Conserving Nature: KS3 - Development Decisions

Conserving Nature: KS3 - Development Decisions

The balance between providing resources for a growing and technologically advanced population and protecting biodiversity is an ever-increasing problem. In this activity, students gain an insight into the work of researchers at The University of Oxford’s Interdisciplinary Centre for Conservation Science (ICCS) and model the conflict between development and the needs of people and the environment. They role play a stakeholder meeting between local villagers and developers, mediated by conservation researchers, to see if they can come to an agreement on proposed development ideas. Learning Outcomes: Students learn what conservation is and why it is important Students discuss negative and positive environmental and social impacts of development to make a decision. See more at: https://www.oxfordsparks.ox.ac.uk/content/conserving-nature
OxfordUniversity
Conserving Nature: KS3 - Dam Dilemma

Conserving Nature: KS3 - Dam Dilemma

Technological development in low income countries such as Uganda is important for improving the economy and providing a better quality of life for its population. However, quite often these developments carry a risk of negatively affecting the environment and the lives of local people. The work of researchers at The University of Oxford’s Interdisciplinary Centre for Conservation Science (ICCS) aims to ensure that new developments not only ‘do no harm’, but actively bring benefit to both biodiversity and local communities. In this activity students look at the positive and negative impacts of building more hydroelectric dams on Ugandan rivers. They use this information to write a balanced argument. Learning outcomes: Students learn what conservation is and how it can protect biodiversity loss Students learn to write a balanced argument, considering environmental, economic and social issues See more at: https://www.oxfordsparks.ox.ac.uk/content/conserving-nature
OxfordUniversity
Make Your Own Information Book: Water Infrastructure - Interactive Activity - KS2 Literacy

Make Your Own Information Book: Water Infrastructure - Interactive Activity - KS2 Literacy

KS2 Literacy - Make Your Own Information Book: Water Infrastructure - Interactive Activity Create your own information book by selecting headings, footers, pictures and descriptive texts. The different page layout options are a useful feature for pupil differentiation, as higher ability pupils can be encouraged to extend the length of their work. This is a great activity for students to work on independently to practise writing informatively.
Tes_elements
KS3 Endangered species

KS3 Endangered species

Lesson includes lesson launch activity, emotive video with debate questions, heads and tails activity, hyperlink to video about saving the rhino with related questions and ideas for homework.
fourstripe
KS3 Antarctica the last wilderness

KS3 Antarctica the last wilderness

Lesson includes differentiated questioning lesson launch,success criteria, information video with related activities, heads and tails on environmental challenges and design your own Antarctica Treaty activity. Detailed lesson plan is also included.
fourstripe
renewable energy

renewable energy

This allows students to name, research and evaluate types of renewable energy and to create an informative action plan as to which renewable energy China should move to and why. Learning objective/WALT (We are learning to): WALT: research, justify and sell an idea be persuasive using facts Self assessment opportunities as well as an assessment opportunity with success criteria. The main lesson is on Smart Notebook and resources are in PPT format or word. Resources for the lesson saved in the attachment section (paper clip) on the SNB.
carolinemcleggan5
Brazil assessment thematic and detailed mark scheme and feedback lesson

Brazil assessment thematic and detailed mark scheme and feedback lesson

Brazil assessment thematic and detailed mark scheme and feedback lesson Learning objective/WALT (We are learning to): WALT: apply knowledge in exam conditions This lesson has knowledge checks with a self assessment opportunity as well as and assessment opportunity with success criteria. The main lesson is on Smart Notebook and resources are in PPT format or word. Resources for the lesson saved in the attachment section (paper clip) on the SNB.
carolinemcleggan5
Cause and effect of deforestation in Malaysia- orangutan link

Cause and effect of deforestation in Malaysia- orangutan link

Cause and effect of deforestation in Malaysia- orangutan link Learning objective/WALT (We are learning to): WALT: Describe the causes and effects of environmental destruction WALT: Categorise information WALT: Apply knowledge to a cause study This lesson has knowledge checks with a self assessment opportunity as well as an assessment opportunity with success criteria. All resources are included in the PPT.
carolinemcleggan5
Dubai a coastal area development and location

Dubai a coastal area development and location

Dubai a coastal area This is a lesson used to map and describe th geographical location of Dubai but also to discover why they have managed to develop so quickly. My students are a bit obsesed with Dubai and loved this lesson. There are some exam style comprehension tasks also. Learning objective/WALT (We are learning to) : WALT: Describe the attraction to a coastal city. Explain how areas change over time. Present information graphically The main lesson is on Smart Notebook and resources are in PPT format or word.
carolinemcleggan5
Investigating Rivers

Investigating Rivers

This set of resources is designed for teaching the KS2 Geography unit ‘Investigating Rivers’. The planning, presentations and activities are also available individually on the TES. If you like this resource, please review it. If you have any suggestions or feedback, contact me at eddiebray@yahoo.co.uk. I am also looking for teachers to test new resources. Get in touch if you would like to help!
eddiebray
Thinking about the different ways we use water

Thinking about the different ways we use water

This resource is aimed at upper KS2 or lower KS3 and is part of a wider Rivers unit (see ‘Rivers - medium term plan’). The presentation asks children to think about all the different ways we use water and where we get it from. Are these uses necessary (needs) or luxury (wants)? Children then categorise these uses as commercial/industrial, agricultural, recreational or community. Lastly, they are asked to consider how we can balance human water requirements with those of Earth’s wildlife. In the activity children sort photos of different water uses into six different categories. The extension then challenges them to classify each water use as either necessary or luxury and explain their reasoning. If you like this resource, please review it. I will happily send you a free resource of your choice in return for a review or useful suggestions/feedback. Contact me at eddiebray@yahoo.co.uk
eddiebray
Renewable resources

Renewable resources

A whole lesson which looks at the different types of renewable energy which exist. Goes through a basic understanding of how each works and then gets students to design their own sustainable house.
cerian123
Card Sort: What were the arguments for and against pit closures in 1992?

Card Sort: What were the arguments for and against pit closures in 1992?

In late 1992, the UK government announced that it would begin a process to close its remaining 31 coal mines with the loss of 30,000 jobs. The government argued that Britain no longer needed British coal as it could import its energy sources such as a lot more cheaply from elsewhere. This led to a ‘Dash for Gas’ with Britain’s once mighty coal industry being shut down. There were many other benefits and downsides to closing the pits. This outstanding card sort is designed to help students understand and assess some of the arguments for and against closing the pits in 1992. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as fourteen fully editable statements that can sorted under them. I have also linked in video clip from the parliamentary debate on this issue with a speech from Tony Ben, which are worthwhile watching with your students, depending on their ability. The aims of this lesson / activity are: Know: Why did the UK government decide to close its remaining coal mines in 1992? Understand: What were the arguments for and against pit closures? Evaluate: Should the British government have decided to close down the coal industry in 1992? WILF - What am I Looking For? Identify & describe: Why did the UK government decide to close its remaining coal mines in 1992? Explain: What were the arguments for and against pit closures? Analyse: Should the British government have decided to close down the coal industry in 1992? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy
Roy_Huggins
ks3 gcse 1-9 geography carbon footprint calculator science environmental climate global warming

ks3 gcse 1-9 geography carbon footprint calculator science environmental climate global warming

A lesson that gets pupils to calculate their own carbon footprint based on a series of life style questions. There are lots of on-line versions, but I wanted one that didn’t need any IT access. Pupils create a pledge that demonstrates ways that they will try to reduce their own carbon footprint. There is also a more complex GCSE style question that promotes an understanding of the global picture & why more developed countries would have a larger carbon footprint than developing countries. Or this may be set to change in relation to (often more costly) energy saving devices. Used as part of the KS3 SOW.
andymcstump
(8 resources) 1-9 gcse ks3 geography use modify landscape for water environment scheme

(8 resources) 1-9 gcse ks3 geography use modify landscape for water environment scheme

A lesson that explores the social, economic & environmental impacts of the Elan Valley to Birmingham water transfer scheme. Students use the information sheet (no need for books). Promotes independent learning. Pupils have a choice of tasks. Assessment task also provided. I would recommend printing the information sheet in colour & in A3 & laminating it, to be used again. Links well to much of the new 1-9 specification and was used as part of the KS3 SOW.
andymcstump
(6 resources) ks3 gcse 1-9 geography synoptic food resource production population water people

(6 resources) ks3 gcse 1-9 geography synoptic food resource production population water people

A super lesson that explores the impact the global food production could have upon the planet. Issues such as water, transportation & population growth are covered. A great synoptic task. GCSE style question added to test understanding. 2 styles of teacher feedback (marking) included to save time. Just print off & do yourself or get pupils to peer assess. Students use the information sheet (no need for books) to create an information sheet. I normally use a large piece of sugar paper & get pupils to work on their own. I would recommend printing the information sheet in colour & in A3 & laminating it, to be used again. The cartoon strip is best in A3 too. Links well to much of the new 1-9 specification and was used as part of the KS3 SOW.
andymcstump
(4 resources) ks3 waste geography ewaste managing resources environmental human 1-9

(4 resources) ks3 waste geography ewaste managing resources environmental human 1-9

A super lesson that explores e-waste. Students use the information sheet (no need for books) to create a mindmap. SEND resource included too. The gcse style question sheet puts learning into a context. I would recommend printing the information sheet in colour & in A3 & laminating it, to be used again. The cartoon strip is best in A3 too. Links well to much of the new 1-9 specification and was used as part of the KS3 SOW.
andymcstump
(9 resources) ks3 gcse 1-9 article geography landfill waste response manage

(9 resources) ks3 gcse 1-9 article geography landfill waste response manage

A super lesson that explores landfill. This took roughly 8 hours to plan & create. Students use the information sheet (no need for books) to create a newspaper article. All SEND resources created too. SPaG sheet to cover tricky key words. I would recommend printing the information sheet in colour & in A3 & laminating it, to be used again. The cartoon strip is best in A3 too. Links well to much of the new 1-9 geography specification and was used as part of the KS3 SOW.
andymcstump
(5 resources) geography gcse ks3  rural effects responses tourism human impacts lake district uses

(5 resources) geography gcse ks3 rural effects responses tourism human impacts lake district uses

A super lesson that explores the cause, effects & responses of tourism in the Lake District. Students use the information sheet (no need for books) to create a cartoon strip. I would recommend printing the information sheet in colour & in A3 & laminating it, to be used again. The cartoon strip is best in A3 too. Links well to much of the new 1-9 specification and was used as part of the KS3 SOW.
andymcstump
Sustainable Buildings: Project-based learning

Sustainable Buildings: Project-based learning

This is a really engaging resource that takes a project based learning approach to students designing and presenting a sustainable building. There is a series of 4 lessons, including one piece of homework. The first lesson comprises of a comprehension activity to inform students about the different types of sustainable building design. The second lesson focuses on students preparing a presentation to read in front on the class in the third lesson. The fourth lesson tests students on what they have learned about sustainable building design. The resource is ideal for KS3, however could be easily adapted for KS4. Objectives: Identify a range of sustainable features Explain how the features are sustainable Start to evaluate which feature is the most sustainable
rwood77
full SOW for ecosystems geography gcse 1-9 habitats rainforest reefs (over 25 resources)

full SOW for ecosystems geography gcse 1-9 habitats rainforest reefs (over 25 resources)

This includes dozens of very high quality resources that have taken an estimated 30 hours to plan & create. Lessons have been designed to be fun, creative and promote a high level of independence. It has all of the learning needed for coverage of the new 1-9 gcse geography specification. Includes lessons on: The great barrier reef (uses, importance & sustainable management). The Amazon Rainforest (uses, importance & sustainable management). Water cycle Nutrient cycle Biotic & abiotic components of ecosystems. Also includes a full SOW for paper 1 (Living in the UK) of the OCR 1-9 specification.
andymcstump
ocr a gcse ecosystems start of unit 1-9 content outline unit

ocr a gcse ecosystems start of unit 1-9 content outline unit

A front sheet that outlines the content needed for the ecosystems work covered in the gcse geography OCR A specification. These are great as a coverage check and also to demonstrate progress over time. I often get pupils to populate it with knowledge at both the start & end of a unit.
andymcstump
ecosystems 1-9 gcse great barrier reef sustainable management habitat biodiversity science

ecosystems 1-9 gcse great barrier reef sustainable management habitat biodiversity science

A superb series of activities linked to the Great Barrier Reef. Pupils create a case board (like the ones seen in crime films). They use the info sheet to independently get all of the information needed. I have also included blah blah questions. These are designed to enable pupils to pick out the key words in a question and still be able to answer it, even if they don’t understand all of what the question is asking. Designed for the new 1-9 gcse geography specifications.
andymcstump
geography ecosystems 1-9 OCR AQA gcse ks3 rainforest sustainable management uses amazon

geography ecosystems 1-9 OCR AQA gcse ks3 rainforest sustainable management uses amazon

A great lesson (takes about 3 in total to complete) about the Amazon Rainforest. Students create a newspaper article related to: why it should be saved, why its destroyed and how it is being sustainably managed. Resources are high quality and include all of the key ingredients to allow pupils to access the learning. I have also included a gcse exam style question so as to assess learning and put it into a context. There is also a feedback sheet that simply needs printing and giving to the pupils. This is a very highly effective lesson that promotes independence and creativity along with high level literacy. Planned for OCR, but links to all of the new 1-9 geography specifications.
andymcstump
full SOW (over 20 resources) modifying the landscape for food and water gcse geography 1-9 unit of study

full SOW (over 20 resources) modifying the landscape for food and water gcse geography 1-9 unit of study

This bundle contains all of the resources and materials to teach all of the key content related to the GCSE 1-9 specification. Over 20 resources that took an estimated 25 hours to plan and create. Lessons include: Trawling for food Water transfer scheme Mechanisation of farming Hedgerow removal. Lessons are creative and engaging and designed to allow independent learning. Mark sheets are often included to allow for simple & quick teacher feedback.
andymcstump
water management resource geography science 1-9 gcse ks3 modifying the landscape social uk

water management resource geography science 1-9 gcse ks3 modifying the landscape social uk

A great lesson that covers the human, social and environmental impacts of water transfer schemes in the UK. 8 resources in total (took about 10 hours to create). This is based on the gravity scheme that transports water from the Elan valley to Birmingham. Pupils have a choice of tasks and promotes independence & creativity. I have also included marking sheets that just need printing off. The GCSE links really tests their understanding. Covers most new 1-9 gcse geography specifications.
andymcstump
LAND RIGHTS ISSUES FOR THE MARRA ABORIGINAL PEOPLE

LAND RIGHTS ISSUES FOR THE MARRA ABORIGINAL PEOPLE

This unit has a focus on the Land Rights of the Marra Aboriginal people. After deliberations lasting almost two decades the Government of the Northern Territory Proclaimed the Limmen National Park and the adjacent Limmen Bight Marine Park. Interested parties were invited to have an input on what the Parks would allow and disallow. As traditional occupiers of the designated region the Marra people were keen to have an input. This interest heightened when the mining operation within the Park boundaries indicated a projected development in the form of a pipeline that would carry iron ore sludge from the mine across traditional Marra land; across the shallow waters of the Limmen Bight and onto Maria Island in the Gulf of Carpentaria. Maria Island was of particular interest to the Marra people. Consequently the Marra Aboriginal people prepared and forwarded Petition to the Northern Territory outlining their objections to the proposed pipeline. This unit is about what happened. It is about land rights of the Marra who, through generations, had been impacted by European presnce on the lands they regarded as their traditional lands. Students can gain some insight into the Marra respect for land and the need to protect its resources. The Petition is provided for screen use and is also contained in the attachments. Tke your students into the remote region of the Limmen National Park and the shallows seas of the Limmen Bight Marine Park. Have them consider the thinking behind the final Proclamation of the Parks which are shown in the map. There are other units on this area if you wish to broaden the study.
KPolkinghorne
The nutrient cycle

The nutrient cycle

The nutrient cycle Can I understand the nutrient cycle? Can I explain the importance of the nutrient cycle on the soil? A mystery lesson aimed at teaching students what the nutrient cycle is and how deforestation affects the nutrient cycle. An assessment task is attached with success critera. All resources for the lesson can be found in the powerpoint.
carolinemcleggan5
Sustainable tourism assessment

Sustainable tourism assessment

This is a short ( 3 mins approx) mid-unit test to check students understanding on the concept of sustainable tourism. It could also easily be set as a classwork or homework task. Students must show they can define sustainable tourism, explain the negative impacts of mass tourism, and annotate an ecolodge with its sustainable features. This was originally written for year 9 as an introduction to the Unit 1 travel and Tourism Btec course ( and unit 1 examination). It could also easily be used for Ks3 Geography. Would go well with my other resource on ’ Sustainable tourism & Ecolodges’.
victoriabennett
Sustainable Tourism & Ecolodges

Sustainable Tourism & Ecolodges

This lesson introduces the concept of ‘sustainable toursim’ and then students are given a task of designing an eco-lodge according to the principles of sustainability. there is a peer assessment grid to judge the sustainability of pupil designs. This lesson was made for the Unit 1 examinatioin for Btec Travel and Tourism, but equally as good for Ks3 Geography.
victoriabennett
To Plastic or Paper Bag... A matter of waste... Version  2.0

To Plastic or Paper Bag... A matter of waste... Version 2.0

To Plastic or Paper Bag… A matter of waste… Nersion 2.0 Plastic bag bans appear to be on the way to a supermarket near you or around the rest of the world. Resource investigates this problem. A list of web links are given to start pupils on their own research. I have also included a series of links to YouTube Vids - I would watch the documentary and then have pupils rate the social media comments. Do they like or dislike them. Then each has to be reasoned with a reply. I have tried to use as near as possible actual comments. Sorry to those people who have already downloaded this, but I really felt that it could do with a feedback page from a colleague/friend of the pupil completing the worksheet
martinpk