<p>Lesson explaining what a natural hazard is and what factors impact the risk to people.</p>

Key Question: What is the evidence that Nepal is poorer and less developed than Chile? Students use the table to compare HDI and GDP. <br /> Students write down key idea and then read through the two fact files. Students must make three bullet points about each heading and then complete the key questions as a group. Extension: A second powerful earthquake struck Nepal on the 12th May 2015. How might this have affected the country’s recovery? <br /> Students read through a model answer and give it a mark out of 6. Exam Question: Explain how different levels of wealth and development affect the impact of earthquakes. (6) Students then answer the question themselves and if time permits can peer mark it using the mark scheme. <br /> What could be done to help Nepal and reduce the impacts of an earthquake? Students come up with an answer to this questions, hints and sentence starters are provided.

Lesson 5 Haiti Earthquake Case Study<br /> Deemed an outstanding lesson in my recent PM review, students are to complete a mystery activity and find out why Emmanuel died in the Haiti Earthquake. The mystery includes clear facts about the earthquake, effects on the people and the environment. The card sort is differentiated so all students can access this and depending on the ability of the students you will receive a different answer to the key question. Students can show their understanding of the mystery by completing an exam questions. Example questions are attached to the PowerPoint which students can mark and use as a model when writing their own answers.

To start students decide what it is like to live in China?They use photograph to show what they think best represent the climate in China and give reasons why. Students are introduced to a climate graph, showing them temperature and rainfall in a city or country. Students are then to complete a small exam Question: Describe what the climate in Beijing is like. They use the climate graph to help them with this and then can peer assess their partners answer. Students are then to complete a living graph. They decide where 9 statements ‘best’ fit on the climate graph and write the statements around the graph then draw an arrow to the place that you think it belongs to. An extension task of giving reasons &quot;Where did you put your statements and why?&quot; can be completed. Finally students are to compare Beijing’s to London’s - showing the difference in the type of weather they/we get at different times of the year. <br />

Students watch a video clip and create a spider diagram to show what is happening in the video. <br /> Students match the strategy with the description and answer the key Question: Which management strategy is the least effective? Why? <br /> In groups (Home Team), students are going to find out information about the different strategies. Each member of the team goes to a different table (Away Team) and collects information. Students return to the home team and share the information. Extension: Explain why, “Earthquakes don’t kill people, buildings do.”<br /> Students read through a PEE paragraph and mark it using the mark scheme. Students complete the exam question: Explain how the risk from tectonic hazards can be reduced through prediction and protection. (6)<br /> Opinion line: students evaluate which strategies are the most effective at reducing the risk from tectonic hazards.

Lesson 6 Prediction and Prevention. <br /> This lesson is to understand how earthquakes and volcanoes are predicted and prevented. The main focus of the lesson is to explain how building designs stop the effects of earthquakes. The worksheet attached shows a building that students need to annotate. An exam question to show progress is then answered, with an opinion line as a plenary to end the lesson.

Lesson 1: What is an Ecosystem? <br /> Students define the term ecosystem and develop their ideas using Think, Pair, Share. Students are given the definition of biotic and abiotic components and must place the correct feature into the correct heading. Students are introduced to a number of new key words to which they must match the meaning with the definition. Students are then to annotate a diagram of an ecosystem using key information. Finally students are to answer an Exam Question: Describe the features of a small-scale Ecosystem, depending on time this could be peer assessed by their partners. As a plenary students must explain why ducks are a good example of consumers. <br /> <br />

Students to complete an exam question: Describe the location of the River Tees in the UK. Students are to peer assess each others answer based on the model answer and are to give their partner two positive points and an area of improvement. Students can then respond to their partners feedback and improve their own answers. Students are to watch a case study video about the river Tees (20mins) and create a spider diagram about the river. Students are to complete a map from memory activity and must answer three key questions about the Tees River. To end students are to annotate the features/landforms of the river Tees in the photograph.

To start with students need to complete the activity Human or Physical - this is when they look a features of China and decide which are physical. From this students work in groups completing the activity 'Home and Away'. This is where one person from each group goes to collect information from a station and returns to tell the rest of their group what they have discovered; this activity has four different stations. Students are to then use a atlas/map of China to mark the physical features of China on their own map. To end students are to sketch a quick map of what they have just completed highlighting the physical features of China.

Lesson 5: Caves, arches, stacks and stumps. <br /> <br /> Students are to put the photographs into the correct order and an extension question is provided. Students watch a video about the formation of the landforms and then draw a quick sketch in there books shows the key features. Students are then to complete a map from memory about the formation of Caves, arches, stacks and stumps and to answer key questions on their tables as part of the activity. Students are then given an example exam question which shows the incorrect sequence and an answer that does not include the erosion processes, which they need to explain. Students are then to use the exam question to support their own answers and then use the mark scheme to answer to complete a peer assessment activity. Students are to then annotate a diagram showing the features that they have learnt over the lesson. <br />

Lesson 3 Rainforest Climate <br /> This lesson is to introduce students to the climate of the rainforest. A variety of climate graphs will be shown which students can describe what they show and can compare the climate in the rainforest to other places. The main focus of the lesson is to complete their own climate graph and develop the numeracy skills needed in the end of unit assessment.

Lesson 2 Cross Section of the Rainforest<br /> In this lesson students will look at the layers of the rainforest, completing a map from memory as a group. Students can assess which map was the most accurate using a mark scheme to aid them. Students will then complete their own worksheet and create an acrostic poem about the rainforest.

Lesson 2: Weathering and Mass Movement<br /> <br /> Students start with a picture showing cliff collapse, they must explain what has happened and why? Students are to write down their own definition of Weathering, students give their answers which are developed using the activity 'Support, Develop, Challenge'. Students are introduced to physical, chemical and biological weathering - a range of activities are used to explain these including draw, questions, putting information into the correct order. To show their understanding students are to then complete a learning check where they answer three questions regarding the information they have just been taught. Students are then introduced to Mass Movement; Rockfall, Landslide, Mudflow, Rotational Slip. Students are to carousel around the classroom collecting information about the different types of movement. Students complete an exam question: Explain three reasons why weathering and mass movement are hazardous. Then to check the learning students are to recall what the key words mean.

How does change effect an ecosystem?<br /> To start students create a spider diagram showing the causes that change an ecosystem, a model spider diagram is shown on the PowerPoint with two examples already available. As an extension students could colour code the factors into human and natural. The effects are explained to the students and told that changes could occur on a local or global scale. Students then colour-code the causes into Human and Natural, using the worksheet provided. Extension task is given to those who complete the activity and to stretch and challenge higher ability - Explain how to reduce one cause of change to an ecosystem. Students are to then read through the information and reduce this to five key points about changes at Avington Park Lake, Hampshire. Students are to then take their knowledge and apply it to an exam question: Using a named example, explain how change can have short term and long term effects on an ecosystem. To end students are given a picture and they must explain, using evidence, how they know that the pond in the picture has been affected by a drought.<br /> <br /> <br /> <br /> <br /> <br /> <br />

What have been the costs and benefits of managing Banbury?<br /> LO: To explain the social, economic and environmental impact of the management schemes. <br /> Students colour code these costs and benefits into social, economic and environmental, using the table. Extension: Describe one cost and one benefit of the management scheme. Students mark an example question to show their understanding and then answer the exam question: Use the example of Banbury to show how flood defence scheme benefits both the local people and the environment. Students peer mark each other work using a mark scheme and if time can respond to feedback. To end students evaluate if the benefits of the management scheme outweigh the costs?

<p>Lesson 9 Tropical Rainforest Management<br /> The aim of the lesson is to show how the rainforests of the world are now been managed to reduce the effects of resource extraction. Students move around the room gathering a range of information about the management schemes, they then reduce the information further into key words and then an image. Students then complete and exam question describing the aims of the management schemes. The final part of the lesson gives students the opportunity to debate which management scheme they find most effective and why.</p>

Student lesson and fieldwork booklet for Keswick. This is a great way to introduce students to urban challenges and fieldwork skills showing how the area has changed. This could also be adapted for other urban/rural places. This can also be used to compare a near place to a far away place.

Students complete an exam question: Describe the location of Banbury. (3) Students use the success criteria to peer mark the answers. LO is explained and linked to new levels 1-9. <br /> Students reduce the key information into five key points. In groups, students create a map from memory showing how Banbury has been managed. Extension for students while completing their map from memory: which management technique is the most effective? Students complete an exam question: Describe how one management technique prevents flooding at Banbury. (4) To end students place a post it on to the management scheme they think is most effective and explain why.

Lesson 6 Tribes of the Rainforest <br /> In this lessons students find out the variety of ways that Tribes use the rainforest. The students are grouped and move to a different station to collect information and then return to their original group to share their findings (Home and Away activity). Students can then compare their lives to a Tribe members using a letter. An exam question if then completed so that students can show their learning in the lesson. If time permits you could get students to peer assess this question.

The new grade boundaries (1-9) for KS3 and KS4, these are based on assessments that are marked out of 50. Also included is a description of the grade boundaries, each which have been broken down into three sublevel - secure, emerging and developing which is in line with my own schools policies.

Lesson 7 Cause and Effects of Deforestation<br /> Students are develop their understanding of why deforestation takes place. First students use a map to describe the pattern of deforestation. From this they sort a variety of cards into cause and effects and then complete a number of tasks using the cards, including whether they agree with deforestation or not. Students are to then complete a task explaining one cause and one effect of deforestation, using examples from the card sort to support their answers.