Firstly, there is a white board quiz linked to the causes and effects of flooding. This is designed to recap previous knowledge. Next the students are introduced to the River Eden and it’s key features. After that the students are asked to collect facts about the different human activities that occur around the river from information sheets. Once these are complete introduce the students to the impacts that human activity can have on the river landscape. Next, arrange the students into small groups. Using the information sheets and a planning sheet they need to plan out PEE paragraphs as a team. After that the students need to write their own 8 mark examination response to a human activity question using their planning sheets to help them. There is a writing frame and mark scheme to accompany this. Finally, the students are asked to demonstrate their understanding of how the human activity changes along the whole river. All resources are included at the end of the PowerPoint.

This booklet is designed to follow up work undertaken on a urban field trip. It includes a range of skills based questions involving methods, site suitability, interquartile range, data presentation, analysis and conclusions. Each section includes a GCSE mark scheme to assess the student’s work. These resources are based on Leeds but can be adapted to be used with fieldwork activities undertaken at a range of locations. This is available as part of a fieldwork bundle including a fieldwork data collection booklet.

This lesson starts by asking students to identify the UKs major imports, exports and trading partners. Next, students are introduced to the terms trade and trade deficit. After that the students are given a cartoon of the changes to farming over time. They are asked to consider how the location of the farmer’s trade has changed, which leads to a definition of globalisation. This is consolidated by asking students to think about items they have bought from other countries recently. Next, the students are asked to produce a map of the UKs top 10 trading partners for imports and exports, using data provided and to describe the data. After that there is a scaffolded explanation task. Students should complete the ideas column in small groups or pairs, hopefully this will spark discussion and sharing of knowledge from ideas box, the teacher can answer further questions as they arise. Next, the students should complete their own explanations using the final 3 columns (one has been scaffolded for the students). The plenary asks the students to consider the impact of Brexit on the UKs trade. All resources are included at the end of the PowerPoint.

Each grid is comprised of 6 tasks for the students to complete. They incorporate a range of skills from identifying landforms to case study responses. The students can be given the grid to complete as a homework task. The next lesson they are given an answer sheet and a new grid to complete. This enables them to self assess their responses using the answer sheet and to identify any area of weakness, so they can undertake further revision. It also enables them to recap knowledge from area of the course that they have not studied recently. The assessment effort grade, can be collected in by the teacher to give feedback on how effective the student’s recall is. By giving an answer sheet you know that the students will all have the correct information. They can use these grids to revise further at home. I copied them double sided (answer and new grid) onto card. There are 4 grids to complete (2 river and 2 coasts) and answers sheets are included within the PowerPoint.

This resource is deigned to revise global development over two lessons. Included in resource are the following topics: Case study facts Indicators of development Rostow’s model of growth Aid Aid case study; Charity water Population pyramids Physical factors and development of Ethiopia Trade affecting development of Ethiopia Political development of Ethiopia Population growth and employment structure graphs TNCs in Ethiopia Urban growth – push and pull factors Contemporary challenges in Mumbai Solutions to contemporary challenges in Mumbai At the end of the resources are pupil booklets. These are differentiated for more and less able. The first page of the booklet acts as a plenary for pupils to evaluate their progress in the lesson and to identify what and how to revise next.

This resource is deigned to revise climate change over two lessons. Included in resource are the following topics: Natural causes of climate change Evidence of climate change Global Warming Causes and effects of climate change Global atmospheric circulation Tropical storms causes, characteristics, location and frequency Causes of EL Nino Effects of the Big Dry Adaptation to drought At the end of the resources are pupil booklets. The first page of the booklet acts as a plenary for pupils to evaluate their progress in the lesson and to identify what and how to revise next. The resource is easily editable for your own case studies.

This lesson is designed to revise the landforms on a high energy coastline and the way in which it has changed at different timescale from seconds to millennia. The lesson starts with a factual recall quiz, designed to undertaken again at the end of the lesson to show improvement. Answers are provided. Next there is a carousel of information sheets. Students are provided with a note taking sheet and should collect information from the sheets around the classroom in order to complete it. Next the teacher should go through the information collected and answer any questions. After that there are a series of questions for the students to plan responses to. these could be completed as a homework task. Finally students can redo the quiz to see what they have learned during the lesson and where there are still gaps in their knowledge. All resources are included at the end of the PowerPoint.

The aim of this lesson is to gain an understanding of the location and characteristics of Mumbai including population growth, ethnic mix and its global, national and regional context. This will help the students to build a sense of place. The lesson starts by locating the city using maps at a range of scales, from which the students will write a location description. After that the students shown a range of images of Mumbai to create a sense of place. They are then required to classify a series of statements about Mumbai into global, national and regional links. Next, is a comprehension activity on internal migration within India to Mumbai. After that the students have two maps to annotate to show the international migration routes and the number of people that undertake them. Next, is a graph of population growth for the students to describe. Finally, students are given data to show the ethnic mix of Mumbai. They are asked to select which type of graph to draw and to draw it. All resources are included at the end of the PowerPoint.

This lesson aims to familiarise students with rapid urban growth in Mumbai and the urban zones that have resulted from this. It also aims to encourage students to develop a sense of place and empathise with residents through a story telling activity. Firstly, students are shown a clip from the opening titles of Slum Dog Millionaire. Whilst watching they are asked to consider what they know, think they know and would like to know about Mumbai. Next students are given an urban land use map of Mumbai and shown photos of the zones to help them to make more sense of the map. After that are a series of discussion questions designed to consolidate this understanding. Next the students will be read an extract and asked to annotate their map with sketches and details. I recommend you read the extract twice. After that the students should get into groups of 4 to share their notes and to add additional detail to their maps. Finally, the students should return to the questions they answered at the start if the lesson and update their responses. It would be interesting to find out if anyone had found out the answers to things that they would like to know. All resources are included at the end of the PowerPoint.

The aim of this lesson is to build up a case study of sustainable transport in Mumbai. The lesson starts by introducing the students to a definition of sustainable transport. Next the students are split into groups. They are given a resource linked to one of three sustainable transport solutions, these include improved rail links, new road building and improvements in bus transport. They are given 10 minutes to read this and then create a teaching resource on flip chart paper. After that each group takes it in turn to teach the class. They should outline the sustainable strategies and explain how they work. Whilst talking, the other students should take notes on their speech in order to complete a PEE paragraph. They will also need to write a paragraph about their own solution. At the end of the speech they should rate their teacher. They can use a different colour for each of the two groups that they will hear on their rate my teacher sheet. Finally, they can practice planning an 8 mark answer and assess their note taking sheet. All resources are included at the end of the PowerPoint.

The lesson introduces the students to the type of examination questions that they can expect and the range of landforms that they are required to know. They are also reminded of what makes a good landforms answer. Firstly, students are given a factual recall test for the different landforms they are required to learn. Answers are provided. Students are the asked to complete flash revision cards for the different landforms. At the end of the lesson is a 40 minute processes and landforms test for the students to undertake as homework or in a subsequent lesson. All resources are include within the PowerPoint.

In this lesson students will start with a glossary of key terms relating to arable farming. They will then be introduced to the location and characteristics of the Norfolk Broads via photos and a clip from Alan Partridge. The pupils will then be asked to solve the mystery - Who shot Lady Rose? By working out which characters had motive and opportunity. My students love solving the mystery and become really engaged with the characters. The mystery cards also contain details about the environmental impacts of arable farming on the Broads these include soil compaction, use of fertilisers, clearance of hedgerows and lack of fallow period. Once they have solved the mystery there is are a range of examination questions and mark scheme to draw together the student’s understanding of the issue.

There are a number of activities in this powerpoint presentation, which will take 2-3 lessons to deliver. To start students will be asked to recall the water and carbon cycles in the rainforest. They will then be asked to interpret graphs showing the rate of deforestation and the reasons for deforestation. Next are a series of photos which can be used to promote discussion about the reasons for deforestation. Students will then need to draw diagrams and take notes on the effects of human activity in the water and carbon cycles. The students will be asked to evaluate whether the impact on the carbon or water cycles is greatest. More able students should be encouraged to bring in the idea of longer and shorter term impacts. Finally, I have included a 16 mark examination question for the students to plan an answer to. Two model answers are also included to allow the students to approach the question in different ways. This lesson is part of a series of lessons and can be purchased as a bundle.

This lesson is part of a series of lessons about the rainforest ecosystem and is available as part of a bundle. This lesson starts by recalling some of the threats to the rainforest. It then introduces the idea of shifting cultivation and how it is sustainable. Next there are a series of photos of reasons for deforestation e.g. logging, mining, ranching, faming. Students are asked to consider why this is not sustainable and why it would be difficult to regrow the forest. They are then introduced to 4 schemes designed to manage the rainforest the Surui-Google partnership, REDD+, Ecotourism and sustainable agroforestry. In a group of four the students are given the information about one of the projects to simplify the project into a mind map. The groups can then give a speech presenting their findings to each other. Next they are asked to complete gap fill paragraphs explaining each project. Finally, students should work as a group to consider the relative strengths and weaknesses of the projects and evaluate which is most successful. All resources are included at the end of the PowerPoint.

In this lesson students will be introduced to the location and names of reefs around the world. A writing frame is then provided for them to use to write a description of the location of coral reefs. Next there are a series of photos of reefs and of a visit to the Great Barrier Reef to create a sense of place. After that students are introduced to the structure of a coral polyp and zooxanthellae. On the next slide are a series of statements about nutrient cycling on a coral reef. Students are required to work as a team on flipchart paper to turn these into a nutrient cycling diagram. They can then refine their ideas into a simple diagram in their books. Pupils are then asked to consider how such a large biodiversity is maintained in a low nutrient environment. Finally there is a quiz with answers to use as a plenary. All resources are included at the end of the PowerPoint.

The lesson starts by asking the students to consider how different parts of the reef ecosystem are interdependent. It then reminds the students of the value of reefs. Next there is a map interpretation activity showing areas of reef that are under threat followed by a you tube clip. Students are then split into groups and given a threat to coral reef in St Lucia information sheet. there are four sheets; fishing, tourism, bleaching and disease. They are asked to create a teaching resource to use to teach their peers. there is also a rate my teacher mark scheme for the students to assess each other and a note taking sheet to encourage the students to use PEE paragraphs. These can be marked using the 8 mark, mark scheme provided. There is also a threats to coral reef homework activity provided. All resources are included at the end of the PowerPoint.

This lesson starts by students interpreting temperature graphs of the quaternary showing different time scales. Next the students create a timeline from 14,000BP to the present day. They label the different climatic periods during this time and ad photos showing the different climatic features. Finally they annotate important characteristics for different climates, using a table of information to help them to do this. An answer sheet is included. To finish there is a quiz to test their knowledge of the changes. All resources are included at the end of the PowerPoint.

In this lesson students will start by recalling the threats to coral from the previous coral threats lesson. There is a speaking frame for them to explain these fully and a copy of the note taking resources. Next the students will be introduced to the Soufriere Marine Management Area and will identify features of this using a sketch map. After that the students will be read an extract about the management area, how it was set up, what the different parts are, how it is sustainable and its advantages and disadvantages. The first time they hear they extract they should draw what they hear, making sketches and using numbers and symbols to focus on important information. The second time they hear it they add written notes. Pupils should then get into small groups of 3-4 and compare notes, adding any missing details. There is an examination question for them to tackle with a mark scheme to stick in their books including ebi and www comments. Finally there is a quiz to test the students recall of the facts. All resources are included at the end of the PowerPoint.