LESSON COVERS: Exploring what a super volcano is, how they are formed and how they are different to other volcanoes, and the potential extent of the effects of a super eruption (local vs. global) LESSON INVOLVES: Exploring the definition of a super volcano, using a video to introduce the concept and look at how they are formed. Developing map skills and data skills through comparing eruption size to regular eruptions. This task has a support graph for students to use. Using a video to introduce the idea of local and global effects, using notes taken from these videos to add information to maps of the world or North America - depending on ability. RESOURCES: Support graph template is available to complete or simply use as a guide for students to create their own. The two types of maps are in the same file on different slides - print as required. NOTES: The link the video is embedded, put the slides into slide show mode and then click on the video screen grab. Please review with any feedback or if you spot any weevils in the lesson :-)

LESSON COVERS: DOUBLE LESSON...the cause and result of urban industrial decline and the consequent urban regeneration, as well as the causes of urban sprawl and the advantages and disadvantages of commuter settlements. Case studies used are Bradley Stoke (commuter settlement) and Bristol Harbourside (urban regeneration). LESSON INVOLVES: looking at key terms: housing demand, greenfield site, urban sprawl, regeneration, brownfield site. Link to a video to find positives and negatives for developing both greenfield and brownfield sites, with back up photocopy resource. A verbal domino task gives the back story for industrial decline of Bristol's harbourside. Students then create their own dominoes with Q&As on the regeneration of the harbourside and the commuter settlement, Bradley Stoke. Bradely Stoke is explored more with a statement match up task before finishing with an exam question. RESOURCES: There are dominoes templates of two different sizes for students who write in different levels of detail/size of handwriting. The case study sheets are saved separately as HIGHER files for more able students, and a DIFFERENTIATED version in simpler text. NOTES: probably a double lesson. Youtube video link can be accessed by clicking on the video screen grab while in slide show mode. Dominoes for industrial decline can be handed out and read out for the whol class to hear, or can be given out in pairs or groups. Please review with any feedback :-)

LESSON COVERS: the location of the dam, how a dam works, the advantages and disadvantages of the dam and how it may impacts people and the environment. LESSON INVOLVES: students first generate questions for themselves about the dam which they then come back to answer later. The dam is then located by slowly zooming in on google earth (students to identify when they can see it). There is a video to make notes from on how a dam works, then a video for students to collect advantages and disadvantages (each video is hyperlinked if you click on the screen grab once in slide show mode). Students then read people profiles and plot each person on a graph to show how they are effected by the dam (differentiated). The final task is to write a letter as the president to the dam designer arguing for or against the dam's construction in the first place. RESOURCES There is an extra information sheet for any students wanting ore information. Please review with any feedback :-)

LESSON COVERS: different elements of the Favela Barrio project and it is improving quality of life for favela residents. LESSON INVOLVES: the main task is a round-the-room differentiated info hunt activity, followed by a differentiated before-and-after annotation activity. RESOURCES: the info hunt posters should be put up around your room, or alternatively can be printed off as slide show handouts and used while students are sat at their desks. The before and after sheet has a differentiated version with sentences starters (see page 2). Please review with any feedback :-)

LESSON COVERS: to case study areas in Bristol (Filwood and Stoke Bishop) and the contrasting quality of life residents experience in each area. LESSON INVOLVES: a practice exam question to describe the location, a thinking task to interpret photos and a long photo sorting and annotation task. Lesson ends with a verbal debate. RESOURCES: only resources will be the sheet of photos. You will need a good supply of scissors and glue though. Alternatively you can ask students to glue in the entire sheet and create a code for each image and to annotate with really long arrows, or through numbering the photos. NOTES: this lesson plan is based on a 75 minute lesson, but can be streamlined using the above adaptation. Please review with any feedback :-)

LESSON COVERS: discovering what sinkholes are, why they happen and the dangers they pose for humans LESSON INVOLVES: students form questions about a sinkhole photo to start the lesson - they then come back and answer these questions at the end. A video introduces the concept and then definition and key words are explored. A map is used to explore and describe where they occur. Another video then explains how they occur, students then explain in their own terms through annotated diagrams. To end there is a writing exercise where students imagine they are the brother of a man swallowed by a sink hole. SKILLS: -Map skills with direction and continent and country location. -Diagram drawing and annotations RESOURCES: the lesson includes link to videos. If you put the lesson in slide show mode and click on the screen grab of the video it will take you to the video itself. Or you can click on the image and go to insert>hyperlink across the top and copy and paste the link out of the box. NOTES: most activities are differentiated and/or have challenge and support options Please review with any feedback/improvements required :-)

FULLY EDITABLE…… These slides can be displayed to lead revision lessons/tasks, or printed off as revision resources for students. Each slide is fully editable to adapt to the specifics of what you have taught if/where they differ. In presentation mode slides can be navigated from slide 1. The hyperlink allows you to click on the case study you want and be taken to it. To return to the home page click on the home symbol at the top of the slide. Equally you can go through them with clicks or arrow keys in the usual way. Content can be easily edited but as they are they currently cover: UK Physical Landscapes, Natural Hazards, Living world (with cold environment), and Changing Economic World, Urban Issues and Challenges, Resource management (energy focus).

LESSON COVERS: environmental problems relating to traffic and congestion, water pollution, air quality/pollution and waste collection. LESSON INVOLVES: handing out Rio resident roles and role playing favela residents forum where n they complain about environmental issues. There are cue cards for the residents with the specific issue in bold along with the details of how that issue relates to them. There are two cue cards per issue for 4 issues (so 8 in total). Students record the issues in a as they are listening table. The next tasks is differentiated on-board reading task where students find solutions to match the issues. End's with an exam practice question. RESOURCES: Rio residents complaint cards to be sliced out and handed out as you see fit (then intact copies can be used as help sheets for students to fill in gaps afterwards). The on-board solutions task slide can also be printed out seperately. NOTES: you can also choose a student to take the "minutes" of the meeting, type them up on a slide as the meeting takes place. Students can then use these notes as a reminder when filling in their tables afterwards.

LESSON COVERS: Urbanisation, rates of urbanisation, push and pull factors, rural urban migration and natural increase. POSSIBLE DOUBLE LESSON LESSON INVOLVES: main features include key word activities exploring and applying the definition of HIC, LIC, NEE, Push and Pull factor. A timed activity where student have 90 seconds to view an image and decide if it is is a push or a pull factor and explain (it is slide 7 - once on the slide click to start the clock, it should go through each image automatically - you can remove the animations if you prefer). This is followed by an activity using the Brandt line map and a topological style map identifying urbanised countries. The last big activity is a categorising activity for rural-urban migration vs. natural change. RESOURCES: copies of the relevant text book pages, along with shading sheets for urbanisation causes, and gap fill support activity for the demonstrate task. NOTES: the construct activity slide for identifying push or pull factors is on an automatic timer. Open the animation pane on the slide to remove if you wish. Please review with any feedback :-)

LESSON COVERS: looking at why some areas of the UK became heavily populated in the past, and why some areas are heavily populated now (looking at job availability, economic opportunities, culture, etc) LESSON INVOLVES: identifying key words (location, distribution and settlement), using clues about urban growth to identify major cities on a map. Students annotate and draw arrows onto a map to show how urban areas and populations are changing now, identifying influencing factors and making predictions, and looking for similarities between influencing factors in the past and now. Lesson ends with an exam question. RESOURCES: there are two maps with this lesson, the "Who am I maps" have the options for the clues on them, the "So now..." maps are for the annotation task. There is also a bonus clues sheet for those struggling with the Who am I task, as well as a partially complete table for those student who may need it. NOTES: the annotating map task will require prior knowledge of reasons why people migrate. If you haven't studied that in this unit yet you can teach or tweak the lesson accordingly. Please review with any feedback :-)

LESSON COVERS: opportunities for people migrating to Rio, push/pull factors, causes of rural urban migration and urbanisation. LESSON INVOLVES: the mayor of Rio reaching out to persuade people to migrate to the colourful city. First students use an exam style question to identify population trends in Rio. Then they matching different types of people on profile cards to different opportunities cards, then creating a visual representation of this, followed by a practice exam question. RESOURCES: opportunity and people cards to sort/match/shade as you wish. An optional fact sheet for inclusion of L3 specific information for higher ability

LESSON COVERS: three ways in which Bristol has taken the opportunity to overcome environmental challenges, including: reducing congestion by using the integrated transport system, providing more habitat and green space through urban greening, and saving resources through comprehensive recycling schemes. LESSON INVOLVES: students are told that Bristol is on a mission to become Europe's greenest city, and that there are three steps to achieving this mission: recycling, urban greening, and integrated transport. For each opportunity there is an activity, including a compound graph drawing activity for recycling. Lesson ends with an exam question. RESOURCES: the video is hyperlinked - put the powerpoint in slide show mode, and click on the screen grabbed image of the video. All other resources are attached here, but you will need graph paper for the graph. NOTES: this is potentially a DOUBLE LESSON Please review with any feedback :-)

LESSON COVERS the major changes in the UKs economy including deindustrialisation, the post industrial economy and the move towards service industries, science and business parks. LESSON INVOLES the majority of the lesson is taken up by the creation of a timeline (differentiated by target)- first looking at what happened and when, then using different colours to explain why the things happened/are happening or will happen. The final task is to put these pieces together into a short story supported by mixed up sentences. LESSON RESOURCES the timeline activity is supported by some information sheets that are intrinsically differentiated (some info boxes are easier to read, some more complex). The lesson also includes a 5 minute "Review Previous Learning" task, as a revision tool - feel free to omit or adapt. Please review with any feedback or if you spot any weevils in the lesson :-)

For the person that messaged me to say it wasn’t attached to the lesson :-)

LESSON COVERS: the changes and current status of Nigeria's economy and employment structure (Uses the Oxford AQA GCSE textbook: edited by S.Ross) LESSON INVOLVES: Students start by creating a graph depicting Nigeria's current employment structure. The main task of the lesson is to create a differentiated CV for Nigeria - the different parts of the CV related to different elements of learning about Nigeria's economy. The final task is to write the personal statement as a persuasive summary of what they have learned and why Nigeria should be considered for the future role of HIC. Students can write of sketch their CV information but must write the final statement. Lesson also includes a 5 minute review slide with questions from previous topics (can be skipped or edited if not relevant) RESOURCES: Their are two CV templates: MA - middle to lower ability/grades, HA higher ability/grades. The CV should be printed A3. The Oxford text book is used, but the lesson format can easily be edited to fit a different country with a different text book to support. The lesson also includes a 5 minute "Review Previous Learning" task, as a revision tool - feel free to omit or adapt. Please review with any feedback or if you spot any weevils in the lesson :-)

LESSON COVERS: GNI, HDI and other indicators of development, the "north south divide" of development, and looking at how effective development indicators are. LESSON INVOLVES: students introduce to relevant key words, shown two videos - one introducing HDI and another introducing GNI, with a differentiated task for each. Following this there is a differentiated development indicators task where they research and evaluate each one. There is then a map task task where students illustrate the north south divide and add specific details on specific countries in each part. The final task is an exam question, with a quick plenary at the end. RESOURCES: The indicators task table is also saved as a separate document for you to print out for those students who need some egging along. The map task maps AND higher level maps are save in the same document. The development indicators task refers to a text book - just substitute this information for whichever dictionaries or texts books you wish to use. NOTES: the link the video is embedded, put the slides into slide show mode and then click on the video screen grab. Some tasks have a TOP TIPS box for students to contribute ideas and teacher to type up. Please review with any feedback or if you spot any weevils in the lesson :-)

LESSON COVERS: Favela Barrio's adult education classes, new health care centres and addiction help services, pacification, positives and negatives of drug gang rule, informal jobs, scarcity of jobs. LESSON INVOLVES: students think about the life of a 12 year old in the favela and what life options he has available to him. They make life decisions at age 12 and 20 for a boy called Adeo and detail their choices for him on a Life Decision sheet. The information they need to inform these decisions and complete their sheets is on the slides. RESOURCES: The Life Decision sheet is usually printed A3, their is also a differentiated version with sentence starters. NOTES: the information slides can be printed, I just always try to plan my lessons as paper free as possible. And TMT means "This means that...."

Welcome to Rio de Janerio! LESSON COVERS: the location, population and importance of an LEDC/HIC city on different scales. LESSON INVOLVES: students creating an A3 Welcome to Rio information sheet. The sheet will have 4 sections with a differentiated info slide for each section. Slides are timed to create pace, but this can be manually overridden. RESOURCES: are included and their use is indicated on the slides. The video link is embedded in the video screen shot (just play the slide show then click on the screen shot, it will take you to the video). You will need to tweak the Atlas page number depending on your atlas brand. NOTE: The keys indicate key words