Rio - social challenges and opportunites LESSON COVERS: What the challenges/issues and possible opportunities/solutions are for energy and clean water supply to the favelas and sanitation. LESSON INVOLVES: short issue introduction video, followed by an short exam question, then a long activity to trade and read through resources and select appropriate information (differentiation is embedded in the resources - ie. the complexity of writing varies but is not made explicit), followed by further exam practice questions. RESOURCES: planned as a trading activity, but all can be printed off as a information pack and handed out individually or in pairs. NOTES: link to the video is embedded in the video screen shot (just play the slide show and click on the screen shot) the keys represent key words.

Welcome to Rio de Janerio! LESSON COVERS: the location, population and importance of an LEDC/HIC city on different scales. LESSON INVOLVES: students creating an A3 Welcome to Rio information sheet. The sheet will have 4 sections with a differentiated info slide for each section. Slides are timed to create pace, but this can be manually overridden. RESOURCES: are included and their use is indicated on the slides. The video link is embedded in the video screen shot (just play the slide show then click on the screen shot, it will take you to the video). You will need to tweak the Atlas page number depending on your atlas brand. NOTE: The keys indicate key words

LESSON COVERS: Favela Barrio's adult education classes, new health care centres and addiction help services, pacification, positives and negatives of drug gang rule, informal jobs, scarcity of jobs. LESSON INVOLVES: students think about the life of a 12 year old in the favela and what life options he has available to him. They make life decisions at age 12 and 20 for a boy called Adeo and detail their choices for him on a Life Decision sheet. The information they need to inform these decisions and complete their sheets is on the slides. RESOURCES: The Life Decision sheet is usually printed A3, their is also a differentiated version with sentence starters. NOTES: the information slides can be printed, I just always try to plan my lessons as paper free as possible. And TMT means "This means that...."

For the person that messaged me to say it wasn’t attached to the lesson :-)

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: 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: 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: 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: 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: 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: 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: 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: Urbanisation, rates of urbanisation, push and pull factors, rural urban migration and natural increase. POSSIBLE DOUBLE LESSON LESSON INVOLVES: main features include key word activities exploring and applying the definition of HIC, LIC, NEE, Push and Pull factor. A timed activity where student have 90 seconds to view an image and decide if it is is a push or a pull factor and explain (it is slide 7 - once on the slide click to start the clock, it should go through each image automatically - you can remove the animations if you prefer). This is followed by an activity using the Brandt line map and a topological style map identifying urbanised countries. The last big activity is a categorising activity for rural-urban migration vs. natural change. RESOURCES: copies of the relevant text book pages, along with shading sheets for urbanisation causes, and gap fill support activity for the demonstrate task. NOTES: the construct activity slide for identifying push or pull factors is on an automatic timer. Open the animation pane on the slide to remove if you wish. 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: 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 :-)

LESSON COVERS: the changes and current status of Nigeria's economy and employment structure (Uses the Oxford AQA GCSE textbook: edited by S.Ross) LESSON INVOLVES: Students start by creating a graph depicting Nigeria's current employment structure. The main task of the lesson is to create a differentiated CV for Nigeria - the different parts of the CV related to different elements of learning about Nigeria's economy. The final task is to write the personal statement as a persuasive summary of what they have learned and why Nigeria should be considered for the future role of HIC. Students can write of sketch their CV information but must write the final statement. Lesson also includes a 5 minute review slide with questions from previous topics (can be skipped or edited if not relevant) RESOURCES: Their are two CV templates: MA - middle to lower ability/grades, HA higher ability/grades. The CV should be printed A3. The Oxford text book is used, but the lesson format can easily be edited to fit a different country with a different text book to support. The lesson also includes a 5 minute "Review Previous Learning" task, as a revision tool - feel free to omit or adapt. Please review with any feedback or if you spot any weevils in the lesson :-)

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: 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: GNI, HDI and other indicators of development, the "north south divide" of development, and looking at how effective development indicators are. LESSON INVOLVES: students introduce to relevant key words, shown two videos - one introducing HDI and another introducing GNI, with a differentiated task for each. Following this there is a differentiated development indicators task where they research and evaluate each one. There is then a map task task where students illustrate the north south divide and add specific details on specific countries in each part. The final task is an exam question, with a quick plenary at the end. RESOURCES: The indicators task table is also saved as a separate document for you to print out for those students who need some egging along. The map task maps AND higher level maps are save in the same document. The development indicators task refers to a text book - just substitute this information for whichever dictionaries or texts books you wish to use. NOTES: the link the video is embedded, put the slides into slide show mode and then click on the video screen grab. Some tasks have a TOP TIPS box for students to contribute ideas and teacher to type up. Please review with any feedback or if you spot any weevils in the lesson :-)

LESSON COVERS the social and economic impacts of the changing economy for a rural area (the Outer Hebrides) and a more urban area (Cambridgeshire). LESSON INVOLVES Students first locate the rural and urban areas of Britain on a map. Following this they then mark on where the Outer Hebrides and Cambridgeshire are located through a series of clues. Some questions then accompany two graphs to give an introduction to the two locations. Students then use the info-coins sheet to write economic effects or social effects inside pound signs or people, they then place those on their map (this task can be simplified to simply annotating the map. Students then add their own understanding of the knock-on effects of these impacts to their map. Theses task are differentiated by target grade. LESSON RESOURCES The info coins task refers to the Blue Oxford GCSE Geography AQA (edited by S. Ross) text book for extra support. If you don't use this text book you can offer some other form of support. The lesson also includes a 5 minute "Review Previous Learning" task, as a revision tool - feel free to omit or adapt. Please review with any feedback or if you spot any weevils in the lesson :-)