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

A lesson which explores the concept of poverty and the reasons behind it, in particular focusing on the rural regions. This lesson was designed in addition to the GA China SOW.

This is an activity where pupils work out how a dam generates electricity, using a video as a source material. Use this link. http://www.youtube.com/watch?v=rnPEtwQtmGQ

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 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 viewpoints different groups of people can have towards the use of coastal defences. The main part of the lesson involves a discussion activity where students have to consider the potential views of a range of key stakeholders, a popcorn reading activity and follow-up written exercise where students use a textbook page to concisely explain the viewpoints of a range of key stakeholders (based upon a case study, Scarborough), finished by drafting a letter addressed to a newspaper outlining their views about the proposed coastal defence scheme. Please note that the exact textbook page is not incorporated with this lesson, but it is believed to be a recent iteration of the Geog. 2 textbook. Learning Objectives: To identify different points of view towards sea defences. To explain the reasons for these viewpoints. To express a justified opinion towards the scheme.

This is a simple task where students have to classify features into physical or human categories. A simple starter designed for my less able students, it can also be used as a re-cap or introductory activity.

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 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 food insecurity in Africa. It focuses on what is meant by food insecurity, its causes and they create an awareness campaign to highlight the issue.

This lesson requires students to make their own presentations on the Jurassic coastline, focusing on the landforms associated with 'hard&' coastlines.

This lesson covers why cities grow and some of the problems it can cause.\n\nUrbanisation, push factors, pull factors, urban areas, urban problems, growing cities

This lesson explores the proposal to build Norfolk's largest solar farm at Bridgham, South Norfolk.\n\nSolar energy, solar photovoltaics, green energy, renewable, renewables, solar power.

This contains a fully resourced lesson on space tourism. It involves watching Gravity as a starter, drawing information from newspaper sources, debating whether space tourism should be allowed, and creating their own booklet to advertise people to go on holiday in space. The plenary includes encouraging students to reflect on what they might say if recording a message back to earth from onboard a space shuttle.

1953 Floods, 2013 Floods, East Coast Floods, North Sea Surge, Storm Surge\n\nThis lesson compares the 1953 and 2013 East Coast Floods (60 years between them). Focuses on the eastern side of the UK.

This contains a full lesson on urban processes with resources attached.\n\nUrban processes, Settlements, Urbanisation, Counter-urbanisation, centralisation, suburbanisation, gentrification.

A fully resourced lesson used for an observation lesson on river processes. In the starter they have to decide which type of material would be the easiest to move downstream, create diagrams to show how material can be eroded, and includes a practical designed to show the settling rates of different size materials (sand, gravel, and clay). The instructions for that are contained on the powerpoint, and could be easily adapted to make a task sheet for students to carry out group work! Finally, they then make observations to analyse what they observed from the practical.

This contains a fully resourced lesson which explores the characteristics of urban areas, and how they change from the urban fringe to the central business district. This uses Ipswich as an example, although it could be easily adapted to study other cities.

This contains a fully resourced lesson on the sources of deforestation, focusing on research, group work and consolidation. Worked very well with my Year 9 groups. Learning Objectives are: To identify different sources of deforestation. To investigate the reasons for deforestation. To draw tentative conclusions about the effects of deforestation.