LESSON COVERS: the definition of and difference between adaptation and mitigation and examples of how each in being employed in relation to climate change. LESSON INVOLVES: the main part of the lesson involves watching a selection of short videos or sections of hyperlinked videos. students make notes on a choice of two template sheets and categorise the video as an example of mitigation, adaptation, or both. Following this they choose a role from the COP21 meetings in Paris and write a speech using what they have learnt within the context of their role (prompts for what to include are on the screen). RESOURCES: all the videos are hyperlinked, to access them put the powerpoint in slide show mode and click on the screen grabs. Some videos have a note underneath saying which parts of the video to watch (if they are too long). Pre-teach the term "desalinisation" before showing the desalinisation video. The sheets the students can use to make notes are differentiated - the blank venn diagram is for more able students. Please review with any feedback :-)

LESSON COVERS: A range of impacts of climate change, including: increased drought, extreme weather events, spread of disease, sea level rise, extinction, etc. As well as how these impact each other. LESSON INVOLVES: A starts with a range of images of impacts, asking students to think about how they are connected. The main activity is a round the room information hunt with different posters on different impacts (the text on these is differentiated) students then create a visual representation in their books of how these effect human, plants and animals, and in turn how the impacts are interconnected. Last task is an exam question. RESOURCES: The posters are differentiated with simpler text and more complex text (the key is on the slides). These can also be simply displayed on the screen or given out as information packs. There are also a selection of graphs for more able students to use to add specifics to their impact descriptions. NOTES: The images on the first slide are on a timer. Click to make the first image appear, the rest will then appear in turn automatically after 15 seconds or so. Please review with any feedback :-)

LESSON COVERS: historic and current causes of climate change, both natural and human LESSON INVOLVES: starts with a graph task identifying trends in climate, bulk of lesson involves students using a differentiated Fact Pack containing visual and written information on human and natural causes of climate change. At the end of the research task there is a review and do section where each cause can be summarised by students completing sentence starters and looking at a piece of evidence (this can be led to a greater or lesser extent by the teacher depending on class need). There lesson ends with a piece of written work where students have to back and debate either human or natural causes. RESOURCES: The fact pack includes two types of text boxes - one with simpler language and one with more complex (the key for each is on the task slide). The link to the video can be accessed by putting the powerpoint in slide show mode and clicking on the screen grab. There are also two versions of the causes template that can be used depending on ability - equally you can simply ask students to make notes in their books. Please review with any feedback :-)

LESSON COVERS: reviews all elements of the HIC city part of the urban unit (focsuing on Bristol), including: urbanisation, megacities, social challenges and opportunities, environmental challenges and opportunities, health and education vs. crime and unemployment and opportunities for economic development. LESSON INVOLVES: starts with a "find somebody who" 9 question review activity, followed by a key word sheet completion activity (the extension task for which can be used for the following mini plenary (take some sample dominoes from a student and distributed them around the class and then play verbal dominoes)). then the main task of the lesson is to complete a unit review sheet on which students rate their confidence on different aspects of the topic then use their previous work to make notes/visual reminders. lesson ends with a class-made quiz. RESOURCES: review sheet should be printed A3 if possible. The screen grab on the slide of the "find somebody who" sheet does not match the actual sheet (just in case you get confused). NOTES; this lesson is designed to be very un-teacher led.

LESSON COVERS: environmental problems relating to traffic and congestion, water pollution, air quality/pollution and waste collection. LESSON INVOLVES: handing out Rio resident roles and role playing favela residents forum where n they complain about environmental issues. There are cue cards for the residents with the specific issue in bold along with the details of how that issue relates to them. There are two cue cards per issue for 4 issues (so 8 in total). Students record the issues in a as they are listening table. The next tasks is differentiated on-board reading task where students find solutions to match the issues. End's with an exam practice question. RESOURCES: Rio residents complaint cards to be sliced out and handed out as you see fit (then intact copies can be used as help sheets for students to fill in gaps afterwards). The on-board solutions task slide can also be printed out seperately. NOTES: you can also choose a student to take the "minutes" of the meeting, type them up on a slide as the meeting takes place. Students can then use these notes as a reminder when filling in their tables afterwards.

LESSON COVERS: why Rio was able to host the world cup and the economic opportunities available to it as a result. includes positives and negatives. LESSON INVOLVES: Main task involves students using a tourist map of Rio, and their grid referencing skills to locate and find features of the city that can give rise to economic development (depending on quality of printer - you may need to work through and point some out on the board). They then use an info sheet to annotate those places with detail and facts. They first look at the positives, then a video and a further back up info sheet helps them understand the negatives. The lesson ends with an exam question. (There is also an opportunity to review grid referencing skills before the main task) RESOURCES: A3 map sheet with grid referencing table. HA (higher ability) and MA (middle ability) info sheets, with negatives sheet. NOTES; the link to the video is embedded, just put in slide show mode and click on the video image. The keys represent key words. It is sometimes easier to put the big map up on the screen, it depends on the quality of your print out as to whether or not they can locate the places.

LESSON COVERS: opportunities for people migrating to Rio, push/pull factors, causes of rural urban migration and urbanisation. LESSON INVOLVES: the mayor of Rio reaching out to persuade people to migrate to the colourful city. First students use an exam style question to identify population trends in Rio. Then they matching different types of people on profile cards to different opportunities cards, then creating a visual representation of this, followed by a practice exam question. RESOURCES: opportunity and people cards to sort/match/shade as you wish. An optional fact sheet for inclusion of L3 specific information for higher ability

LESSON COVERS: reviews all elements of the LIC city part of the urban unit, including: urbanisation, megacities, social challenges and opportunities, environmental challenges and opportunities, health and education vs. crime and unemployment and opportunities for economic development. LESSON INVOLVES: starts with a "find somebody who" 9 question review activity, followed by a key word sheet completion activity (the extension task for which can be used for the following mini plenary (take some sample dominoes from a student and distributed them around the class and then play verbal dominoes)). then the main task of the lesson is to complete a unit review sheet on which students rate their confidence on different aspects of the topic then use their previous work to make notes/visual reminders. lesson ends with a class-made quiz. RESOURCES: review sheet should be printed A3 if possible. The screen grab on the slide of the "find somebody who" sheet does not match the actual sheet (just in case you get confused). NOTES; this lesson is designed to be very un-teacher led.

LESSON COVERS: strategies used in London to overcome congestion, including: the London Underground, the Emirates skyline, the buses and the Santander hire bikes. LESSON INVOLVES: starts with exploring some facts about congestion identifying the trend that congestion is increasing. A video highlighting congestion issues in London is a precursor to a task where student look at different congestion strategies, rating them on a diamond graph with 4 axis, explaining how they've rated them, and looking for a pattern that shows the most effective strategy. Lesson ends with an exam question. RESOURCES: The diamond graph can be drawn from scratch by higher ability students, but there is a ready made copy if support is required. The video is accessed by putting the powerpoint in slide show mode and clicking on the screen grab. The strategy sheets can be printed (double sided) on different colour paper to enable them to be more identified, equally they can be put up on the board for students to work through altogether. Text on the strategy cards is differentiated. NOTES: Blank boxes on slides 4 and 7 are for the teacher to type in ideas as students are contributing them. Please review with any feedback :-)

LESSON COVERS: how sustainable urban living addresses the issues of waste, water, energy and green space, using Hanham Hall in Bristol as an example. LESSON INVOLVES: exploring the meaning of sustainability, sorting human activities into a sustainability venn diagram. AG&T students are then selected to be architects, each equipped with "Architect cards" (power point slides to be printed double sided). Students then visit the "architect" students to collect info on the various sustainable elements of Hanham Hall. evaluating them as they go, selecting one to not invest in at the end. To end students design a house card to go in an estate agents window advertising a Hanham Hall property (at this point the architect students sit in a group and complete the previous task together). RESOURCES: The video at the end can be accessed by putting the powerpoint in slideshow mode and clicking on the screen grab. The 5 architect cards should be printed double sided. NOTES: If you don't wanted to select "architect" students and have the students visit them you could put the architect slides up with a time limit for each. Please review with any feedback :-)

LESSON COVERS: DOUBLE LESSON...the cause and result of urban industrial decline and the consequent urban regeneration, as well as the causes of urban sprawl and the advantages and disadvantages of commuter settlements. Case studies used are Bradley Stoke (commuter settlement) and Bristol Harbourside (urban regeneration). LESSON INVOLVES: looking at key terms: housing demand, greenfield site, urban sprawl, regeneration, brownfield site. Link to a video to find positives and negatives for developing both greenfield and brownfield sites, with back up photocopy resource. A verbal domino task gives the back story for industrial decline of Bristol's harbourside. Students then create their own dominoes with Q&As on the regeneration of the harbourside and the commuter settlement, Bradley Stoke. Bradely Stoke is explored more with a statement match up task before finishing with an exam question. RESOURCES: There are dominoes templates of two different sizes for students who write in different levels of detail/size of handwriting. The case study sheets are saved separately as HIGHER files for more able students, and a DIFFERENTIATED version in simpler text. NOTES: probably a double lesson. Youtube video link can be accessed by clicking on the video screen grab while in slide show mode. Dominoes for industrial decline can be handed out and read out for the whol class to hear, or can be given out in pairs or groups. Please review with any feedback :-)

LESSON COVERS: looking at why some areas of the UK became heavily populated in the past, and why some areas are heavily populated now (looking at job availability, economic opportunities, culture, etc) LESSON INVOLVES: identifying key words (location, distribution and settlement), using clues about urban growth to identify major cities on a map. Students annotate and draw arrows onto a map to show how urban areas and populations are changing now, identifying influencing factors and making predictions, and looking for similarities between influencing factors in the past and now. Lesson ends with an exam question. RESOURCES: there are two maps with this lesson, the "Who am I maps" have the options for the clues on them, the "So now..." maps are for the annotation task. There is also a bonus clues sheet for those struggling with the Who am I task, as well as a partially complete table for those student who may need it. NOTES: the annotating map task will require prior knowledge of reasons why people migrate. If you haven't studied that in this unit yet you can teach or tweak the lesson accordingly. Please review with any feedback :-)

LESSON COVERS: different elements of the Favela Barrio project and it is improving quality of life for favela residents. LESSON INVOLVES: the main task is a round-the-room differentiated info hunt activity, followed by a differentiated before-and-after annotation activity. RESOURCES: the info hunt posters should be put up around your room, or alternatively can be printed off as slide show handouts and used while students are sat at their desks. The before and after sheet has a differentiated version with sentences starters (see page 2). Please review with any feedback :-)

LESSON COVERS: to case study areas in Bristol (Filwood and Stoke Bishop) and the contrasting quality of life residents experience in each area. LESSON INVOLVES: a practice exam question to describe the location, a thinking task to interpret photos and a long photo sorting and annotation task. Lesson ends with a verbal debate. RESOURCES: only resources will be the sheet of photos. You will need a good supply of scissors and glue though. Alternatively you can ask students to glue in the entire sheet and create a code for each image and to annotate with really long arrows, or through numbering the photos. NOTES: this lesson plan is based on a 75 minute lesson, but can be streamlined using the above adaptation. Please review with any feedback :-)

LESSON COVERS: three ways in which Bristol has taken the opportunity to overcome environmental challenges, including: reducing congestion by using the integrated transport system, providing more habitat and green space through urban greening, and saving resources through comprehensive recycling schemes. LESSON INVOLVES: students are told that Bristol is on a mission to become Europe's greenest city, and that there are three steps to achieving this mission: recycling, urban greening, and integrated transport. For each opportunity there is an activity, including a compound graph drawing activity for recycling. Lesson ends with an exam question. RESOURCES: the video is hyperlinked - put the powerpoint in slide show mode, and click on the screen grabbed image of the video. All other resources are attached here, but you will need graph paper for the graph. NOTES: this is potentially a DOUBLE LESSON Please review with any feedback :-)

LESSON COVERS: Social opportunties for people in Bristol, broken down into cultural, economic/employment and leisure LESSON INVOLVES: students create a perfect city pie, with slices made up of specific information on different types of social opportunities. Once the slices are made up they than designed a packaging label to sell the advantages of the opportunities they have selected. The students are encouraged to select the opportunities that would make Bristol the perfect city for them. RESOURCES: there are 2 differentiated pie templates: one with three slices, the other with 6. Social opportunity cards with details of 9 different opportunities (3 of each type). NOTES: I lay the opportunity cards out at the front of the class for them to come up and select from. Once they have finished with one, they come back and swap for another one. I usually print off the social opportunities on different coloured paper, to make the different categories obvious. Please review with any feedback :-)

LESSON COVERS: an introduction to Bristol's location, it's importance as a city, why it has become so big and what migration means for the city. LESSON INVOLVES: whole lesson creative activity - the creation of a welcome to Bristol mat, to be populated with differentiated info from the slides, and or/supporting photocopy. RESOURCES: welcome mat should be printed out on A3. NOTES: The info slides are on timers and will change every 13 minutes - this can be easily adjusted on the transition settings, or overridden manually. To access the youtube video put the powerpoint in slide show mode and click on the video screen grab. Please review with any feedback :-)

LESSON COVERS: the characteristics of megacities, the issues of living in a megacity and touches upon the future of megacities LESSON INVOLVES: a series of present new information slides and construct activities, including differentiated reading, question and writing activities. Lesson ends with a creative writing task. RESOURCES: the lesson includes a link to a video, a map template with support maps and an article written in both more complex, and more simple language (similar volumes of text on each) NOTES: the link the video is embedded, put the slides into slide show mode and then click on the video screen grab (there is a part two to the video on youtube if you wish to use it) Please review with any feedback :-)