This I&S MYP unit on “Tectonic Hazards” explores the interactions of tectonic plates and the resulting phenomena such as earthquakes and volcanoes. The resource is high quality, ready to teach, and requires no extra planning. It includes a complete unit of work featuring PowerPoints and worksheets, ensuring a comprehensive teaching experience. ** Concepts** Key Concept: Interactions Global Context: Interactions Inquiry Questions Factual: How do tectonic plates move and interact with each other? Conceptual: What are the underlying causes and mechanisms that lead to the formation of earthquakes and volcanic eruptions? Debatable: To what extent can human activities contribute to the occurrence or intensity of tectonic events such as earthquakes or volcanic eruptions? Assessment Criterion A: Knowing and understanding Criterion B: Investigating Criterion C: Communicating Criterion D: Thinking critically Topics Types of tectonic plate boundaries Causes of earthquakes Measuring and recording earthquakes Types of volcanoes Tsunamis Case studies of major tectonic events and their consequences Preparing and responding to hazards The lessons include a mix of knowledge introduction, group work, pair work, research tasks, individual tasks, and assessment to enhance student understanding and engagement.

This IB MYP unit, titled “Think-Pair-Share: What Do We Already Know?” delves into understanding maps as vital tools that provide insights into time, place, and space, influenced by varying perspectives. The resource is high quality, ready to teach, and requires no extra planning. It includes a complete unit of work featuring PowerPoints and worksheets, ensuring a comprehensive teaching experience. Concepts Global Concept: Time, space, and place Related Concepts: Perspective, scale Objectives Find out about the different uses of maps and how they can be affected by a specific perspective. Explore different examples of maps and how to use them. Take action by considering ways that maps can communicate important information. Assessment Summative Assessment: Research, plan, and create a map of a fictional place. Criterion B (iii, iv) Criterion C (i, ii) Criterion D (iii, iv) Topics What are maps? Direction Scale Map ymbols Grid Reference Relief Time, space, and place The lessons include a mix of knowledge introduction, group work, pair work, research tasks, individual tasks, and assessment to enhance student understanding and engagement.

Whole set of high quality lessons for Environmental systems and societies 1.5 : Humans and Pollution.

This is an entire set of resources to teach unit 1 of the new course of IB Diploma Environmental systems and societies (first examination 2026) standard level. This includes presentations, exam questions, group work, independent research, case studies etc. There is no additional planning needed. 1,1 Perspectives 1.1.1 Perspectives and world views 1.1.2 Influences on perspectives and world views 1.1.3 Environmental value systems 1.1.4 Environmental movements 1.2 Systems 1.2.1 Models 1.2.2 Systems approach 1.2.3 Storages and flows 1.2.4 Feedback loops and tipping points 1.2.5 Causal loop diagrams 1.2.6 Resilience 1.3 Sustainability 1.3.1 What is sustainability? 1.3.2 Environmental justice 1.3.3 Sustainability indicators 1.3.4 UN Sustainable Development Goals 1.3.5 Planetary boundaries model 1.3.6 Doughnut economics model 1.3.7. Circular economy

An end of term Christmas/Geography quiz covering: Christmas Geography Events of 2023 Unusual Geography World food Cultural Geography Currency World landmarks Artists and bands Famous explorers Ten questions for each round, followed by the answers

A set of guided revision booklets, or a set of workbooks to use in class covering all of Environmental Systems and Societies Unit 2. 47 pages total. Includes RAG grids, diagrams,key terms, questions and instructions on note taking. 2.1: species and populations 2.2 Communities and ecosystems 2.3 Flows of energy and matter 2.4 Biomes, zonation succession 2.4 Investigating ecosystems

Complete set of resources for environmental systems and societies unit 2.1; power point and workbook. Ready to pick up and teach no planning needed. Includes: Ecosystem key terms Population dynamics and limiting factors (J and S curves) Interactions: Predation, herbivory, parasitism, mutualism, disease and competition

Carrying capacity is the maximum number of a species, or “load” that can be sustainably supported by a given area. It is possible to estimate the carrying capacity of an environment for a given species; however, this is problematic in the case of human populations for a number of reasons. An EF is the area of land and water required to support a defined human population at a given standard of living. The measure of an EF takes into account the area required to provide all the resources needed by the population, and the assimilation of all wastes. EF is a model used to estimate the demands that human populations place on the environment. EFs may vary significantly by country and by individual and include aspects such as lifestyle choices (EVS), productivity of food production systems, land use and industry. If the EF of a human population is greater than the land area available to it, this indicates that the population is unsustainable and exceeds the carrying capacity of that area. Degradation of the environment, together with the consumption of finite resources, is expected to limit human population growth. If human populations do not live sustainably, they will exceed carrying capacity and risk collapse.

Complete, high quality lessons covering environmental systems and societies unit 8.3: solid domestic waster. Ready to pick up and teach, no extra planning needed and exam practice included. Different types of solid domestic waste The abundance and prevalence of non-biodegradable pollution The linear vs circular economy Waste disposal options include landfills, incineration, recycling and composting.

Whole set of high quality lessons for Environmental systems and societies unit 1.4 Sustainability Covers: Sustainability Ecological overshoot Ecological foot print Natural capital: goods and services Environmental impact assessments

What it says on the tin - a list of all the past 7 mark questions which have come up on cambridge GCSE Geography paper 1, organised by theme. A great planning and revision resource.

Entire unit of work for Environmental systems and societies topic 1.3: energy and equilibria. Full lessons ready to teach: no extra planning needed. Covers: The first law of thermodynamics is the principle of conservation of energy, which states that energy in an isolated system can be transformed but cannot be created or destroyed. • The principle of conservation of energy can be modelled by the energy transformations along food chains and energy production systems. • The second law of thermodynamics states that the entropy of a system increases over time. Entropy is a measure of the amount of disorder in a system. An increase in entropy arising from energy transformations reduces the energy available to do work. • The second law of thermodynamics explains the in efficiency and decrease in available energy along a food chain and energy generation systems. • As an open system, an ecosystem will normally exist in a stable equilibrium, either in a steady-state equilibrium or in one developing over time (for example, succession), and maintained by stabilizing negative feedback loops. • Negative feedback loops (stabilizing) occur when the output of a process inhibits or reverses the operation of the same process in such a way as to reduce change—it counteracts deviation. • Positive feedback loops (destabilizing) will tend to amplify changes and drive the system towards a tipping point where a new equilibrium is adopted. • The resilience of a system, ecological or social, refers to its tendency to avoid such tipping points and maintain stability. • Diversity and the size of storages within systems can contribute to their resilience and affect their speed of response to change (time lags). • Humans can affect the resilience of systems through reducing these storages and diversity. • The delays involved in feedback loops make it difficult to predict tipping points and add to the complexity of modelling systems.

Entire unit of work for Environmental systems and societies topic 8.2: resource use in society. Full lessons ready to teach: no extra planning needed. This resource covers: Renewable natural capital can be generated and/or replaced as fast as it is being used. It includes living species and ecosystems that use solar energy and photosynthesis, as well as non-living items, such as groundwater and the ozone layer. • Non-renewable natural capital is either irreplaceable or can only be replaced over geological timescales; for example, fossil fuels, soil and minerals. • Renewable natural capital can be utilized sustainably or unsustainably. If renewable natural capital is used beyond its natural income this use becomes unsustainable. • The valuation of natural capital can be divided into the following two main categories. • The impacts of extraction, transport and processing of a renewable natural capital may cause damage, making this natural capital unsustainable. • Natural capital provides goods (such as tangible products) and services (such as climate regulation) that have value. This value may be aesthetic, cultural, economic, environmental, ethical, intrinsic, social, spiritual or technological. • The concept of a natural capital is dynamic. Whether or not something has the status of natural capital, and the marketable value of that capital varies regionally and over time and is infuenced by cultural, social, economic, environmental, technological and political factors. Examples include cork, uranium and lithium.

Entire planned unit of work for Environmental systems and societies, ready to pick up and teach - no extra planning needed. Covers: Demographic tools for quantifying human population include crude birth rate (CBR), crude death rate (CDR), total fertility rate (TFR), doubling time (DT) and natural increase rate (NIR). • Global human population has followed a rapid growth curve, but there is uncertainty as to how this may be changing. • As the human population grows, increased stress is placed on all of the Earth’s systems. • Age–gender pyramids and demographic transition models (DTM) can be useful in the prediction of human population growth. The DTM is a model that shows how a population transitions from a pre-industrial stage with high CBRs and CDRs to an economically advanced stage with low or declining CBRs and low CDRs. • Infuences on human population dynamics include cultural, historical, religious, social, political and economic factors. • National and international develo

Full lessons for IB ESS topic 1: ready to pick up and teach - no extra planning needed. Covers: • A systems approach should be taken for all the topics covered in the ESS course. • These interactions produce the emergent properties of the system. • The concept of a system can be applied at a range of scales. • A system is comprised of storages and flows. • The flows provide inputs and outputs of energy and matter. • The flows are processes that may be either transfers (a change in location) or transformations (a change in the chemical nature, a change in state or a change in energy). • In system diagrams, storages are usually represented as rectangular boxes and flows as arrows, with the direction of each arrow indicating the direction of each flow. The size of the boxes and the arrows may be representative of the size/magnitude of the storage or flow. • An open system exchanges both energy and matter across its boundary while a closed system exchanges only energy across its boundary. • An isolated system is a hypothetical concept in which neither energy nor matter is exchanged across the boundary. • Ecosystems are open systems; closed systems only exist experimentally, although the global geochemical cycles approximate to closed systems.

Full lessons for IB ESS topic 1: ready to pick up and teach - no extra planning needed. Covers: • Signifcant historical infuences on the development of the environmental movement have come from literature, the media, major environmental disasters, international agreements and technological developments. • An EVS is a worldview or paradigm that shapes the way an individual, or group of people, perceives and evaluates environmental issues, infuenced by cultural, religious, economic and sociopolitical contexts. • An EVS might be considered as a system in the sense that it may be infuenced by education, experience, culture and media (inputs), and involves a set of interrelated premises, values and arguments that can generate consistent decisions and evaluations (outputs). • There is a spectrum of EVSs, from ecocentric through anthropocentric to technocentric value systems.

These resources cover the entire Cambridge international GCSE paper 2 for map and graph skills. It includes powerpoints, worksheets and exam practice. This is ready to download and teach - no extra planning needed.