This lesson investigates the many ways we use the oceans, territorial water, oil drilling, fishing transport many others. Students complete several tasks including labeling images of varying ocean uses and describing ocean uses using a table which can be differentiated in terms of how many factors (slide 6) they look at.

This lesson investigates the benefits of eco-tourism to India but also the problems it causes uses a real story of a man eating tiger. Students carry out a carousel activity to find out different people’s views on the tiger and then come to a conclusion in regards to what the solution should be. this lesson should take 2 periods.

This lesson looks at how energy consumption has increased over time and where energy consumption is highest making links to income using data from Gapminder. There are skills tasks involving describing graphs and makes with peer assessment guides. Links are provided to a website so students can find out their own carbon footprint and questions to go along with Leonardo DiCaprio’s ‘Before the Flood’ documentary.

This lesson looks at place specific location of oceans and seas involving Atlas/ Google Maps work in labeling their own map. Further questions involving locational knowledge, sea routes and some questions on plate tectonics (sea floor spreading etc).

This lesson investigates how to make our seas more sustainable, one worksheet is questions that accompanies Blue Plant 2 episode 7 “Our Blue Planet”, another worksheet provides solutions and students have to explain explain hwo that particular solution would make teh seas sustainable and then can add their own solutions to problems.

A lesson that investigates the different factors that influence where industry should be set up with different scenarios proposed such as clothes manufacturing and R&D.

This lesson investigates our effect on the oceans in terms of fishing and whaling by looking at overfishing, fishing methods, the growth of fishing, history of whaling, bioaccumilation and biomagnification of toxins.

This lesson investigates how China became the development country it is today, it looks at the Great leap Forward through a reading and YouTube video and how it failed and looks at a BBC article on the modern economic transformation of the country with questions to accompany it.

This lesson is an introduction to a unit of China and goes through students adding key information to a graph using Atlases or Google Maps; rivers, cities, ecosystems etc, they then look at the varying climates using climate graphs and then work in graphs to create presentations on different ecosystems which they then present to the rest of the class who add information to a table so they have information on varying aspects from 5 different locations. The aim of this lesson is to understand just how vast and variable China is. This lesson should take 2 periods.

This research based lesson gets students to use the internet to research different indicators and to look at trends to predict the future. There is graph analysis at the beginning and then students make conclusions at the end. I would recommend students use Hans Roslings’ Gapminder website to access information

This lessons investigates the importance of soil. Tasks include a comprehension task on the Dust Bowl in the USA. Causes of soil erosion gap fill, the effects of soil erosion, solutions to the problem and several scenarios that students must choose an appropriate solution for and justify it.

This lesson investigates the use of water in farming. It includes an analysis of table data regarding water usage per crop, growing crops in the desert, problems with growing crops in the desert, a comprehension task based on a reading activity and YouTube link on why the Aral Sea has shrunk and finally solutions to water based problems in which students have to provide a solution - a solution sheet is there to support too. This will take 2 periods.

This lesson investigates the impact of our diet. It starts with a video of Amazonian deforestation and the ‘fishbone’ effect, students then complete a gap fill activity on how agriculture is affecting the environment, students then answer questions relating the recent forest fires in California to the increase in almond farming, using graphs students compare the effects of various milks then analyse their diet; completing a table using a BBC diet calculator. Finally students explain how sustainable their diet is and what changes they could make to ensure it is more sustainable.

This lesson is an introduction to a unit on agriculture focusing on the key idea of inputs, processes and outputs. Students add inputs, processes and outputs to a diagram of a farming example. The rest of the lesson focuses on the differences between commercial and subsistence and intensive and extensive farming using comparison tables and a whiteboard activity where students have to name the type of farming.

This lessons investigates why panda numbers are low and how China is boosting their numbers. There is a document with panda facts that students use to answer why reproductive rates are low, they then describe graphs and maps of their numbers and ranges with peer assessment. Using a BBC article and a YouTube clip they answer how china has increased their numbers. Finally they have to agree or disagree with a Chris Packham statement where he said Pandas should go extinct.

This lesson investigates the factors involved in where to build a farm. Most of the lesson revolves around a carousel activity and then there are questions checking their knowledge followed by OS map skills related to justifying a suitable location for building a farm.

A lesson applicable to KS3 & KS4 that involves map skills and place specific tasks regarding countries around the Indian Ocean. Facts are added to the map and then the lesson culminates in several questions that piece together the evidence. The lesson includes YouTube links to video explanations of tsunami formation and footage of the Boxing Day tsunami. This usually takes 2 periods.

This lesson investigates food webs through various activities starting with a think, pair, share activity then a gap fill activity of trophic layers and terminology followed by a table with trophic layers in which students are given species which they must then place in the correct column, a key terms matching exercise, 4 questions about food webs, students then draw their own food web with given organisms and then finally answer the inquiry question.

This years competition title is ‘The World Beyond My Window’. This resource was taught through online teaching to KS3 & KS4 but can easily be set as a task on Google Classroom or any equivalent. It includes a planning sheet, step by step instruction, examples, a mark scheme and checklist. There is a simple and a more comprehensive set of instructions depending upon the level of the students.

A Geographer’s look at the virus which should take 2 periods, it includes: A gap fill activity on zoonotic diseases. Nine question sin response to a short reading activity and 8 minute YouTube video. Plotting Countries with former outbreaks of zoonotic diseases on a world map. Discussion question related to globalisation and viruses. Describing the distribution of Covid-19 in Europe with peer assessment guide. Preventing further outbreaks questions in response to a series of GIFs showing different approaches countries can take to an outbreak. Final question directed at could this kind of outbreak occur in the UK?