The lesson starts by asking the students to consider how different parts of the reef ecosystem are interdependent. It then reminds the students of the value of reefs. Next there is a map interpretation activity showing areas of reef that are under threat followed by a you tube clip. Students are then split into groups and given a threat to coral reef in St Lucia information sheet. there are four sheets; fishing, tourism, bleaching and disease. They are asked to create a teaching resource to use to teach their peers. there is also a rate my teacher mark scheme for the students to assess each other and a note taking sheet to encourage the students to use PEE paragraphs. These can be marked using the 8 mark, mark scheme provided. There is also a threats to coral reef homework activity provided. All resources are included at the end of the PowerPoint.

This lesson starts by students interpreting temperature graphs of the quaternary showing different time scales. Next the students create a timeline from 14,000BP to the present day. They label the different climatic periods during this time and ad photos showing the different climatic features. Finally they annotate important characteristics for different climates, using a table of information to help them to do this. An answer sheet is included. To finish there is a quiz to test their knowledge of the changes. All resources are included at the end of the PowerPoint.

In this lesson students are reminded of the location of reefs before being introduced to the conditions that they grow in. They are then given a table to complete about fringing reefs, barrier reefs and atolls. To help them do this there are information cards about each type of reef including photos, diagrams and maps. When they have completed this the answers are on a slide for pupils to check their work. Next they are introduced to a map showing the route of Darwin’s voyage, then the concept of eustatic sea level change and reminded about the conditions needed for coral to grow. Then they are given a diagram of all three reefs and asked to consider how a fringing reef can become a barrier reef and then an atoll (the Darwinian theory of atoll formation). Finally they could also consider that most atolls are formed on volcanic islands and the impact of coral growth on those islands. All resources are included in the PowerPoint.

Students start by drawing the water cycle on a partially completed Arctic Tundra background. Next students add additional annotations of how the water cycle would change in Arctic conditions. Then the students are given specific information about how the water cycle is altered in the Arctic to add to a new diagram. Finally, students are asked to compare the water cycle in the rainforest to the tundra. They are required to include factual information in these annotations.

This lesson will give the students the opportunity to learn about the location, causes, measurement and effects of tropical storms. This will be initially general before focusing on super typhoon Haiyan. the lesson starts by introducing the students to what tropical storms are, where they occur and what they are called. To add to the information there are two video clips, one the hurricane song and a second a short information clip about tropical storms. Next the students are introduced to the features of tropical storms and how they are measured. After that the lesson focuses on super typhoon Haiyan which hit the Philippines in 2013. Firstly, there is a skills activity where the students plot the track of the typhoon using longitude and latitude. Next the students are introduced tot he damaging effects through a series of photographs. After that they are asked to classify facts about the causes and effects on a mind map. Finally they are asked to interpret a graph about the frequency of tropical storms and to consider whether or not they are becoming more frequent.

The lesson is an opportunity for students to work in small groups to write persuasive speeches and give presentations. The lesson starts by students working in pairs to recall key terminology. Next students are given maps of the UK and the world showing gains and losses from global warming (taken from Wider World). They have to highlight these images picking out the 3 most important gains and losses on each image. Next the class is split into groups with a specific remit e.g. UK gains from global warming. They are given a persuasive writing fame and asked to write a speech convincing the class of their viewpoint. The most able students in the class should be given the ‘losses vs gains’ speech as this is the most challenging. Prior to the speeches go through the dos and don’ts to help improve the quality of the speeches. Finally finish with an opinion line, selecting a few students to justify their opinions.

In this lesson students will learn about the causes of the enhance greenhouse effect. Students start the lesson with a gap fill activity explaining the greenhouse effect. Next they are introduced to the composition of the atmosphere and which gases are greenhouse gases before defining the enhanced greenhouse effect. Then the students will complete flow charts about how methane and carbon dioxide is produced, these will be enhanced by selecting factual information from a sheet to apply to the flow charts. After that students will practice their graphical skills deciding whether a data set is discrete or continuous and selecting a graph to draw, before plotting a pie chart accurately using a protractor. Finally, there is a multiple choice examination question to finish the lesson. All resources are provided at the end of the PowerPoint.

This is part of a series of lessons on ecosystems available as a bundle. The lesson starts by defining biomes. The students next task is to take part in a carousel. It sets out expectations for the quality of the notes and provides an easy and a hard note taking sheet. The resources contain a variety information including maps, graphs, diagrams, photos and text. They resources are differentiated with black writing for everyone to take notes from, black and purple for slightly more able and black, purple and green for the most able. When note taking has been completed there is a modelled opportunity for peer/self assessment. Finally, there is an examination question with mark scheme and suggestions for other ways in which the students could be questioned. This provides the opportunity for undertaking examination question next lesson, after the students have learned the information for homework.

This lesson introduces the students to a charity - Riders for Health who have tried to improve health care provision in Kenya. It contains a video clips, story telling activities, with character cards. There are note taking sheets and discussion activities. This is a really good case study of an affective aid project in Kenya.

Starter: river map quiz Main: reading photos and maps to identify the characteristics of the different courses of a river. Note taking and photo/map information sheets included. Plenary: which course quiz - with answers.

This is a carousel activity consisting of 7 activities that can be put together in a booklet and answer sheets for each activity. At each of the 7 stations place a question sheet and the answer sheet for the previous station. Pupils should spend 5 minutes at each station then go on to the next station and mark and grade their work. Repeat for next 6 stations. this tasks gets pupils to identify precisely gaps in their knowledge and puts the onus on the students during revision, rather than the teacher.

I designed this lesson to make teaching a complicated landform more accessible. there are lots of different activities, which gradually build up the students understanding, to the point that able they are able to write their own explanation. The lesson includes a number of images and maps to develop a sense of place. There is also an atlas maps skills homework activity included in the lesson and a separate rift valley homework answer sheet to help give feedback to the students.

These are 3 card sorts, designed to make it easy for students to learn factual information to use in their answers. These can be made into card sorts and solved. Once pupils are familiar with them they can also be given blank grids and asked to fill them in from memory. Card sort 1- coasts case studies (Dubai, Abbotts Hall Farm, Papa Stour and Farewell Spit) Card sort 2 - tectonics and coastal landform facts, to be used in landform explanation questions Card sort 3 - tectonics case studies (Mt Pinatubo, Mt Ontake, Haiti, Japanese tsunami)

This is a partially completed revision booklet for the legacy AQA spec course. It covers the Tectonics and Ecosystems topics. I usually get the students to complete these as they go along so they have a set of revision notes at the end of the course.

This booklet contains 7 varied homework activities to complement a scheme of work related to tectonics. The aims and instructions of each tasks are clearly laid out at the start of the task. At the end there is space for assessment and WWW and EBI comments.

This lesson is deigned to equip the pupils with the skills to be able to attempt any landform explanation successfully. They will gain an appreciation of what is required to produce a detailed landform answer and apply these skills to explaining how waterfalls and gorges are formed. A landform mark scheme is included, which they can apply to some modelled answers, giving feedback. All worksheets required by students are included.

This fieldwork booklet includes sheets to record width, depth, velocity, stone size and stone angularity. It also includes note taking sheets to accompany a tour around flood defences, field sketching, OS map skills. One booklet is based on fieldwork in the Keswick area, the other in the Appleby area but could be adapted for use on any river.