Colourful and illustrated keywords for classroom display

A decision making exercise (set up as a lesson) based around transnational corporations and developing countries. How can Nigeria meet the United Nations set a Millennium Development Goal of ‘Halve the proportion of people without sustainable access to safe drinking water’? The Nigerian Government has four options… -Encourage the use of bottled water in partnership with a transnational company like Nestlé -Educate Nigerian school pupils to understand the importance of water hygiene -Form a partnership with a non-government organisation such as Water Aid -Invest government resources into clean water supplies and sewage treatment works Includes resources and questions

A decision making exercise (set up as a lesson) looking at future options for protecting New Orleans from hurricanes/flooding New Orleans lies below sea level with a levee system that was designed for hurricanes of no greater intensity than Category 3. The city’s natural defence of the surrounding marshland has been drained, built on or eroded away. A computer model predicted that up to 250,000 people could die in the next Category 5 storm. The US Government has four options for the 21st Century… Option 1: Regenerate the wetlands of the Mississippi Delta Option 2: Maintain and heighten the existing levées Option 3: Do nothing, let nature take her course Option 4: Evacuate the people of New Orleans in hazardous times

Powerpoint inspired by the RGS scheme of work "China Today". Whole lesson, includes starter (images of China), mapping activity (China's neighbours), differentiated questions (life in China) and plenary (best and worst about China today).

A 'footsteps' project about China in the 21st Century. Pupils research data and illustrations to complete the booklet. Footsteps follow sections called: Hypothese; Expected Outcomes; Background; Methodology; Data Presentation; Analysis; Conclusion; Evaluation. Questions for research include: 'China’s growth affects the natural environment because ...' 'In the past, the British Empire affected India because...' 'Most of China’s industries are located in........... because...' 'I think that the winners in Changing China’ are.............. because...'

A decision making exercise which could last a few lessons or be set as a homework project A property developer is looking to build a five star hotel in San Francisco Pupils have to decide on the most sustainable county in the Bay Area Introductory Powerpoint, a project workbook and LOTS of resources are included The completed project/proposal covers: Background to tourism in California The physical hazards threatening San Francisco Explanation for choosing one of the Bay Area counties Sustainability (PPP) of the various sites Reasons for rejecting the others Consideration of how to make the structure safe from earthquakes Space for the pupils to be imaginative and design the resort

One page Case Studies: TROPICAL STORM (Hurricane Katrina) DROUGHT (SE England, 2006) TECTONIC HAZARD (Tohoku Tsunami, Japan) COASTAL LANDSCAPE (Holderness, Yorkshire) RIVER LANDSCAPE (Tay Valley, Scotland) SUSTAINABLE RAINFOREST (B&Q timber policy in the Amazon) SUSTAINABLE ARCTIC (Svalbard Environmental Protection Act , Norway) ARCTIC TREATY (The Arctic Council) CITY IN AN ADVANCED COUNTRY (Hull, Yorkshire) CITY IN A DEVELOPING COUNTRY (La Paz, Bolivia) LIDC DEVELOPMENT (Top down and bottom up development, Nigeria) UK ECONOMIC HUB (The Cambridge Cluster) UK’S POLITICAL ROLE (Iraq War, 2003) ETHNIC FOOD IN THE UK (origins of fish & chips and curry) UK FOOD SECURITY (LOCAL) food banks UK FOOD SECURITY (PAST) factory farmed chicken UK FOOD SECURITY (PRESENT) GM crops Glossary of key words

Powerpoint covering spit formation, using Spurn as a Case Study Starter: simple (revision) sorting activity to sequence weathering, erosion, transportation and deposition Main activities:YouTube videos and a mystery activity to find out how Spurn Head has formed. Pupils use mystery clues to complete and annotate a base map of southern Holderness and the Humber Estuary. Mini-plenary to recognise associated landforms in aerial photos Second part uses bespoke, high tech (:D) series of diagrams (an animation if you click your mouse quickly enough!) which show why the point of the spit hooks (the role of secondary winds and wave refraction) Final part gets pupils to sketch and annotate diagrams of Marram and Glasswort to show how dune and salt marsh plants and habitats are interdependent. Differentiated question... 1-3: Describe how salt marshes and sand dunes are held in position by plants 4-6: Why are salt marsh and sand dune environments natural sea defences? 7-9: What could happen to the Humber Estuary if the vegetation at Spurn Head is not protected? Plenary: the 250 year cycle of spit formation and destruction at the mouth of the Humber Estuary

Powerpoint covering headlands and bays along the destructive Holderness coast Starter: use maps to locate Flamborough Head Main activities: sketch bird's eye view diagrams showing before and after erosion has affected a discordant coastline. Followed by a differentiated question: 1-3: How do headlands and bays form? 4-6: What role have chalk and boulder clay played in the formation of Flamborough Head? 7-9: What is wave refraction and how has it affected the Flamborough landscape? Second part gets pupils to annotate a diagram to show the sequence of cave-arch-stack formation using a series of mixed-up pieces of info (so can be done as a card sort or a mystery). Class then feeds back verbally by responding to a series of images and questions Third part: pupils work together to find advantages and disadvantages of headlands and bays using clues from a large scale OS map Plenary: pupils recap learning by describing and explaining features seen in a photo of the chalk at Flamborough

Powerpoint looking at erosion and transportation along Holderness Starter: the properties of powerful waves, including fetch Main activities: map work to measure the fetch from Holderness to various coasts of the North Sea. Then radar diagrams are introduced, using a wind rose as an example followed by the pupils constructing a radar to show dominant wave patterns. Then the link between the UK's SW prevailing wind and how it causes NNE dominant waves. Differentiated question... 1-3: What makes a sea wave powerful? 4-6: Explain why North Sea waves can be powerful and damaging 7-9: Refer to data which suggests that Holderness is threatened by powerful waves Second part gets pupils to draw and label diagrams to compare the features of constructive and destructive waves. They are then asked to assess photos of Holderness to decide which type of wave is affecting that coastline. Third part looks at the properties of boulder clay and why that soft geology is a problem. Differentiated question: 1-3: Why are the caravan owners worried about the erosion of the cliffs at Hornsea? 4-6: Explain why erosion of the boulder clay is a problem for Holderness 7-9: Explain why the erosion of boulder clay is an economic problem for Holderness businesses Plenary: pupils are asked to show how they think a typical wave moves, then are shown an animation that describes the circular motion of real wave patterns

Powerpoint introducing Holderness as a Case Study for coastal processes Starter: use maps to locate Holderness Main activities: comparison of the properties of chalk (through a memorisation activity and differentiated question) and boulder clay (pupils learn one fact then swap info to answer... What is boulder clay? Where did it come from? How did it get to Yorkshire? What has it got to do with our lesson about coastal landscapes? Second part gets pupils to draw a sketch map of Holderness then to annotate features that could be lost if erosion continues (using info researched from the internet) Differentiated question: 1-3: Why are there weaknesses found in chalk? 4-6: Why is Flamborough Head prone to erosion? 7-9: What are the geological reasons for the faults found in the chalk at Flamborough Head? Plenary shows the wide range of origins for sediment found along Holderness

Glacial budgets Ablation and accumulation Warm- and cold-based glaciers Glacial erosion, transportation and deposition Colour coded: green statistics; yellow definitions; blue dates

Introduction and the nature and distribution of cold environments The climate of cold environments The vegetation of the tundra Global distribution of past + present cold environments Colour coded: green statistics; yellow definitions; blue dates

Health impacts of global environmental change Prospects for global population change Population revised estimates Colour coded: green statistics; yellow definitions; blue dates

Powerpoint and worksheets covering constructive plate boundaries, collision zones and volcanic hot spots. Starter is an odd-one-out game involving keywords and place names linked to tectonics. Constructive margins focuses on the Galapagos Islands (Nazca and Cocos Plates) where pupils draw a cross section of the boundary then use clues to annotate key features. Hot spots and magma plumes are then introduced, linking to the African Rift Valley as a land-based plate boundary above a magma plume. A half-time Plenary looks at the importance of the Rift Valley to human evolution. Then pupils find the answers to questions about the San Andreas Fault through a comprehension exercise and report back to the class. The final piece of work is an A3 worksheet which combines constructive, destructive and collision boundaries. Pairs of pupils try to remember as much as they can by summarising their recent learning. The Plenary returns to the Galapagos and the islands' importance in Darwin's Theory of Evolution. Includes video links and differentiated questions. Enough for two lessons...

Powerpoint looking at the Upper Stage of the River Tay Starter: Pupils use maps to discuss the links between the location of Britain’s rivers, patterns of landscape and patterns of precipitation Main activities: video link introducing the Upper Stage of the Tay Carousel of activities about erosion types (memorisation), forestry (exam-style questions), features of upland valleys (SPAG), hill sheep (exam-style question), waterfalls (use mystery clues to annotate sequence of diagrams) and HEP (exam-style questions) Second lesson used for class discussions to recap learning using slides and videos Class debate on the sustainability of forestry, sheep farming and HEP in the Tay Valley Differentiated questions about the features found in the Upper Stage Plenary: simple living graph of the deforestation of Britain over the past 1,000 years Enough for two lessons

Powerpoint looking at the skill of constructing cross-sections from contour lines Starter: recap of the formation of v-shaped valleys (including video link) Main activities: step-by-step slides taking pupils through how to construct a labelled cross-section of the Upper Stage of the River Tay Analysis of a photo of the Middle Stage of the River Tay to compare human and physical features and then to compare those with a photo of the Upper Stage Pupils then construct their own cross-section of the Middle Stage Differentiated questions comparing the cross-sections of the three river stages (the Upper Stage is already completed for them) Plenary: pupils have to look for clues in photos of a completely different river (the Wisla in Poland) to decide in which stages they were taken

Powerpoint looking at the effect of weathering on the UK's landscapes Starter: Pupils discuss what might have damaged various materials shown in photos Main activities: video links, discussion and annotation of diagrams to show sequence of freeze-thaw (frost shatter) and exfoliation (onion skin) weathering Slides about chemical and biological weathering (for note taking) Differentiated questions to explain how weathering has affected the chalk landscape of The Seven Sisters (East Sussex, Southern England) Plenary: video links recapping the four types of weathering covered in the lesson

First Powerpoint in a series looking at the River Tay (Britain's largest river by discharge) Starter: A comparison of the Tay with the Severn and the Thames and using maps to locate the Tay Main activities: sketch of a typical river basin, then annotate to show main features (eg tributary, confluence, source, mouth) Graphing activity to construct the long profile of the Tay (including locating the three stages of the river) Worksheet and mystery clues comparing the Upper and Lower Stages of the Tay with Bradshaw's River Model Differentiated questions comparing the Upper and Lower Stages of the Tay Valley Plenary: video link recapping the long profile of a river

Powerpoint looking at the formation of meanders and oxbow lakes in the Middle Stage of the River Tay Starter: sketch and match definitions of four types of transportation Main activities: step-by-step slides taking pupils through the formation of meanders and oxbow lakes. Each pupil is given a fact about the processes involved. Sketches are made of meanders in different stages then pupils use their clues to teach the rest of the class about what is happening so they can label their diagrams. Also includes some photo analysis of river valleys in the real world Second part gets pupils to draw and label a cross-section of an asymmetrical meander using width, depth and velocity data Differentiated question: 1-3: Describe how a river channel changes from one side of a meander to the other; 4-6: Explain how a meander can become an oxbow lake over time; 7-9: Explain how meanders and oxbow lakes can be both useful and cause problems for humans Plenary: pupils recap learning by describing and explaining features seen in a series of satellite photos showing a meander turning into an oxbow over time