This lesson is designed to introduce students to how the theory of plate tectonics developed. It includes the work of Humboldt, Wegener and Hess. It uses maps, diagrams, animations and photos to build the students understanding. It introduces the concepts of jigsaw fit, continental drift and sea floor spreading.

This lesson uses diagrams and photos to allow students to apply their knowledge of weathering, erosion and mass movement. There is a writing frame to support students in explaining how stumps are formed and a mark scheme for teach / peer / self assessment. The plenary consists of an OS map quiz with answers, using Pembroke maps.

This resource gives the template to create a website on PowerPoint with hyperlinks between the different pages. Pupils can use this as a project over the course of 2-3 lessons in an ICT room

This lesson explains clearly how island chains are formed. It incorporates a wide range of maps and diagrams. there is a word bank and writing frame to help students structure their explanation. in addition students can use atlases to recognise and locate island chains.

This is a series of lessons on fracking (hydraulic fracturing). Initially there is a map quiz on the Poulton le Fylde area of Lancashire where permission has been given for fracking. Students watch video clips to develop an understanding of how fracking works and use a Cornell reading frame to analyse an article on fracking. In the next lesson there are video clips to explain the advantages and disadvantages of fracking. Pupils are split into characters and given writing frames for a speech they will give as part of a role play. There are recording sheets for students to use during the role play itself. Also there is an engagement tally chart , this is designed to get the pupils to observe each other. they can then give feedback to their peers o their engagement. There is an extended writing homework task for the students to complete after the role play.

The lesson starts with a plate margin card sort and maps showing the location of earthquakes. Video clips explain how earthquakes occur. there are note taking sheets for pupils to complete about the nature of earthquakes at each plate margin. There are also details of exceptions - earthquakes that don’t occur on plate margins. The lesson also introduces the students to p and s waves.

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.

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.

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.

There are enough resources here to lat 2 lesson, alternatively you can pick and choose the activities that you find most useful. In this lesson students will be introduced to the demographic transition model. They will be shown a video clip that outlines the characteristics of each stage and the reasons for birth rates and death rates. Pupils will then undertake a living graph activity with temporal statements relating to the UK. Students will write paragraphs explaining where they located the statements. There are sentence starters to help students to structure their answers and a mark scheme which can be adapted. There is also a spatial living graph set of statements, which relate to different countries around the world now. A DTM quiz is also included and an examination question.

This lesson contains a worked example followed by a series of exercises where the students can practice and apply their knowledge. Included within the PowerPoint are worksheets for the students to fill in and a full set of answers, including worked calculations. I designed these to be used either as homework tasks or as an introductory lesson / skill practice lesson. They are also designed to encourage the students to memorise the formulae as these will not be included in the exam papers.

This lesson contains a worked example followed by a series of exercises where the students can practice and apply their knowledge. Included within the PowerPoint are worksheets for the students to fill in and a full set of answers, including worked calculations. I have also included two questions featuring dispersion diagrams to calculate interquartile range. I designed these to be used either as homework tasks or as an introductory lesson / skill practice lesson. They are also designed to encourage the students to memorise the formulae as these will not be included in the exam papers even at GCSE level.

This lesson contains a worked example followed by a series of exercises where the students can practice and apply their knowledge. Included within the PowerPoint are worksheets for the students to fill in and a full set of answers, including worked calculations. I have included two dispersion diagrams to be used to calculate the interquartile range. I designed these to be used either as homework tasks or as an introductory lesson / skill practice lesson. They are also designed to encourage the students to memorise the formulae as these will not be included in the exam papers even at GCSE level.

This lesson starts by asking students to identify the UKs major imports, exports and trading partners. Next, students are introduced to the terms trade and trade deficit. After that the students are given a cartoon of the changes to farming over time. They are asked to consider how the location of the farmer’s trade has changed, which leads to a definition of globalisation. This is consolidated by asking students to think about items they have bought from other countries recently. Next, the students are asked to produce a map of the UKs top 10 trading partners for imports and exports, using data provided and to describe the data. After that there is a scaffolded explanation task. Students should complete the ideas column in small groups or pairs, hopefully this will spark discussion and sharing of knowledge from ideas box, the teacher can answer further questions as they arise. Next, the students should complete their own explanations using the final 3 columns (one has been scaffolded for the students). The plenary asks the students to consider the impact of Brexit on the UKs trade. All resources are included at the end of the PowerPoint.

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 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.