Full set of high quality resources - powerpoints, print outs, exam questions, skills questions (OS Maps). Ready to pick up and teach - no extra planning needed. Covers: 3.1 Development 3.2 Food production 3.3 Industry 3.4 Tourism 3.5 Energy 3.5 Water 3.7 Environmental risks of economic development

Entire unit of work for Environmental systems and societies topic 1.3: energy and equilibria. Full lessons ready to teach: no extra planning needed. Covers: The first law of thermodynamics is the principle of conservation of energy, which states that energy in an isolated system can be transformed but cannot be created or destroyed. • The principle of conservation of energy can be modelled by the energy transformations along food chains and energy production systems. • The second law of thermodynamics states that the entropy of a system increases over time. Entropy is a measure of the amount of disorder in a system. An increase in entropy arising from energy transformations reduces the energy available to do work. • The second law of thermodynamics explains the in efficiency and decrease in available energy along a food chain and energy generation systems. • As an open system, an ecosystem will normally exist in a stable equilibrium, either in a steady-state equilibrium or in one developing over time (for example, succession), and maintained by stabilizing negative feedback loops. • Negative feedback loops (stabilizing) occur when the output of a process inhibits or reverses the operation of the same process in such a way as to reduce change—it counteracts deviation. • Positive feedback loops (destabilizing) will tend to amplify changes and drive the system towards a tipping point where a new equilibrium is adopted. • The resilience of a system, ecological or social, refers to its tendency to avoid such tipping points and maintain stability. • Diversity and the size of storages within systems can contribute to their resilience and affect their speed of response to change (time lags). • Humans can affect the resilience of systems through reducing these storages and diversity. • The delays involved in feedback loops make it difficult to predict tipping points and add to the complexity of modelling systems.

Entire unit of work for Environmental systems and societies topic 8.2: resource use in society. Full lessons ready to teach: no extra planning needed. This resource covers: Renewable natural capital can be generated and/or replaced as fast as it is being used. It includes living species and ecosystems that use solar energy and photosynthesis, as well as non-living items, such as groundwater and the ozone layer. • Non-renewable natural capital is either irreplaceable or can only be replaced over geological timescales; for example, fossil fuels, soil and minerals. • Renewable natural capital can be utilized sustainably or unsustainably. If renewable natural capital is used beyond its natural income this use becomes unsustainable. • The valuation of natural capital can be divided into the following two main categories. • The impacts of extraction, transport and processing of a renewable natural capital may cause damage, making this natural capital unsustainable. • Natural capital provides goods (such as tangible products) and services (such as climate regulation) that have value. This value may be aesthetic, cultural, economic, environmental, ethical, intrinsic, social, spiritual or technological. • The concept of a natural capital is dynamic. Whether or not something has the status of natural capital, and the marketable value of that capital varies regionally and over time and is infuenced by cultural, social, economic, environmental, technological and political factors. Examples include cork, uranium and lithium.

Entire planned unit of work for Environmental systems and societies, ready to pick up and teach - no extra planning needed. Covers: Demographic tools for quantifying human population include crude birth rate (CBR), crude death rate (CDR), total fertility rate (TFR), doubling time (DT) and natural increase rate (NIR). • Global human population has followed a rapid growth curve, but there is uncertainty as to how this may be changing. • As the human population grows, increased stress is placed on all of the Earth’s systems. • Age–gender pyramids and demographic transition models (DTM) can be useful in the prediction of human population growth. The DTM is a model that shows how a population transitions from a pre-industrial stage with high CBRs and CDRs to an economically advanced stage with low or declining CBRs and low CDRs. • Infuences on human population dynamics include cultural, historical, religious, social, political and economic factors. • National and international develo

Full lessons for IB ESS topic 1: ready to pick up and teach - no extra planning needed. Covers: • A systems approach should be taken for all the topics covered in the ESS course. • These interactions produce the emergent properties of the system. • The concept of a system can be applied at a range of scales. • A system is comprised of storages and flows. • The flows provide inputs and outputs of energy and matter. • The flows are processes that may be either transfers (a change in location) or transformations (a change in the chemical nature, a change in state or a change in energy). • In system diagrams, storages are usually represented as rectangular boxes and flows as arrows, with the direction of each arrow indicating the direction of each flow. The size of the boxes and the arrows may be representative of the size/magnitude of the storage or flow. • An open system exchanges both energy and matter across its boundary while a closed system exchanges only energy across its boundary. • An isolated system is a hypothetical concept in which neither energy nor matter is exchanged across the boundary. • Ecosystems are open systems; closed systems only exist experimentally, although the global geochemical cycles approximate to closed systems.

Full lessons for IB ESS topic 1: ready to pick up and teach - no extra planning needed. Covers: • Signifcant historical infuences on the development of the environmental movement have come from literature, the media, major environmental disasters, international agreements and technological developments. • An EVS is a worldview or paradigm that shapes the way an individual, or group of people, perceives and evaluates environmental issues, infuenced by cultural, religious, economic and sociopolitical contexts. • An EVS might be considered as a system in the sense that it may be infuenced by education, experience, culture and media (inputs), and involves a set of interrelated premises, values and arguments that can generate consistent decisions and evaluations (outputs). • There is a spectrum of EVSs, from ecocentric through anthropocentric to technocentric value systems.

A complete 12 lesson scheme of work (plus assessment) fully resourced with power points and activities ready to go. Ready to pick up and teach. Activities include (but not limited to) card sorts research presentations creative design persuasive writing Topics introduction to the oceans Ocean ecosystems Coral bleaching Ocean zones (plant and animal adaptations) Oceans conservation and sustainability Plastic and the oceans Ocean exploration Case study: the Maldives Assessment Some of these are double lessons, many have options to expand learning beyond.

These resources cover the entire Cambridge international GCSE paper 2 for map and graph skills. It includes powerpoints, worksheets and exam practice. This is ready to download and teach - no extra planning needed.

Whole set of high quality lessons for Environmental systems and societies unit 1.4 Sustainability Covers: Sustainability Ecological overshoot Ecological foot print Natural capital: goods and services Environmental impact assessments

Every case study for Cambridge GCSE Geography Theme 2, including all information needed to answer 7 mark questions. An earthquake A volcano The opportunities presented by a river, the hazards associated with it and their management. The opportunities presented by an area of coastline, the hazards associated with An area of tropical forest Deforestation of a tropical rainforest An area of dry desert

A guided revision resource - blank knoweldge organiser covering earthquake formation, living near earthquakes and earthquake preparedness. As this is a free resource, if you find it useful it would be a great help if you could leave me a review! Thanks!

Includes lessons, activties and exam practice questions for: Describe and give reasons for the rapid increase in the world’s population. Understand the causes and consequences of over-population and under-population. Understand the main causes of a change in population size. Know a country which is overpopulated and a country which is under-populated. Give reasons for contrasting rates of natural population change Know a case study of a country with high rate of natural population growth and a country with a low rate of population growth (or decline). Full set of resources ready to pick and up and teach

This is a full unit of work, including any hand outs, for a year 7 or 8 unit of work on map skills. It covers one half term. It is based on the IB middle years programme framework, but it is suitable for any classroom. Includes assessments and marking rubrics. Topics compass directions coordinates scale (model building project) relief map symbols fieldwork - conducting a school survey critical thinking: can we trust maps? Assessment: design a fictional map, with optional literacy link

This is a stand alone lesson, or can be used as part of a SOW on oceans or sustainability. It covers: An introduction into what plastic is. True or false for surprising facts. A card sort to show a time line of how single use plastic ends up in the oceans. The impacts of plastic in the Oceans. Extended writing: persuasive piece. Full power point and resources ready to pick up and teach.

Powerpoint and worksheet (with 20 questions) to teach binary to denary conversions. Introduces base 10 and base 2 number systems. Worksheet with 20 questions (answers provided). Ready to pick up and teach.

This unit covers everything the students need to know for Cambridge IGCSE paper 4 (alternative to course work). It includes teaching material plus loads of real exam practice questions (and mark schemes) for each question. Topics covered: Human Hypothesis and aims Describing relationships between variables Primary vs secondary data examples Surveys Questionnaires **Weather ** Instruments Types of clouds Measuring rain Plotting data Stevenson screens Rivers Velocity Channel cross section Equipment Cross section **Coasts ** Equipment Longshore drift Velocity/direction Beach transects

Full set of high quality resources - powerpoints, print outs, exam questions, skills questions (OS Maps). Ready to pick up and teach - no extra planning needed. Covers: Reasons for the rapid increase in the world’s population. Causes and consequences of over-population and under-population. Understand the main causes of a change in population size. A country which is overpopulated and a country which is under-populated. Reasons for contrasting rates of natural population change Case study of a country with high rate of natural population growth and a country with a low rate of population growth (or decline). Population policies (one child policy) Population structure and population pyramids Migration A case study of international migration settlement patterns site and situation settlement hierarchy Population threshold /sphere of influence Problems in urban areas Urban Sprawl Regeneration Causes and impacts of urbanisation (push and pull) Case studies: settlement hierarchy (Manchester), problems in urban areas (Manchester), Urbanisation (Rio)

Full set of high quality resources - power points, print outs, exam questions, all case studies. Ready to pick up and teach - no extra planning needed. Covers: Earthquakes Volcanoes Earthquakes Rivers Coasts Weather Climate

Carrying capacity is the maximum number of a species, or “load” that can be sustainably supported by a given area. It is possible to estimate the carrying capacity of an environment for a given species; however, this is problematic in the case of human populations for a number of reasons. An EF is the area of land and water required to support a defined human population at a given standard of living. The measure of an EF takes into account the area required to provide all the resources needed by the population, and the assimilation of all wastes. EF is a model used to estimate the demands that human populations place on the environment. EFs may vary significantly by country and by individual and include aspects such as lifestyle choices (EVS), productivity of food production systems, land use and industry. If the EF of a human population is greater than the land area available to it, this indicates that the population is unsustainable and exceeds the carrying capacity of that area. Degradation of the environment, together with the consumption of finite resources, is expected to limit human population growth. If human populations do not live sustainably, they will exceed carrying capacity and risk collapse.

A set of guided revision booklets, or a set of workbooks to use in class covering all of Environmental Systems and Societies Unit 2. 47 pages total. Includes RAG grids, diagrams,key terms, questions and instructions on note taking. 2.1: species and populations 2.2 Communities and ecosystems 2.3 Flows of energy and matter 2.4 Biomes, zonation succession 2.4 Investigating ecosystems