This lesson starts with coastal terminology bingo. It then combines diagrams and photos to build up descriptions and explanations of the formation of spits, bars and tombolos. OS Maps, photos and satellite images of the different landforms are included. there is a word bank and a sequence chart to support he students in writing their explanations. There are also additional details about other climatic factors that may have formed the bars and tombolos in Dorset and Devon. At the end of the lesson is an exemplar 16 mark examination question and a plan for how to attempt it.

This river quiz is based on the Bethesda map (a copy of which is incorporated into the PowerPoint) It encourages the students to identify specific places to locate the watershed. It also asks them to identify features e.g. meanders, confluences, sources and tributaries, The pupils finally have to shade the map to show the area covered by the upper, middle and lower courses.

This homework task requires students to assess the risk of flooding to their house, using the Environment Agency GIS flood maps. It then asks them to compare this to a house in Carlisle. In addition there are optional extension tasks.

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.

Firstly, the students are asked to use an atlas to locate a range of features into an outline map of Ethiopia. They are then asked to describe the location of Ethiopia. After that they are asked to use the atlases to create a fact file about Ethiopia. Next they are asked to interpret and describe a climate graph of Ethiopia. Then the students are introduced to the landscape, using photos to show the different physical features. They can locate this information on a map. After that the students are asked to identify the different ecosystems of Ethiopia. They could undertake map comparison to explain why different ecosystems occur in certain areas. 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.

Firstly, the students are given a glossary of trade definitions to complete. Next the students are shown a table of the goods exported from countries at a range of levels of development. Students should be asked to identify the pattern of exports. On slide 4 there are images and text to act as prompts to explain how trade affects development. Next the students are asked to interpret a pie chart showing the share of world trade in ACs, EDCs and LIDCs. After that the students are given data about Ethiopia's imports and exports and asked to identify the impact of trade on the country. Next the students are asked to plot on a map the countries that Ethiopia imports from and exports to. This map can then be used to make links to bilateral aid. Finally, the students are given data about the value of exports and imports in Ethiopia and are asked to assess the impact of trade. All resources are included in 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, 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.

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, 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, 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, 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.

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.

This lesson builds students knowledge from 4 to 16 point compass directions. It also teaches students to describe places in relation to one another. There are two quizzes which test pupil understanding one about skull island, which also test understanding of the use of map symbols and the other using direction to draw a symbol. A map skills booklet accompanies this lesson

Students will learn how to interpret height on maps using layer colouring, spot heights and contour lines. It will also help them to draw cross sections of contour maps. Firstly the students are introduced to the different ways in which height can be shown on maps. Then they will complete the layer colouring activity in the map skills booklets, answers are included in the lesson PowerPoint. Next students will undertake two activities that involve matching contour lines to hill shapes to help develop their understanding of relief. After that there are 3 cross-section activities to complete in the map skills booklets, answers are included in the lesson PowerPoint.

In this lesson pupils will learn about OS map symbols. There is a workbook to accompany this series of lessons. Map symbol cards are included in the lesson. I usually cut these up and get the whole class involved in amass card sort, matching up the cards and the symbols. This can be repeated to consolidate pupil’s understanding of map symbols. A the end there is a map symbol quiz.

The lesson introduces students to reading and giving 4 figure grid references. Firstly, the pupils are introduced to giving and reading four figure grid references, with examples to work through included on the PowerPoint and in the map skills booklet. On slide 15 there is a grid of different symbols, which can be used to test the pupils understanding using white boards. Next there is a 40 question grid reference quiz, with answers linked to the Cambridge OS map. I have included a copy of the map. I enlarged these to 2cm = 1km and made laminated set to use with the class. I have also included a pacman template which I use to help the pupils with their 4 and six figure grid references. The quiz is also in the map skills booklet. Finally there are two more extension quizzes relating to the Cambridge map.

In the lesson Students will recap 4 figure grid references before being introduced to giving and reading 6 figure grid references. There are map quizzes (with answers) based on Lyme Regis (Miss Reynolds’ crazy day) and Cambridge maps . There are a number of other maps skills quizzes and answers included in this PowerPoint which will allow you to fill two or more lessons these include: Santa’s day out - River Wye Maps Map skills quiz - Nant Francon & Wastwater / West Cumbria Maps Map skills revision Avery Hill maps All tasks are included in the map skills booklet and all maps are included but will need enlarging so 2cm = 1km.