Students start by drawing the water cycle on a partially completed Arctic Tundra background. Next students add additional annotations of how the water cycle would change in Arctic conditions. Then the students are given specific information about how the water cycle is altered in the Arctic to add to a new diagram. Finally, students are asked to compare the water cycle in the rainforest to the tundra. They are required to include factual information in these annotations.

In this lesson pupils will be introduced to the location, climate and structure of the Amazon rainforest. They will learn about the different layers and interpret, maps and diagrams. This is a part of a series of lessons based on a case study of the tropical rainforest, also for sale as a bundle.

In this lesson students will learn how to measure straight line distance and actual distance. Firstly, the students will learn how to measure straight line distance using the map skills booklet and the Cambridge maps (I have enclosed a copy but you will need to enlarge them so 2cm =1km). Next, there is a video and an explanation of how to measure straight line distances, accompanied by a series of Cambridge map questions. After that there are two more scale questions, also included in the map skills booklet. Answers to all activities are included in the PowerPoint.

This is a debate / decision making exercise and should take place over a three of lessons, two to plan and one to undertake the debate. Firstly, there are two video clips about the oil industry in Prudhoe Bay, Alaska in order to develop the students sense of place. Next, based on a geofile (website for access supplied) students should evaluate the advantages and disadvantages of oil and gas production and consumption in Prudhoe Bay. After that students are split into 4 groups. Each group is given a character card with details about their viewpoint and a writing frame. Using the writing frame and geofile students should develop a speech about their views on oil and gas production and exploration in Prudhoe Bay. This will take 2 lessons. In the third lesson the groups should give their presentations. whilst speaking sheets are provided to take notes on the viewpoints of others and writing down questions to ask them. After every speech undertake a discussion activity based on what has been said. Then debate the two key questions once everyone has spoken. Next the students will be asked to suggest compromises and work towards and agreement, before final voting. At the end pupils will be asked to complete and opinion line task for both the questions and to feedback the reasons for their opinions. To increase student engagement each student is assigned two other students to observe using the engagement tally chart, they should record the student’s engagement at 3 points in the lesson. At the end of the lesson the students can give feedback to the students that they have observed. There are also ask and answer stickers for the studnets to stick on themseves. they can take these off once the have asked/answered a question. I have added an essay question at the end of the powerpoint which could be planned in the lesson and completed for homework. There are planning sheets and fact sheets to help the students to produce high quality essays. All resources are included at the end of the PowerPoint.

Starter- River OS Map interpretation quiz with answers Main- diagrams to support sequenced explanation of levee and floodplain formation, work sheet included. Plenary - peer assessment, mark scheme included

This lesson introduces animals that have adapted to their environment and then asks the students to apply the adaptation strategy to plants in the rainforest. they are given fact cards on epiphytes, trunks and bark, roots and leaves to take notes on. Finally there is a rainforest plant card sort which matches adaptations, with explanations and photos of plant features, to test the students understanding.

This river quiz is based on the Bethesda map (a copy of which is incorporated into the PowerPoint) It encourages the students to identify specific places to locate the watershed. It also asks them to identify features e.g. meanders, confluences, sources and tributaries, The pupils finally have to shade the map to show the area covered by the upper, middle and lower courses.

This lesson is designed to summarise the climate change agreements from COP26. The first part of the lesson outlines what COP26 is and the history to this meeting including details about the Rio Earth Summit, Kyoto Protocol and Paris Agreement. Cartoons are included to promote discussion about different world leader’s opinions and actions. Next COP26 is introduced, with details about venues, participants and NDC agreements. After that are videos from David Attenborough and the Queen, urging world leaders to come to agreements that will reduce the impacts of climate change. Finally, there are details about the major agreements from COP26 including reducing methane, deforestation and banning the use of coal. There is a worksheet for pupils to complete throughout the lesson to maintain focus of the content. The last task is a team work activity which can be completed in pairs and small groups. It asks the pupils to imagine they are the Prime Minister and to suggest ways to limit climate change to 2 degrees Celsius. There are a variety of sub headings to help to scaffold the discussion. All resources are included at the end of the PowerPoint.

Firstly, the students are shown a pie chart of employment structure in Ethiopia. They are asked to classify Ethiopia as either and LIDC or EDC. Next they are shown a diagram of Rostow’s development model and asked to identify which stage Ethiopia is in. This sets the scene for Ethiopia becoming a suitable host country for TNCs. Next the students are given a globalisation glossary most of these terms will be familiar and this activity will act as revision. The students are introduced to what a TNC is and asked to guess what the 10 biggest TNCs are. After that they are given info on some TNCs in Ethiopia and reasons why TNCs locate there and are asked to match the reasons to the company. More than one reason may apply. Next they are asked to classify the advantages and disadvantages of TNCs to Ethiopia. To finish are a selection of 4 mark examination questions about international investment. All resources are included at the end of the PowerPoint.

The lesson starts by asking the students to recall and classify the inputs, outputs, processes and stores of the carbon cycle. Next the students are asked to produce a diagram of the carbon cycle and then to adjust it to reflect the carbon cycle in the Arctic Tundra. After that students are given specific information on the changes and asked to annotate these onto a new diagram of the carbon cycle. Finally the students are asked to compare the carbon cycle in the rainforest to the tundra, including specific information.

This lesson was designed for the new A2 syllabus. It asks students to recall the water cycle from GCSE and add more sophisticated terms required at A level. It includes a glossary with answers and diagrams of the water cycle. The pupils are then required to classify parts of the cycle into inputs, outputs, processes and flows (answers included). They can follow up this with a classification card sort activity, with answers. All resources / hand-outs are included within the lesson PowerPoint.

This is a lovely decision making exercise. there are 3 plans to develop the rainforest in Madagascar. pupils have to outline each scheme before designing criteria to judge the schemes on. Finally they need to write a paragraph to justify their choice of scheme and rejection of other schemes. There is a writing frame to support this. The plenary asks the pupils to consider and develop a compromise.

This lesson is designed as a stand alone lesson that can be set as cover. All resources are included within an answer booklet. There are also a set of answers to give to a cover supervisor and an extension task. The focus is on what are the impacts of the stadium currently, what changes will be made, who is for and against the building of the stadium. It also incorporates many skills including OS map skills, graphical skills and comprehension skills.

Pupils are introduced to the concept of food webs and shown a range of diagrams. They are then split into groups. Each group is given a set of images of rainforest animals. They then need to use the internet to research what the animals eat and to classify them into herbivores, carnivores etc. before sticking them down and creating their own food web. There is a plenary bingo activity to tests the students understanding of the key terminology used in the lesson.

This includes two lessons, the first involves students researching the different volcanic hazards including lava, gas, pyroclastic flow, tsunami, landslides, lahars and tephra. there is also a plate margin Venn diagram to use as a starter to test student’s knowledge of each plate margin. In the next lesson pupils will present their findings to the rest of the class. there is a PowerPoint presentation including photos and diagrams of the hazards to support if student research is not quite detailed enough.

The lesson uses photos, diagrams and video clips to enable students to learn about the causes effects and responses to the tsunami. There are gap fill activities, writing frames and plenary quiz.

This lesson includes details about all earthquake hazards including ground shaking, soil liquefaction, tsunamis, landslides, avalanches and flooding. the PowerPoint incorporates images, flow charts and video clips to help the students to develop their understanding.

Firstly, the students are given a glossary of trade definitions to complete. Next the students are shown a table of the goods exported from countries at a range of levels of development. Students should be asked to identify the pattern of exports. On slide 4 there are images and text to act as prompts to explain how trade affects development. Next the students are asked to interpret a pie chart showing the share of world trade in ACs, EDCs and LIDCs. After that the students are given data about Ethiopia's imports and exports and asked to identify the impact of trade on the country. Next the students are asked to plot on a map the countries that Ethiopia imports from and exports to. This map can then be used to make links to bilateral aid. Finally, the students are given data about the value of exports and imports in Ethiopia and are asked to assess the impact of trade. All resources are included in the PowerPoint.

This lesson introduces the students to the environment that they will be studying. Firstly the students are asked to summarise what they already know about the Arctic Tundra. Next they are split into 3 groups, each group has a pack of resources. The packs include information about location, climate and vegetation. A note taking sheet is provided. Students have 8 minutes with each pack in order to take notes. To test their understanding each group is given one topic to give a presentation on. All resources are included at the end of the PowerPoint.

This booklet is designed to follow up work undertaken on a coasts field trip. It includes a range of skills based questions involving methods, data presentation and analysis. Each section includes a GCSE mark scheme to assess the student’s work. These resources can be adapted to be used with fieldwork activities undertaken at a range of locations.