Firstly, students are given a set of axes and asked to complete a population pyramid for Ethiopia. They are then asked to use their knowledge of population pyramids to annotate the characteristics of the population e.g. birth rate, death rate, ageing/youthful. Next students are asked to estimate a range of population data for Ethiopia, they are given the UK data to give them a starting point. After that the students are introduced to employment structure and asked to classify a range of jobs into primary, secondary and tertiary. They are then asked to draw / interpret pie charts of employment structure data for Ethiopia and the UK. Next they need to write a comparison of the two pie charts. Finally there is a gap fill exercise describing and explaining the employment structure of Ethiopia. All resources are included at the end of the PowerPoint.

This lesson is designed to teach the students about the different types of aid and to identify the advantages and disadvantages of different types of aid. To start the students are asked to consider where aid is needed at the moment and what type of aid they have given recently. Next there is a video clip introducing the different types of aid. After that they are given definitions of the main types of aid including multi-lateral aid, bilateral aid and voluntary aid. They are then asked to classify the advantages and disadvantages of this aid. Next, there is a recall quiz to test the students understanding of these terms. After that the class is split into groups of four. Each group is given a disaster card, aid costs sheet and aid package sheet. The students are asked to identify which aid is needed in the immediate, short and long term. They are then asked to refine their ideas to fit a budget of 700 units. You can also dish out chance cards to groups, which may benefit or disadvantage their aid package. Some groups can share their aid package plans with the class. The plenary is a cartoon interpretation activity. All resources are included at the end of the PowerPoint.

Firstly, the students are given definitions of core and periphery. Next the students are given maps of a range of countries and asked to shade in where they consider the core to be. As they work through the maps they should increase the accuracy with which they can locate the core, making links to the definition to help them. Next the students are introduced to Friedman's development model and the stages are identified using different countries at different levels of development. After that they are introduced to Rostow's Model of development through a video clip and asked to identify countries from each stage and to classify the countries from each stage into ACs, EDCs and LIDCs. Next there is a card sort to complete to show cumulative causation, which occurs in the core. This can be reversed to show the downward spiral of deprivation, which occurs in the periphery. Then there are some discussion questions and an extension question from Wider World.

Revision booklet to accompany all aspects of the water and carbon cycle unit. The booklet is partially completed with spaces for students to summarise their notes. This is useful to provide for students who have had absences. The booklet is designed to accompany the A level lessons available in my shop.

The lesson includes causes, effects, prevention, prediction and responses to the volcano. Firstly, the students are introduced to Mount Ontake and its tectonic setting. there is a gap fill activity for the students to complete, which forms an explanation of how the eruption occurred. Next there are two clips of the eruption occurring to build up a sense of place and an awareness of the size, scale and form of the eruption. Next is a series of photos of the eruption and a classification activity involving case study facts (answers included). This is followed by a series of clips and information about prediction, prevention and solutions. Finally there is a case study quiz to test the students knowledge of the facts. All resources are included at the end of the PowerPoint.

This lesson is a case study of the 2019 Australian bush fires. The lesson starts by recapping El Nino and explaining how this causes drought. There is an examination question and mark scheme and a gap fill exercise, which develops into a model answer for this question when complete. Next the students are introduced to the effects of drought in Australia via a YouTube clips and photographs of the 2019 bush fires. The students are given the task of classifying facts about the effects into social and environmental categories before using these and making links between them to construct PEE paragraphs. One paragraph has been completed for them and they are required to write two of their own. After that the students are given a table of adaptations. They have to classify these by scale before selecting the adaptation that they believe to be the most effective and justifying their choice. All resources are included in the PowerPoint.

The aim of the lesson is to construct PEE paragraphs that could form part of an essay. Included in this lesson are a wide range of strategies from Pickering Beck Flood alleviation scheme to Walker’s Crisp factory to drip irrigation systems. The lesson starts by introducing the key ways in which to manage the water cycle and also by identifying which areas of the world have water scarcity. Next the students discuss how water meters can be used to manage domestic water use. There are two responses one shown as basic answer and a much more thorough answer, as an example of what they are aiming to produce during the lesson. There is a writing frame to remind them how to construct effective PEE paragraphs as well as a suggested list of connectives. The management solutions include forestry techniques, water allocation (domestic, industrial and agricultural) and drainage basin management. There are examples of strategies from LIDCs and ACs. More information is provided than is needed by the students, so they can select the strategies they find most interesting. All resources are included within the PowerPoint. Finally, there is an exam question about global water and carbon cycle management. This has a plan for answering and a model answer with gap fill activity.

In this lesson students are introduced to a range of strategies to manage the carbon cycle. these include afforestation, wetland restoration, improving agricultural practices, the Kyoto protocol and the Paris agreement. Students work in groups with flip chart paper or on computer to design a presentation to teach each other about their management strategy. Information about each strategy can be found on slides at the end of the PowerPoint presentation. the students are reminded of some dos and don’t when giving speeches. There is a note taking sheet for pupils to complete and a 3 step guide on how to complete it. Also included is a gap fill paragraph about carbon trading by REDD+ in the Amazon. Further info on this scheme is included in a lesson as part of the Amazon case study: https://www.tes.com/teaching-resource/a-level-case-study-of-a-rainforest-impacts-of-management-on-water-and-carbon-cycles-11694328. After that the students are required to evaluate the schemes and decide which 2 schemes would have the biggest impact on the global carbon cycle and why. All resources are included within the PowerPoint

Firstly, there is a gap fill activity to remind the students about the greenhouse effect. After that the students are given copies of the carbon and the water cycles and are asked if global warning will increase or decrease the processes within the cycles. Next the students are given diagrammatic information about the effects of climate change on the water cycle. the students are required to translate this information into an annotated water cycle diagram. The students repeat this for the carbon cycle, except this time the information is in a written format. Resources are included at the end of the PowerPoint.

Firstly, the students are introduced to climate change over the last 1 million years, they then focus on the last 400,000 years and the 4 glacial periods contained within it. Next are details of the changes in the water and carbon cycle during glacial and inter-glacial periods. Students are asked to guess the fact, answers are included. Next there is a fact quiz to see what the students can remember. After that the students are introduced to a range of techniques used to monitor changes in the water and carbon cycles. they are given details of how they work and are asked to consider which groups and organisations would be able to use this information and what they could use it for. Resources are included at the end of the PowerPoint.

Firstly, students are introduced to positive and negative feedback. They are then given examples of positive and negative feedback in the water and carbon cycles. they are required to order the statements to demonstrate feedback (answers provided). Next the students are asked to use the resources provided to explain the impacts of diurnal changes in solar radiation, seasonal changes in sunlight, temperature and foliage. Next there is a Spearman’s rank activity. This requires pupil to develop a null hypothesis, calculate Spearman’s rank and assess the significance of the results. This is designed to be set either as a test or homework activity for the students to complete independently (answers provided). All resources are included at the end of the PowerPoint.

Firstly, students are asked to interpret a cartoon of fossil fuel combustion. After that they are introduced to a range of facts about fossil fuel combustion and asked to evaluate which is most concerning. Next there is a clip about carbon, capture and storage, followed by more information about the process. Students need to write their own explanation of the process. Next the students are introduced to the CCS project at Peterhead in Scotland. Students are given information about the project and asked to identity the advantages and disadvantages before evaluating the scheme. Then it is revealed that the project was cancelled due to costs. This will exemplify the short term approach of governments to environmental issues. Finally, exemplar examination questions and mark schemes are included. All resources are included within the PowerPoint.

Firstly, the students are introduced to the key terminology relating to water extraction. Next, students will comprehend a newspaper article to evaluate the impacts of water extraction from the aquifer surrounding Beijing. After that the students will study surface extraction on the Tigris and Euphrates and convert this information into a mind map. T consolidate students are given an examination question and asked to produce presentations on one element of the question, using the case studies. The students can then answer the question for homework or in class. All resources are included at the end of the PowerPoint.

This lesson has a card sort for the water and carbon cycles at the start to remind students how to classify the different parts of the cycle. After that students are introduced to negative feedback loops. there is an example, then students are required to develop two of their own. Next students are required to develop flow charts to explain the human impacts o the carbon and water cycles. An example for urbanisation has been included for them. the students should develop their own for framing and forestry. They can use the OCR textbook to help them to do this. Resources are included at the end of the PowerPoint.

Firstly, students are introduced via photos to the causes of permafrost melting in the Tundra. Next the students are given 4-5 impacts and asked to undertake research into these impacts, specifically focusing on the Prudhoe Bay. They are required to explain these, using factual information and then to annotate their findings onto a diagram. Finally, students are asked to evaluate whether the impacts of melting permafrost have a bigger impact on the water or carbon cycle, justifying their explanation.

This is a debate / decision making exercise and should take place over a three of lessons, two to plan and one to undertake the debate. Firstly, there are two video clips about the oil industry in Prudhoe Bay, Alaska in order to develop the students sense of place. Next, based on a geofile (website for access supplied) students should evaluate the advantages and disadvantages of oil and gas production and consumption in Prudhoe Bay. After that students are split into 4 groups. Each group is given a character card with details about their viewpoint and a writing frame. Using the writing frame and geofile students should develop a speech about their views on oil and gas production and exploration in Prudhoe Bay. This will take 2 lessons. In the third lesson the groups should give their presentations. whilst speaking sheets are provided to take notes on the viewpoints of others and writing down questions to ask them. After every speech undertake a discussion activity based on what has been said. Then debate the two key questions once everyone has spoken. Next the students will be asked to suggest compromises and work towards and agreement, before final voting. At the end pupils will be asked to complete and opinion line task for both the questions and to feedback the reasons for their opinions. To increase student engagement each student is assigned two other students to observe using the engagement tally chart, they should record the student’s engagement at 3 points in the lesson. At the end of the lesson the students can give feedback to the students that they have observed. There are also ask and answer stickers for the studnets to stick on themseves. they can take these off once the have asked/answered a question. I have added an essay question at the end of the powerpoint which could be planned in the lesson and completed for homework. There are planning sheets and fact sheets to help the students to produce high quality essays. All resources are included at the end of the PowerPoint.

The lesson starts by asking the students to recall and classify the inputs, outputs, processes and stores of the carbon cycle. Next the students are asked to produce a diagram of the carbon cycle and then to adjust it to reflect the carbon cycle in the Arctic Tundra. After that students are given specific information on the changes and asked to annotate these onto a new diagram of the carbon cycle. Finally the students are asked to compare the carbon cycle in the rainforest to the tundra, including specific information.