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5. Taiga Stakeholder Analysis/Conflict Matrix/Debate Edexcel B 8.6b

5. Taiga Stakeholder Analysis/Conflict Matrix/Debate Edexcel B 8.6b

This is an exciting lesson for the students who end with a powerful silent debate. It is a good round off to all the things they have learnt, and no doubt become passionate and opinionated about to this point. They start by making quiz questions and testing each other on the last lesson 4 topic. They then start to consider who has a stake in the taiga. After which they draw a conflict matrix to decide who might be allies and enemies. However, they should come to realise that the conflict matrix is to limiting a tool because as they start to debate they realise that the government of Russia or Canada might have different perspectives and that some people in Russian government are fighting hard to maintain the Taiga as seen in a flip learning video for this lesson. They may also find that some of their friends who are acting as Environmentalists are easily bought off by oil companies so they start to realise these could be actual issues in real life. A silent debate is very powerful because they cannot talk, and they have to write everything they are thinking down, it shows you how much they have learnt, and they really seem to enjoy expressing themselves at this point in the SOW.
isabel_wood88
4. Taiga Management Mongolia Edexcel B 8.6

4. Taiga Management Mongolia Edexcel B 8.6

This lesson may need either some printing or a computer room. I did it with students who all have iPads. The beginning is a Socrative quiz, you can make this as a multiple choice quiz, the quiz is here as are the answers in PDF format. Some contextual information about Mongolia and the Dukha people is given, then students have to read about management of the taiga forest. There are some GIS resources here using the UNESCO web page. The whole 'changing taiga' booklet is attached and some key pages highlighted - see notes on ppt. The students look at the booklet, UNESCO website, GIZ website who have been working in Mongolia and some of the pages about management in order to complete the star sheet of what, how, where, when who. I used flip learning and the students had seen a video about Mongolian taiga preservation before the class to set the scene using verso app. After the star worksheet they watch the video and place the management scheme factors in Environmental, Social, Economic Venn diagram. This is showing that even though the program was supposed to help the taiga, it doesn't only do that, it is also helping unemployed youth and women in to work and so has social and economic benefits too. Key points from the reading and video are summarised in the ppt. Lastly students have to imagine they are a park ranger and consider the env. soc. econ. factors. It could be a confusing lesson as there are a lot of resources to access, it might be nicer to just focus on Mongolia case study and do the RAMSAR, National Parks, Wilderness things in another single lesson so as to cover the spec but still have an interesting lesson on management.
isabel_wood88
3. Taiga Deforestation Culprits Edexcel B 8.4 a & b

3. Taiga Deforestation Culprits Edexcel B 8.4 a & b

This lesson covers Edexcel B points 8.4 a&b. I first imagined it like a murder mystery party where the students have to decide which factor is responsible for deforestation. However each 'culprit' has a big role to play in this so the activities changed, but still under that kind of light. First they have to label an empty nutrient cycle digram, recapping lesson 2. Then they read the culprit cards and write a more or more statement playing off the roles of each culprit to deforestation. After this they have to organise the culprits in to a diamond 9, then lastly they have to put their opinion on the opinion line and annotate it. This was a really good lesson for debate as I kept the human and physical factors in one lesson rather than separating them out. You could do some flip learning by giving out the culprit cards before the lesson so they are ready for the activities in class. I think I also used flip learning for this one using verso app I uploaded some videos on each culprit so they had an idea about the impacts already. The photos of pine cones were because I took in pine cones to demonstrate the adaptation of closed and open cones related to forest fires releasing seeds from the closed cones. This was good because the students had never seen pine cones before and called them acorns, a good little learning point.
isabel_wood88
The Three Gorges Dam Pie Chart Activity

The Three Gorges Dam Pie Chart Activity

This combined powerpoint and activity introduces the Three Gorges Dam in China and looks at four main areas; Facts About the Dam, Location, the Positives and Negatives of Building the Dam. This can be set as a group activity and requires students to pick out the key points in their allocated section before reporting back to their group and sharing their ideas. A PowerPoint, Pages and PDF version is available for download.
kstrick92
1.1 - 1.4 IGCSE Population Resources

1.1 - 1.4 IGCSE Population Resources

Want to preview before you download? See all the resources in full at http://sites.google.com/view/mrwilklessons/ Over 20 attachments. Covering units 1.1 to 1.4 of the Cambridge IGCSE syllabus. Looks at population dynamics, migration, population structure and population density. Uses China, Bangladesh, Australia and Japan as case studies.
hrwilkinson
Asian Cities Wordsearch Geography Countries Starter Settler Activity Homework Cover Lesson

Asian Cities Wordsearch Geography Countries Starter Settler Activity Homework Cover Lesson

Wordsearch on the theme of 'Asian Cities'. Powerpoint so can be used on the board or printed as a worksheet. Includes space for students to explain the keywords and suggested extension activities. Can take 10 minutes or an hour, depending on which activities the students complete. Ideal for the start of a lesson, a quick filler, a homework, part of a cover lesson or as a plenary on the board with a whiteboard pen. The idea behind these is to get students to become more literate and think independently about the words that could be used to describe the topic being taught. The repetition of the word over and over as they look for the word is useful in remembering the terms. Often the students will pick up on things that you would not normally expect!
mikedean
Ecosystems of the Planet Overviews

Ecosystems of the Planet Overviews

Series of 6 lessons to cover all the ecosystems/biomes needed for the OCR A GCSE Each ecosystem includes an A3 sheet to fill in, plus climate graphs or additional diagrams. Students use course the textbook to fill in, or can be researched on the internet
rosiebrenton
National Day of the People's Republic of China - PowerPoint + 31 Ways To Use This Resource In Class

National Day of the People's Republic of China - PowerPoint + 31 Ways To Use This Resource In Class

You could look at it directly as a presentation and discuss the different materials being shown in each of the photos. I have added a second PowerPoint presentation which shows you how you could use this teaching resource in 31 different, fun ways in the classroom to make sure you get the most out of this teaching resource. I also create a Chinese Landscape Painting book for students. The basics are laid out to help them and then they can use water colours to complete the picture. You could print off and laminate the photos to make an interesting, eye-catching display about China. The students could also take the laminated photos and sort them into different Chinese activities. The photos could also be used as prompts for creative writing, factual writing or descriptive writing.
peterfogarty
Structure of Mumbai - Challenges of an urbanising world Edexcel B

Structure of Mumbai - Challenges of an urbanising world Edexcel B

Lesson 2 of Mumbai Case Study as part of the megacities topic. LO: All will be able to name the different parts of the city Most will map the different regions Some will compare this structure to that of a developed nation Includes worksheet. Refers to GCSE Geography Edexcel B textbook by Oxford University Press.
alicenutman
Introduction to Mumbai - Challenges of an Urbanising World Edexcel B

Introduction to Mumbai - Challenges of an Urbanising World Edexcel B

This is an introduction to the case study of Mumbai as a megacity. Covers location and its national and international connections. LO: All will be able to describe Mumbai’s location Most will explain its national and international connections Some will consider why these factors are significant Includes a structured 8 mark exam question with model answer and self assessment opportunities. Is designed for the Edexcel B specification but could be adapted for other GCSE exam boards.
alicenutman