Students are introduced to the human and physical causes of flooding while playing bingo. Extension: Students can try to explain how these factors cause a flood. Student to write down a key idea and explain the difference between human and physical causes of flooding. Students are to sort the cards into human and physical factors. Students are to them match the card with the correct definition and complete their worksheet. Students are to complete an exam question: Explain the human and physical causes of river flooding. Students have model answers and sentence starters to help them answer the question. Extension: Students can peer assess each others work using the mark scheme. To end students need to decide which factor has the biggest cause of flooding - Human or physical.

Key Question: What is the evidence that Nepal is poorer and less developed than Chile? Students use the table to compare HDI and GDP. <br /> Students write down key idea and then read through the two fact files. Students must make three bullet points about each heading and then complete the key questions as a group. Extension: A second powerful earthquake struck Nepal on the 12th May 2015. How might this have affected the country’s recovery? <br /> Students read through a model answer and give it a mark out of 6. Exam Question: Explain how different levels of wealth and development affect the impact of earthquakes. (6) Students then answer the question themselves and if time permits can peer mark it using the mark scheme. <br /> What could be done to help Nepal and reduce the impacts of an earthquake? Students come up with an answer to this questions, hints and sentence starters are provided.

Lesson 5 Haiti Earthquake Case Study<br /> Deemed an outstanding lesson in my recent PM review, students are to complete a mystery activity and find out why Emmanuel died in the Haiti Earthquake. The mystery includes clear facts about the earthquake, effects on the people and the environment. The card sort is differentiated so all students can access this and depending on the ability of the students you will receive a different answer to the key question. Students can show their understanding of the mystery by completing an exam questions. Example questions are attached to the PowerPoint which students can mark and use as a model when writing their own answers.

Students are introduced to the lesson by answering the key question: Why is Singapore trying to increase the countries Birth Rate? Students are to watch a video about the child policy of Singapore. Information about the problems with the population in Singapore are shown and then give reasons why the policy was introduced. Students are to answer the exam question – Chose a country that is trying to increase its birth rate. Outline the methods used to increase its birth rate.

To start students decide what it is like to live in China?They use photograph to show what they think best represent the climate in China and give reasons why. Students are introduced to a climate graph, showing them temperature and rainfall in a city or country. Students are then to complete a small exam Question: Describe what the climate in Beijing is like. They use the climate graph to help them with this and then can peer assess their partners answer. Students are then to complete a living graph. They decide where 9 statements ‘best’ fit on the climate graph and write the statements around the graph then draw an arrow to the place that you think it belongs to. An extension task of giving reasons &quot;Where did you put your statements and why?&quot; can be completed. Finally students are to compare Beijing’s to London’s - showing the difference in the type of weather they/we get at different times of the year. <br />

Students watch a video clip and create a spider diagram to show what is happening in the video. <br /> Students match the strategy with the description and answer the key Question: Which management strategy is the least effective? Why? <br /> In groups (Home Team), students are going to find out information about the different strategies. Each member of the team goes to a different table (Away Team) and collects information. Students return to the home team and share the information. Extension: Explain why, “Earthquakes don’t kill people, buildings do.”<br /> Students read through a PEE paragraph and mark it using the mark scheme. Students complete the exam question: Explain how the risk from tectonic hazards can be reduced through prediction and protection. (6)<br /> Opinion line: students evaluate which strategies are the most effective at reducing the risk from tectonic hazards.

A baseline that will test the knowledge and skills of year 7 students as soon as they enter secondary school. It provides a great benchmark for students and is a good start to help the measure of progress across Key Stage 3. Marks out of 50, to link into the new 1-9 system.

Lesson 6 Prediction and Prevention. <br /> This lesson is to understand how earthquakes and volcanoes are predicted and prevented. The main focus of the lesson is to explain how building designs stop the effects of earthquakes. The worksheet attached shows a building that students need to annotate. An exam question to show progress is then answered, with an opinion line as a plenary to end the lesson.

Lesson 4 Mt St Helens Case Study<br /> <br /> The aim of this lesson is to show students the effects of a volcanic eruption. Students are given information about Mt St Helens including the cause of the eruption, the effects and general information about the volcano. From this students are to complete a story board about the eruption using the information that they have gathered. <br /> <br /> Below is the link for the video if you have trouble playing it through the resources. <br /> https://www.youtube.com/watch?v=UR6aY5brXck

Lesson 1: What is an Ecosystem? <br /> Students define the term ecosystem and develop their ideas using Think, Pair, Share. Students are given the definition of biotic and abiotic components and must place the correct feature into the correct heading. Students are introduced to a number of new key words to which they must match the meaning with the definition. Students are then to annotate a diagram of an ecosystem using key information. Finally students are to answer an Exam Question: Describe the features of a small-scale Ecosystem, depending on time this could be peer assessed by their partners. As a plenary students must explain why ducks are a good example of consumers. <br /> <br />

Students to complete an exam question: Describe the location of the River Tees in the UK. Students are to peer assess each others answer based on the model answer and are to give their partner two positive points and an area of improvement. Students can then respond to their partners feedback and improve their own answers. Students are to watch a case study video about the river Tees (20mins) and create a spider diagram about the river. Students are to complete a map from memory activity and must answer three key questions about the Tees River. To end students are to annotate the features/landforms of the river Tees in the photograph.

To start with students need to complete the activity Human or Physical - this is when they look a features of China and decide which are physical. From this students work in groups completing the activity 'Home and Away'. This is where one person from each group goes to collect information from a station and returns to tell the rest of their group what they have discovered; this activity has four different stations. Students are to then use a atlas/map of China to mark the physical features of China on their own map. To end students are to sketch a quick map of what they have just completed highlighting the physical features of China.

Students are to describe what the graph is showing about the changes in the world population growth. Students are introduced to key words which they must match together. A video is played to show the changes in the world population and then students must complete the fill in the gap activity to explain the changes. Students are to create a graph which shows how the population has changed and answer the exam question: Describe what has happened to the world’s population since 1800. Students have the opportunity to work out the natural increase of different countries. Students end with an odd one out activity.

Students are to put the pictures in the correct order about the eruption of Mt St Helens. Students are to watch a series of video clips to show the eruption of Mt St Helens. Students are to colour code the information into cause, effects and responses to the eruption and are then to complete and exam question: explain the cause of the Mt St Helens eruption. To end students to put their opinion on the line to decide if the positive effects of the Mt St Helens eruption outweigh the negative effects.

Independent study task, which could be completed in the library, where students complete a range of lessons researching a country of their choice. The booklet will guide the students on what they need to research including, climate, location and natural hazard as well as a choice of their own topic.

Lesson 3 Rainforest Climate <br /> This lesson is to introduce students to the climate of the rainforest. A variety of climate graphs will be shown which students can describe what they show and can compare the climate in the rainforest to other places. The main focus of the lesson is to complete their own climate graph and develop the numeracy skills needed in the end of unit assessment.

Lesson 5: Caves, arches, stacks and stumps. <br /> <br /> Students are to put the photographs into the correct order and an extension question is provided. Students watch a video about the formation of the landforms and then draw a quick sketch in there books shows the key features. Students are then to complete a map from memory about the formation of Caves, arches, stacks and stumps and to answer key questions on their tables as part of the activity. Students are then given an example exam question which shows the incorrect sequence and an answer that does not include the erosion processes, which they need to explain. Students are then to use the exam question to support their own answers and then use the mark scheme to answer to complete a peer assessment activity. Students are to then annotate a diagram showing the features that they have learnt over the lesson. <br />

Students are given an odd one out task, which they must choose the odd one out and then explain a reason for this. Students are to write down the key idea regarding the reasons why some holiday destinations are really popular and are to define the key words human and physical. Once defined students are to create a table and must include as many human and physical attractions that they can think of, examples can be taken from the class which others can write down. Students are then to annotate the human and physical features in two photographs and answer an exam question: Using examples outline the reasons why people visit different holiday locations. Homework can be provided which is shown on the PowerPoint slide at the end of the lesson.

This is a revision guide for Edexcel A GCSE Geography. In this guide there is a variety of information, activities and exam questions for students to cover before their final exam at the end of year 11. This could also be used as a homework booklet during the study of the topic or in conjunction with lessons to support learning in the classroom.

Lesson 2 Cross Section of the Rainforest<br /> In this lesson students will look at the layers of the rainforest, completing a map from memory as a group. Students can assess which map was the most accurate using a mark scheme to aid them. Students will then complete their own worksheet and create an acrostic poem about the rainforest.

Lesson 2: Weathering and Mass Movement<br /> <br /> Students start with a picture showing cliff collapse, they must explain what has happened and why? Students are to write down their own definition of Weathering, students give their answers which are developed using the activity 'Support, Develop, Challenge'. Students are introduced to physical, chemical and biological weathering - a range of activities are used to explain these including draw, questions, putting information into the correct order. To show their understanding students are to then complete a learning check where they answer three questions regarding the information they have just been taught. Students are then introduced to Mass Movement; Rockfall, Landslide, Mudflow, Rotational Slip. Students are to carousel around the classroom collecting information about the different types of movement. Students complete an exam question: Explain three reasons why weathering and mass movement are hazardous. Then to check the learning students are to recall what the key words mean.