3201102068 Introduction \wyy A GCSE specification coverage \\w o Medium term plan page 7 Quick guide to lesson resources page 12 Lesson plans Locational knowledge and map skills page 14 Fieldwork and use of data page 16 Geomorphic processes and landscape page 18 Changing weather and climate page 20 Global ecosystems and biodiversity page 22 Resources and their management page 24 Cities and urban society page 26 Global economic and development issues page 28 Tectonic hazards page 30 Case studies page 32 Further teaching ideas page 34 Sources and weblinks page 36 Introduction Changes to GCSE geography have brought both challenges and opportunities for teachers and students. The focus on knowledge means that there is a great deal for students to learn for their exams, but this constructs strong foundations on which they can build as geographers. All GCSE specifications now need to cover a core of content specified by the Department for Education (see DfE, 2014), bringing a greater consistency to GCSE courses. Changes to assessment mean that students need to be prepared to answer questions on their fieldwork experiences rather than writing controlled assessments or coursework related to these experiences. The aim of this Toolkit is to support geography teachers in preparing their students for the GCSE geography exams. The Toolkit is organised around the themes of the DfE core content required in all the GCSE specifications and page 6 shows how this maps to the content of each GCSE specification. There are ten topics in this Toolkit - seven content topics, plus geographical skills, fieldwork and case studies. Three lessons are provided for each topic. These are described in spreads in this book (one spread covers three lessons) and a PowerPoint presentation is provided for each topic as part of the accompanying online resources. Key resources for lessons can be printed from the slides in the PowerPoint presentation or the activity sheets, also in the online resources. The three lessons for most of the topics follow the same structure: Introductory lesson 1 Stimulus activity to get students thinking back to the topic. 2 Students rate the relevant content in the specification they are following as either red, amber or green (RAG-ing) to show their confidence with the topic. 3 A range of revision activities then follows to review the core content of the topic. 4 Questioning should be used to check and deepen knowledge and understanding and tackle misconceptions. You may wish to plan your questions before the lesson, including who you will address them to, considering different groups in your c lass You can also use questions to relate the activities more specifically to the requirements of your specification and the case studies and examples you have studied. 5 The consolidation activity will involve a knowledge recap, providing low-threat, regular testing. Second lesson - focus on answering extended questions 1 Stimulus activity to recap a piece of key knowledge from the topic. 2 Students look back at their RAG-ing from the previous lesson, identifying areas of weakness. 3 Four possible example GCSE questions are suggested for the topic - students should choose one they are not confident about and plan an answer using their notes, textbook and/or revision guide, then answer the question 4 Advice is provided about how to tackle the exan question, how to structure the answer using PE (make a clear point; explain the point; give an example) and the meaning of command words. 5 You will need to let students know how many marks the question would be worth as this varies between specifications; e.g. for AQA extended questions are worth 6 or 9 marks. 6 Sentence starters for one of the questions are provided - these can be used to support students who are struggling with answering th questions, or with those who need help with structuring or developing their answers. 7 A simplified, generic mark scheme is provided so that students can self or peer assess their answers and make improvements if necessary. 8 The consolidation activity refers students back to their RAG-ing and asks them to plan their home learning to improve areas needing development. This puts the responsibility in their hands - this is their GCSE. page 4 Third lesson - summarising the topic and using SAM 1 Stimulus activity to recap a piece of key knowledge from the topic. 2 Use a Sample Assessment Material (SAM) from your awarding organisation to check your students' knowledge and understanding. 3 An additional extended question is included for you to use if you have already used all the SAMs from your awarding organisation. 4 Students should then complete a revision poster/ knowledge organiser for the topic. This is likely to be started in the lesson and completed at home. 5 A generic outline for a revision poster/knowledge organiser is included in the accompanying PowerPoint, but this will need to be adapted to suit your specification. 6 The consolidation activity again asks students what they need to do to revise this topic at home and to prepare for their exams. 7 Feedback following use of the SAM may be through marking of individual scripts, but it is a good idea to use a whole class feedback grid to note general strengths and areas for development so these can be tackled with the whole class. Time should be provided for making improvements to answers. You may not have the time to use all 30 lessons provided in this Toolkit, but can adapt the lessons and resources to suit the needs of your classes. If you are short of time you could prioritise the use of the first lesson from each set of three, then use the choice of six-mark questions for students to answer as a homework activity. The case studies lessons (pages 32-33) could be missed out as other case studies will have already been tackled through topics. If more time is available in lessons, students could spend it on activities such as the revision posters/knowledge organisers, or ideas from the 'Further teaching ideas' section on pages 34-35 could be integrated into the revision programme. You will also need to check the requirements of your specification to ensure any additional activities are planned into your revision programme, such as work on pre-release materials. A range of additional lesson and homework activities are also included with this Toolkit; these are intended to be useful for teachers who would like to adjust some of the lessons and also to provide students with specific homework tasks. However, it is implicit throughout this Toolkit that the work in the lesson must be complemented by students' revision and work at home, without which many of the lessons will not be as effective as they could be. Teachers are professionals and are responsible for providing a revision programme putting their students in the best position to succeed in the GCSE examinations. The aim of this Toolkit is to support teachers, providing resources that can be adapted and developed to suit the needs of their individual contexts and classes. These resources may be delivered as a whole revision scheme of learning, dipped into to complement a school's own revision scheme of learning or used throughout the GCSE course to support students in preparing for end-of-topic tests and pre-public exams. page 5 LlVing Willi Hie K'V----- The challenge of natural hazards Living in the UK today; UK environmental challenges; The world around us; Environmental threats to our planet Our natural world; Global hazards and Changing climate 1: Weather hazards and climate change 1: Hazardous Earth 2: Weather, climate and ecosystems 1: Changing environments 6: Resources and their management AQA Challenges in the human environment; The challenge of resource management OCR A Living in the UK today; UK environmental challenges OCRB People and society; Resource resilience Edexcel A 2: Resource management Edexcel B 3: Consuming energy resources Eduqas A 2: Development and resource issues Eduqas B 1: Environmental challenges 8: Global economic and development issues AQA Challenges in the human environment; The changing economic world OCR A The world around us; People of the planet OCRB People and society; Urban futures Edexcel A 2: Global development Edexcel B 1: Development dynamics and 2: The UK's evolving human landscape Eduqas A 2: Development and resource issues Eduqas B 1: Changing places: changing economies 10: Case studies AQA OCR A OCR B All specifications Edexcel A Edexcel B Eduqas A Eduqas B AQA OCR A OCRB EdexcelA Edexcel B Eduqas A Eduqas B Lesson/key Learning Teaching and learning Resources DfE GCSE questions objectives activities subject content Locational To identify gaps in Lesson 1 Activity 1 Locational knowledge and locational Students add continents and key places to a sheets 1,2, 3 knowledge: 8. map skills knowledge and map world map. and 4 skills 2 Maps, How are places They RAG their understanding of this topic and PowerPoint 1: fieldwork and linked? To practise map then make links between different places. There Locational geographical How can maps skills is a team challenge using case study cards. knowledge skills: and map skills 10. maps show us important To assess Students reflect on the use of GIS to obtain, geographical understanding of illustrate, analyse and evaluate geographical Appendix: information? locational information. Cartographic knowledge and map skills skills. Lesson 2 Students identify the location of case studies. They answer a series of questions using an OS map extract. Students reassess their RAG-ing from Lesson 1 to prepare for Lesson 3. Lesson 3 Students complete a true or false quiz. They complete an exam question to assess this element of the course. Students create a revision poster for this topic then reflect on their individual areas of strength and weakness. Fieldwork and use of data What geographical concepts were explored in fieldwork? What research methods were used? To identify gaps in knowledge of fieldwork techniques To practise selected fieldwork techniques To revise aspects of students' own fieldwork Lesson 1 Students draw a field sketch from memory. They RAG their understanding of this topic, and prepare for a fieldwork interview. Students develop ideas about data and complete a short statistics quiz. Students reflect on the question: 'How could you statistically confirm whether house prices decrease with distance from the CBD in an urban area?' Activity sheets 5, 6 and 7 PowerPoint 2: Fieldwork and use of data 2 Maps, fieldwork and geographical skills: 11. Fieldwork 12. Use of data 13. Formulating enquiry and argument What data was To assess collected? understanding of fieldwork techniques Lesson 2 Students match graph types to graph names. They complete a sequence of tasks based on fieldwork exam questions. Appendix: Graphical skills Numerical skills Statistical skills Students reassess their RAG-ing from Lesson 1 to prepare for Lesson 3. Lesson 3 The class completes a short quiz on fieldwork. Students complete an exam question to assess this element of the course. 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They produce Cities and concept maps showing the factors that urban society influence change in their cities and compare migration stories. The class plays keyword bingo. Lesson 2 Students suggest the odd-one-out from sets of key words. They choose and answer one of four exam questions, then peer assess using a simplified mark scheme. Students reassess their RAG-ing from Lesson 1 to prepare for Lesson 3. Lesson 3 Students consider contexts for their two cities. Students complete an exam question to assess this element of the course, then design a revision poster for this topic. Students reflect on their individual areas of strength and weakness. Seograph, processes and change: 19 Cities and urban society Global economic and development issues What do we mean by the term development? How uneven is the pattern of development and how has it changed over time? What are the impacts and solutions to uneven patterns of development? To identify gaps in knowledge of global economic and development issues To reinforce key concepts and examples To practise extended answers for this topic To assess understanding of global economic and development issues Lesson 1 Students match images to key terms. They RAG their understanding, then identify and categorise key development indicators. They consider the causes of uneven development, and complete a sketchnote about their case study country's context. Students devise a simple development model with inputs and outputs, and discuss its limitations. Lesson 2 Students complete a quiz about their case study country. They choose and answer one of four exam questions, then peer assess using a simplified mark scheme. Students reassess their RAG-ing from Lesson 1 to prepare for Lesson 3. Lesson 3 Students consider development indicators for different countries, and their limitations. Students complete an exam question to assess this element of the course, then design a revision poster for this topic. Activity sheets 21 and 22 PowerPoint 8: Global economic and development issues 6 Human geography: processes and change: 20. Global economic development issues Students reflect on their individual areas of strength and weakness. Lesson/key questions Tectonic hazards How do physical processes cause earthquakes and volcanic eruptions? What are the effects of, and responses to, a tectonic hazard and how they can vary between areas of contrasting levels of wealth? How can management reduce the effects of a tectonic hazard? Case studies What are the key case studies we have studied? How do case studies link to the broader issues we have studied? What are the key physical and human features of our case studies? Learning objectives To identify gaps in knowledge of tectonic hazards To reinforce key concepts and examples To practise extended answers for this topic To assess understanding of tectonic hazards To identify gaps in knowledge of case studies To reinforce key concepts and examples To practise extended answers for this topic To assess understanding of case studies Teaching and learning activities Lesson 1 Students use classroom equipment to model what happens at plate margins. They RAG their understanding, then describe and explain volcano and earthquake distribution. They complete a fact file for their tectonic hazard case study. Students consider whether they would prefer to experience a tectonic hazard in a lower or higher income country. Lesson 2 Model slab pull using a chain. Students choose and answer one of four exam questions, then peer assess using a simplified mark scheme. Students reassess their RAG-ing from Lesson 1 to prepare for Lesson 3. Lesson 3 Students consider potential costs and benefits of living in a tectonically-active region. Students complete an exam question to assess this element of the course, then design a revision poster for this topic. Students reflect on their individual areas of strength and weakness. Lesson 1 Students list their case studies and consider their importance. They RAG their understanding, then work in groups to produce a revision resource for one case study. The resources are shared. Students evaluate the revision resources. Lesson 2 Students improve an exemplar answer. They choose and answer one of four exam questions, then peer assess using a simplified mark scheme. Students reassess their RAG-ing from Lesson 1 to prepare for Lesson 3. Lesson 3 Students discuss when it is a good idea to refer to a case study in an exam question. Students complete an exam question to assess this element of the course, then design a revision poster for their case studies. Students reflect on their individual areas of strength and weakness. Resources Activity sheets 23 and 24 PowerPoint 9: Tectonic hazards DfE GCSE subject content This topic is not included in the GCSE core content, but is included in most GCSE geography specifications. Check your specification to see its requirements for this topic. Activity Two different sheets 25. 26 and distinctive and 27 landscapes in the UK PowerPoint 10: Case Two selected studies ecosystems Detailed study of either food, water or energy as a resource One city in a LIC or NEE and one city in a HIC Country study of a LIC or NEE Case studies and exemplars must relate to at least two countries other than the UK page 11 rces i - ,11 the wi-blinkt, on th« GA w«btrU. To You can access a., these th" *" " ^ <» 1 ww,v-9f data Key questions ■ What geographical concepts were explored in fieldwork? ■ What research methods were used? ■ What data was collected? Learning objectives ■ To identify gaps in knowledge of fieldwork techniques ■ To practise selected fieldwork techniques ■ To revise aspects of students' own fieldwork ■ To assess understanding of fieldwork techniques Resources ■ Activity sheets 5: Temple Quarter data 6: Statistics quiz 7: Revision poster ■ PowerPoint 2: Fieldwork and use of data Lesson 1 Stimulus Show PowerPoint 2, slide 2. In which contrasting environments did students carry out their fieldwork? From memory, students draw sketches to show the key features of the two environments. You may need to remind students of the requirements of a field sketch. Which directions were they facing? What key processes were they observing? What makes these environments contrasting? Development Students carry out a RAG-ing activity to identify areas of strength and areas for development by colour coding statements from the relevant specification, which you will need to provide (instructions on PowerPoint 2, slide 3). Students will refer back to this document several times, so it needs to be kept in a safe place. In groups, students prepare for a two-minute 'hot seat' interview about one piece of their geography fieldwork (PowerPoint 2, slide 4). They should spend five minutes considering aims, methods, results, conclusions and evaluation. This task could be split into two with half the class looking at the physical fieldwork that the students have carried out, and half at the human fieldwork. This activity is a perfect AFL opportunity. Encourage students to suggest contributions to each group's interview: what did they miss? PowerPoint 2, slide 5 provides raw data from bipolar surveys completed in Bristol's Temple Quarter (also on Activity sheet 5). Students can use this as an opportunity to develop ideas of types of data and data presentation techniques. Encourage students to think about these data -how could the data be presented? How could a correlation between distance from Temple Meads and quality of environment be tested? What are the weaknesses in the methods discussed? Move on to the statistics quiz (a short summative assessment activity) on PowerPoint 2, slide 6/ Activity sheet 6. Go through the answers as a class (see slide 7), identifying any gaps in knowledge and understanding. Ask how students will fill these gaps then work through using notes, books and websites. Consolidation Finish the lesson with an activity to encourage students to think about how we collect data, present it and analyse it. Ask students, 'How could you statistically confirm whether house prices decrease with distance from the CBD in an urban area?' (PowerPoint 2, slide 8). r • page 16 Lesson 2 Stimulus Students may be asked questions about different approaches to data presentation in their exam. The simple 'match the graph to the name of the graph' activity on PowerPoint 2, slide 10 is intended to ensure students know what techniques they are using and what those techniques look like. Answers are provided on slide 11. Development Students review their RAG sheet from the last lesson - which areas do they need to focus on? Students choose one of the four questions on PowerPoint 2, slide 13 to tackle, first underlining command words then circling subject terms and defining them. You will need to adapt slide 13 to show the number of marks for questions and how long students should spend on them as this varies between awarding organisations. Students could structure their answer using PEE (point, explain, example; see slide 15), but if they feel confident in approaching the question in their own way this is fine, as PEE can be restrictive for some students. Sentence starters for one of the questions are suggested on slide 16, to support students who are struggling to answer or who need to answer in more detail. Students should answer their chosen question, then swap answers to peer assess using the generic mark scheme on PowerPoint 2, slide 17. They can then answer another question. The four questions students can choose from (PowerPoint 2, slide 13) are: 1 Draw an annotated sketch map to show the location and main features of the study area for your investigation. 2 Describe and justify one method of primary data collection used in your fieldwork. 3 Describe how you used one technique to analyse your data and outline the advantages of this technique. 4 Assess whether your fieldwork conclusions match the geographical theory, concept or idea on which your investigation was based. Consolidation Students should review their RAG rating again so they are aware of what they need to do to prepare for an assessment next lesson (PowerPoint 2, slide 18). This can be set as a home learning task. Teaching tips « Carrying out an activity and then reviewing it using a checklist helps students to focus on the key features. The checklist provided for the graphing activity can be used whenever students describe a graph. w Time sensitive and group tasks can be a great way of injecting some fun and sense of challenge into revision tasks. Whole class tasks can also be a great way to raise the praise and let students know the excellent work they're all doing. Lesson 3 Stimulus A quick timed quiz on fieldwork -can the class answer all the questions on PowerPoint 2, slide 20 in 30 seconds? The faster each student answers their question, the more likely it is that the class will achieve its target. If the class does not achieve this within the time the activity could be repeated - and repeat answers are not allowed. Development Distribute a suitable exam question from the SAMs for your awarding organisation for your students to complete. The students can then create a revision poster for this topic (PowerPoint 2, slides 22-23 or Activity sheet 7). This activity is deliberately positioned after the exam question. Exam questions can consequently be used as a diagnostic tool and to inform the students' revision posters. Remember that this is a revision scheme of learning, so all assessments are intended to provide students with an understanding of their own progress and ensure a more efficient and effective individual revision process. Consolidation Students should set themselves a home learning task (PowerPoint 2, slide 24). Based on the work they have done over the last three lessons, what else do students need to do to prepare for this element of the exam? page 17 Key questions ■ Where are areas of highland and lowland located in the UK? ■ How do weathering, erosion, transportation and deposition shape two distinct landscapes in the UK? ■ How do these processes lead to the formation of distinctive landforms? ■ How and why are UK landscapes managed? Learning objectives ■ To identify gaps in knowledge of geomorphic processes and landscape ■ To reinforce key concepts and examples ■ To practise extended answers for this topic ■ To assess understanding of geomorphic processes and landscape Resources ■ Activity sheets 8: Landform processes 9: Revision poster ■ PowerPoint 3: Geomorphic processes and landscape Lesson 1 Stimulus Print a copy of the map on PowerPoint 3, slide 3 - A3-sized if possible. Stick this on the wall outside your classroom. Students get into groups of four and number themselves from 1 to 4. Ask all number 1 students to go out to look at the map for one minute. When the first student returns, they should draw what they remember from the map while the second student goes to look at the map for a minute. Continue until all four students have added to the map. Compare each group's map with the original map -which group's is the most accurate and complete? Development Students carry out a RAG-ing activity to identify areas of strength and areas for development by colour coding statements from the relevant specification, which you will need to provide (instructions on PowerPoint 3, slide 4). Students will refer back to this document several times, so it needs to be kept in a safe place. Review processes of erosion, transportation and deposition (PowerPoint 3, slide 5). Can students think of an action to go with each process? Suggestions: hydraulic action - clapping; abrasion - tap palm with fist; attrition - tap both fists together. Follow your review of erosion up with a quick check on the difference between weathering and erosion (slide 6). Answers are given on slide 7. Follow your review of erosion with a quick check on the difference between weathering and erosion (PowerPoint 3, slide 6). Students will have studied two distinct UK landscapes: these could be river, coastal or glacial. Ask students which they studied, which landforms are associated with each landscape and how these landforms formed. Students complete the diagrams on Activity sheet 8 to show how physical processes lead to the landforms in each landscape (this is modelled on PowerPoint 3, slide 9). For an extension task, ask students how these landforms are influenced by geology, climate and human activity. Key examples of landscapes will have been used by students: ask them which locations they have used. Use Google Earth to zoom into each and then pose questions about the locations and their context (geology, climate, etc.). Students choose two photographs of landforms from PowerPoint 3, slide 11 to sketch. Check that they have chosen landforms found in their two landscapes. They should add three annotations to each sketch to show how the landform formed. Remind the students that annotations are comments/ explanations, not just labels. Students choose two photographs of landscapes from PowerPoint 3, slide 12 and answer the following questions: what evidence is there that these landscapes are being managed? Why do the landscapes need to be managed? Consolidation Finish the lesson with the UK physical landscape quick quiz on PowerPoint 3, slide 13. Answers are given on slide 14. page 18 Lesion 2 Stimulu*. 1 in '.lililnlilt innmilllini 11 * * - I....."I llvni/i n.r.l.il MiiiMiiM, li.iiit|>iiilrttlini .iikI ilnpntlllmn' li nr. 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Iivily Mntitl >>, 1'lllVliln ,i inlny.Hll nx.1111 i|lli".linn lni iliiilnnli In .mtwni limu llm '.AM lni yiM11 .iW.llillIlK iHK'HII'..lllnn l.lkn llm .iiitwmt In In ni.nl> yminnll, kIV Mik lnntlli.it I .ilinlll .11 f.r, til '.ImiiKlIi .nul .iin.n lni Htipnivmimnl 'iliitlmil'. ihmilil lín kIvmii tlum In Hnpnivn llmli .iir.wni .illm mi mvniK lnmlli.11 k ( oir.olid.itiou 'illltlnllť. '.Iimiltl tni llmnr.ilvi", i liniím l'.i......i lil < PowerPoint 1, tlltln,"'! H.itml 1111 llm wmk limy lifivit il.....1 nvm llm I.11I llnnn li".'.ini', wli.il iT.r (In limy imml In (In In |>ln|i,iin lni tlil', nlnmmil til Hm MKflIHl' Key questions What are the causes and consequences of and responses to extreme weather conditions and hazards? ■ How can real world examples of weather hazards be described and explained? ■ How does the global circulation system influence weather and climate? ■ How is climate change caused by both human and physical processes? Learning objectives ■ To identify gaps in knowledge of changing weather and climate ■ To reinforce key concepts and examples ■ To practise extended answers for this topic ■ To assess understanding of changing weather and climate Resources ■ Activity sheets 10: The global circulation system 11: Describing change 12: Revision poster ■ PowerPoint 4: Changing weather and climate Lesson 1 Stimulus Using PowerPoint 4. slide 2, slowly remove the shapes from the picture, asking students to guess the weather hazard (the photograph shows a satellite image of a tropical storm). Development Students carry out a RAG-ing activity to identify areas of strength and areas for development by colour coding statements from the relevant specification, which you will need to provide (instructions on PowerPoint 4, slide 3). Students will refer back to this document several times so it needs to be kept in a safe place. Give students two minutes to look at the diagram of the global circulation system (Activity sheet 10 or PowerPoint 4, slide 4), then ask one student to come to the front of the room to take the 'hot seat'. You can ask them the questions from PowerPoint 4, slide 5 (these are also included on Activity sheet 10, page 2), and/or come up with questions of your own. If the student gets stuck, you could let them choose another student to help them. Answers are provided on slide 6. Read the class the story of a storm from PowerPoint 4, slide 7. Ask them to talk in pairs to finish the story, then work individually to write a story for the storm hazard they have studied, including causes, consequences and responses. Share some of the stories and discuss points included and omitted. Look at the images on PowerPoint 4, slide 8. How is each linked to causes of climate change? Draw out student answers using questioning. Discuss which causes are the most significant. Study the graph showing changes in atmospheric carbon dioxide over time (PowerPoint 4, slide 9 or Activity sheet 11). Students write a paragraph describing the changes shown. Students use the checklist provided to improve their answers. Consolidation Finish the lesson with the true or false quiz on PowerPoint 4, slide 10. Answers are provided on slide 11. page 20 Lesson 2 Stimulus Students work in pairs to draw the global circulation system on balloons, paper plates or paper. Peer assess against criteria shown on PowerPoint 4, slide 13. Development Students review their RAG sheet from the last lesson - which areas do they need to focus on? Students choose one of the four questions on PowerPoint 4, slide 15 to tackle, first underlining command words and circling subject terms and defining them. You will need to adapt slide 15 to show the number of marks for questions and how long students should spend on them as this varies between awarding organisations. Students could structure their answer using PEE (point, explain, example: PowerPoint 4, slide 17), but if they feel confident in approaching the question in their own way this is fine as PEE can be restrictive for some students. Sentence starters are suggested (on PowerPoint 4, slide 18) for one of the questions to support students who are struggling to answer or who need to answer in more detail. Students should answer their chosen question, then swap answers with a peer and assess using the generic mark scheme on PowerPoint 4, slide 19. They can then answer another question. Consolidation Students should review their RAG rating again so they are aware of what they need to do to prepare for an assessment next lesson (PowerPoint 4, slide 20). This can be set as a home learning task. Teaching tips ■ Carrying out an activity and then reviewing it using a checklist helps students to focus on the key features. Drawing on a balloon or paper plate can be used whenever students need to know a global pattern. It encourages students to pay attention to detail as they are presenting the information in a different way; hopefully this activity will also be memorable. Board pens can also be used to draw on many school tables, allowing students to construct large mind maps, etc. ■ Nuthall (2007) says that activities should be designed so that students can't avoid taking part in them, otherwise they miss out on opportunities to learn. Activities such as explaining the causes of a weather hazard by everyone in the class saying one word each mean that all students are involved. Lesson 3 Stimulus Choose a weather hazard, such as a tropical storm. Explain the causes of the hazard as a class, with each person contributing one word to the explanation (see PowerPoint 4. slide 22). Development Provide a relevant exam question for students to answer from the SAM for your awarding organisation. Take the answers in to mark yourself, giving feedback about areas of strength and areas for improvement. Students should be given time to improve their answer after receiving feedback. There is an additional extended exam question on PowerPoint 4, slide 23. Students complete a revision poster for this topic, either creating their own or using the template on PowerPoint 4, slide 25, or Activity sheet 12 Consolidation Students should set themselves a home learning task (PowerPoint 4, slide 26). Based on the work they have done over the last three lessons, what else do they need to do to prepare for this element of the exam? page 21 Key questions « What are the characteristics of large-scale natural global ecosystems and how are they distributed? ■ How are climate, soil, water, plants, animals and humans interdependent in two ecosystems? ■ How are ecosystems used unsustainably and sustainably? Learning objectives ■ To identify gaps in knowledge of global ecosystems and biodiversity ■ To reinforce key concepts and examples ■ To practise extended answers for this topic ■ To assess understanding of global ecosystems and biodiversity Resources ■ Activity sheets 13: Ecosystem diagrams 14: Revision poster ■ PowerPoint 5: Global ecosystems and biodiversity Lesson 1 Stimulus Students look at images of different large-scale natural global ecosystems (PowerPoint 5, slide 2) in groups, deciding what the characteristics of each ecosystem are and where each would be found in the world. Groups then share their ideas with the class. Development Students carry out a RAG-ing activity to identify areas of strength and areas for development by colour coding statements from the relevant specification, which you will need to provide (instructions on PowerPoint 5, slide 3). Students will refer back to this document several times so it needs to be kept in a safe place. Students will have studied two ecosystems: ask them which ones they have studied then use Google Earth to zoom into each and discuss them. Students produce a diagram for each ecosystem studied to show how the climate, soil, water, plants, animals and humans are interdependent (PowerPoint 5, slide 5 or Activity sheet 12). Use atlases/textbooks/websites to support points with useful facts and figures, e.g. average temperature, annual rainfall. This is a concept mapping activity - the most important aspect is the links made between each component and these should be fully explained. An example for the Sahara Desert is provided on slide 6. You could challenge students to develop their explanations of links using the 'Why, why, why?' technique - ask them to read their explanation, then keep asking them 'Why?' until the link is fully explained. The ecosystems studied can be used in both sustainable and unsustainable ways. Students complete a table to show examples using the template shown on PowerPoint 5, slide 7. These may relate to living in the ecosystem, farming in it, use by multinational companies, tourism, energy production or other uses. Consolidation Undertake the food web challenge (see PowerPoint 5, slide 8). Choose one of the ecosystems studied. Each student writes the name of a component from this ecosystem on a piece of paper (make sure students choose different components - you may wish to prepare some back up examples in case of too much duplication). Students stand in a circle. Give one student a ball of string - they should keep hold of the end and pass the ball to another student whose component is linked to theirs in the food web. Continue this to create a food web. Choose one student to drop the string - which other components does this affect? Why is this important? page 22 Ltsson 2 Stimulus » ompirto tiv w.m.i.i \,mi nrthor„f ......<•< PoweilVInt S ,1. U» s»M\t«»ntx (hen < holte« v\ ill* ieleiei\< r to Ihr e> ON\ nIi'IMN l.ileJ An o\.»mple ,in->\\(M ix piovidrd on ylide \\ Development Minimi-. ie\ irw thou KAu >(>r*ot tiom (he I.inI lesson whn h ,iir.iN dothe\ needlo tw us on'i* students \ hoose one ol the low PowerPoint S lo kl*> lusl undeilimnjt vommand woids and v ii\ ling Mibus I trim* .11,1 detming thrm Sou vnill need to adapt slute I \ lo show Ihr mimhei ol m.uks loi ,iues|ioits and h><\\ lonjj students should spend on them ,iv this \,n ir> helween awaidin>{ student* > oulil *tuu tine then .uf.vM-i using ri t (.point evpiauv <\.in. 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A-. wrll .in iimiix i.oogle I .uth and Video«hps i ouNuln using i.oogle I vpeditions to evploie your cho*tn ocosysttmi ■ TMchors c«n bring e< osystems mto thru i l.iNMooniN In using pl.mtN oi toods loi evample il \ou air studvmg desetts hnng in a l ,U tUN .IIHl lÜM II NN l\OW Ii h.lN .ni.iplril to thr vlr-.nt ,\ oNVNtrm oi J.ttrN toi stuJrntN to r.\t Av ti\itirN th.tt nukr « vm>i rpts inoir t.tngiNf nu\ hr p.ntu ul.iiK hrlplul toi low prior «chltvtrs. ■ IKr ol pl.n r -.p<\ itu Jrt.iil to Jrvrlop pointN in kr\ sin i <-nn m ».i*. sl jtrojjuphv IKr nurNtionin.n to di.iw out >pr» itu drt.iiK irl.it(\l to thr ,\ ONVNtrniN v liin.itrs vr>5rt.i!ion .-»nim.ils rtc. Lesson 3 Stimulus \V.\ti h .»v lip ol our 01 holh ot thr riv>n\vtrmN stuilird ANk NtiutrnlN lo nolo thr 'AVn loi thr, lip VVlut whnr whrn who win ' ^rr Pown Point S Development Tiv^v ulr .\ irlrv.int rv.tni ijurstion loi NtudrntN K> .inNwri liom thr sAM loi voui ,iw.\ulin,< oi»{.iniN.«tion T.)t trrdh.ii k ,\t>v>ut .iio.»n ot Ntirn^th .»nd .iumn loi impio\rmrnt MiulrntN should hr jjivrn limr to unpiovr thru .inswri .tttn u\n\in< trrdl\ii k siuvlrntN toniplrtr .\ irvision postri loi this topiv (.nthri , icUms thou own oi usiiij; thr tompl.Ur on PowerPoint 5 Activity shoot 14N Consolidation Students should set themselves .1 ho t\»i ■ v v .Power Point S Nlivlr .MV B,ised v^n the woik thr\ have done v>\n the UM thiee lessons wh.\t rise ,1o students need to do to piep.ue loi this element ot the ov.im' pas*^ 2S and their jestions at are natural resources? v can resource exploitation 2 an impact on people and environment? / has supply and demand latural resources iged? ig objectives entify gaps in knowledge sources and their igement nforce key concepts and pies jctise extended answers is topic ;ess understanding of xes and their »ement 2S y sheets ergy mix x and match /ision poster 'oint ■ources and their nagement Lesson 1 Stimulus Ask the students what resources have they used so far today. This activity can be developed into a concept map activity based on food, energy and water resources. Students should then consider the image of a child from a LIC (PowerPoint 6, slide 2). Develop from this stimulus: how is this child's resource usage likely to be different from ours? Why? How does this relate to well-being? Development Students carry out a RAG-ing activity to identify areas of strength and areas for development by colour coding statements from the relevant specification, which you will need to provide (instructions on PowerPoint 6, slide 3). Students will refer back to this document several times, so it needs to be kept in a safe place. The excellent work of www.gapminder.org is a great way to explore geographical issues in a powerfully visual way. When exploring consumption and production of resources these graphs can really develop students' comparison of multiple pieces of information. For example, ask students to analyse energy use per person and energy production per person over time (PowerPoint 6, slide 4). Students should look at one resource issue in more detail. Choose the relevant sections from the activities below: Focus on food • Encourage students to look at the images of food on PowerPoint 6, slide 5 or real examples and for each answer these questions: When are these available to buy in the UK? When are they in season in the UK? Where do they come from when not in season? This will highlight the global nature of food supply and can also start to develop ideas of food miles and climate change. • Students then draw up a cost/ benefit analysis for buying one of the food items out of season (PowerPoint 6, slide 5). They should consider aspects such as freshness, food miles, impact on local and national economies, etc. Are the benefits worth the costs? ■ How can food production be more sustainable? Students can look at the images on PowerPoint 6, slide 6 for ideas. Focus on water: • Students consider the images on PowerPoint 6, slide 7: how can access to safe water affect a person's well-being? Why can access be different in different places? • What affects how much water is available in a place and how much is consumed? Students draw a flow diagram to show this, including factors such as economic development, population growth, climate, geology, pollution and infrastructure (PowerPoint 6, slide 8). Make sure students write a description of how each factor affects demand or supply alongside the arrow. • How can water supplies be managed more sustainably? Students should use the keywords on PowerPoint 6, slide 9 in their answers. Focus on energy: • PowerPoint 6, slide 10 and Activity sheet 15 show a pie chart of the US energy mix in Teaching tips • www.gapminder.org has a huge number useful graphs that can be used not only for resources but also to demonstrate a range of geographical issues that are relevant to all levels. ■ If you have a department Twitter account you could tweet photographs of the results of tasks such as mix and match activity. You could also post links to websites and ideas for revision. ■ Be wary of older textbooks that are unlikely to include the most up to date information about, for example, energy consumption per household decreasing. 2015. Students could work through the following questions in pairs: a) Describe the US's energy mix in 2015; b) Suggest how the US's energy mix is likely to change in the future; c) Explain why the US's energy mix is likely to change in the future. • Divide different energy resources between groups (see PowerPoint 6, slide 11). Each group should consider the economic and environmental issues associated with the exploitation of their given resource. The groups should then summarise each resource in 140 characters and feed back to the class. • How can energy resources be managed more sustainably? Students can use the images on PowerPoint 6, slide 12 for ideas. Consolidation Why might people have a different opinion on whether an energy resource should be exploited depending on whether they are looking at it from a local or national perspective (PowerPoint 6, slide 13)? If students are struggling to answer this question, get them to think about a specific energy source, e.g. a wind farm. Why might local people have a more negative perception of wind energy than people who live away from wind farms? Lesson 2 Stimulus Ask students: 'If you had the power to provide everyone in the world with food or water or energy, which one would you choose? Why?' (PowerPoint 6, slide 15). This activity could be conducted with students moving to a corner of the room that represents their chosen resource and then justifying why they have stood there. Development Students review their RAG sheet from the last lesson - which areas do they need to focus on? Students choose one of the four questions on PowerPoint 6, slide 17 to tackle, first underlining command words and circling subject terms and defining them. You will need to adapt slide 17 to show the number of marks for questions and how long students should spend on them as this varies between awarding organisations. Students could structure their answer using PEE (point, explain, example: PowerPoint 6, slide 19), but if they feel confident in approaching the question in their own way this is fine as PEE can be restrictive for some students. Sentence starters are suggested on PowerPoint 6, slide 20 for one of the questions to support students who are struggling to answer or who need to answer in more detail. Students should answer their chosen question, then swap answers with a peer and assess using the generic mark scheme on PowerPoint 6, slide 21. They can then answer another question. Consolidation Students should review their RAG rating again so they are aware of what they need to do to prepare for an assessment next lesson (PowerPoint 6, slide 22). This can be set as a home learning task. Lesson 3 Stimulus The simple mix and match key terms and definitions activity on PowerPoint 6, slide 24 or Activity sheet 16 can be extended with students being asked to add their own contribution of a key term and definition. Answers are provided on slide 25. Development Provide a relevant exam question for students to answer from the SAM for your awarding organisation (an additional exam question is provided on PowerPoint 6, slide 26). Take the answers in to mark yourself, giving feedback about areas of strength and areas for improvement. Students should be given time to improve their answer after receiving feedback. Students complete a revision poster for this topic (either creating their own or using the template on PowerPoint 6, slide 28 or Activity sheet 17). Consolidation Students should set themselves a home learning task (PowerPoint 6, slide 29). Based on the work they have done over the last three lessons, what else do they need to do to prepare for this element of the exam? page 25 Key questions ■ What art the causes and rllec Is cil i.i|>ul uihamsatinn ,iixl i outlasting in(>.->■! lifiuK III dilll'll'lll p.lit', ill lilt' WOllll:' Wli.it is hf i- like in two i it if s in two ( outlasting i ountl ii". ' Wll.lt .111' till' l Olltl'lllpOI,tl\ (hallenges ansing horn and inllui'iii in>: uilsiii i liauge hi each city? Learning objectives ■ To identify K''PS in knowledge of cities and urban society ■ To reinforce key concepts and examples ■ To practise extended answers for this topic ■ To assess understanding of cities and urban society Resources ■ Activity sheets 18: City concept map 19: Migrant stories 20: Revision poster ■ PowerPoint 7: Cities and urban society Lesson 1 Stimulus Students look ,tl tlir nn.u'.r-. on PowerPoint 7 slide ' ,ind i.....iidn lu>\v these tat tois i ause uibanisation I low t ould llir\ he i ategonsed ' I in t image students to i unsivlei i alegoi les sui Ii .is sot i.il and enviioninonlal lat tois IVt.uK about eai h photo aie pio\ ided on slide l Development students i any out a KAt. nig ai tivitv to idi'iitil\ an\is ol stienglh and aieas loi development h\ i olom i oiling statements lioni the lelev ant spet itu ation, whu h you will need to pun de i istuulion o PowerPoint 7. slide 4) Students will letei bat k to this dot uuient sevei.il tunes so it needs to he kept in a sate plat e Remind students ot I he two i ities thev have stmlietl then use Itoogle I .nth to .'Otmi into eat h ami pose iiuestions about the lot ations ami llii'n , ontexl t PowerPoint 7 5). i hallende students to summ.nise the two t ities stmlietl in (tun lat Is Ihi......entem es two woids anil one •motion ^ PowerPoint 7 | ,v IIiimi slt.ue i.If.is as .«. lass 1It* t|tie»lit>iiltDa tti deepen undei standing and lat kin iiii»iont»plions loi »s*mpl» a»knin t an voo »U|M'Hil thai la. t with ft itleiit e ' sitideiits piodoi e two , oiit epl iiia|i» on lat lots inlluen. inn i hang* I." tiolh t ities sitiil«ini» t otiltl t leate then own lomiat tti use th* »S>w«.l IVUlt I Ai tlvllv nheet IB vV . on tisin>; the evaniple t>l Kampala in I ig.li it la has been pn«.id*tl on IWeiPoint t . 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They must ensure the mark scheme is understandable and clearly identifies what is expected of a high quality answer. Prep Provide the students with a question that they will answer as the starter task of a subsequent lesson. Their homework is to prepare for th.it question and ensure that they have plenty of place-specific information ready to go. Keyword review Students use their RAG-ing activities to create a list of keywords they need to revise. Each word can be reviewed by writing it in the middle of a page, then surrounding it with notes to help remember it. Can they define the word? Draw the word? Use it in a sentence? List words with similar meanings? List words with opposite meanings? page 35