This resource includes a variety of lesson activities to pick and choose: *** Starters** (1) Illustrated glossary of four key settlement terms relevant to Portsmouth - Students draw their own interpretation of the definitions. (2) Odd-one-out Powerpoint slided - Students discuss and write about four key physical terms relevant to Portsmouth. (3) 5Ws & 1H - Students discuss the illustrations and their relevance to the founding of Portsmouth in 1194. (Second slide gives possible answers). Inter-Galactic Address (1) Can you be in more than one place at once? Sheet of (up to) 19 features such as your school, Portsmouth, Eurasia, the Milky Way. Students cut them up and arrange them in order of size. They can then write their classroom’s or their home’s inter-galactic address. Template allows the place names to be personalised to your own location. (2) Link to interactive ‘Scale of the Universe’ which goes from sub-atomic to extra-galactic! Location Factors (1) Worksheet of classic ‘find the best location for a settlement’ activity, but specific to the Portsmouth area. Students assess five potential sites against eight location factors (eg shelter, sunlight, defence). (2) Worksheet - allows written conclusion to the ‘choosing the best site’ activity. (3) Powerpoint slide - Students discuss: ‘Can you suggest where A to E might be in Portsmouth?’. Second slide gives potential answers. Portsmouth Site & Situation Mystery (1) Thirty-two clues to cut up and distribute amongst the class. Includes references to France, Portsdown, marshes, Portsea Island). (2) Students swap info to enable them to annotate a historic map of Portsmouth to explain why Portsmouth was a good location for Britain’s main Naval Base. (Two versions of the map are included - one with more scaffolding for the annotation, one with an example). (3) Worksheet - Students write a response to the hypothesis: ‘Portsmouth was an excellent site for a town and dockyard to be built’. (4) Worksheet - Alternative conclusion: Students make links between six images arranged in a set of hexagons. Home of the Royal Navy Why did the naval base move from Portchester to the Port’s Mouth? (1) Concept map - Students discuss and colour code thirty-five facts according to named locations, negatives about Portchester, positives about Portsmouth. Includes reasons why the Roman’s chose Portchester, deforestation, silt, narrow harbour entrance. (2) Worksheet - Students can use the info they have learned to annotate a map of the Portsmouth area… Or can simply write an extended conclusion as exam practice. (3) Powerpoint slide: photographic analysis - Portsmouth Harbour aerial view to be discussed as a plenary. (What does the photo tell us? What can be inferred? WHat does the photo not tell us?). Second slide gives possible answers. Place names (1) Powerpoint slides introducing the value of place name etymology to geographical understanding of a place (Hilsea as an example).

Geography Case Study The Asian tiger mosquito Aedes albopictus is able to transmit Zika, Dengue, chikungunya, and yellow fever viruses to humans and animals. It has now become established in southern Europe. Alarmingly, it is spreading northwards and in 2016 its eggs were found in the UK. This resource includes a variety of lesson activities to pick and choose. Powerpoint slide starters: to promote discussion and critical thinking skills. 5Ws & 1H - female tiger mosquito after a blood meal ‘In which photo are you most likely to…’ ‘In which country are you most likely to…’ ‘Which creature is the odd one out?’ ‘Which country is the odd one out?’ 5Ws & 1H - yellow fever victims Link to BBC video: ‘Tiger mosquitoes behind dengue fever rise in Europe’ Worksheet - Question Grid: Tiger mosquitos in Europe Who? What? Where? etc vs is… did… can… etc Double-sided worksheet - Tiger Mosquitoes in Europe Plot countries with tiger mosquito poulations in 2017 vs 2024 (shows spread to UK) Read & highlight info about tiger mosquitoes to show (a) key terms, (b) processes, and © ideas Slides showing 2017 vs 2024 distributions Worksheet - PQE: Tiger mosquitos in Europe Analyse the completed map by writing about: Patterns (describe how the data are spaced out), Quantify (extract accurate information) & Exceptions (identify anomalies) Tiger Mosquito mystery 32 clues to cut up and share among students to find out why tiger mosquitoes are a hazard for the UK Worksheet - Concept Map: Tiger Mosquitoes in the UK 35 pieces of info to read, discuss, sort & color code: Locations; Causes; Effects; Management; Supporting Data Worksheet - Thought Chains: Tiger Mosquitoes Six statements to start off detailed answers using connectives (eg ‘Globalisation has increased the tiger mosquito hazard’; ‘Outbreaks of Dengue, Zika, or yellow fever would be disastrous for a country’s economy’) Worksheet - Geography Web: Tiger Mosquitoes Students make links between key ideas (eg mosquitoes, gardening, climate change) Link to YouTube video: ‘The Asian Tiger mosquito: climate controls in Europe’ Slide showing UK government’s current opinion of the tiger mosquito hazard Worksheet - Tiger Mosquito Hexagons Students discuss and make links between icons (eg dollar sign, thermometer, mosquito, factory) Decision Making Exercise: Several slides (showing images & info about the tiger mosquito hazard and management options) to print and distribute around student groups Worksheet - analyse the four management options (insecticides, vaccines, lethal ovitraps, or monitor imports) Two versions are provided: a) human, economic & environmental aspects; or b) advantages vs disadvantages Worksheet - Enquiry conclusion Teachers’ info (including links to academic articles)

Geography Case Study Climate change is increasing the energy potential of tropical cyclones. Some meteorologists are suggesting the need for a new category 6 on the Saffir-Simpson hurricane wind scale This possibility is explored using Hurricane Ian that devastated Cuba and Florida This resource includes a variety of lesson activities to pick and choose Ppt slide: Which Geography keyword is the odd one out? Promotes discussion and reasoning 5Ws & 1H. Composite satellite image of Atlantic hurricane tracks. Promotes questioning, discussion and reasoning. Alternatively, six questions are provided (with possible answers) Lateral Thinking about hurricanes. What are the links between these four images? Photographic Analysis: Atlantic Hurricanes. Five simultaneous tropical cyclones active in the Atlantic during September 2020. Worksheet: What does the photograph DEFINITELY tell me? What can I INFER from the photograph? What does the photograph NOT tell me? What ELSE would I like to find out? What OTHER questions could I ask? Link to YouTube video: “Scientists call for Category 6 designation” Worksheet: Atlantic Hurricanes. Complete the graph by showing that there were FIVE hurricanes of Category 4 or 5 strength in the years: 1999, 2005 and 2020. Slides showing completed graph and follow-up question about the (positive) trendline since 1980 Slide showing histogram of ‘billion dollar’ hurricane costs since 1980. Worksheet: Question Grid (Who? What? Where? etc vs …is, …did, …can, etc) Mystery Clues: ‘Atlantic Hurricanes’. 20 pieces of data to cut up and share amongst students. Can be used as a separate activity, or to add detail to other activities in this resource In which country are you most likely to… …experience hurricane-strength winds? …get plenty of warning before a hurricane strikes? …see collapsed buildings after a hurricane? …see damage from last year’s hurricane season? Four slides with images of the UK, Ghana, Jamaica and the USA Concept Map: Atlantic Hurricanes in 2020. 2020 was the most active Atlantic hurricane season ever. Worksheet: 35 pieces of data. Students discuss, sort and then colour-code the information into Locations, Causes, Effects, Management and Supporting Data Thought Chains: Atlantic Hurricanes. Using the information from the previous activities, students practice writing detailed answers using connectives. (eg ‘Atlantic hurricanes form off the west coast of Africa’ > ‘because…’ > ‘…and so…’ > Therefore…’ > ‘For example…’ Suggest this sheet is printed A3 size Geography Web: Atlantic Hurricanes. Students make links between key ideas (eg Atlantic hurricane season, climate change) and locations (eg Caribbean nations, the UK). Suggest this sheet is printed A3 size Annotated diagram: Hurricane Ian (2022). Worksheet: Use three contrasting colours to highlight (a) key terms, (b) processes, and © ideas. Then annotate the map. Follow-up slides to aid debriefing of the activity Teachers info

Geography Case Study Can the situation be summed up? Possibly. Israel wants to safeguard the security that Jews have fought for since the Holocaust of the 1940s. The Palestinians of Gaza and the West Bank want to live in their own independent land that they feel was stolen from them in 1948. But is either situation likely to happen? This resource includes a variety of lesson activities to pick and choose: Which geographical area is the odd one out? (Gaza - Israel - Palestine - Jerusalem) Class discussion & written response. Which disaster is the odd one out? (Afghanistan 2001-2021 - Warsaw 1944- Indian Ocean 2004 - Worldwide 2035) Class discussion & written response. Lateral Thinking about the Geography of War. How are these four photographs linked? (Resources - military - refugee camp - ‘stop the boats’ Class discussion & written response. Worksheet: Critical Thinking: Israel-Gaza War. What do I know? How do I know? What is important? What is missing? What is my plan of action? How did I do? Links to videos explaining the situation: “The Hamas attack on the Supernova festival 2023” (BBC) “Israel, Palestine and Hamas explained” (Channel 4) Photographic Analysis: Israel-Palestine 7th October 2023. Class discussion of initial satellite image from the day. Follow-up slides asking: “What can we say about the geography inside of the Gaza Strip?” (Densely populated) “What is this land mostly used for?” (Farms, kibbutzim) “What is happening here?” (Fires, smoke) Photographic Analysis: 21st century Gaza. Six photos showing life in the years before the 2023 attacks (developed cityscape; park; refugee child; beach; nightlife; modern hospital) Worksheet: Analyse the photos -definite, inference, missing info. Photographic Analysis: Israel-Palestine (since 7/10/23). Six photos showing the situation since the attacks (hostage taking, IDF, bomb damage, the missing, funerals, foreign aid) Worksheet: Analyse the photos -definite, inference, missing info. Living Graph: Israel-Palestine Population. Worksheet: line graph of total population of Israel-Palestine, incomplete line graph of Jewish population. Data for Jewish population since 1930. Living Graph clues: Israel-Palestine Population (21 pieces of info to read, sort, select). Follow-up slides: completed graph, questions for class discussion - analyse key changes in the graphs (low steady population to WW1; post-Ottoman collapse + Balfour + Holocaust + declaration of the State of Israel; diverging lines, infer reasons for rapid growth of Jewish poulation vs very rapid growth of non-Jewish population). Worksheet: Living Graph conclusion: Israel-Palestine. (Debrief Worksheet - Hexagons: Israel-Palestine. Explain in detail how each image is linked geographically. (Magen David, Nazi swastika, star & crescent, weapon, death, running person, family). Teachers’ Background Information: Includes links to original BBC article, academic articles.

Geography Case Study We are meant to eat our Five a Day. The UK only produces 17% of the fruit and 55% of the vegetables that are bought in British shops. 40% of UK food is produced abroad. Between 2023 and 2024, the Trussell Trust food banks distributed three million food parcels to British people. So what is going on? This resource includes a variety of lesson activities to pick and choose: Which Geography keyword (farming types) is the odd one out? Which grass (cereals) is the odd one out? In which photo of farming are you most likely to see agrichemicals being used? (vs Golden Rice). %Ws & 1H - Battery hens (for class discussion). Comparison of farming today with a 14th c. illustration. Link to Channel 4 News video: ‘Millions in UK need to double income to escape poverty’. Lateral Thinking about food supplies - ‘Discuss how these four photographs are linked… Then write three sentences to explain your ideas’ (climate change, floods, empty shekves, container ship). Development compass worksheet: ‘Food security’. Info sheet: ‘UK Food Security’ - to help complete… Question Grid: ‘UK Food Security’. Role play group sheets: HM Government UK farmers Egyptian farmers UK families UK supermarkets UK food bank organisers Each sheet has some background info, two possible questions and space for students’ own questions to prepare before the role play itself. Stakeholders’ conclusions: Worksheet folowing the role play Worksheet: complete a divided bar graph showing ‘UK Food Imports’. Then students read the text, highlighting the main reasons why the UK’s food security is a problem. Finally, they write a conclusion to explain what they have learned about the UK’s food security. Worksheet: ‘Geo-Hexagons: Food Security’ - war, climate, money, Europe, inflation, shopping. Students explain in detail how each image is linked geographically. Worksheet - Living Graph: ‘UK Households Experiencing Food Insecurity’ (with 20 clues to choose from). Point, Evidence, Explanation, Link activity - ’ Food Imports to the UK’ (info sheet including proportional area map, worksheet to complete bar graph showing origin of foodstuffs, PEEL worksheet to complete). Worksheet - ‘True for who? UK Food Security’ Worksheet - deBono’s ‘Six Hats: Food Security in the UK’. Worksheet - ‘Thought Chains: Food Security in the UK’. Activity trains students to analyse data in detail using connectives. (Imports, sustainability, food bank use in the UK). Food Security mystery: ‘Why are UK food prices so high?’ 32 clues to distribute amongst students. Includes Ukraine War, changing diets, inflation, food waste). Worksheet - ‘Geography Web: Food Security in the UK’. Part filled-in to show how students should complete the activity. Links to be made between: Food supplies, the UK, Ukraine, Russia, migrant workers, petrochemicals). Teachers’ Background Information: Includes links to original BBC article, academic articles.

Geography Case Study 45.5% of the workforce in India are employed in agriculture, and yet only produces 15% of the nation’s wealth. 68% of Indian farmers own less than 1 hectare of land , leading to each farming family receiving an average annual income of less than U$300. India is the World’s largest milk producer, its dairy herds create (deposit?) 730 million tonnes of manure every year! So what can be done? This resource includes a variety of lesson activities to pick and choose: Photographic Analysis: Maharashtra Farmer making ‘cow cakes’ to dry in the sun before burning as fuel. (Photo & worksheet) Which energy keyword is the odd one out? Which chemical compound is the odd one out? (Both activities promote discussion and thought processes) Lateral Thinking about Cow dung! (Find ways to link the four images… Then write three sentences to explain your ideas) Several slides to project to help set the scene (Dezi the Cow from Maharashtra) Indian Cow Dung Hexagons. (Explain what is NO so good about manure) Concept Map: ‘Manure to Energy’ - 35 facts to sort and colour code (Locations; Causes; Effects; Management; Supporting Data) Geography Web: ‘Manure to Energy’ - Using knowledge learned so far, make links between six features (eg Indian dairy farmer, climate change, British citizen) and then explain the links. Link to video: ‘Biogas: From Grass to Gas’ Annotate the diagram: ‘Dung Power!’ - Two-sided worksheet: a) information to be sorted; b) diagram of an anaerobic digester / bioreactor. Teachers’ Background Information: Includes links to original BBC article, academic articles

Geography Case Study NEOM is a planned urban development in north-west Saudi Arabia When completed it will cover 26,500 km² which is larger than the whole of Wales Why does Saudi Arabia want to build Neom? Why is the Huwaitat tribe extremely worried? Abdul Rahim al-Hwaiti: terrorist or martyr? This resource includes a variety of lesson activities to pick and choose: Photographic Analysis: The Line (includes worksheet) Which Geography keyword is the odd one out? Which country is the odd one out? Several slides to project and set the scene (locational knowledge, artists’ impressions of the planned districts) Links to videos of the Neom development: ‘Saudi Arabia’s mega project’; ‘“The Line” under construction in Saudi Arabia’; ‘Neom: The dark side’ Question Grid: Neom (Who? What? Where? etc, vs is… did… can… etc) The death of Abdul Rahim al-Hwaiti, a Huwaitat tribesman from the area where the Saudi government wants to build Neom. Abdul posted a video on YouTube saying he did not want money to leave his home. A day later and he was shot dead by the Saudi Army Concept Map: Neom (35 facts, to be colour coded - Locations; Causes; Effects; Management; Supporting Data Illustrated glossary: Neom (Peak Oil; Economic diversification; Population density; Desalination plant) - definitions given, students to draw their understanding Thought Chains: Neom - using knowledge learned so far, students complete boxes (because… and so… Therefore… For example…) to show understanding using scaffolding for higher level answers (eg ‘Saudi Arabia needs to DIVERSIFY its industries…’; ‘The region currently has a POPULATION DENSITY of just 6 people per km²’; ‘Neom is / is not ENVIRONMENTALLY sustainable (‘Planet’)…’) Geo-Trinity: Neom - students show similarities and differences between the Saudi government, Huwaitat tribespeople and foreign tourists ‘Six Hats’: Neom: - de Bono’s critical thinking technique Design a sustainable hotel for Neom - choose five (from twenty-four) features of a sustainable resort, then explain the decision (eg eShuttle buses between the hotel and public transportation hubs; Install ‘smart’ showers that limit their usage to a pre-set time; Stock locally-made Fair Trade hotel souvenirs rather than branded/designer items) Stakeholders conclusion: Neom - students compare different opinions of the development with their own Teachers’ background information: links to websites, including the original BBC News story and the official Neom site

Geography Case Study April - May, 2024 Meteorologists confirmed that Hidaya is the strongest tropical cyclone ever observed in this part of the south Indian Ocean Floods in Kenya killed 257 and injured 188 people; 56,000 homes destroyed Activities concentrate on the Mukuru slum in the south of Nairobi Flooding made worse by: Nairobi built on flood plain by the British colonisers + climate change + Indian Ocean Dipole + informal housing along river banks + saturated soil + impermeable concrete + infilling of Nairobi Dam 5Ws &1H: satellite photo of Tropical Cyclone Hidaya Which settlement type is the ODD ONE OUT? Which weather event is the ODD ONE OUT? Lateral Thinking about the KENYAN FLOODS: Write three geographical sentences linking four photographs Which photograph shows Kenya? Write a sentence to explain reasoning. (Actually a trick question: They ALL show different aspects of Kenya) Over a dozen slides to set the scene and prompt discussion: photos of Nairobi and Mukuru, graph showing precipitation (to spot the two rainy seasons) Links to videos for further knowledge Mystery: Why did the Mwangi family have to leave their home? Two slides of clues to help solve the mystery Worksheet: annotate the map of Nairobi to explain the causes of the floods Concept hexagons: explain the links between the icons (people, housing, cyclone, rain, flood, death) Worksheet: Conclusion - Hypothesis “The Kenyan government were right to demolish the houses in Mukuru” TEACHERS’ BACKGROUND INFORMATION sheets (x2) with further links and detail

Geography Case Study Lithium is key to green technologies. The “Lithium Triangle” of Argentina, Bolivia and Chile, holds most of the world’s lithium reserves. Chinese businesses face allegations of the violation of the rights of local communities, damage to ecosystems and unsafe working conditions. Argentinian lithium miners surrounded their Chinese managers’ compound and blockaded the entrance with flaming tyres. This resource includes a variety of lesson activities to pick and choose: Which Geography keyword is the ODD ONE OUT? 5Ws &1H about Tesla Motors and Elon Musk 5Ws &1H about a photo of lithium salt mounds In which photo would you be most likely to … meet a worker whose health is at risk? Critical Thinking: write THREE sentences to LINK these four images (technology: manufacturing, sales, use, waste) Worksheet and data to construct a dot distribution map of China’s lithium mines around the World PQE: China’s Lithium Mines - worksheet to analyse the dot distribution map using critical thinking (Patterns, Quantify, Exceptions) Several slides for screen projection: encourages class evaluation of the positives vs negatives of dot distribution Slide showing annotated map of Global North vs Global South - encourages analysis of correlation between lithium mining and socio-economic development Link to video: “Argentina indigenous groups protest against lithium mining” Concept Map: The Lithium Triangle (35 snippets of info, to be colour-coded according to Locations, Causes, Effects, Management, Supporting Data) The concept map info can then be used for: Thought Chains: The Lithium Triangle - complete the scaffolding to complete six pieces of analysis… “Chinese firms have been buying lithium mines in South America because…” “The lithium mining industry in South America is SOCIALLY unsustainable because…” “The lithium mining industry in South America is ECONOMICALLY unsustainable because…” “The lithium mining industry in South America is ENVIRONMENTALLY unsustainable because…” “Electric car makers buy Chinese lithium-ion batteries because…” “Electric cars are not yet completely sustainable because…” Geography Web: The Lithium Triangle Pupils link feature and analyse the connections between the Lithium Triangle and China, Argentina’s government, indigenous people, Tesla Motors TEACHERS’ BACKGROUND INFORMATION sheets (x3) with links to relevant articles and original BBC News story

Geography Case Study A bigas company wants to build a biogas plant on a 6 hectare site near Sewstern in Leicestershire The company states that it will use local crops to create enough methane to power a town the size of Grantham Sewstern residents have raised objections such as visual pollution, increased traffic, loss of farmland This resource includes a variety of lesson activities to pick and choose: 5Ws & 1T starter analysing photo of an existing biogas plant (choice of two photos) Which energy source is the ODD ONE OUT ? Which type of pollution is the ODD ONE OUT ? Location map Link to video showing ‘Farm Gas to Grid Plant’ DEVELOPMENT COMPASS activity worksheet Biogas information sheet to highlight (three colours : (a) key terms, (b) processes, and © ideas) Diagram of a biogas plant to annotate using info learned from info sheet and video Inputs-Processes-Outputs worksheet to show the industrial process involved in biogas production ‘SIX HATS’ worksheet based on de Bono’s Critical Thinking theory - weblinks are provided, so pupils could complete this online TEACHERS’ BACKGROUND INFORMATION sheet with links to developer’s website and BBC News article

Geography Case Study Hoad’s Wood, near Ashford in Kent, is a site of specialscientific interest (SSSI). Parts of the nature reserve have experienced serious damage from unconsented felling and fly-tipping of waste material, including hazardous material. All natural features are presently lost and the ground level has been raised by several feet. This resource includes a variety of lesson activities to pick and choose: Which organism is the ODD ONE OUT ? ILLUSTRATED GLOSSARY: ‘Pollution’ worksheet PHOTOGRAPHIC ANALYSIS worksheet QUESTION GRID: Hoad’s Wood (5Ws &1H) TRUE FOR WHO? Link to TV spotlight on Hoad’s Wood pressure group Six worksheets for CLASS ROLE PLAY (local builder, mobile tyre fitter, local family with young children, local Residents’ Association, Kent Police Force, Kent Wildlife Trust) Hoad’s Wood (stakeholders’ conclusion) worksheet TEACHERS’ BACKGROUND INFORMATION (3+ pages)

Each page is set up so there is room to add revision notes. The idea is that each page contains one case study so that exam revision can be condensed and is hopefully generic enough for any school’s chosen case studies. Topics are straight from the AQA syllabus… TECTONIC HAZARDS IN A DEVELOPED COUNTRY TECTONIC HAZARDS IN A DEVELOPING COUNTRY TROPICAL STORMS EXTREME WEATHER IN THE UK CLIMATE CHANGE IN THE QUATERNARY PERIOD SMALL SCALE UK ECOSYSTEMS TROPICAL RAINFORESTS HOT DESERTS COLD ENVIRONMENTS COASTAL LANDFORMS IN THE UK COASTAL MANAGEMENT IN THE UK RIVER LANDFORMS IN THE UK FLOOD MANAGEMENT SCHEMES IN THE UK GLACIAL LANDFORMS IN THE UK TOURISM IN A GLACIATED UPLAND AREA OF THE UK A MAJOR CITY IN A DEVELOPING COUNTRY IMPROVING QUALITY OF LIFE FOR THE URBAN POOR A MAJOR CITY IN THE UK AN URBAN REGENERATION PROJECT GROWTH OF TOURISM IN DEVELOPING COUNTRIES RAPID ECONOMIC DEVELOPMENT (Parts One & Two) SUSTAINABLE INDUSTRY IN THE UK A LARGE-SCALE AGRICULTURAL DEVELOPMENT SUSTAINABLE FOOD AND WATER IN DEVELOPING COUNTRIES A LARGE-SCALE WATER TRANSFER SCHEME EXTRACTION OF FOSSIL FUELS RENEWABLE ENERGY IN DEVELOPING COUNTRIES GEOGRAPHICAL APPLICATIONS: PHYSICAL FIELDWORK GEOGRAPHICAL APPLICATIONS: HUMAN FIELDWORK GLOSSARY OF KEY GEOGRAPHICAL TERMS IN THE AQA SYLLABUS

I have made a range of topic-specific resources based upon activities in David Leat’s ‘Thinking Through Geography’. They can be dropped into individual lessons or into a ‘Nigeria’/‘Africa’ scheme of work. NIGERIA OR BRITAIN Pairs of images for students to discuss, with interesting Nigerian trivia WHAT COMES NEXT? Six sets of Nigeria-related photos to discuss and suggest the next feature ODD-ONE-OUT Six sets of Nigeria-related keywords, place names, etc. Can be used as starters LATERAL THINKING Six Nigeria-related dilemmas to solve (if possible!) ODD-ONE-OUT Six sets of Nigeria-related images, can be used as starters LIVING GRAPH Choose 10 clues from 20 to annotate graphs of Nigeria’s oil revenues MIND MOVIE STORYBOARD Script (and images) about a family affected by the oil industry in the Niger Delta CLASSIFICATION 32 facts about malaria in Nigeria to sort into a Case Study sheet MOST LIKELY TO… Six sets of Nigeria-related photos with a decision making element WHO? WHAT? WHY? WHEN? Photos of Nigeria to help formulate ‘W’ questions and prompt discussion IT’S A MYSTERY 32 facts for a pair-share activity about high-level corruption in Nigeria MIND MOVIE SCRIPT The story of a Nigerian migrant attempting to reach Europe THOUGHT CHAINS Using a concept map about the Great Green Wall to construct logical analysis HEXAGONS AND GEOG WEB Make links to explain terrorism (Boko Haram, Niger Delta Avengers) in Nigeria MAKING A… Choose from a menu of features to design a sustainable Sahelian school DECISION MAKING Use a variety of resources to choose a low tech way to halt desertification ROLE PLAY Resources to help decide if the Eko Atlantic development should be completed Reading Photos Twelve photos to promote discussion and connect Geographical features

I have made a range of topic-specific resources based upon activities in David Leat’s ‘Thinking Through Geography’. They can be dropped into individual lessons or a ‘Russia’ scheme of work. RUSSIA OR BRITAIN Pairs of images for students to discuss, with interesting Russian trivia WHAT COMES NEXT? Six sets of Russia-related photos to discuss and suggest the next feature ODD-ONE-OUT Six sets of Russia-related keywords, place names, etc. Can be used as starters LATERAL THINKING Six Russia-related dilemmas to solve (if possible!) ODD-ONE-OUT Six sets of Russia-related photos, can be used as starters LIVING GRAPH Choose 10 clues from 20 to annotate demographic graphs of Russia MIND MOVIE STORYBOARD Script (and images) about the the volcanoes and industry in Kamchatka CLASSIFICATION 32 facts about the Siberian industry to sort into a Case Study sheet MOST LIKELY TO… Five sets of Russia-related photos with a decision making element WHO? WHAT? WHY? WHEN? Photos of Russia to help formulate ‘W’ questions and prompt discussion IT’S A MYSTERY 32 facts for a pair-share activity about the Russian annexation of Crimea MIND MOVIE SCRIPT Choices facing a Nenets teenager in rapidly-developing Siberia THOUGHT CHAINS Using a concept map about Siberian Tigers to construct logical analysis HEXAGONS AND GEOG WEB Make links to explain the effects of climate change on Russia’s Polar Bears MAKING A… Choose from a menu of features to design a sustainable Black Sea resort DECISION MAKING Use a variety of resources to decide on the best Russian city for UK tourists ROLE PLAY Resources to help decide on the exploitation of Siberian fossil fuel reserves Reading Photos Twelve photos to promote discussion and connect Geographical features

I have made a range of topic-specific resources based upon activities in David Leat’s ‘Thinking Through Geography’. They can be dropped into individual lessons or a ‘China’ scheme of work. WHAT COMES NEXT? Four sets of China-related photos to discuss and suggest the next feature ODD-ONE-OUT Six sets of China-related keywords, place names, etc. Can be used as starters LATERAL THINKING Six China-related dilemmas to solve (if possible!) ODD-ONE-OUT Six sets of China-related photos, can be used as starters LIVING GRAPH Choose 10 clues from 20 to annotate demographic graphs of China MIND MOVIE STORYBOARD Script (and images) about the plight of the Uyghurs in China CLASSIFICATION 32 facts about the Great Sichuan earthquake to sort into a Case Study sheet MOST LIKELY TO… Five sets of China-related photos with a decision making element WHO? WHAT? WHY? WHEN? Photos of China to help formulate ‘W’ questions and prompt discussion IT’S A MYSTERY 32 facts for a pair-share activity about the effects of the Three Gorges Dam MIND MOVIE SCRIPT The immediate after-effects of a typhoon hitting the Yangtze Delta THOUGHT CHAINS Using a concept map about Foxconn electronics to construct logical analysis HEXAGONS AND GEOG WEB Make links to explain China’s territorial claims in the South China Sea MAKING A… Choose from a menu of urban features to design a sustainable Chinese city DECISION MAKING Use a variety of resources to locate a new electronic car factory in China ROLE PLAY Resources to help decide on ‘Pandas or profit’ in China Reading Photos Twelve photos to promote discussion and connect Geographical features

Powerpoint and activities investigating how reservoirs help secure water supplies (but also damage the environment) “Chat/info stations” about the Three Gorges Dam in China: Location Water supply Sediment Waste Wildlife Forced migration Each info station has Blooms and 9-1 differentiated questions/activities eg Grades 1-2 (Knowledge): Describe the location of the Three Gorges Dam. Make a list of the ways in which the Three Gorges Dam has harmed Chinese wildlife Grades 8-9 (Evaluation): Explain the criteria you would use to assess the siting of the Three Gorges HEP project. Justify your choice of ONE animal to protect that is endangered by the Three Gorges Dam

Powerpoint and activities outlining how deforestation and mining provide energy but also damage the environment Blooms and 9-1 differentiated questions/activities eg Grades 1-2 (Knowledge): (a) Use the data to complete the two divided bar graphs (causes of tropical deforestation & global energy consumption). (b) Fill in the blanks on the separate sheet to analyse your completed divided bar graphs Grades 8-9 (Evaluation): (a) Read about firewood, mining, fracking and biofuels (highlight the main environmental effects as you go). (b) Compare and evaluate the effects of those four human activities. (Write three paragraphs for 8 marks) Completing and analysing divided graphs Find out why humanity’s growing demand for energy supplies can lead to deforestation Find out how human activities involved in the energy industry can cause serious environmental damage

Powerpoint and activities outlining how the mechanisation of farming and commercial fishing provide food Blooms and 9-1 differentiated questions/activities eg Grades 1-2 (Knowledge): You each have at least one clue… swap ideas to help you complete the following task. Describe how modern farming affects the environment by completing the labels surrounding the photo Grades 8-9 (Evaluation): Use the picture of ‘The Environmental Effects of Commercial Fishing’ to: (a) Identify six problems caused by fishing (number them on the picture). (b) In your book, assess the harm done to ocean ecosystems by trawlers, then explain the criteria you would use to assess the six impacts Find out how the farms we get our food from damages the environment (annotate photo) Find out how eating fish causes damage to the environment

Powerpoint and activities outlining the factors leading to demand outstripping the supply of food, energy and water Blooms and 9-1 differentiated questions/activities eg Grades 1-2 (Knowledge): Complete the line graph showing World population growth. Describe how the World’s population has changed since 1800 (try to write two paragraphs for 6 marks) Grades 8-9 (Evaluation): Complete the line graph showing Global water consumption’. Complete the table showing ‘Global oil extraction’. Which resource (oil or water) would be the most important to find new source for the 21st century? Justify your answer Drawing and analysing line graphs

PLEASE NOTE: the TES preview does not display the font correctly! Based on the classic game Players move around the board trying to develop their country Move up the ladders and down the snakes according to geographical events Squares based on real countries and their 2018 HDI scores Took the idea from geographypods.com and made my own version (Suggest board is printed A4 and laminated)