<p>This is for Spanish and Latin American culture club about day of the dead in Mexico. It is in English about the Mexican festival. Lots of pictures and videos with some pages of key info points. Also a colouring activity page is here and I will decorate scull biscuits in the club too. I hope you enjoy it, please leave a review with any feedback.</p>

This lesson starts with matching biomes. Then is a market place activity. The resources are a post card from their teacher who 'went to Canada'. You can add in your school name and children's names to the post cards in the blanks. I also advise organising the groups into 6 before the class, there is space for this in the ppt. You could differentiate because the climate post card is easier than the plants and animals post card. The key words have been highlighted in all. They make visual posters from their post card and teach each other about their information. Afterwards they have to write back to the teacher being explicit about how abiotic and biotic features are interdependent. This covers the new Edexcel B 8.2a Specification. I used it for year 10's. Some people call Taiga the Boreal forest.

<ul> <li>In Chapter 17 of Margaret Roberts book: “Geography Through Enquiry” she talks about the Layers of Inference Framework.</li> <li>This is a power point template for doing that activity. You can add a picture on each page.</li> <li>The template and questions are set in slide master.</li> <li>To change these go to View/Master/SlideMaster</li> <li>The idea is to drop in pictures on a topic and the students pass them around the classroom and comment on each layer and may answer the questions others have written or disagree with them, but it is a live document to kick start a topic.</li> <li>I have used it with satirical cartoons about Russia as well as nutrient cycles and webs so it can work in many ways.</li> </ul>

This is a resource which takes you through the history of flamenco. From the Islamic Empire, Isabel and Ferdinand to Franco's Spain and lastly to now. How and why did flamenco develop? What is it now and what was it before? Lots of videos and pictures and maps to demonstrate. Lots of notes in the comments section. I am running a Spanish and Latin American Extra Curricular Club at school, not sure if this helps for history or dance but it is packed with interesting info, lots of notes in the notes section on PPT. Let me know how you are using it i.e. for what lessons etc.

This is a lesson about Malaria and zooms in to look at a village in Kenya. The students map where it is and look at the physical geography related to malaria. The students compare their living standards to the ones seen in the video and question why Malaria is such an issue there.

This lesson covers Edexcel B points 8.4 a&amp;b. I first imagined it like a murder mystery party where the students have to decide which factor is responsible for deforestation. However each 'culprit' has a big role to play in this so the activities changed, but still under that kind of light. First they have to label an empty nutrient cycle digram, recapping lesson 2. Then they read the culprit cards and write a more or more statement playing off the roles of each culprit to deforestation. After this they have to organise the culprits in to a diamond 9, then lastly they have to put their opinion on the opinion line and annotate it. This was a really good lesson for debate as I kept the human and physical factors in one lesson rather than separating them out. You could do some flip learning by giving out the culprit cards before the lesson so they are ready for the activities in class. I think I also used flip learning for this one using verso app I uploaded some videos on each culprit so they had an idea about the impacts already. The photos of pine cones were because I took in pine cones to demonstrate the adaptation of closed and open cones related to forest fires releasing seeds from the closed cones. This was good because the students had never seen pine cones before and called them acorns, a good little learning point.

This is another resource for Spanish club, may be useful for art, culture, Spanish lesson. It is a summary of the lives of these 3 friends of the &quot;Generation '27&quot; who all attended the Residencia Estudiantes, Madrid, Spain. In England we know more about Salvador Dali than we do Lorca and Bunuel, but the three of them have had interesting careers which are very notable and interesting.

This is a pack I have put together for Leisure and Tourism AQA GCSE but could be used for other things I am sure, maybe primary school education too. I have taken the key information straight from the National Parks website but formatted it in a pack for the students to study from.<br /> The second pack uploaded with this as PDF and PPT has question sheets which will be completed in class for all the information needed for AQA Leisure and Tourism Unit 1.

This is a pack covering a UK and abroad visitor attraction from each category on the AQA spec. Photos and info and maps.

<p>This lesson looks at what aspects of Geology, humans and climate shapes the landscape at Swanage. It uses the video from @GeographyJog YouTube to answer questions and get local’s and tourists to explain about the draws and history of the area.<br /> Designed for OCR B Spec but can be used for others. <a href="https://www.youtube.com/watch?v=TPdN1hMFkeA" target="_blank" rel="nofollow">https://www.youtube.com/watch?v=TPdN1hMFkeA</a></p>

This activity starts with a Kahoot quiz based on Taiga 1 lesson, so you may have to make one/find one or make a paper quiz or a find someone who activity. It then goes on to do a sentence finisher activity. Following this there is an obvious implications activity where children look at the resources and have to comment on them (adapted layers of inference framework from Margret Roberts). I normally pass this out A3 size and they pass them around in a conveyor belt, I have added this in PDF and ppt so you could add more images as these children had iPads so all children had every image. The last activity is a survival challenge to think about how animals survive in the Taiga / Boreal forest.

<p>This is a ppt and accompanying video about how you make a field sketch.<br /> The video is on GeographyJog Youtube channel<br /> Follow GeographyJog on Instagram<br /> Visit <a href="http://GeographyJog.com" target="_blank" rel="nofollow">GeographyJog.com</a> website for more resources</p>

This is the introduction of a SOW on disease. It looks at morphed maps representing where diseases are.

<p>This is a resource I made to summaries the landforms of coastal deposition for AQA A Level. Can probably be used at other levels and specs.</p>

This is an exciting lesson for the students who end with a powerful silent debate. It is a good round off to all the things they have learnt, and no doubt become passionate and opinionated about to this point. They start by making quiz questions and testing each other on the last lesson 4 topic. They then start to consider who has a stake in the taiga. After which they draw a conflict matrix to decide who might be allies and enemies. However, they should come to realise that the conflict matrix is to limiting a tool because as they start to debate they realise that the government of Russia or Canada might have different perspectives and that some people in Russian government are fighting hard to maintain the Taiga as seen in a flip learning video for this lesson. They may also find that some of their friends who are acting as Environmentalists are easily bought off by oil companies so they start to realise these could be actual issues in real life. A silent debate is very powerful because they cannot talk, and they have to write everything they are thinking down, it shows you how much they have learnt, and they really seem to enjoy expressing themselves at this point in the SOW.

This lesson looks at how NGO Tackle Africa has helped raise awareness on HIV AIDS in African countries.

This is 2 lessons about Ebola the more recent outbreak and clean up efforts. It looks at development indicators along side the disease. The second lesson focuses on a TED talk by TV's doctor Javid who worked for MSF on the clean up. The teacher reads the story and the students draw what is being said to them. They really connect with the story in this way and have very positive results.

<p>I made this poster as my school are trying to end single use plastic. It might be useful, or just an idea and you can adapt.</p>

This is a lesson where students summaries information on the worksheet given on a poster and teach each other in rotation as a market place activity. It looks at symptoms, how it spreads, climate it lives in and Dengue and Yellow fever other virus's in the same family.

This sheet has QR codes which link to YouTube videos for key Geographical Skills like 6 figure grid references, but also videos of Hans Rosling and other TED Talks. It is used for kids who need to revise topics or go back over things, they can scan the QR code at home and watch it as many times as they want. I have attached the word doc so you could easily make one of these sheets for a each topic by using a free QR code generator.

This lesson may need either some printing or a computer room. I did it with students who all have iPads. The beginning is a Socrative quiz, you can make this as a multiple choice quiz, the quiz is here as are the answers in PDF format. Some contextual information about Mongolia and the Dukha people is given, then students have to read about management of the taiga forest. There are some GIS resources here using the UNESCO web page. The whole 'changing taiga' booklet is attached and some key pages highlighted - see notes on ppt. The students look at the booklet, UNESCO website, GIZ website who have been working in Mongolia and some of the pages about management in order to complete the star sheet of what, how, where, when who. I used flip learning and the students had seen a video about Mongolian taiga preservation before the class to set the scene using verso app. After the star worksheet they watch the video and place the management scheme factors in Environmental, Social, Economic Venn diagram. This is showing that even though the program was supposed to help the taiga, it doesn't only do that, it is also helping unemployed youth and women in to work and so has social and economic benefits too. Key points from the reading and video are summarised in the ppt. Lastly students have to imagine they are a park ranger and consider the env. soc. econ. factors. It could be a confusing lesson as there are a lot of resources to access, it might be nicer to just focus on Mongolia case study and do the RAMSAR, National Parks, Wilderness things in another single lesson so as to cover the spec but still have an interesting lesson on management.