Lesson Objectives: <br /> <br /> Prior Knowledge: Using photographic evidence and knowledge about an exploding world<br /> <br /> L/O 1: What do we know about volcanoes?<br /> <br /> L/O 2: Where in the world is Pompeii?<br /> <br /> L/O 3: Improving our descriptive language<br /> <br /> CHALLENGE: Describe the Pompeii eruption using 5 descriptive terms.

Lesson Objective: <br /> <br /> Assess how one named city in the developed world is reducing its eco-footprint by reducing energy consumption and waste generation.<br /> <br /> • L/O 1: What does sustainability mean?<br /> <br /> • L/O 2: What can we do to reduce our Eco- footprint?<br /> <br /> CHALLENGE: Using examples, explain how new developments can be made more sustainable (exam question)

Lesson Objective: <br /> <br /> • L/O 1: What is a shanty town, slum, favela?<br /> <br /> • L/O 2: What are the reasons for people moving to a shanty town?<br /> <br /> • L/O 3: What is ‘informal employment’?<br /> <br /> CHALLENGE: Explain why people move to urban areas and the problems that occur (Exam Question)

Settlements in the UK Flip Learning/Knowledge Organiser gives the students pre-lesson knowledge that they are expected to read before each lesson. Each lesson of knowledge is provided allowing the teacher to conduct different activities with students prior knowledge allowing less teaching but more embedding of their understanding. It also creates revision before, during &amp; after the lesson to improve results.<br /> <br /> Lesson 1: Investigate the economic, social, political and cultural processes that have <br /> transformed large urban areas in the UK with some urban areas growing fast.<br /> <br /> Lesson 2: Examine how these processes have led to variations in the quality of urban residential areas <br /> (including housing, services, amenities and recreational areas), and the levels of deprivation within large urban areas.<br /> <br /> Lesson 3: Identify different types of rural settlement, including remote rural communities in upland areas, retirement communities, commuter villages, and explain how these have developed.<br /> <br /> Lesson 4: Investigate two contrasting rural regions in the UK, e.g. the Highlands of Scotland and South West to explain the variations in the quality of life and levels of deprivation.<br /> <br /> Lesson 5: Examine the environmental, social and economic impacts of rising demand for residential areas in one urban area in the UK.<br /> <br /> Lesson 6: Evaluate the success of strategies to improve urban areas, e.g. ‘rebranding’ and urban regeneration.<br /> <br /> Lesson 7: Examine the role of rural development schemes and larger projects, e.g. the Eden Project in <br /> stimulating growth in the rural economy and arresting outmigration.<br /> <br /> Lesson 8: Evaluate the success of planning policies such as ‘green belts’ and National Parks in both conserving valuable landscapes, as well as allowing economic development.

Lesson Objective: <br /> <br /> What is migration and problems does it bring?<br /> <br /> Prior Knowledge: Why live in a city? <br /> <br /> • L/O 1: What does the term urbanisation mean?<br /> <br /> • L/O 2: What does internal growth and migration mean? <br /> <br /> CHALLENGE: What problems does migration bring to cities? (Exam Question)

Lesson Objective: <br /> To investigate the processes that have transformed large urban areas in the UK with some urban areas growing fast, e.g. London and others declining in size and economic significance, e.g. Liverpool.<br /> <br /> Prior Knowledge: What makes a living space good or bad? <br /> <br /> L/O 1: What makes urban areas attractive to different groups of people?<br /> <br /> L/O 2: What makes urban areas not attractive to different groups of people?<br /> <br /> CHALLENGE: Exam question: Outline one economic and one demographic process that has led to population increase in a city you have studied (4 marks).

Lesson Objective: <br /> <br /> Prior Knowledge: India’s development levels.<br /> <br /> L/O 1: Why people migrate to cities in NICs and LEDCs?<br /> <br /> L/O 2: What problems arise from the migration of people to the cities?<br /> <br /> L/O 2: What could be done to improve the lives of the people in Dharavi?<br /> <br /> CHALLENGE: GCSE Q: For a developing country, explain why they experience urban problems (6 marks)

Urban Environments Flip Learning/Knowledge Organiser gives the students pre-lesson knowledge that they are expected to read before each lesson. Each lesson of knowledge is provided allowing the teacher to conduct different activities with students prior knowledge allowing less teaching but more embedding of their understanding. It also creates revision before, during &amp; after the lesson to improve results.<br /> <br /> Lesson 1: Examine urbanisation trends globally and across different regions, including reasons for growth (migration and internal growth).<br /> <br /> Lesson 2: Contrast the economic activities, spatial growth and population of ‘megacities’ (cities with more than 10 million people) in the developed and developing world.<br /> <br /> Lesson 3: Examine urban challenges in the developed world, including food, energy, transport and waste disposal demands that may lead to concentrated resource consumption.<br /> <br /> Lesson 4: Examine urban challenges in the developing world, including slum housing, the informal economy and urban pollution, that lead to low quality of life.<br /> <br /> Lesson 5: Investigate why eco-footprints vary from city to city and assess how one named<br /> city in the developed world is lessening its eco-footprint by reducing energy <br /> consumption and waste generation.<br /> <br /> Lesson 6: Analyse the potential for more sustainable transport in a named city in the developed world.<br /> <br /> Lesson 7: Consider the success of strategies to improve quality of life in cities in the<br /> developing world: self-help schemes, the work of NGOs, urban planning (e.g.<br /> Curitiba).<br /> <br /> Lesson 8: Evaluate the advantages and disadvantages of attempts to develop<br /> less-polluted cities, e.g. Masdar City, Mexico City.

Lesson Objective: <br /> <br /> Prior Knowledge: The world’s wide ranging variety of biomes and biodiversity.<br /> <br /> L/O 1: Where are mangroves found in the world?<br /> <br /> L/O 2: Why are mangroves important/special?<br /> <br /> L/O 2: What are the main threats to mangroves?<br /> <br /> CHALLENGE: A’ Level Q: ‘Assess the relative importance of global and local threats on one<br /> named global ecosystem’

Lesson Objective: <br /> <br /> Prior Knowledge: What do they know about the Rainforest?<br /> <br /> L/O 1: How have humans and animals adapted to the Rainforest?<br /> <br /> L/O 2: Designing and explaining an animal to live in the Rainforest?<br /> <br /> CHALLENGE: GCSE Question. Explain how animals have adapted to the Tropical Rainforest.

Lesson Objective: <br /> <br /> Prior Knowledge: Does Geography appear in the news?<br /> <br /> L/O 1: Why was Stratford chosen as the site for the London Olympics?<br /> <br /> L/O 2: Explain how sport has been used to re-brand places (exam q)<br /> <br /> CHALLENGE: Why is Geography important?