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This lesson is part of a series of lessons on Climate Change. It was created for Year 8. Students complete this lesson at the end of the topic, after learning all about mitigation and adaptation. Using a tape measure, a metre ruler and the calculation and recording sheets, students calculate the amount of carbon stored in the tree they measure and estimate how much carbon is stored on the school grounds. Back in class they learn how much the carbon footprint of the average person in the UK and how many trees would be needed to absorb the carbon they produce.

Two lessons created for Year 8 as part of a topic on Ecosystems. The first lesson is a fieldwork activity where students assess the biodiversity and quality of their school environment. During the second lesson, students analyse their results and come up with their own ideas to improve their environment. They then complete a Decision Making Exercise, where they are given a budget of £10,000, with lots of real-life costings and have to decide how to spend the budget. This is based on a real-life example - our school was awarded a grant of £10,000 and Science/Geography decided how to spend it. All the prices are accurate in 2024.

Students learn about the location, causes and impacts of the River Severn flood in 2020 through a Guided Reading actvity. There is a mainstream activity and a version with more accessible questions for lower ability students on slide 2. The lesson begins with an oral activity and ends with a whiteboard Q&A.

Two lessons on how India has developed since 1990 - present day and the impact of TNCS with the example of Coca Cola. Topics covered by the lessons are; employment sectors, development indicators, what a TNC is and how TNCs impact on places, how Coca Cola has impacted India. The lessons have been designed as part of a Year 8 topic on World Development for mixed ability boys. The are LAPS sheets for lower ability students and ‘moving on’ tasks /HAPS sheets for higher ability students.

Lesson 1 is a lesson about Micro-climate, what it means and how we could conduct a fieldwork around school. Lesson 2 is the fieldwork lesson Lessons 3-5 are the write-up lessons (this may take less or more lessons dependent upon ability) There is a write-up booklet for Lower Ability Pupils and an instruction sheet for everybody else. We have taught this to years 7,8 and 9 over the last few years and found it equally appropriate for all year groups.

Students need p202-205 of the Oxford Human Geography textbook along with copies of slides 7-9 and the news article attached. Explain what food security is and discuss figure 1 on p202. Students to analyse the pattern on the map. Using the spider diagram – explain the main causes of food poverty and the various strategies used to alleviate it. Discuss the limitations of some of them. Pupils to read through p 202-205 in the textbook and the slides 7&8 and complete activities. My students followed this up with a homework research task on intensive agriculture in Almeria and its impacts.

This took two lessons to complete with my A Level group with ability levels ranging from grades A to E. The lessons involve practical activities which my students enjoyed but also found challenging. You will need either the Oxford AQA Human Geography textbook pp198-201 or The Cambridge Book p420-423. Students to read through the textbook and and then complete the cut and stick activity into a table. Then working in pairs give one student the first two photographs and the other the second two. They complete the sheet they have been given and then discuss their ideas with each other. The 20 mark question was set for homework.

Three lessons which could take four on the Geography and future of Antarctica. These lessons were designed as an example/case study for a wider topic on Sustainability. They have been used with mixed ability year 9 boys with success. There are LAPS and HAPS sheet to ensure that the learning is accessible to all.

This resource is also in my POPULATION scheme of work. This is one lesson that I designed from a news article that featured in the Times. Students unravel a mystery to discover why a mother lost her son. It also covers the positive and negative impacts of migrants to the countries they move to. The lesson was designed for a mixed ability boys class and has LAPS sheets to make it accessible to lower ability students.

I designed this activity around the Netflix Documentary Chasing Coral. The lesson starts with a Disciplinary Literacy strategy on synonyms and antonyms. Students spend the first lesson using an Atlas to locate Coral reefs and then watch clips of the film and complete the worksheet. The Clips are noted on slide 6. For the follow up lesson students brought in some of their own research to complete their own information leaflet OR a display piece. Our students really enjoyed this topic and we ended up creating a whole department display on this issue.

This lesson involves using Gapminder to work through a series of activities that will help learners to appreciate where HICs, LICs and NEEs are located and how they have changed over time. There are TWO levels of worksheet, one for the core and one for Lower Ability Pupils (LAPS sheet). My students really enjoyed this activity as they are actively learning for themselves throughout. The plenary asks students how relevant the Brandt line is today.

Students watch a video on Ethiopia and complete a note taking activity, they then read through an A3 information sheet on how Ethiopia is overcoming it’s challenges to become the fastest growing African economy. For our students this lesson is part of a scheme of work on ‘Africa is not a country’ and i created this lesson as an example case study.

This is part of a scheme of work on designing cities for the future. Students learn about potential solutions to traffic congestion through a Guided Reading Activity. There is a mainstream version on the first slide, the second slide has more accessible questions for lower ability students.

Students are shown different designs from around the world that have sustainable features and then design their own homes.

Students explore the concept of sustainability using a talking activity, cloze exercise and an around the clock activity. There is a lower ability version of the ‘round the clock’ activity with prompts on.

This lesson is part of a scheme of work on designing cities for the future. In this lesson, students examine the pro’s and con’s of alternative energy choices. Using an information sheet, students complete an evaluation sheet before concluding on which energy source they think is best.

This is a revision activity on Changing Places. It took my class 2 lessons to complete and they found it very useful in tying all their ideas together. Students complete the mind map at the start in pairs and then discuss as a group. This is related to exam questions from Sample Papers. The exam answer document is based around the first question and on our local study area. Slides 5&6 are about how local people can instigate change in an area. The Hyperlink is to a documentary on Detroit Soup. After this we discussed how influential local people can be. Slide 7 was blown up to A3 and students then spent the second lesson filling this in with examples and impacts of the changes that have taken place. The Regeneration Document is a supporting document about how National governments can influence change in places.

This lesson compares life in 5 different countries at different income lessons. It is a practical lesson where students work in pairs with an envelope of images. For each location there is a GNI figure and 4 pictures ( the home, toilet, a plate of food and a possession) students need to work out which pictures match up together. My students have LOVED this - it really challenges stereotypes. There is a bit of preparation needed - all the images and information are on the last 2 slides, but each pair will need a complete set cut up, in an envelope. I have found laminating them and doing this once works best and now I am just reusing. Included resources are the powerpoint and an oral activity called Talk Development. For Talk Development - one student has the sheet and asks the other student the questions in order, if they get an answer wrong they are told the correct answer, then they switch places and repeat.

This lesson is part of a series of lessons on the Development Gap. Students already know the causes and consequences of the development gap. In this lesson they are presented with FOUR strategies to address the development gap - Eploiting raw materials, investing in industrial development, Tourism and Fairtrade. The lesson starts with an oral activity - HOTSEAT. Students have a reading activity and a table to complete to address the good and bad points of each strategy. They then RANK the strategies and make a decision on which one they think is best. The lesson ends with a discussion.

I was asked to create a lesson for all of Year 9 for Chinese New Year by our EAL Lead. This lesson has been created with the help of a friend who has immigrated from China. Students watch a short video clip that introduces us to how Chinese New Year is celebrated and the history behind some of the traditions. After which students complete 5 quick questions. A brief introduction to the physical geography of China and how the population density varies. Students all need a copy of the blank map on slide 7 and an Atlas. They then use the information on the word document to create their own annotated maps.