This lesson enables students to develop an understanding of how mid ocean ridges form from rift valleys. It incorporates a range of photos and diagrams. It also enables them to learn about key features of them including black smokers, pillow lava and transform faults. At the end is a note taking sheet for the pupils to record their learning on.

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 includes a wide range of diagrams and maps to help pupils identify convergent, divergent, conservative and collision plate margins and their characteristics. It also includes a plate margin card sort for use in lessons to help pupils to consolidate their knowledge of plate margins.

This lesson incorporates a range of resources designed to develop the students knowledge and understanding of waves. the lesson includes parts of a wave, how a wave breaks, constructive and destructive waves, fetch, LSD, ocean currents and tides. There are a range of activities included in the lesson and opportunity to use some of these in subsequent lessons to reinforce the terminology.

This lesson introduces the key coastal terminology and is supported by photos to help develop the pupils understanding. At the end there is a glossary, which the pupils can complete throughout the lesson. there is also an activity to encourage the students to apply their new understanding to different cliff geology and lithology. This will help them to hone their understanding of coastal processes before beginning landform work.

The first activity involves students making a teaching resource on flipchart paper, using an information sheet they are given. The three natural causes of climate change studied are Milankovitch cycles, tectonic activity and sunspots. After 15 minutes the students should give presentations about their cause to the other groups who make notes. A note taking sheet is provided and a set of answers. Next there is an examination question about the causes of climate change. After that is a whiteboard quiz to test the students recall of the facts from the lesson. Finally students are introduced to the enhanced greenhouse effect - climate change caused by humans. They undertake a gap fill activity to explain in detail the greenhouse effect. All resources are included at the end of the PowerPoint.

In this lesson pupils will learn about the pieces of evidence that can be used to show climate change and their limitations. The lesson starts by asking students to suggest evidence that can be used to show climate change. Next students use information sheets to take notes of the evidence of climate change, where they occur, how they work and any limitations. The evidence includes dendrochronology, ice cores, cave paintings, paintings and diaries and global temperature recordings. There is an answer sheet provided. For the plenary students are required to undertake examination questions relating to the evidence. All resources are included at the end of the PowerPoint.

This lesson starts by encouraging the students to estimate the UKs current energy use. Following this are a series of discussion questions for the pupils to tackle. Next the students are introduced to why our use of gas and nuclear energy will increase. The next activity is to draw a proportional map to show where our gas supplies come from. this will develop both knowledge and skills. To stretch and challenge the most able there is also a bar graph/ pie chart drawing activity. Alternatively this could be used as a homework task. All worksheets are included within the lesson PowerPoint.

This lesson teaches students about the climates since the Pleistocene, from Allerod to Boreal to sub Atlantic etc. It builds up to allowing the students to create their own climate timeline. There are also opportunities for graphical interpretation. The lesson ends with a quiz to test the students knowledge, with answers.

In this lesson students will be using persuasive writing to evaluate the effects of climate change. The starter involves recalling an explanation of the greenhouse effect. The main involves group work. Each group has a different elements of either advantages or disadvantages and national or global impacts. They have to use the persuasive writing frames to convince you their viewpoint is correct. They will be required at the end of the lesson to give a speech on their views as a group. The plenary is an opinion line linked to a statement that the pupils have to locate themselves on and justify their location.

This lesson starts by defining the greenhouse effect. After that students have 4 resources explaining the effects of global warming. Each contains maps, diagrams, photos and facts. Students need to read these and then use the writing frame to construct detailed and thorough PEE paragraphs explaining the effects. Students should work at different station and pass the resources from station to station. The plenary gives the students a paragraph that they need to improve to demonstrate their learning.

This lesson focuses on the natural causes of climate change including sun spots, Milankovitch cycles and tectonic activity. Students should be given the information sheets and asked to make a presentation to the class explaining how their factor causes climate change. There is a note taking sheet for them to put their answers on and an answer sheet in case they missed anything. There is also a quiz on climate change since the Pleistocene at the start.

In this lesson pupils will be introduced to the population terminology needed during the whole topic. They will interpret a graph of world population growth and analyse a world population density map.

Students will hear two differing views of the same story one from an American and one from an illegal Mexican migrant. The lesson is designed to questions the pupils perceptions and to develop empathy with both characters. The stories are carefully written to allow this to happen. At the end of the lesson pupils are ask to apply what they have understood to migration to the UK and discuss who is migrating to the UK and why they are migrating.

This lesson introduces key terminology and examples needed to write an essay on migration. The students will then use a writing frame to write their essay. It includes a mark scheme that can easily be adjusted.

In this lesson students will identify densely and sparsely populated areas. They will then attempt to explain why there are different population densities. There are writing and speaking frames to help them to do this. There is also a mark scheme which can be adapted to your school’s Key Stage 3 assessment policy. There are also opportunities for peer / self assessment. there are a choice of plenaries with a population terminology bingo or a prediction about the future and the impact of climate change.

This lesson teaches students about India’s population policy, which aims to reduced the birth rate to below 3 children per women. I prefer to teach this to the one child policy as it is more factually based. It includes note taking sheets, modelled assessed paragraphs, mark schemes which can be adjusted.