Conserving Nature: KS4 - Uganda Case Study

Conserving Nature: KS4 - Uganda Case Study

Economic development in low income countries leads to significant social, environmental and cultural change. One scheme in Uganda is to increase electricity generation by building more hydroelectric dams. The work of researchers at The University of Oxford’s Interdisciplinary Centre for Conservation Science (ICCS) aims to ensure that new developments such as this not only ‘do no harm’, but actively bring benefit to both the environment and local communities. In this activity students use a range of resources to build a case study about the positive and negative impacts of this scheme. Learning Outcomes: Students learn about the environmental and social effects of an economic development initiative in a LIC. Students write a case study looking at the positive and negative impacts
OxfordUniversity
Conserving Nature: KS4 - Conservation Conundrum

Conserving Nature: KS4 - Conservation Conundrum

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 write a balanced argument, considering environmental, economic and social issues
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
The development of China

The development of China

The development of China Learning objective/WALT (We are learning to): WALT: use a range of sources of evidence. categories information. draw conclusions using evidence. This lesson has knowledge checks. 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. This lesson is differentiated using hard, harder, hardest tasks
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
Solution to water shortages-speech and language day.

Solution to water shortages-speech and language day.

Solution to water shortages-speech and language day. Main lesson is in smart notebook Strong oracy focus with set roles such as builder, clarifier, instigator… The use of group work and development indicators is a strong focus. Heavily differentiated with writing frames, examples, different roles, organisation of ideas grid…
carolinemcleggan5
Paper 2 Human 1-9 AQA Geography revision booster

Paper 2 Human 1-9 AQA Geography revision booster

This is a revision booster lesson for AQA GCSE students. It has examiners tips, case studies and skills. I used this with my year 11s on the lead up to the exams and they loved it. They found it REALLY helpful. You could print it as a revision guide, go through it with students to check understanding, print every other page for students to fill in as you go through the PPT…
carolinemcleggan5
Economic development and quality of life

Economic development and quality of life

This resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The lesson is part of the ‘The changing economic world’ module. The scheme will require approximately 11 hours of teaching time. This series of lessons investigates how development is measured. The effectiveness of the various development indicators are scrutinised, in order to gain an accurate insight into the true development of a country. The demographic transition model is studied to show how and why populations change, as a country develops. Students are then taught to relate these ideas to population pyramids, and learn to interpret the shapes of population structures. The scheme analyses why some areas of the world struggle to develop, while others prosper. Finally, the effect of this uneven development is considered.
gy07lc
Reducing the development gap

Reducing the development gap

This resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The package constitutes part of the ‘The changing economic world’ module. This series of lessons attempts to evaluate the various strategies used to reduce the development gap. The bundle overviews the following: investment, industrial development and tourism, aid, using intermediate technology, fair trade, debt relief and micro-finance loans . The package includes instructional footnotes on how to deliver each lesson, as well as factual information to assist staff.
gy07lc
How can AID reduce the development gap, Is all AID effective AID

How can AID reduce the development gap, Is all AID effective AID

This resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The lesson is part of the ‘The changing economic world’ module. In this 1-2 HOUR lesson, pupils evaluate the effectiveness of AID provision. The students are familiarised with the different types of AID through a kinesthetic game. Discussion groups are then used to consider both the benefits and problems of different forms of AID. Two examples of intermediate technology are provided, to show how grass roots development AID is a much more effective at reducing the development gap.
gy07lc
Revision Notes on AQA A Level Geography

Revision Notes on AQA A Level Geography

Comprehensive Revision Notes that Cover: Ecosystems Under Stress, Water and Carbon Cycles, Hot Desert Systems and Landscapes, Population and The Environment alongside Contemporary Urban Environments.
jh081326
How can debt relief help reduce the development gap

How can debt relief help reduce the development gap

This resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The lesson is part of the ‘The changing economic world’ module. This resource will not last an hour teaching session, however aims to provided a concise overview of why some nations are in debt. Students are taught where the heavily indebted nations are, and made aware of two potential solutions, including micro finance and debt relief.
gy07lc
How can industry and investment reduce the development gap?

How can industry and investment reduce the development gap?

This resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The lesson is part of the ‘The changing economic world’ module. This resource uses pupil led discussion tasks to encourage independent thinking. The session looks why TNC’s and developed nations choose to invest in LIC’s, and the advantages and disadvantages to this are considered. The economic stimulation created by industrial development is another key aspect of this resource. Challenging questions are provided as well as some model answer guidance.
gy07lc
How can tourism reduce the development gap, Reducing the development gap

How can tourism reduce the development gap, Reducing the development gap

This resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The lesson is part of the ‘The changing economic world’ module. This 3 HOUR lesson investigates how the growth of tourism in an LIC can help to reduce the development gap. The material focus on both Kenyan safaris and beach resorts. The advantages and disadvantages of tourism are scrutinised. A fun kinesthetic exercise is used to teach pupils about tourism activities in these two different environments. Pupils then learn about potential solutions to the problems tourism brings. They are then tested in an extended exam style question, for which a writing frame is provided. An optional link to a 1 hour investigation into mass tourism in Kenya is also included, to help with pupil understanding.
gy07lc
How can fair trade reduce the development gap, Reducing the development gap,  Fair trade

How can fair trade reduce the development gap, Reducing the development gap, Fair trade

This resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The lesson is part of the ‘The changing economic world’ module. This 2 hour resource uses a role play exercise to illustrate the inequalities in global trade chains. Pupils are taught to empathise with plantation workers and are required to provide their own opinions on exploitation. The lesson aims to assess the effectiveness of fair trade in reducing the development gap. Pupils record notes from a short video documentary in order to attempt this question.
gy07lc
Consequences of uneven development,  Global wealth and health inequality, The development gap

Consequences of uneven development, Global wealth and health inequality, The development gap

This resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The lesson is part of the ‘The changing economic world’ module. At the start of this lesson powerful cartoon images are used stimulate discussion. An interactive true or false statement exercise is used to overview the extent of the problem. Pupils are taught how to gain full marks on skill based graph questions. Model answers and tips are also provided. A card sort exercise is used to highlight the different health issues experience in HIC’s compared to LIC’s. Finally pupils have a deeper look into malaria as a disease of poverty.
gy07lc
Consequences of uneven development, Economic migrants VS asylum seekers,

Consequences of uneven development, Economic migrants VS asylum seekers,

This resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The lesson is part of the ‘The changing economic world’ module. This 2 HOUR lesson starts by investigating at the economic migration of polish migrants to the UK. Students are taught this through a card sort exercise in which the emphasis is on reasons for this migration. The lessons then investigates the 2015 Syrian refugee crisis. Pupils are required to create a newspaper article on the crisis, using video sources.
gy07lc
Causes of uneven development, Reasons for the development gap

Causes of uneven development, Reasons for the development gap

This resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The lesson is part of the ‘The changing economic world’ module. This 1 HOUR resource investigates the physical, economic and historical reasons for uneven development. The lesson is pupil led, through student discussion groups. A video is provided that overviews issues restricting development. Prompt images are then provided to each group who must link the image to development, before feeding back the class.
gy07lc
Urban Environments - Edexcel IGCSE

Urban Environments - Edexcel IGCSE

Full unit of work for Urban Environments. Specifically designed for the new Edexcel IGCSE. This is to be taught alongside rural environments and economic activity & energy. All lesson are for 50 minutes to 1 hour of teaching time. Includes supporting worksheets for lessons - no additional resources are required. All lessons have a starter and lesson aim. Extension tasks and homework also included. All PowerPoints in the same signature style. Lesson sequence: 1 - An increasingly urban world 2 - The emergence of megacities 3 - Burgess model and the CBD 4 - Rio de Janeiro 5 - Social challenges in Rio 6 - Economic challenges in Rio 7 - Managing squatter settlements 8 - Planning for Rio’s future 9 - The future of cities 10 - Where do people live in the UK? 11 - Introducing Bristol 12 - How can urban change create social opportunities 13 - Bristol’s economy 14 - How can urban change affect the environment? 15 - Environmental challenges and change in Bristol 16 - Social inequality 17 - New housing in Bristol 18 - The Temple Quarter regeneration 19 - Rural service provision 20 - Urban service provision 21 - Nigeria 22 - Exploring Nigeria 23 - Nigeria in the wider world 24 - Manufacturing in Nigeria 25 - Aid to Nigeria 26 - Managing environmental issues 27 - Quality of life in Nigeria 28 - Life in Nigeria (Documentary) For more resources visit This is Geography. Full SoW for all new GCSE specifications - AQA, Edexcel, OCR, CIE IGCSE, Edexcel IGCSE and Eduqas. As well as over 200 lessons for KS3 and KS2. Want something bespoke designing? Email us for further details info@thisisgeography.co.uk
thisisgeography
Brazil

Brazil

Three lessons as a part of a SOW about Brazil which was created for a weak ability KS3 group.
cerian123
Population pyramids, Population pyramids & the demographic transition model, Population strucutres

Population pyramids, Population pyramids & the demographic transition model, Population strucutres

This resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The lesson is part of the ‘The changing economic world’ module. This TWO HOUR resource investigates how to interpret population pyramids. The lesson utilises interactive activities to develop pupil understanding, and provides worksheets for both higher and lower ability pupils. A card sort task is the main activity, but the lesson also includes two map description tasks for improving skill based answers. The later activities are designed to build on pupils understanding of the demographic transition model.
gy07lc
Inequalities in Brazil

Inequalities in Brazil

This is a whole lesson for a weaker abilities KS3 group. There are fill in the blank activities and simple understanding of what inequalities are.
cerian123
AQA GCSE KS4 assessment booklet

AQA GCSE KS4 assessment booklet

Assessment booklet created for the AQA spec so that students can track their progress over the course. Students start their GCSE’s in year 9 and do revision in year 10 which is why the booklet only covers year 9 and 10.
88collinsl
The demographic transition model

The demographic transition model

This 2 HOUR resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The lesson is part of the ‘The changing economic world’ module. This lesson provides an alternative, fun and interactive explaination of the DTM. The pack contains differentiated worksheets to assist pupils of lower ability. The students are first required to describe changes to the birth and death rates and therefore overall population of the individual stages. Reasons for these changes are then discussed. The powerpoint includes numerous tasks to test students understanding throughout the lesson.
gy07lc
Development indicators, The development gap

Development indicators, The development gap

This 1 HOUR resource relates to the AQA specification for GCSE (UK) exams from 2018 onwards. The lesson is part of the ‘The changing economic world’ module. The lesson investigates how countries are classified according to their level of economic development and quality of life. The students are required to use a map to to describe the distribution of high and low income countries. The lesson prompts students to think about why the development gap exists between the worlds richest and poorest nations. The students are taught the development indictors through a fun game and then asked to consider their effectiveness and limitations.
gy07lc
Counter-urbanisation

Counter-urbanisation

Whole lesson with lesson plan on counter-urbanisation. The focus in on the town of Ilkley (this could be used as a example for a GCSE topic). Could be used for KS3 or KS4.
cerian123
Climate Change in Urban Areas: Bangladesh Case study

Climate Change in Urban Areas: Bangladesh Case study

*Designed by Dr Joanne Jordan and Victoria Hewett * Subject/Standard Key Stage 3 Geography (ages 12-14) England and Wales: Year 8/9 and Northern Ireland: Year 9/10 (Republic of Ireland: Junior Cycle, 2nd/3rd year and Scotland: S2/S3) Lesson objectives To explore the effects of climate change in Bangladesh. To understand how the effects of climate change impact the lives of low-income people in Bangladesh. Time frame Approximately two hours, plus homework. Overview The aim of this resource is to engage learners in the impacts of climate change on low-income people in Dhaka. The resource focuses on the experience of three residents of Duaripara informal settlement in Dhaka, with their experiences of living with flooding, waterlogging, drainage congestion, and heat stress being portrayed through three films. Resources included in this pack Lesson objectives Resources Key terms Suggested classroom activities Homework ideas Background information for teachers Further reading and information for teachers How to use this resource Print or share resources 2-4 with students to allow them to explore the area of study. Watch the videos with students to provide insight into the experiences of climate change for low-income people. Undertake all or some of the suggested classroom and homework activities. Complete the teacher survey[http://bit.ly/GDIpotgansurvey1] (see p.2). Encourage students to complete the survey and submit their homework [http://bit.ly/GDIpotgansurvey2] (see pp.8-9). Please note: This resource is based on research and therefore technical language has been used throughout to support learners access to academic geographical vocabulary. A glossary has been included to support learners, however teachers may wish to pre-teach or provide further resources to aid understanding.
joanne_jordan1
(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
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
Regeneration in Salford, North West

Regeneration in Salford, North West

A worksheet for mixed ability students to identify positive impacts of regeneration at Salford Quays, in Manchester, North West England. Students have to identify social, economic and environmental impacts and sort the statements in to the correct categories on a venn diagram.
rwood77
1-9 geography delhi india case study developing solutions urban transport AQA OCR edexcel push pull

1-9 geography delhi india case study developing solutions urban transport AQA OCR edexcel push pull

A resource that includes all of the key information related to a Delhi case study. I had my pupils create a mindmap about each key heading (outline included), but pupils could create a city guide or newspaper articles too. Promotes independent work and allows the teacher to support students as they work. I printed this on A3 & in colour & laminated them. This way they can be kept & used for many years.
andymcstump
1-9 gcse geography ks3 india data statistics development industry population energy

1-9 gcse geography ks3 india data statistics development industry population energy

A resource that includes all of the key information related to the energy, population, resources and industry in India. I had my pupils create a mindmap about each key heading. Promotes independent work and allows the teacher to support students as they work. I printed this on A3 & in colour & laminated them. This way they can be kept & used for many years.
andymcstump
development 1-9 gcse ks3 geography developing country study india OCR AQA edexcel

development 1-9 gcse ks3 geography developing country study india OCR AQA edexcel

A lesson designed to give an overview of India. Sheet needs printing in A3. This is best done at the end of the development unit due to coverage of many key areas (Rostows, Industry etc). Pupils use the information in each section to outline the key learning for each section. I allowed students to just get on with the parts that they could complete & then topped up their learning as I walked around. This is specifically designed fir the 1-9 OCR A spec, but could be easily adapted as a case study for any exam board.
andymcstump
full SOW (over 25 resources) unit of study geography development 1-9 gcse

full SOW (over 25 resources) unit of study geography development 1-9 gcse

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: HDI Rostows Why uneven development in the world? Why uneven development in the UK? Development indicators Also includes a full SOW for paper 1 (Living in the UK) of the OCR 1-9 specification.
andymcstump