In this lesson students are introduced to a range of strategies to manage the carbon cycle. these include afforestation, wetland restoration, improving agricultural practices, the Kyoto protocol and the Paris agreement. Students work in groups with flip chart paper or on computer to design a presentation to teach each other about their management strategy. Information about each strategy can be found on slides at the end of the PowerPoint presentation. the students are reminded of some dos and don’t when giving speeches. There is a note taking sheet for pupils to complete and a 3 step guide on how to complete it. Also included is a gap fill paragraph about carbon trading by REDD+ in the Amazon. Further info on this scheme is included in a lesson as part of the Amazon case study: https://www.tes.com/teaching-resource/a-level-case-study-of-a-rainforest-impacts-of-management-on-water-and-carbon-cycles-11694328. After that the students are required to evaluate the schemes and decide which 2 schemes would have the biggest impact on the global carbon cycle and why. All resources are included within the PowerPoint

Firstly, there is a gap fill activity to remind the students about the greenhouse effect. After that the students are given copies of the carbon and the water cycles and are asked if global warning will increase or decrease the processes within the cycles. Next the students are given diagrammatic information about the effects of climate change on the water cycle. the students are required to translate this information into an annotated water cycle diagram. The students repeat this for the carbon cycle, except this time the information is in a written format. Resources are included at the end of the PowerPoint.

The lesson introduces students to reading and giving 4 figure grid references. Firstly, the pupils are introduced to giving and reading four figure grid references, with examples to work through included on the PowerPoint and in the map skills booklet. On slide 15 there is a grid of different symbols, which can be used to test the pupils understanding using white boards. Next there is a 40 question grid reference quiz, with answers linked to the Cambridge OS map. I have included a copy of the map. I enlarged these to 2cm = 1km and made laminated set to use with the class. I have also included a pacman template which I use to help the pupils with their 4 and six figure grid references. The quiz is also in the map skills booklet. Finally there are two more extension quizzes relating to the Cambridge map.

In the lesson Students will recap 4 figure grid references before being introduced to giving and reading 6 figure grid references. There are map quizzes (with answers) based on Lyme Regis (Miss Reynolds’ crazy day) and Cambridge maps . There are a number of other maps skills quizzes and answers included in this PowerPoint which will allow you to fill two or more lessons these include: Santa’s day out - River Wye Maps Map skills quiz - Nant Francon & Wastwater / West Cumbria Maps Map skills revision Avery Hill maps All tasks are included in the map skills booklet and all maps are included but will need enlarging so 2cm = 1km.

This lesson allows pupils to develop their understanding of headland and bays formation. It incorporates photos, geology maps and writing frames. There is a mark scheme for students to peer / self assess their answers. the plenary is a Swanage OS map quiz with answers.

In this lesson pupils will become a character. During a story telling activity they will answer a specific question linked to 3 sustainable transport schemes in Leeds. They will then share their answers in scrambled groups. An exam question and plan is included along with a mark scheme. The plenary is a case study fact quiz. All resources are included at the end of the PowerPoint.

This is a partially completed booklet for students to fully complete themselves from their notes. They can then used these condensed notes and revise from these. I get the pupils to complete these throughout the course so by the end they have already made their revision notes.

This includes two lessons. In the first lesson students will research into strategies implemented to reduce the impact of the oil and gas industry on the water and carbon cycles. The second will involve students giving presentations, with PowerPoint presentations and information sheets. The students are split into six groups, each with a strategy such as insulated ice and gravel pads. They split up the three tasks (presentation, speech and information sheet) within their group and are given information about what to research and how they will be marked. All resources for students to use for note taking are included at the end of the PowerPoint.

This lesson will start by asking the students to recall the stores and flows in the carbon cycle. They will then be shown diagrams of the carbon cycle for the rainforest, tundra/taiga and deciduous forests. They will compare these and suggest reasons for the differences, before drawing their own carbon cycle to scale. They will be given information on carbon exchanges in the rainforest before identifying the impact of an individual tree on the carbon cycle, which will require them to apply the knowledge they have gained form the lesson. This lesson forms part of a series of lessons and is available as a bundle.

This booklet is designed to follow up work undertaken on a coasts field trip. It includes a range of skills based questions involving methods, data presentation and analysis. Each section includes a GCSE mark scheme to assess the student’s work. These resources can be adapted to be used with fieldwork activities undertaken at a range of locations.

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 booklet is designed to follow up work undertaken on a river field trip. It includes a range of skills based questions involving methods, site selection data presentation, analysis and conclusions. Each section includes a GCSE mark scheme to assess the students work. These resources can be adapted to be used with fieldwork activities undertaken at a range of locations.

This resource is deigned to revise ecosystems over two lessons. Included in resource are the following topics: Ecosystem scales Ecosystem location Types of ecosystem Climate data Causes and effects of deforestation Rainforest management case study Location of coral reefs Coral reef nutrient cycle Threats to coral reefs Management of coral reefs Coral quiz At the end of the resources are pupil booklets. The first page of the booklet acts as a plenary for pupils to evaluate their progress in the lesson and to identify what and how to revise next. The resource is easily editable for your own case studies.

In this lesson the students will start by being introduced to the problem of water supply in Ethiopia. The students will learn about charity: water - an aid project through a series of clips and photos. Next they will undertake a story telling activity to learn about the aid project through the eyes of 3 characters. They are each given a character and key questions to listen out for the answers to. They are given a note taking sheet. After reading the story once there are comprehension / discussion questions for the students to undertake. Next they are read the story again. After that they get into groups of the same character to ensure they have all the notes from the story. They then get into groups of different characters to share information. After that they take part in an opinion line activity to assess the success of charity:water. This will help them to develop their conclusion writing skills. All resources are included.

Firstly, the students are shown a pie chart of employment structure in Ethiopia. They are asked to classify Ethiopia as either and LIDC or EDC. Next they are shown a diagram of Rostow’s development model and asked to identify which stage Ethiopia is in. This sets the scene for Ethiopia becoming a suitable host country for TNCs. Next the students are given a globalisation glossary most of these terms will be familiar and this activity will act as revision. The students are introduced to what a TNC is and asked to guess what the 10 biggest TNCs are. After that they are given info on some TNCs in Ethiopia and reasons why TNCs locate there and are asked to match the reasons to the company. More than one reason may apply. Next they are asked to classify the advantages and disadvantages of TNCs to Ethiopia. To finish are a selection of 4 mark examination questions about international investment. All resources are included at the end of the PowerPoint.

This lesson is designed to get students thinking about the solutions to the trade deficit that occurs in Ethiopia. Essentially you are trying to get them to think about how to turn primary goods into manufactured goods in order to improve the balance of trade but the students need to discover this for themselves. Start by explaining how rich countries have a trade surplus and poor countries have a trade deficit. Then explain the impact of supply and demand of product prices. Next the students are asked to consider primary goods that could be produced in Africa and to classify them into either limited supply or plentiful supply e.g. diamonds = limited, coffee = plentiful. Next show the students a map showing major mineral exports from a variety of African counties and outline the problems of relying on trading these products. Next get the students in groups of 3-4 to find a map of Ethiopia in their atlases and give them a data sheet with Ethiopian data and UK data for comparison. Also give out a spider diagram sheet with key questions. Students need to consider the changes they would make to improve the balance of trade in Ethiopia and record them on the key question sheet e.g. improving infrastructure, overcoming problems of being land locked, war with Eritrea, drought. The teacher will need to circulate and prompt students and answer questions. At the end select some students to feedback their plans. Finally outline other problems that will also impact on improving the balance of trade. All resources are included at the end of the PowerPoint.