This contains a fully resourced, differentiated lesson on the world’s growing urban population (urbanisation). The main part of the lesson involves drawing a line graph to show the increase in the world’s urban population (based on World Bank Data Set) and describing the pattern using data, an interactive peer sharing task on the reasons for the growth in the urban population (they do this by explaining one reason they are allocated in the grid, with pointers to help them, and then share the information with their peers, big emphasis is placed on helping each other to develop their explanations), and lastly a written exercise assessing how influential they believe these reasons have been. To describe how the world’s urban population is growing. To explain the reasons for the growth in the urban population. To assess the importance of these reasons.

This is a lesson on how rocks shape the land, focusing on limestone and gritstone landscapes in the Peak District. Designed in support of the New GA unit 'The Role of Stones', so some of the images have had to be changed.

This contains a full lesson on Shanty Towns.\n\nShanty town, Slums, Nairobi, Kenya.

This contains a fully resourced, differentiated lesson on Savanna ecosystems. The main activities include using a range of sources to bullet point the characteristics of the ecosystem, an information comprehension task to understand how plants and animals have adapted, and a picture analysis task to begin to investigate the different challenges facing the ecosystem. It is aimed primarily at KS3 students: Learning Objectives: To describe the characteristics of a Savanna ecosystem. To explain how animals and plants have adapted to this ecosystem. To investigate the challenges facing this ecosystem.

This contains a fully resourced, differentiated lesson on one way in which Africa’s physical environment is threatened by human activity, namely animal hunting for sport by tourists or wealthy individuals. The main part of the lesson consists of students having to use information cards placed around the room to organise the impacts of hunting (positive/negative for less able, with positive/negative alongside social/economic/environmental categories for more able), a continuum line where students position themselves according to their personal viewpoint on animal hunting in Africa, finished with students drafting a letter to the United Nations (could be amended to an entry in a School Newsletter) where they explain in extended writing form their viewpoint towards animal hunting. Learning Objectives: To explain the impacts of animal hunting in Africa. To evaluate whether you believe animal hunting in Africa should be allowed.

This contains a fully resourced, differentiated lesson on how plants and animals have adapted to their physical environments - focusing on Africa. Following an extended starter activity where students design their own species of dog, the main part of the lesson involves students completing a table to explain how a variety of plants and animals have adapted to the landscape in which it resides, and a creative task where they design their own plant or animal that is adapted to living in a grassland landscape. Learning Objectives: To explain how plants and animals have adapted to the physical landscape of Africa. To design your own plant or animal that is capable of surviving in this landscape.

This contains a fully resourced, differentiated set of lessons in order to carry out a survey around a school environment to decide the best site for a new wind turbine (you will need to amend the material slightly so it is suited to your own school). It can act as end-of-unit assessment on energy. The first lesson helps students to prepare for the wind turbine survey, paying particular attention to the physical and environmental factors that can influence the location of wind turbines. The second lesson involves students going around a school environment, in groups, collecting their wind turbine data. Recording sheets are provided for students. The third lesson involves students writing up their report to show the results of their survey.

This contains a fully resourced, differentiated lesson on the different sources that comprise the total world’s energy mix. The main part of the lesson involves students producing a mind map of different energy sources which is developed in stages (initially in pairs writing down sources they are aware of, then using a video clip to add further sources and relevant facts with teacher input, then labelling into renewable and non-renewable sources), followed by a worksheet task classifying statements into advantages/disadvantages of renewable and non-renewable energy sources, finished with students using a table of data to answer questions about the world’s current energy mix. Learning Objectives: To describe the different sources of energy. To explain the advantages and disadvantages of these sources. To investigate how energy sources are used around the world.

This contains a fully resourced, differentiated lesson on the different types, and importance of using, renewable energy. The main part of the lesson involves an extended note taking task on the different types of renewable energy, and a written exercise where students evaluate the effectiveness of these sources. Learning Objectives: To describe how different forms of renewable energy work. To explain the advantages and disadvantages. To evaluate the effectiveness of these energy sources.

This contains a fully resourced, differentiated lesson on the use of biofuels as a renewable energy source. The main part of the lesson involves students working in pairs to discuss what biofuels might be and how they may be used to generate electricity (aided by visual cues), a colour coding task on the advantages and disadvantages of using biofuels, and the use of a mini case study for students to explore whether biofuels are ultimately an effective source of energy (including a video clip about Virgin Atlantic proposing to use jumbo jets powered by nuts, and an extended writing exercise). Learning Objectives: To describe what biofuels are. To explain their advantages and disadvantages. To evaluate whether they ultimately provide an effective energy source.

This contains a fully resourced, differentiated lesson on fossil fuels. The main part of the lesson involves an extended note taking exercise on the advantages and disadvantages of using fossil fuels (coal, oil, natural gas) and a written exercise evaluating their effectiveness as a form of energy. Learning Objectives: To describe how fossil fuels form. To explain their advantages and disadvantages. To evaluate the effectiveness of fossil fuels as a source of energy.

This contains a fully resourced, differentiated lesson on whether wind is a good source of energy. The main part of the lesson involves students using a video clip to order statements that correctly describe how wind turbines generate electricity, a card sort activity organising cards into advantages and disadvantages of the energy source followed by a ranking exercise, finished by students working in groups to write speeches and engage in a town hall meeting to discuss whether a wind farm development should be allowed to go ahead or not (based on a local case study). There is enough material here to last approximately 2 hours. Learning Objectives: To describe how wind turbines generate electricity. To explain the advantages and disadvantages of using wind energy. To explore different viewpoints towards the use of wind energy. To evaluate whether wind is a good source of energy

This contains a fully resourced, differentiated lesson on the factors that contribute towards creating a good site for a wind turbine. The main part of the lesson involves students producing a spider diagram outlining different factors that make a good site for a wind turbine (predominantly physical factors), completing an environmental impact assessment for two sites in order for students to gain an appreciate of the environmental factors that can influence the siting of wind turbines, and students making hypotheses as to which area of the school site would make the best site for a wind turbine. Learning Objectives: To outline the factors that make a good site for a wind turbine. To explain the environmental factors that can affect the site of a wind turbine. To construct your own hypothesis for a school wind turbine project.

This contains a fully resourced, differentiated lesson on the factors that influence climate. In the main part of the lesson students complete a timed carousel activity to make notes (including a labelled diagram) on how each factor (altitude, distance from the sea, latitude, wind direction) can influence climate, followed by a set of written questions to consolidate their learning. Learning Objectives: To describe the different factors that can influence the climate. To explain their influence through the use of labelled diagrams.

This contains a fully resourced, differentiated lesson on the the difference between weather and climate. In the main part of the lesson students complete a range of short written and discussion exercises to understand this distinction, such as listing the different elements that comprise the weather using visual cues for assistance and writing a short paragraph to describe the weather outside using this terminology. Learning Objectives: To identify the elements that make up the weather. To describe the current weather using geographical terminology. To understand the difference between weather and climate.

This contains a fully resourced, differentiated lesson on climate graphs. In the main part of the lesson students work produce their own climate graph aided by the written instructions and photographs on the Powerpoint Presentaton, with a written exercise at the end where they are required to extract information from the graphs including figures and trends. Learning Objectives: To be able to construct a climate graph. To extract information from the graph and use it to explain climate. To compare the climate of two locations using evidence.

This contains a fully resourced, differentiated lesson on the instruments that are used to measure the weather. In the main part of the lesson students have to work in pairs to try and work how two instruments (rain gauge, wind sock) using visual cues, compiling a fact file with how a set of instruments work to measure different elements of the weather, and a final written exercise where students have to consider the level of accuracy of these instruments. Learning Objectives: To describe the equipment used to measure different weather types. To explain how the accuracy of this different piece of equipment may vary.

This contains a fully resourced, differentiated lesson on the the water cycle. In the main part of the lesson students have to move around the room to gather information about different stages of the water cycle, and then writing a short story about a rain droplet’s journey around the water cycle. Learning Objectives: To describe the key processes associated with the water cycle. To explain the stages of the water cycle. To analyse factors that affect the water cycle.

This contains a fully resourced, differentiated lesson on the causes of rain in the UK. In the main part of the lesson students use a video and information presented on the Powerpoint to explain how each type of rainfall forms - there are three different sheets of varying difficulty to complete depending on how confident each student feels. Learning Objectives: To identify the three types of rainfall and its causes. To explain how it rains in detail. To analyse where the types of rainfall would be found in UK regions.