This lesson focuses on the natural causes of climate change including sun spots, Milankovitch cycles and tectonic activity. Students should be given the information sheets and asked to make a presentation to the class explaining how their factor causes climate change. There is a note taking sheet for them to put their answers on and an answer sheet in case they missed anything. There is also a quiz on climate change since the Pleistocene at the start.

In this lesson pupils will be introduced to the population terminology needed during the whole topic. They will interpret a graph of world population growth and analyse a world population density map.

Students will hear two differing views of the same story one from an American and one from an illegal Mexican migrant. The lesson is designed to questions the pupils perceptions and to develop empathy with both characters. The stories are carefully written to allow this to happen. At the end of the lesson pupils are ask to apply what they have understood to migration to the UK and discuss who is migrating to the UK and why they are migrating.

In this lesson students will identify densely and sparsely populated areas. They will then attempt to explain why there are different population densities. There are writing and speaking frames to help them to do this. There is also a mark scheme which can be adapted to your school’s Key Stage 3 assessment policy. There are also opportunities for peer / self assessment. there are a choice of plenaries with a population terminology bingo or a prediction about the future and the impact of climate change.

This lesson teaches students about India’s population policy, which aims to reduced the birth rate to below 3 children per women. I prefer to teach this to the one child policy as it is more factually based. It includes note taking sheets, modelled assessed paragraphs, mark schemes which can be adjusted.

This lesson introduces the rainforest location, with a writing frame for locating the forest. It then uses a guided fantasy (story telling) to create a sense of place. There are diagrams and descriptions of the layers of the rainforest. Finally there is a plenary quiz.

Students will learn about the rainforest climate. they will complete a climate graph and annotate its features. Pupils will summarise the characteristics before using a writing frame to describe the climate.

The starter is a rainforest plant adaptation card sort. Students are then introduced to animal adaptations. They are then given a wide range of plant images. They have to chose one image and explain how the plant has adapted to living in the rainforest. Pupils then need to pick from a list of adaptations and design a plant, which they can then make. Once complete they need to annotate it with adaptations to living in the rainforest. Finally there is a Venn diagram comparing the rainforest to the UK.

This lesson enables students to develop an understanding of how fold mountains are formed. It starts with asking students to locate on a world maps any fold mountains before teaching them about the fold mountains, how they are formed, and categorised. It incorporates a wide range of photos and diagrams. It also includes details about faulting including nappes, recumbent folds and isoclinal folds.

The lesson starts with a video clip about how wind energy is produced followed by a map description activity. There are the two symbol / image cards one containing advantages and another disadvantages, both incorporating factual information. A PEE paragraph is modelled and then students are asked to produce their own. The next activity is a decision making activity using OS maps to choose where a wind farm should be located. the plenary consists of an examination question, with a mark scheme.

The lesson is designed to be used as a cover lesson. It includes a range of tasks form analysing the site to letter writing, graph drawing and analysis. All tasks are designed to be completed on worksheets, answers to the work sheets are included towards the end. A lesson plan is included.

This lesson builds up the students knowledge of beach features using diagrams and photos. It also ensures that they understand the processes operating to change to shape of the beach. Towards the end of the lesson there is an examination question on the location of beach features, with structured plans for answering this question.

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 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 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 will learn about political development in Ethiopia from 1935 and its impacts on the economy. to the current Tigran civil War satrted in 2020, which threatens to further development of the country. Firstly, the students are given a time line of political developments. The PowerPoint takes each part of the time line in turn so the teacher can explain the developments and their impacts to the students. There are a series of video clips and audio clips to help students develop a greater understanding and appreciation of the changes. Next there is a work sheet included. Students need to complete the PEE paragraphs to explain the impacts of the developments on the economy. This can be assessed using the mark scheme or students can be asked to learn it for a test in a subsequent lesson. To end there is a factual recall quiz with answers. All resources are included within the PowerPoint

This lesson starts by giving the students to take lecture notes on El Niño and La Niña. Next they are introduced to the normal weather conditions in the Pacific before being given diagrams of the normal conditions and El Niño so they can spot the difference. Students are then introduced tot he characteristics of El Niño. After that they are introduced to the characteristics of La Niña. In order to develop their understanding the students are then required to produced their own annotated diagrams of El Niño and La Niña on a base map they are given. To further secure their understanding they undertake a discussion activity in pairs. To test their understanding students complete a summary table (answers provided). Next there is an examination questions for students to test their understanding (answer provided). Finally there is a whiteboard quiz. All resources are included at the end of the PowerPoint.

This lesson uses maps and photos to teach students about the Haiti earthquake. There is a causes gap fill activity and an effects and responses classification activity. The lesson also includes questions from the sample assessment materials. There is also an opportunity for students to consider how the Haitians can modify loss and modify vulnerability to earthquakes.

The lesson includes information on all elements of prediction, prevention and responses. The main focus is on Haiti and Sendai earthquakes but there is additional information about other earthquake areas. There is a note taking sheet and information sheets, which the pupils can use to take notes. The next activity is a recall activity. Pupils are asked to recall what Haiti and Sendai do to modify losses and vulnerability. Finally there is an essay question and plan which the students can edit and improve on in order to plan their answers.

This lesson starts by testing the student’s knowledge of the location of major cities in the UK. It then introduces the concept of core and periphery. Pupils then have to apply this to explain the patterns on two UK maps. Next, the students research 4 causes of uneven development (infrastructure, economic change, government policy and geographical location), using information sheets incorporated into the PowerPoint. The lesson also incorporates an examination question and mark scheme. The plenary is an opinion line about the impact of government policy on addressing uneven development through the creation of a Northern Powerhouse.