The Indian Ocean Tsunami! Causes and Effects - Natural Hazards

The Indian Ocean Tsunami! Causes and Effects - Natural Hazards

Thoroughly detailed resources in this impacting and emotionally connecting lesson with a wide range of activities to engage the students from start to finish. This lesson can easily flow over two lessons if needed. The Big Picture: • Tsunamis are a specific secondary effect of earthquakes and can have devastating consequences in coastal areas. • To learn the cause and effect of a Tsunami Learning objective(s) : Linked to GCSE grades LO1: To explain how a Tsunami is caused – E/D/C LO2: To classify the effects of a Tsunami – C/B/A LO3: To conclude why The Indian Ocean Tsunami was so devastating – B/A/A* Success Criteria/ Pupil Outcomes: - Students will have annotated a detailed diagram of Tsunami Formation - Students will have categorised effects and justified reasons for their choices - Students will have offered a quality GSCE style answer to a key exam question This lesson checks students progress against their learning outcomes on a graph throughout the lesson - students record and mark on their understanding against a graph to demonstrate their progress. A Wide Variety of Activities included in this lesson: - Video Clip - Music - Phil Collins MP3 - Scrolling Photos for Emotional Connection to the learning - GCSE Style questions with levelled mark schemes - Graphs - Diagrams to complete and annotate - Photo identification - Categorisation of causes and effects - Peer Assessment Resources included: - A3 Student Workframe Sheet - this guides the learners with LO's built into the tasks - Detailed Lesson Plan included - minute by minute - Teacher notes to Stretch the Gifted and Talented and to help raise the lower attainers to 'Close the Gap' -Add your student names next to the pointers. - MP3 of Phil Collins Another Day in Paradise - Photo Slideshow PPT to play alongside the MP3 Song - PPT lesson with detailed tasks that follows the Student A3 Worksheet clearly Reflection Questions built in - can be used as a homework follow up: What have I learned? Why have I learned it? How will I use it? What questions do I still have? Other suggested Homework to put together a photo slideshow with some appropriate music as shown in this lesson. Play the best student examples at start of the next lesson.
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How can I reduce my Carbon Footprint? A Mystery - Climate Change

How can I reduce my Carbon Footprint? A Mystery - Climate Change

A card sort mystery around a man in a photo that was taken moments before he was killed by the giant freak wave. Students make Geographical connections to try to explain how our everyday activities giving off carbon emissions can be linked to and cause environmental hazards as seen in the photo. This lesson gives students the opportunity to make theoretical climate change connections. Learning Objectives: 1) Understand what a carbon footprint is 2) Know how to reduce our carbon footprints 3) To understand how people’s daily lives impact on the environment. 4) Communication and debate skills, ability to think of solutions and reach a compromise Learning Outcomes: All: To analyse map and information to extract facts relating to the state of the planet Most: To form an argument and have an opinion Some: To assess the costs and benefits of the life style options to people and the environment. To consider how other people’s opinions can influence decisions and behaviour Starter: What is wrong with this map? What do you think the area of the countries represents? Main: Light House Mystery Card Sort - Card sort sheet for printing and cutting for envelopes for students - good when used in pairs - The challenge of an extended piece of writing for students to explain and elaborate how they categorised their card sort and come to their conclusions Plenary: Activity table and discussion and word fill paragraphs Worksheet to assist students with a word fill activity.
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Globalising Tibet Debate! Should we open up Tibet to the forces of Globalisation?

Globalising Tibet Debate! Should we open up Tibet to the forces of Globalisation?

Geography and also applicable to RE, Philosophy, Culture and Media Students KS4 Gifted and Talented or Top Set Students KS5 Students AS and A2 Debate Clubs Full lesson PPT included. Full Resource Sheets for thorough Debate Preparation included Role Play name tags included. Learning Objectives: 1- To understand the positive and negative changes that Globalisation brings 2- To make an individual decision for or against ‘Globalising Tibet’ Starter: Introduce the Coca Cola Photographs and discussion around 'What is happening here? 3 things…' Main Task: Class Debate - 2 teams For and Against. Each team divided into 3 Different Roles - Teacher Cut out Name Tags (See Resource Sheet - Give to Students - Layout like an interview Panel) SCHOOL PUPIL - For GOVERNMENT OFFICIAL - For COCA COLA FACTORY OWNER - For BUDDHIST MONK - Against ENVIRONMENTAL SCIENTIST - Against TIBETAN FARMER -Against In your 4 groups use your For and Against information sheets to brainstorm and prepare your argument with a range of valid reasons: NO! We want to protect Tibet from Globalisation! or YES! We want to open up Tibet to Globalisation! 10mins prepare your case = 20mins class debate! BE PREPARED TO DEFEND YOUR CASE! Teacher use the 'Swinging Pendulum Graphic' to play in the background. Teacher and a box of chocolates (reward) to swing to either one side of the room or the other to demonstrate which team is winning by then standing more towards the winning team with the strength of points made. Plenary: Reshow Objectives and ask students to write up a conclusion in answer to the lesson question 'Should we open up Tibet to the forces of Globalisation?' Justify your answer why by giving reasons why your points are more valid than the oppositions reasons raise din the debate.
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Banana Split! Negotiation Fairtrade Game

Banana Split! Negotiation Fairtrade Game

Learning Objectives: 1) To describe the ‘chain of trade’ before a banana reaches the consumer - L3/4 2) To examine and negotiate ‘who should get what’ from the sale of bananas. – L5 3) To justify improvements to make banana trade a ‘fair trade’ - L6+ This a classic lesson of the chain of trade for a selling and buying a banana. Who ends up with what value depends on how the students negotiate with each other. Reveal the true divide of the bananas worth at the end of the lesson. This PPT design work includes progressive quality questioning to bring out the learning from the students after the negotiations game has ended. This lesson offers clear links to Learning Objectives throughout the banana split negotiation stages. Students can measure their own progress and evaluate their learning with the final questioning that are pitched against the learning outcomes. Print the Fairtrade Resources in A3 for team group packs
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Exploring Fertility and Mortality Rates Bundle!

Exploring Fertility and Mortality Rates Bundle!

Fertility and Mortality Rates bundle. Exploring Global Population patterns with a look into Mortality and Fertility rates around the world. A range of engaging activities and resource materials included. See each lesson description for more detail. Enjoy! *You get a free Bell Task activity too! Great to focus students whilst they enter your classroom!*
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What is the Ultimate Geography Job?

What is the Ultimate Geography Job?

A great lesson to teach when students are choosing their options to help boost Geography GCSE student numbers in your department! Starter: What do the following slides have in common? Photo Identification Main: Spider diagrams and discussions from the picture stimulus. Design the Ultimate Geography Job in Pairs or Teams - using the range of Job Descriptions you can place and put up around the room. You can ask students how each of these jobs could be improved? This can help them come up with their better Geography Job. Plenary: Students present back to the class, What was the best job in the class justify why?
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What is Fair trade? Designing  Fair Trade Clothes!

What is Fair trade? Designing Fair Trade Clothes!

Students consider what Fair trade is and Design their own creative Hoodies and T-Shirts to promote the Fair trade message! Learning Objectives • To know and understand what fair trade is and the advantages of fair-trade. Resources: Fair Trade Quote Outione Hoody, T-Shirt and Vest Teacher Activities: Opening Episode (timing 5 mins) • Project the Fair Trade Quote on the board and discuss. • Ask students to think about what they have eaten today and go around the class asking where they think their food has come from. Main Episode: (timing 10 mins) • Go through the Powerpoint and discuss the key points – fair trade banana, make trade fair campaign etc. Engaging photo stimulus, learning points and quotes in the PPT • Students are going to design a T-shirt to promote fair trade. • They could do it in rough first and then on card (template provided). Closing Episode (timing 45 mins) • Design and create t-shirts. Plenary: Students to display around the room and put a post it note on three t-shirts with 1 reason why its showcases Fairtrade well? Homework: Finish t-shirts
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Tornado Alley and Storm Chasers! Exploring Natural hazards and Tornadoes

Tornado Alley and Storm Chasers! Exploring Natural hazards and Tornadoes

For KS3 Students exploring the dangers of living near Tornado prone areas. Students grasp an understanding of practical steps on how to prevent loss of life. The Big Picture: There are many hazards around the world that are taking lives and destroying property. We need to be aware of them and the impacts on the world’s population. Learning Objectives: 1- to identify areas greatest at risk from tornadoes in the USA 2 - to investigate storm chasing and tourist storm chasing tours in the USA 3 - to consider the importance of the above to local communities Starter: You wouldn't get carried away because...? What re they standing in and why? What does it do? How does it work? Main: Map Skills and interpretation Data Analysis and interpretation of data. Youtube Clip of Storm Chasers - Discussion Student lead learning - they can choose 1 of 3 tasks to complete. Leaflets, Adverts, Diary Entries. Plenary: Extreme Storm Chasers or Chase Tours for Tourists - Which job is most important for the locals? Explain and Justify why? Differentiation: A word fill task is included and can be used as Homework.
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Where in the World is Japan? Making comparisons with the UK

Where in the World is Japan? Making comparisons with the UK

Exploring Japan! A classic Physical and Human Geography lesson on the characteristics of Japan. A range of tasks. Students can then compile their finding on an exciting mapping project to display their learning. Key Learning Objectives: 1- What are some of the main physical and human characteristics of Japan? 2- How does Japan compare with the UK? Starter: Train Stuffing in Japan!...Video clip & Discussion Main: Making comparisons with the UK - using the structured tables in the PPT. Internet Laptop / Computer Room Task. Comparing the north and south of Japan using the CIA Facebook website. Mapping Project. Students can complete in pairs or groups using the levelled criteria they can complete for Homework. Peer Assessment criteria grid is included into PPT. Students can judge each others maps. Plenary: True or False students design statements to test each other.
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Living in Danger Zones! Exploring living near Volcanoes

Living in Danger Zones! Exploring living near Volcanoes

The danger of living near Volcanoes. A super detailed lesson plan guides you through minute by minute. A rare 'bespoke made' volcano story board is included too which the students love! Learning Outcomes linked to progress: By the end of the lesson we will be able to... 1. IDENTIFY ways to predict and measure a Volcanic eruption - L3/4 2. EXAMINE the effects of a volcanic eruption - L4/5 3. ASSESS why people have difficulty in living in danger zones - L5/6 4. RECOMMEND some evacuation ground rules for people living in volcanic danger zones – L6/7 The tasks in the PPT are linked to the Levelled outcomes throughout the lesson so the teacher can measure and demonstrate progress easily with the students against their learning outcomes. Bell Task: - Mr Awesome's Dangerous photos play whilst students enter the room to engage with the topic. Starter: Bubblin' Hot video Clip Main: Teacher reads Volcano Storyboard students create. *This rare 'bespoke made story board' is linked to levelled outcomes with every stage of the story!* This evidences student progress as they engage with the story. Students create evacuation plans. Students must categorise and justify reasons. Plenary: Post it notes task A range of engaging activities are included in this lesson: Photo identification Video clip Volcano Storyboard Designing an Evacuation Plan Post it notes task *Word Mats included to help students get key words into their answers.
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Preparing for an Earthquake! Earthquake proof buildings

Preparing for an Earthquake! Earthquake proof buildings

Students explore some practical Human Geography steps of preparing for strong earthquakes to prevent loss of life. Students will learn what the difference between preparing and protecting for earthquakes is. Learning Outcomes linked to levels: L4 – You will be able to describe some things a country and its people can do to prepare for an earthquake. L5 – You will be able to describe a range of ideas for protecting and preparing for an earthquake. L5/6 – You will give reasons for how different factors can prepare and protect against an earthquake. Starter: The characteristics of Earthquakes and Sports teams... Main Activities: Students explore items in a survival kit, discuss then create their own earthquake survival kit Students consider the photos and design their own an earthquake proof building Either of these tasks could be finished for a Homework task. Plenary: Learning from the past task Ask students to explain - What is the difference between preparing and protecting?
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The Measurements of Fertility - Exploring Population and Global Fertility Rates

The Measurements of Fertility - Exploring Population and Global Fertility Rates

For GCSE and A-Level Human Geography studies. Global patterns of fertility and socio-cultural factors affecting birth rates across a range of countries. A range of Geography skills covered in this lesson with a variety of engaging activities. Key Question: What are the measurements of fertility and what affects fertility rates? Learning Outcomes: 1- What the measurements of fertility are 2- How measurements of fertility are influenced by a variety of economic and socio-cultural factors. Starter: True or False Diamond Nine Card Sort Key Word Task: Define Demography Give students the key word sheet to try and help them use key words within their answers. Main: Discuss - Birth Rate, Total Fertility Rate, Infant Mortality Rate, Natural Increase Student discussion around picture identification task Map Analysis Activities with key questions - Describe Global Fertility Distribution and patterns and a Comparing Maps task. Plenary: Diamond Nine Card Sort - How has your opinion changed? Homework Research Task: Open ended research for students with an examination style question. Resources: Student Key Words hand out sheet Diamond Nine Card Sort Activity PPT with a range of questions and tasks including True or False, Picture discussion, Map Activities Homework Sheet
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Factors affecting Mortality Rates -Exploring  Population & measurements of Mortality

Factors affecting Mortality Rates -Exploring Population & measurements of Mortality

GCSE and A-Level Human Geography. Exploring Population and factors affecting mortality. Key question what are mortality rates? Learning Outcomes: - Identify factors affecting mortality - To contrast mortality rates in two different countries - Why the mortality rates may differ in an MEDC and an LEDC A range of tasks in this lesson. Starter - Diamond Nine Activity Main - Using handout students identify what would affect mortality rates. Sorting and analysing data on mortality rates in a range of countries. Online Research task - book a computer room or laptops. Whole class discussion - students share their points of learning with each other. Plenary - Diamond Nine - How has it changed
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Developing the Olympic Games - Bundle!

Developing the Olympic Games - Bundle!

A 2x Lesson Bundle exploring suitable planning for and development of a suitable site for the Olympic games. *Includes a Free Geography Olympic Quiz lesson! Enjoy!
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Could Sheffield Host the Olympics? Exploring Urban Development

Could Sheffield Host the Olympics? Exploring Urban Development

A Map Skills lesson where students explore Urban Planning and Development and the suitability of Sheffield for hosting Olympic games. The lesson materials easily be adapted by inserting a map of your own town/city with four differing labelled sites of your choice. Learning Objective: - To choose an appropriate site to host the athletic events in Sheffield. Starter: Map SkillZ QuiZ! Main: Spider diagram of factors to consider when locating a site- teacher and class discussion - student take notes. Students are going to decide whether Sheffield could host the Olympics or not. Students use maps and work in teams. Students are given have 4 potential sites, you need to help them decide where the best site is. Plenary: Students complete structured writing frame answers to give their reasons for their chosen site. Homework: Students can complete the included questionnaire to research the best location from a sample of people. Differentiation: This lesson includes 3x nice structured writing frames to help guide student answers.
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Where do we get our Energy from? Resources & Sustainability

Where do we get our Energy from? Resources & Sustainability

A variety of fun and engaging tasks in this lesson! The Big Picture: Every one of us uses energy every day. But where does it come from? Energy ultimately comes from natural resources so we need to know how to manage these resources sustainably so we all continue to have enough resources for the future generations. Cross Collaboration Idea: Why not time this lesson in collaboration with your science department also teaching on energy issues? Lesson Objectives: 1 - Where do we get our energy from? 2 - What is non-renewable and renewable energy? 3 - What are the advantages and disadvantages of both? Starter: Cubic Mile oil Discussion task. Explain what you see? What does this mean? Main 1: Students come up with their own Key word definition - reveal Students identify energy resources Students answer questions and ask each other questions based around advantages and disadvantages of non-renewable and renewable energy pointers. Main 2: True or False Quiz Task Plenary: Odd one Out Quiz task! - Photo Identification Homework - Students Highlight 5-10 key points from the articles that they learned in the lesson today. Teacher check the highlighted papers next lesson Students are asked to check their understanding at each stage of the lesson so they can demonstrate their progress. Resources Include Lesson PPT with Activities on and a range of clear nice photos for identification and discussion tasks 1x Cubic Mile Oil Diagram Odd one Out PPT True False PPT News Article - Homework Enjoy!
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Exploring OIL! Bundle

Exploring OIL! Bundle

This Bundle is all about OIL! Super clear, bold, stimulating relevant lessons as a mini SOW on current Geo-politic issues that explores Non-renewable Crude Oil 3x Lessons (Global Development Slant) & Renewable Palm Oil 1x Lesson (Ecosystems Slant) The Palm oil lesson ends with a key question which summarises student knowledge of Crude Oil and Palm Oil which pulls out justifications from the students of which is more sustainable? 36% off lessons. Enjoy!
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Oil as a Resource? Energy & Sustainability

Oil as a Resource? Energy & Sustainability

The Big Picture: Oil is so important as a resource that each one of us depend on it daily. Our consumption levels must be managed and a more environmentally sustainable resource must be used for the protection of the biodiversity of the earth. Learning Objectives: - Where does it come from? - How does it affect development? - What issues surround oil as a resource? - What is the future? Tasks have a variety of stimulating questions based on Graphs, Photos, Facts, Tables and pointers etc as stimulus. Idea: The Out of Oil Cartoon can be printed and placed on Desks for a thought provoking idea throughout the lesson. There is a task based on this too. Homework: In 2050...Questions. Can be used as an extension during class too. Key questions on the future, our development and sustainability in this thought provoking lesson. Enjoy!
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Global Patterns of Oil Production & Consumption: Online Lesson. Energy/Sustainability/Development

Global Patterns of Oil Production & Consumption: Online Lesson. Energy/Sustainability/Development

This is a well guided independent learning lesson. The Student Worksheet is well structured and leads the learners through tasks smoothly on a Computer with plenty of resources included to aid learning. Book the computer Room or Laptops for your students! Upload these resources into a file for your students to access. The Online Worksheet guides studenst through a range of tasks with detailed questions that move through the blooms taxonomy. There are 13 questions to involve the students in. The questions link to other sound websites that aid the students in their studies to explore answers. This lesson includes a range of Resources: - Cartoons - Maps - Graphs - Online Worksheet including tables and charts with links to websites to discover and research answers from. - A Student PPT for reading and independent research with. - Homework Sheet - Revision Key words and Definitions Sheet. Enjoy!
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What is our  Daily Energy Use? Resources & Sustainability

What is our Daily Energy Use? Resources & Sustainability

The Big Picture: Every one of us uses energy every day. But What is energy? if we use energy where does it come from? And how does energy affect us? Energy ultimately comes from natural resources so we need to know how to manage these resources sustainably so we all continue to have enough resources for the future generations. Cross Collaboration Idea: Why not time this lesson in collaboration with your science department also teaching on energy issues? Lesson Objectives: 1 - What is a resource? 2 - What do we use energy for? 3 - How does the demand for energy change? Starter: Students discuss and come up with key word definitions Energy and Resource - Key Word Definition. Extension Can they distinguish between energy and resource? Main 1: Students think on daily energy use and what they have used in the past 24 hrs of electricity use - Reflection Discussion Main 2" Students work through questions and tasks using the graph. Annotation and analysis skills using the energy use graph Plenary: Students test each other on the lesson objective key questions Students are asked to check their understanding at each stage of the lesson so they can demonstrate their progress. Resources Include Lesson PPT with Activities on Daily Energy Use Graph Enjoy!
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Exploring Energy! Bundle

Exploring Energy! Bundle

3x Lessons that explores;Our Daily Energy Use?Where does our Energy come from? & What is my Carbon Footprint? The first two explore renewables and non-renewables. The last lesson guides students to make geographical connections around the topic of energy & resources to solve a mystery - What caused the death of the man in the photo? A wide range of fun tasks challenges and quizzes etc that engage and challenge....Check out the lesson plans and descriptions for more detail! 32% off lessons Enjoy! (Teach with Energy!)
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What are the Geo-Politics of Oil? Energy & Sustainability

What are the Geo-Politics of Oil? Energy & Sustainability

Learning Objectives/Intentions: - To analyse the effects of rising oil prices and categorise effects into groups - To examine a range of newspaper articles and use information to engage in peer teaching - To evaluate some of the conflicts over oil and make choices based on reasoned argument Learning Outcomes: - All will know some of the effects of rising oil prices - All will understand some causes and effects of international conflict over oil - Most will have developed skills in questioning the value of evidence - Some will have developed skills in judging the validity of other arguments How learning/understanding will be monitored: Orally - 1) Students peer Teaching – ‘No copying’ but explaining. 2) Responding to analysis, Synthesis, and evaluation questions Written task - Students analysing newspaper articles to extract relevant categorised information Other Observation – Quality and depth or oral explanation of already analysed information to peers in classroom discussion Plenary – Students standing on continuum line with oral summary questioning that links back to objectives and outcomes AFL: Hands up how well they have met outcomes. Resources: PPT Geopolitics of Oil Pt 1 A3 Oil and Conflict Resource Sheets PRINT SLIDE A3 Peer Teaching Sheets PRINT SLIDE Differentiation: Lower – Have smaller/shorter articles to study – Sebastian Higher – Push G&T When collecting info, ask if causes are Political/Governmental or Economical/Transnational Corporation? Every Child Matters – Be healthy, Stay Safe, Enjoy and Achieve, Positive contribution, Economic Well being? Every Child Should: Enjoy Peer teaching and a variety of learning tasks Stay Safe with timed and controlled tasking Positive contribution in analysing and elaborating on other students opinions Economic wellbeing- understanding pitfalls of economic corruption in Oil Industry
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Analysing Map and Photo Extracts - Coastal Environments

Analysing Map and Photo Extracts - Coastal Environments

A full taught lesson to develop student map and photo annotation and analysis skills. Great lesson to use as a revision lesson at the end of your SOW too! Learning Objectives/Intentions -To extract and analyse information from maps and photographs -Identify and understand processes and activities occurring on a coastline by studying map extracts -Engage with Practicing a key revision skill; how to ‘extend annotations’ useful for any extracts e.g. photos/maps/graphs/figures Student Learning Outcomes • All will know how to annotate map and photo extracts • All will understand some erosional processes and tourist activities found in the extracts • Most will have developed skills in justifying personal decisions for coastal management strategies • Some will have developed skills in judging the validity of other choices for coastal management strategies Starter: -Engaging Question on Board as students enter room - Photo identification of coastal environments and features Main: - Peer Teaching Activity - Explain discussion task ----------- - Analysing Map and Photo Extracts. Developing quality geography annotation skills. Students categorise annotations. -Task 1) Swanage Bay -Task 2) Great Barrier reef Plenary pt 1 -Exam style Question - evaluate Plenary pt 2) -The snowball effect - task Opportunity for Differentiation -Lower – Ask for one reason per annotation -Higher – Push G&T When annotating possible sea defences and management strategies, justify why they are better than others At each task their is an opportunity for AFL - See detailed Lesson Plan minute by minute. Resources: -PPT - Coasts Revision Lesson, Map Extracts -Detailed Lesson Plan -FINAL 2 SLIDES PRINT - A3 Swanage Bay and Great Barrier Reef Map and Photo Sheets -Post It notes
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Causes & Effects of Deforestation! Inc Shifting Cultivation -  Ecosystems

Causes & Effects of Deforestation! Inc Shifting Cultivation - Ecosystems

Ecosystems 3x Lesson Pack - Exploring the Tropical Rainforests. This bundle covers the Causes and Effects of Deforestation in the Tropical Rainforests. One lesson focuses further on Shifting Cultivation and the Kayapo Indians to consider more social and cultural aspects within this topic. Clear Learning Objectives linked to progress and activities throughout these engaging lessons! Enjoy!
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