focusing on the Prudhoe Bay. They are required to explain these, using factual information and then to annotate their findings onto a diagram. Finally, students are asked to evaluate whether the impacts of melting permafrost have a bigger impact on the water or carbon cycle, justifying their explanation.

This lesson will focus on students producing high quality explanatory written work. To start students explain the greenhouse effect and global warming to one another in pairs. Next they discuss why sea level has risen over the last 20 years. The prediction on the next slides shows students what their answer is likely to be and how you plan to develop and improve their answers during the lesson. Next split the students into 8 groups of 3-4. Give each group a resource and ask them to read it and interpret the images in silence for 2 minutes. They then discuss it as a group to develop the understanding of the weaker students. Finally, they use the writing frame to produce a high quality PEE paragraph. This is repeated for each of the 4 resources/effects of global warming. Next there are some exemplar examination questions for pupils to discuss / attempt. The plenary is a ‘pimp my answer’ activity. There is a poorly written answer, which they have to improve form memory to make it amazing. All resources are included at the end of the PowerPoint.

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.

This lesson starts with an opportunity to revise ecosystems. Students are tested on climate data, photographs and ecosystems and food webs associated with different ecosystems. Next the students are introduced to the Polar, Ferrel and Haley cells, their discovery and characteristics. Next students should take notes on the weather associated with high and low pressure. After that the students are given climate graphs from around the globe and by looking at the rainfall data are asked to decided if there is high or low pressure. They then use their atlases to find out the latitude, which they label on a globe (answers provided). Finally, they are introduced to the weather between 30oN and S of the equator around the ITCZ and are asked to describe and then explain the weather that occurs (answers provided). All resources are included at the end of the PowerPoint.

In this lesson students will learn about the causes of the enhance greenhouse effect. Students start the lesson with a gap fill activity explaining the greenhouse effect. Next they are introduced to the composition of the atmosphere and which gases are greenhouse gases before defining the enhanced greenhouse effect. Then the students will complete flow charts about how methane and carbon dioxide is produced, these will be enhanced by selecting factual information from a sheet to apply to the flow charts. After that students will practice their graphical skills deciding whether a data set is discrete or continuous and selecting a graph to draw, before plotting a pie chart accurately using a protractor. Finally, there is a multiple choice examination question to finish the lesson. All resources are provided at the end of the PowerPoint.

This fieldwork booklet is designed to link in with the People of the UK GCSE topic. It includes index of decay and environmental quality surveys, UK crime app statistics, accompanied by site descriptions. It also has a multi-cultural survey based in Leeds City Market. There is a survey about the buses, which is a sustainable transport strategies. All the survey sites are identified on the front cover. They have been chosen to allow students to study the CBD and financial district. This fieldwork booklet also links in with my other GCSE lessons based on Leeds

This lesson is part of a series of lessons available as a bundle. The lesson starts with an examination question about the climate, flora and fauna of different biomes. Answers are provided. Next students are required to annotate and describe a map. this provides an opportunity to see how much the students can recall about rainforest location. Next students are given information about the different layers, which they can annotate onto a diagram of the rainforest. After that there is a mini-plenary testing recall so far. After that there is a climate graph drawing and interpretation activity, with a partially completed climate graph provided. The final part of the lesson involves writing a description of the climate graph. 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.