A decision making game designed around making sustainable decisions for developing tourism on an island (Phuket, Thailand - note the scenario is entirely fictional!). Students work in 3's, have to collect information about what is happening and then decide what the most sustainable choice would be.

Lesson 6 - students hunt for information about Antarctica and the Arctic that is hidden around the room. A fully differentiated task gets them to compare the two places and decide whether they are more similar or more different. The aim is to combat the common stereotype that they are both exactly the same. Then students explain why both are so cold. There is a possible extension at the end to explain why Antarctica is colder than the Arctic. This is a scheme of work about cold environments / polar places. It is designed to work in a completely mixed ability classroom and therefore is differentiated wherever necessary and includes challenge/extension questions. It includes the following topics: - Where cold environments are and what they are like - How people use cold environments - What a glacier is and how it forms - How glaciers change the landscape by creating corries, aretes and pyramidal peaks - A comparison of the Arctic and Antarctic and why they are so cold - Food chains, food webs and the wider importance of plankton at the bottom of the food chain - Snowball earth and the idea of ice ages with varying amounts of ice on the planet - The Antarctic treaty - How cold places are changing, focusing on ice shelf collapse and sea level rise

Lesson 7 - a quick introduction to food chains followed by expanding it to food webs. Includes interactive card sorting activities. Then students watch a video about plankton and why they are so important. This provides details about plankton being at the bottom of the food chain and their link to food supplies, oxygen supplies and fossil fuels. This is a scheme of work about cold environments / polar places. It is designed to work in a completely mixed ability classroom and therefore is differentiated wherever necessary and includes challenge/extension questions. It includes the following topics: - Where cold environments are and what they are like - How people use cold environments - What a glacier is and how it forms - How glaciers change the landscape by creating corries, aretes and pyramidal peaks - A comparison of the Arctic and Antarctic and why they are so cold - Food chains, food webs and the wider importance of plankton at the bottom of the food chain - Snowball earth and the idea of ice ages with varying amounts of ice on the planet - The Antarctic treaty - How cold places are changing, focusing on ice shelf collapse and sea level rise

Lesson 4 - an introduction to what a glacier is and the many different types that exist. A video and differentiated worksheets are used to help students explain how they form. Students are asked to think about how fast they move and how thick they are. There is a video clip to demonstrate the movement of a glacier. This is a scheme of work about cold environments / polar places. It is designed to work in a completely mixed ability classroom and therefore is differentiated wherever necessary and includes challenge/extension questions. It includes the following topics: - Where cold environments are and what they are like - How people use cold environments - What a glacier is and how it forms - How glaciers change the landscape by creating corries, aretes and pyramidal peaks - A comparison of the Arctic and Antarctic and why they are so cold - Food chains, food webs and the wider importance of plankton at the bottom of the food chain - Snowball earth and the idea of ice ages with varying amounts of ice on the planet - The Antarctic treaty - How cold places are changing, focusing on ice shelf collapse and sea level rise

Lesson 9 - an introduction to the Antarctic Treaty that goes through the main aims of the treaty and focuses on students writing information in their own words. Diamond ranking gets the students to prioritise the information and then a thinking chain is provided to help students explain in detail. The lesson ends by creating a set of guidelines for people visiting Antarctica. This is a scheme of work about cold environments / polar places. It is designed to work in a completely mixed ability classroom and therefore is differentiated wherever necessary and includes challenge/extension questions. It includes the following topics: - Where cold environments are and what they are like - How people use cold environments - What a glacier is and how it forms - How glaciers change the landscape by creating corries, aretes and pyramidal peaks - A comparison of the Arctic and Antarctic and why they are so cold - Food chains, food webs and the wider importance of plankton at the bottom of the food chain - Snowball earth and the idea of ice ages with varying amounts of ice on the planet - The Antarctic treaty - How cold places are changing, focusing on ice shelf collapse and sea level rise

Poster outline the process for writing a perfect paragraph. Set to A3, but worth printing twice the size if possible. Disclaimer: pictures are from google and are not my own.

Lesson 10 - a lesson that considers why scientists are worried about icebergs. Students use a card sort / mystery type activity to find out what is happening to ice shelves and glaciers in Antarctica. They are asked to explain how ice shelves lead to sea level rise. The final task is to sort the advantages and disadvantages of ice melting and sea level rise. This is a scheme of work about cold environments / polar places. It is designed to work in a completely mixed ability classroom and therefore is differentiated wherever necessary and includes challenge/extension questions. It includes the following topics: - Where cold environments are and what they are like - How people use cold environments - What a glacier is and how it forms - How glaciers change the landscape by creating corries, aretes and pyramidal peaks - A comparison of the Arctic and Antarctic and why they are so cold - Food chains, food webs and the wider importance of plankton at the bottom of the food chain - Snowball earth and the idea of ice ages with varying amounts of ice on the planet - The Antarctic treaty - How cold places are changing, focusing on ice shelf collapse and sea level rise

Lesson 1 - an introduction to where cold environments are and how varied they are. Includes Antarctica, Arctic, mountains and permafrost. This is a scheme of work about cold environments / polar places. It is designed to work in a completely mixed ability classroom and therefore is differentiated wherever necessary and includes challenge/extension questions. It includes the following topics: - Where cold environments are and what they are like - How people use cold environments - What a glacier is and how it forms - How glaciers change the landscape by creating corries, aretes and pyramidal peaks - A comparison of the Arctic and Antarctic and why they are so cold - Food chains, food webs and the wider importance of plankton at the bottom of the food chain - Snowball earth and the idea of ice ages with varying amounts of ice on the planet - The Antarctic treaty - How cold places are changing, focusing on ice shelf collapse and sea level rise

Lesson 8 - an introduction to Ice Ages and the idea that global temperatures (and therefore the amount of ice) have varied dramatically over time. The main focus of the lesson is Snowball Earth - a period of time about 635 million years ago when scientists have hypothesised that the whole earth was covered in ice. Students are drawn in by considering the idea of whether penguins and polar bears have ever met in the wild. The outcome is that if they were alive during Snowball Earth they could have met, but actually they were not alive. This is a scheme of work about cold environments / polar places. It is designed to work in a completely mixed ability classroom and therefore is differentiated wherever necessary and includes challenge/extension questions. It includes the following topics: - Where cold environments are and what they are like - How people use cold environments - What a glacier is and how it forms - How glaciers change the landscape by creating corries, aretes and pyramidal peaks - A comparison of the Arctic and Antarctic and why they are so cold - Food chains, food webs and the wider importance of plankton at the bottom of the food chain - Snowball earth and the idea of ice ages with varying amounts of ice on the planet - The Antarctic treaty - How cold places are changing, focusing on ice shelf collapse and sea level rise

Lesson 5 - a lesson about traditional glacial landforms that attempts to provide a bigger picture by enabling students to make inferences about past climate and ways glaciers change the landscape. Fully differentiated worksheets to help with explaining the landforms. This is a scheme of work about cold environments / polar places. It is designed to work in a completely mixed ability classroom and therefore is differentiated wherever necessary and includes challenge/extension questions. It includes the following topics: - Where cold environments are and what they are like - How people use cold environments - What a glacier is and how it forms - How glaciers change the landscape by creating corries, aretes and pyramidal peaks - A comparison of the Arctic and Antarctic and why they are so cold - Food chains, food webs and the wider importance of plankton at the bottom of the food chain - Snowball earth and the idea of ice ages with varying amounts of ice on the planet - The Antarctic treaty - How cold places are changing, focusing on ice shelf collapse and sea level rise

A decision making game designed around making sensible flood management decisions. The scenario is set in a small town and is roughly based on things that happen in the area. Students have to collect information about what is happening and then decide what the best decision would be. This requires them to understand a range of flood management techniques and to consider the timescale of the problem and the possible responses.

A selection of posters with key command words, a brief description of what students should do and some prompt questions. Designed to go on the classroom wall. Choose your own panoramas to go along the bottom of each sheet.

Lessons 2 and 3 - a group activity where each group finds out about the advantages and disadvantages of one way people use cold places. As a group students are asked to create adverts/presentations to either persuade people to carry on with this use or to persuade people to stop doing it. The adverts are performed in the second lesson and students make notes about the advantages and disadvantages presented in each advert. This is a scheme of work about cold environments / polar places. It is designed to work in a completely mixed ability classroom and therefore is differentiated wherever necessary and includes challenge/extension questions. It includes the following topics: - Where cold environments are and what they are like - How people use cold environments - What a glacier is and how it forms - How glaciers change the landscape by creating corries, aretes and pyramidal peaks - A comparison of the Arctic and Antarctic and why they are so cold - Food chains, food webs and the wider importance of plankton at the bottom of the food chain - Snowball earth and the idea of ice ages with varying amounts of ice on the planet - The Antarctic treaty - How cold places are changing, focusing on ice shelf collapse and sea level rise

This resource was created as a revision lesson for the topic ‘The challenges of an urban world’ from the old GCSE geography Edexcel B, but is relevant to many of the new specs. The scenarios were created based on four of the textbook case studies for this topic. Students work in groups from a brief scenario to work out whether each of the 4 cities: Is in the developed or developing world To identify the problems the cities are facing To identify solutions to the problems. The quality of answers from each group are assessed by the mayor of each city (other students). A score sheet is provided, but a cut down version could be created so the mayors are provided with less help for making their decisions.