Students will be able to describe what megafauna are, what their adaptations were during the Ice Age and how they came to be extinct. Task 1: Starter:- Knowledge recall on previous lessons and topics Task 2: Using the worksheet students are to describe the features of the animal and explain how its features help to adapt to the conditions of the Ice Age. Task 3: Make notes about the extinction of the Giant Ground Sloth Task 4: Main Task: Primary Assessment, describe how our climate has changed. (Sentence starters, PEEL structure provided and Success Criteria) Task 5: Plenary: Why is our climate temperate when we are on the same latitude as Russia? The lesson contains PowerPoint and worksheet

A fully resourced and up to date lesson on how humans are adapting to a changing climate. Students will define adaptation, learn about the three different types of adaptations then evaluate if adaptation is better than mitigation Task 1: Starter - Retrieval, using the pictures on screen students must choose which is a mitigation technique, how it works and how it mitigates climate change. Task 2: Students to write out their definition of adaptation on a whiteboard then the actual definition in their books. Task 3: Students to watch the video in PowerPoint and make notes about adaptation. Then make notes on the following slides about agricultural adaptation, water supply management and reducing risk from sea-level rise. Task 4: Main Task - Practice exam questions- Evaluate if we should be mitigating climate change or adapting to it. Task 5: Plenary - As global citizens are we all doing enough to limit climate change? **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on the weather of the UK, with background on ocean currents, distance from the equator, altitude and prevailing winds. This will help students to understand the many reasons we have a temperate climate in the UK. Task 1: Starter - Answer true and false questions about previous learning Task 2: Students to watch a video on why the UK climate varies, and divide the UK into four sections, describing the summer and winter of each section. Task 3: Explain why convectional rainfall is common in the southeast of England during the summer (4 marks) Task 4: Read through the sheet and justify which weather condition the UK faces is most impactful and why. Task 5: Main Task - Exam question practice, “Which extreme weather condition impacts the UK most significantly. Justify your opinion.” (6 marks) Task 6: Plenary - How can the UK prepare for extreme weather conditions? **Download contains PowerPoint and worksheet for the lesson. **

Students will understand the location and distribution of Russia’s fuel resources, from this they should explain how Europe receives its energy from Russia. They will be able to investigate the advantages and disadvantages from getting fuel from Russia. Task 1: Starter: Knowledge recall of previous lessons Task 2: Key words match up Task 3: Analyse the pie chart to gain information to complete task Task 4: Main Task: Evaluate the effects of the Chernobyl disaster (6 marks) Task 5: Plenary- Pick 5 words from the lesson and write a question about them Lesson contains powerpoint and worksheet

This is lesson 2 in a series of lessons about location and introduction to geography. Throughout the lesson students will aim to: To explain where the seven continents are located To identify the oceans that are present on Earth. Explain the features of a certain continent.

In today’s lesson students will identify sources to investigate what happened to Franz Ferdinand, then explain the consequences of the assassination.

Students will learn about primary sources and how they were created during the first world war.

The first PowerPoint in a series to help students to recap their knowledge of OS maps and other Cartographic skills. The first few slides recap the importance of using maps and some historical knowledge on why we use OS maps. This lesson contains: Task 1: Students are asked in groups to match up a key map term along with a definition and example of the feature. Recap on compass directions Task 2: Stick the compass direction on the sheet and then differentiated further task to encourage looking into orientation. Four figure grid reference recap Task 3: Find harry potter characters on the sheet and write the grid coordinates for them. Plenary: Confidence check on how students are feeling about the coordinates.

A fully resourced and up to date lesson on how to identify height on a map, why we need to know height on a map and what it can be represented as. Task 1: Starter - Recap on previous learning from previous lessons Task 2: Students on worksheets to join up the high lines to show the height of the land. Task 3: Then they are to colour in each height to show the height of the land. Task 4: Main Task - Explain why contour lines are important. Task 5: Plenary **Download contains PowerPoint and worksheet for the lesson. **

Students will be able to locate Bangladesh and identify the two main impacts of climate change. The students will be able to evaluate which effect is more impactful, floods or extreme weather. Task 1: Starter:- Knowledge recall on previous lessons and topics Task 2: Describe the location of Bangladesh Task 3: Read through the following statement on extreme weather and flooding and evaluate which is worse and why. Task 4: Main Task: Evaluate the effects of climate change on Bangladesh Task 5: Plenary: Using a map, identify what countries would be impacted if the sea level rose by 1 m. The lesson contains PowerPoint and worksheet

A fully resourced and up to date lesson on an introduction to OS maps, how to read map symbols and why we use map symbols on maps Task 1: Starter - Recap over the last 3 lessons Task 2: Students identify the different symbols on the map Task 3: Students to explain why we use symbols on maps Task 4: Students identify all the symbols and what they mean. Task 5: Main Task - Describe why we use symbols on a map and when would we use them Task 6: Plenary - Map symbol bingo **Download contains PowerPoint and worksheet for the lesson. **

Students will be able to locate the Maldives and evaluate the impacts of climate change in the Maldives, then evaluate if they are adapting well enough to climate change. Then students will complete a secondary assessment about the past 5 lessons they have learnt about. Task 1: Starter:- Knowledge recall on previous lessons and topics Task 2: Describe the location of the Maldives Task 3: Read through the impacts of climate change in the Maldives and evaluate which is the most significant. Task 4: Then evaluate which is the best strategy to combat climate change. Task 5: Main Task: Secondary Assessment - Evaluate the impacts of climate change globally (9 marks) Task 6: Plenary: How can the school can reduce its contribution to climate change. The lesson contains PowerPoint and worksheet

A fully resourced and up to date lesson on the different types of geography (physical, human and environmental). Students are to define what geography is and identify the three different types, then they have to attribute pictures to the types of geography. Task 1: Starter - True or False questions about the previous lesson Task 2: Students write down what they think geography is, then write the correct definition of geography. Task 3: Write down details on what human, physical and environmental geography Task 4: Main Task - Primary Assessment, using the information they have learnt from the previous lessons answer the question “Describe where you live in the world” Task 7: Identify the physical features in the picture provided. **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on how the UK’s demand for food has changed through time and how food miles, organic food and seasonal food have changed in the UK. Task 1: Starter - Three choropleth maps on food resources, recap of previous lesson and improve graph reading skills/ data analysis. Task 2: Match up the key terms to their correct description. Task 3: Describe how the demand for food in the UK has changed. Task 4: Describe how importing food for Kenya has positives and negatives for the people of Kenya. Task 5: Using an Atlas, map where the food comes from and how many miles, creating a flow line map. Task 6: Exam Question: Using the table and your own knowledge, discuss the advantages of buying local food products (6 marks) Task 7: Plenary - Which would be the best for UK carbon emissions? **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on an introduction to resource management, this lesson covers the significance of water, food and energy along with the economic and social well being that these resources provide. This lesson also covers the distribution of these resources. Task 1: Starter - Answer questions from previous topics. Task 2: Sort the resources into economic well-being and social well-being. Task 3: Describe the distribution of resources globally. Task 4: From slides 8-11 students have different maps to describe the resources being distributed and how they are linked. Task 5: Exam Question: Using the map and your own understanding, suggest how inequalities in the consumption of resources influence well-being. (3 marks) + Using the graph, suggest how the percentage of income spent on food may influence well-being. (2 marks) Task 6: Plenary - Which lack of resource will cause the most issues and why? **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on how to increase water supplies through; dams/ reservoirs, desalination plants and diverting supplies. The South-North Transfer Scheme in China an example of a large scale water transfer scheme to show how its development has both advantages and disadvantages. Then the lesson focuses on moving towards a sustainable future with water conservation, groundwater management, recycling, ‘grey’ water an example of a local scheme in an LIC or NEE to increase sustainable supplies of water. The case study for this is WaterAid in Mali. Task 1: Starter - Knowledge retention of previous learning Task 2: Class discussion on how to increase water supplies. Task 3: Class to watch two videos about the South- North Water Transfer Scheme in China Task 4: Class Discussion on how to create a sustainable supply. Task 5: Watch the clip from water aid and identify three things WaterAid does in Mali to support people. Task 6: Main Task -Exam question practice “Assess the sustainability of the Water Aid Project in Mali. (6 marks)" Task 7: Plenary - Time to revise. In line with the AQA exam board **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on where water is distributed globally. This covers areas of deficit and surplus. In this lesson discusses the importance of water security on development, global water consumption and the human/ physical factors that affect water availability. Task 1: Starter - Knowledge retention of previous learning Task 2: Quick quiz on why water is important. Task 3: Describe the distribution of water globally (4 marks) Task 4: Describe the change in water demand from 1900 to 2025 (3 marks) Task 5: Watch the video and answer the questions about conflict and water security. Task 6: Use the information below to complete the table on impacts of water insecurity. Task 7: Main Task -Exam question practice “Explain how both physical and human factors can influence the availability of water. (6 marks)” OR “Explain how human actions can contribute to water insecurity. (6 marks)” Task 8: Plenary - What questions would you ask to find out more about how this building increases water supply/ **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on the 2010 Haiti earthquake, this lesson establishes what an earthquake is. Where Haiti is located globally and background on what happened during the earthquake, and the effects including, social, economic and environmental effects. Then students finish off by looking at the long-term and short-term effects of the quake. Task 1: Starter: Knowledge recall on previous topic (Coasts) Task 2: Describe the location of Haiti Task 3: Identify the primary and secondary effects then place them into social, economic and environmental. Task 4: Watch the news video about the Haiti quake. Task 5: Exam question: Exam question: “Earthquakes are another example of tectonic activity.” Using an example, describe the primary and secondary effects of an earthquake. (6 marks) Task 6: Peer Feedback Task 7: Using a volcanic eruption or an earthquake you have studied, describe the short-term responses to the disaster. (4 marks) Task 8: Peer Feedback **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on the 2010 Christchurch earthquake, this lesson establishes what an earthquake is. Where Christchurch is located globally and background on what happened during the earthquake, and the effects including, social, economic and environmental effects. Then students finish off by looking at the long-term and short-term effects of the quake. Task 1: Starter: Knowledge recall on previous topic (Coasts) Task 2: Describe the location of New Zealand. Task 3: Identify the primary and secondary effects then place them into social, economic and environmental. Task 4: Watch the news video about the New Zealand quake. Task 5: Exam question: Exam question: “Earthquakes are another example of tectonic activity.” Using an example, describe the primary and secondary effects of an earthquake. (6 marks) Task 6: Peer Feedback Task 7: Using a volcanic eruption or an earthquake you have studied, describe the short-term responses to the disaster. (4 marks) Task 8: Peer Feedback **Download contains PowerPoint and worksheet for the lesson. **

A fully resourced and up to date lesson on comparing the 2010 Haiti earthquake with the 2011 New Zealand quake. This lesson is the last in the series and works really well with the others in the series. Students recap the effects and impacts of the quakes and then identify to what extent they agree with the statement “The effects of tectonic hazards are worse in LICs.” This 9 mark question has high levels of scaffolding that allow students of all abilities to access to question and work through each section with sentence starters and key words on each. Task 1: Starter: Recall on each type of graph and revision of coast topic. Task 2: Recap quiz on plate tectonics to see how confident they are on the lessons. Task 3: Identify the relevant differences in the quake between the two locations. Task 4: The effects of tectonic hazards are worse in LICs. To what extent do you agree? (9 marks +3 Spag) Task 6: Peer Feedback **Download contains PowerPoint and worksheet for the lesson. **