3rd lesson in the GCSE Living world topic - This is designed to me completed at home via distance learning. **Topic: Local Ecosystem Case Study ** This is for Landguard Point, Felixstowe but lesson structure could be adapted to locality. WORKBOOK - POWERPOINT - ANSWER BOOKLET To be used with GCSE Geography AQA Student Book (GCSE Geography AQA 2016) by Simon Ross and Nick Rowles **LESSON PLAN: ** Review Questions - these look at last week’s work. Try and answer these (on paper) WITHOUT looking at your notes first to test your knowledge and then use your notes to answer. Landguard is a nature reserve in Felixstowe. It is an actual example of how changes can effect an ecosystem. At GCSE we call these case studies. These are really important because the 9 mark questions are where you need to know about them. Use your booklet and the internet to add notes to the location map of Landguard. Build up the table on the structure of Landguard’s ecosystem using PP. Look at the species table and see if you can find some food chains, colour code. How could the ecosystem at Landguard change? Look at each image and come up with ideas. Then use card sort to fill in the spaces on the diagram sheet Threats to Landguards ecosystem card sort and add to table. Application 6 mark question on changes - use thew help to answer it!

7th lesson in the GCSE Living world topic - This is designed to me completed at home via distance learning. **Topic: Managing the Tropical Rainforest ** We use Taman Negara as a case study - but could be adapted to suit the school and structure could be used. WORKBOOK - POWERPOINT - ANSWER BOOKLET To be used with GCSE Geography AQA Student Book (GCSE Geography AQA 2016) by Simon Ross and Nick Rowles **LESSON PLAN ** How can people use the rainforest without the negative impacts? Think about this on your own first. Then follow the link to the BBC clip to help you further and compete the bubble on the note sheet. Use this clip to help you understand about sustainable methods of cutting down trees - IT ISN’T ALL BAD! Start working your way through the PP. Fill in the definitions on the note sheet from PP Watch the clips on the PP and start filling in the methods of managing the TRF from this as well as scan pgs 65 to 67 Watch clip to find out what ecotourism is. Also mass tourism. Add definitions to sheet from PP Most likely to…sort this into statements for ecotourism and those for Mass tourism. Ecotourism is one way of managing the TRF well. Watch the clips on the PP Then use the Taman Negara information sheet to help you fill in the Case study Table. Exam Question 9 markers.

5th lesson in the GCSE Living world topic - This is designed to me completed at home via distance learning. **Topic: Tropical Rainforests ** WORKBOOK - POWERPOINT - ANSWER BOOKLET To be used with GCSE Geography AQA Student Book (GCSE Geography AQA 2016) by Simon Ross and Nick Rowles **LESSON PLAN ** Read through the different slides about where are the tropical rainforests. Watch the video and make a few notes in the workbook about the Amazon rainforest - don’t need to write down everything! Complete the climate graph for Manaus in the Amazon Rainforest in Brazil. This is just a line graph and a bar graph - you should have done them in year 8/9. If you havent, then there is help in the PowerPoint and you can use the outline of the graph. Answer the 2 questions using the Climate graph to help you. Think about what happens if we take out something in the rainforest and it ruins the imbalance. Use the boxes on slide 8 to complete the diagram in your workbooklet (or copy out if you can’t print). Linking back to last week - look at the adaptations of plants and animals and assign the right label to the right picture. Watch the video and make notes about the different threats to the Amazon Rainforest.

Lesson 8 of a Distant Place study on Detroit this is used as an assessment and “mid unit” of the Changing places place studies where we are applying this local/distant place to various questions. Assessment (41 marks - 1 hour) Feedback sheet

Lesson b of a Place study on The East End of London- this is used as an assessment and “mid unit” of the Changing places place studies where we are applying this local/distant place to various questions. Assessment (41 marks - 1 hour) Feedback sheet

Lesson 3 of the scheme - Key concepts of place made for AQA Changing places unit: Key idea 2.2 What can edit a person’s ideas of place? What is place - looking at a Social Constructionist, Descriptive and Phenomenological approach. Starter - Retrieval from previous lesson (L2 Categories of place). 3 categories - Social Constructionist, Phenomenological and Descriptive; with the key writers attached to each READINGs - Yi-Fu Tan, Doreen Massey, Tim Cresswell and Edward Relph. Skills - how to summarise and share ideas. Skill - planning 20 Mark Q HOMEWORK - Revision tool. PowerPoint - Lesson - Worksheets - Readings - Modelled work.

Lesson 5 in the scheme - applying the Exogenous and Endogenous factors to a local place. Could be adapted to local area or used as a case study and this is the make up of Kesgrave made for AQA Changing places unit. Key Idea 2.4 How has Kesgrave changed? Using cartographic maps to identify changes to the “place” and how exogenous and endogenous factors have influenced. Starter - Retrieval Questions on the previous lesson (L4 Why are places different?) Recap - Exogenous and Endogenous factors with different examples. 4 Mark questions outlining the difference between the 2 with Modelled Examples. Local study - using different maps how has the place changed over time. Lesson Resources - Powerpoints - Worksheets - Modelled Work.