Students will begin by testing their knowledge acquired from the previous 2 lessons of the physical features of Asia and then will identify the difference between Primary and Secondary impacts, students will then read through the effects of the Kobe 1995 Earthquake and identify if the the effect is primary or secondary and then if it is social, economic or environmental. Finally students will create a newspaper article about the effects of the earthquake and how it affected people. Task 1: Formative assessment of previous learning Task 2: Introduction of primary and secondary learning Task 3: Identify the primary and secondary factors of the Kobe Earthquake Task 4: Identify if they are social, economic or environmental Task 5: Create a newspaper article about how the earthquake happened, the primary and secondary effects of the earthquake and a pretend interview with a survivor. This lesson includes a fully resourced powerpoint, worksheet, test sheet and newspaper article template.

Students will start by recapping the previous content they have learnt about with human features of Asia in their last topic. Then they will recap what plate margins are and how they cause earthquakes. Students will then identify the features of an earthquake and then learn about the richter scale. This culminates in a quick test on whiteboards. Then using the information on their sheets students will identify the social, economic and environmental impacts of the Kobe 1995 earthquakes. Starter: Knowledge Retention of previous learning Task 1: Recapping on plate boundaries and how they cause earthquakes Task 2: Identify the features of an earthquake Task 3: Learning about the Richter Scale Task 4: Active assessment on eathquakes Task 5: Identify the social, economic and environmental impacts of the Kobe 1995 Earthquake Task 6: Independent Practice: Describe the effects of the earthquake and explain how it happened. Lesson contains one powerpoint and one worksheet.

Students will start by recapping what they have learnt in their previous lesson about the location and countries of Asia along with river features of previous topic. Then students are to describe what population density and distribution are by describing them using 4 examples. Students to identify using a choropleth map which countries in Asia are the most densely populated. Then students to recap what rural and urban areas are along with why people move from rural to urban areas. Starter: Knowledge retention of 5 quick starter questions Task 1:Introduction to population density and distribution, describe the distribution and density of 4 football matches. Task 2: Describe which countries in Asia are densely and sparsely populated on the choropleth map. Task 3: Identify the difference between urban and rural areas. Task 4: Write down what the push and pull factors are for rural and urban areas. Task 5: Main Task: Describe why people move from the rural areas of India to urban cities. Lesson contains one powerpoint and one worksheet.

Students will start by gluing in learning journeys and knowledge organiser to show what they will be learning this term. Then students will be asked to show their knowledge of previous learning from their rivers topic. Students will then be asked to describe the location of Asia, then to do this using latitude and longitude showing increasing depth and skill. Then using the template attached students are to use atlases to draw on the countries and physical features of Asia on their sheets. Starter: Knowledge Retention 5 quick starter questions Task 1: Describe the location of Asia globally Task 2: Describe the location of Asia using latitude and longitude Task 3: Main Task: Using an atlas write down the location and physical features of Asia. Lesson contains one powerpoint and one worksheet and learning journey and knowledge organiser.

Students will be able to recap the key learning from previous lessons on Asia and population features, students will also be asked to identify features on a population pyramid and identify the mean of the data. Students will recap what overpopulation is from the previous lesson and then describe what was happening to China before the One Child Policy. Students then investigate the two ways that were used to limit population before the policy and then they will investigate the rules and the punishments of the policy. Finally students will identify if the one child policy was effective and if it outweighs the cost in a newspaper article. Starter: Knowledge Retention of previous learning Task 1:Recap the term overpopulation Task 2: Describe what the population was like before the One Child Policy and what efforts were used before the policy. Task 3: To understand the rules and the punishments that were in place to ensure the Once Child Policy was enforced. Task 4: Main Task: Create a newspaper article to evaluate the effectiveness of the One Child Policy. Lesson contains one powerpoint and one worksheet.

Students will firstly complete 5 quick questions about their previous learning over previous lessons. Then they will identify what challenges are and explain what challenges they might think are present in cold environments. With each section students will be given a challenge and students will have to link that to why it is hard for them to develop. Finally they will be asked to complete a 6 mark question “Explain the challenges of cold environments and their impact on development (6 marks)” Task 1: Knowledge Retention Task 2: Identify challenges in the cold environment Task 3: Explain how these limit development Task 4: Explain the challenges of cold environments and their impact on development (6 marks) This download contains and up to date powerpoint and worksheet.

Students will be able to recap the key learning from previous lessons on Asia and features of population, they will also be able to describe the mode of data on their white boards as a starter. Then students will be asked to describe what overpopulation is and what its effects might be. Then using a choropleth map to describe where globally is densely populated. There is then a video to watch to describe the problems with overpopulation. Students are to match up the causes of over population to the definition and describe why. Students are introduced to Dharavi Slums in India and to describe using the images what problems overpopulation have caused. Starter: Knowledge Retention of previous learning Task 1: Define/ describe overpopulation Task 2: Describe where globally is densely populated Task 3: Identify the causes of overpopulation and evaluate which is the worst and why Task 4: Main Task: Using the photographs of Dharavi, explain some of the problems with overpopulation Lesson contains one powerpoint and one worksheet.

Students will start by conducting a formative assessment on their previous learning of Asia and key geographical concepts. Students will be introduced to the core concept and key features of the population pyramid, this will set the ground work for the rest of the lesson. Then they are to watch a quick video (link in powerpoint) over what population pyramids are and their 3 phases. Students are then to identify the features of two separate population pyramids in Asia and then to compare and contrast them to show understanding and comprehension. Starter: Formative Assessment Task 1:Introduction into what the core features of population pyramids are and why we need them. Task 2: Watch the TedEd video describing population pyramids and make notes about them. Task 3: Describe the population pyramid for Afghanistan and then describe the population pyramid for Japan Task 4: Main Task: Compare and contrast the population pyramids of two countries in Asia Lesson contains one powerpoint and one worksheet and the formative assessment quiz.

Students will start with 6 quick questions from their previous lessons on the Kobe Earthquake to establish if they have gained the core knowledge. Students will then be introduced to what immediate and long-term responses are and examples of these. Students are then to read through their information sheet and identify the short term and long-term responses to the earthquake and explain if they are social, economic or environmental effects. Task 1: Knowledge Retention Task 2: Identification of short term and long term responses Task 3: Image inferences of effects and responses Task 4: Students to debate if the long term responses or long term responses were more impactful. This lesson contains a fully completed powerpoint and worksheet

Students will start by gluing in learning journeys and knowledge organiser to show what they will be learning this term. Then students will be asked to show their knowledge of anything they know about North America. Students will then be asked to describe the location of North America, then to do this using latitude and longitude showing increasing depth and skill. Then using the template attached students are to use atlases to draw on the countries and physical features of North America on their sheets. Starter: Knowledge Retention 5 quick starter questions Task 1: Describe the location of North America globally Task 2: Describe the location of North America using latitude and longitude Task 3: Main Task: Using an atlas write down the location and physical features of North America Lesson contains one powerpoint and one worksheet and learning journey and knowledge organiser.