KS3 GEOGRAPHY TEACHERS' TOOLKIT
Editors' preface 4 Lesson 4: Black gold: Russia's oil 24
Why teach about resources? 5 Lesson 5: Something fishy going on 26
How to teach about resources 6 Lesson 6: A net result 28
The geography behind resources 8 Lesson 7: Diamonds are forever? 30
Concepts and curriculum links 12 Lesson 8: Sierra Leone's resource curse 32
Resources in the news 13 Lesson 9: Made to last? 34
Medium term plan 14 Lesson 10: Costing the Earth? 36
Lesson 1: The stuff we use! 18 Glossary 38
Lesson 2: Resources forever 20 Further sources for ideas 39
Lesson 3: Power to the people 22 Assessment framework 40
Downloads Information Sheet 1
Activity Sheet 13 Activity Sheet 14 Activity Sheet 15 Activity Sheet 16 Activity Sheet 17 Activity Sheet 18 Activity Sheet 19
3
The Key Stage 3 Geography Teachers' Toolkit series is designed to help teachers create an exciting and challenging curriculum for their students by building geographical knowledge, ideas and skills into the exploration of important places, themes and issues around the world. The series provides guidance to teachers of geography to help them manage each new curriculum challenge with confidence.
We are delighted to be undertaking a major expansion of this award-winning series. The world around us is ever-changing; so too are the demands of the geography curriculum! The first new additions to the series explore the emerging economies of Asia, delve deep into the geology of Britain, visit remote and extreme glacial environments and enquire into the way in which human use of resources places an increasing strain on our planet.
Each title in the series, written by outstanding teachers of geography, provides a complete unit of work: a bank of ready-made lesson plans with downloadable activities and resources to bring the real world into your classroom.
For busy teachers of geography, each Toolkit provides material for immediate and direct use with students and involves minimal preparation. Materials can also be adapted and extended. Each book explains how teachin strategies have been applied to a particular curriculum context, providing a rich source of teacher-to-teacher advice. Links to further resources and reading offer opportunities to challenge even the highest-attaining students.
The series also provides a template for writing new curriculum materials. Unit summaries, curriculum maps linked to geographical knowledge, processes and skills, assessment frameworks, glossaries, lesson plans and other materials are included as exemplars of rigorous curriculum planning. By using tools from the kit, we hope all teachers will gain the confidence to develop ideas and shape a curriculum to meet the needs and interests of their own students.
Alan Kinder and John Widdowson, 2014.
4
ESOURCES?
KS3 GEOGRAPHY TEACHERS' TOOLKIT
I
With global population topping seven billion, an increasingly materialistic world is putting ever more pressure on finite resources. Globalisation means we have access to materials from all over the world, and commercial competition has ensured a steady supply of resources, at the lowest possible price, to wherever there is demand. Developing economies aspire to so-called Western lifestyles, and from food, water and energy to new homes, cars and consumer goods, we are using up the planet's resources at an unsustainable rate. Today's young people are facing a future in which the sustainability of some of these resources is in question.
This increasing demand for resources has created a complex global geography. Some resources are produced in ways that harm the workers involved or the environment; some will run out completely at current rates of consumption. Some countries will benefit from producing and selling resources, while others will experience a 'resource curse' as their natural wealth is
exploited to fund conflict or corruption. People in rich countries will continue to create a demand for luxuries, while people in poor countries will lack even basic necessities.
A key theme running through all the lessons in this Toolkit is the sustainable use of resources: students need to be aware of how supplying resources to meet demands can have negative impacts if not managed carefully. We want our students to develop a propensity to think about alternative futures and to envision the sort of world they want to grow up in, and the activities in these lessons can help structure that thought process.
In these geography lessons students will learn about how resources shape their world and where they fit into this story of resource use and exploitation. This will enable them to understand some of the biggest issues facing the world in the twenty-first century, and what needs to be done to resolve them.
iEOGRAPHY TEACHERS' TOOLKIT
HOW TO TEA RESOURCES
Without \H<<f\\/i// management, and an understanding ol how \ustainabdity can be achieved, it is possible young ixxyle will end    »1 a world of depleted ie\ouu cs and damaged environments.
Contemporary issues
(..eogiaphv is ,i relevant .uul dynamic twenty-first centurv subject and should intioduce students to
contempoiaiv issues and debates 11 it does not. it becomes stagnant, bonng and irrelevant to the lives ol 0111 voting people I he case studies ot resources in this loolkit   loi example, finite energy lesources. overfishing tuna in the Indian Ocean, the exploitation ol Siena leone's blood diamonds'   have all been selected with this in mind Inevitably, however, they have been chosen to be generic and global in context, and teai hers should look to ensure continued relevance by updating these case studies with othei contemporaiv examples Opportunities should be also sought to bung in local examples ot lesoime stistainability to ensure a variety of scaled
Promoting discussion Contemporary issues are often complex, involving a variety of viewpoints. Discussion enables students to think through challenging ideas and there are many opportunities in this Toolkit to initiate a discussion or debate. This can be managed in a number of ways, from the more formal debate', where a student takes a side and produces a set of arguments, to the 'think—pair-share' idea, where students think about an issue before discussing it with their partners, then sharing it with a wider audience, e.g. the class.
Understanding geographical processes f he thinking behind this Toolkit is that discussing issues in isolation is of limited educational value; students need opportunities to understand the processes that
KS3
GEOGRAPHY TEACHERS' TOOLKIT
underlie the issues. For example, it is impossible to properly understand the impacts of overfishing tuna without understanding a food web; to understand why an energy resource like oil is finite, you need to know how it was created. Thus, the physical processes which determine the availability of resources have been given prominence, to ensure that students can access the full geographical picture.
Independent learning
Students learn best when they are actively engaged. Most of the Activity Sheets in this Toolkit are designed to give students an opportunity to think independently, and to give them a framework for constructing ideas and developing concepts. Students need time and space to think through these ideas on their own - the teacher's role is to support individuals and check progress.
Encouraging critical engagement Students should not learn passively. They should be constantly challenged, and asked for their thoughts and opinions on the issues raised. They should be prepared to substantiate their ideas with real examples and data. This is critical engagement, and will help young people address the challenges of a fast-changing world with confidence.
Summary
In a globalised world with rising population, demand for resources is increasing. Some resources are being used unsustainably: either they will run out completely or their exploitation is harming the environment, the economy or society. Without successful management, and an understanding of how sustainability can be achieved, it is possible young people will end up in a world of depleted resources and damaged environment.
Prior learning
Key stage 3 is an important time for young geographers. At primary school, geography is sometimes integrated with other subjects; now, they need to build on this knowledge by thinking about the world specifically through geography. The lessons in this Toolkit encourage geographical thinking, linking processes, ideas and issues across places with a critical understanding of contemporary events and an eye to potential futures.
Future learning
Key stage 3 marks the end of compulsory geography, so it is important students have a solid grounding in the subject as well as an introduction to some big issues they will face in their everyday lives as they grow older. Some of the themes in these resources lessons introduce other topics, such as biodiversity, energy, and globalisation. This is intentional, so that those who do not continue with the subject at key stage 4 have a grounding in these concepts, and those who do continue get a taste of the topic and a foundation on which to build future knowledge. For those who do want to go on to GCSE, this Toolkit also develops the skills of extended writing, drawing diagrams and graphs, and interpreting maps and graphs.
Key learning outcomes Most students will be able to:
• define and classify types of resources
• effectively map countries where resources are produced around the world
• understand how the use of some resources can be unsustainable
• understand how use of some resources can cause conflict that requires management.
Some students will not have made so much progress and will be able to:
• recognise and define some resources
• locate on a map some countries where resources are produced
• understand that exploitation of resources can affect the economy, environment and people
• understand the concept of sustainability, and apply it to some resources.
Some students will have progressed further and will be able to:
• understand the physical and human processes that interact to enable a resource to be produced and efficiently utilised or consumed
• understand how the concept of sustainability can be applied to a variety of resources at various scales and that this can have a number of varying impacts (economic, social and environmental)
• understand how successful management can increase sustainability of resources, and how they can contribute to this process.
7
Get up to speed on resources
A resource (,m he delined simply .is something lli.il we use. i veiy human on the planet needs resoun es in ordei to live Some are essential, 01 vil.il. resources: lood, w.ilei .mil energy; some .ire non esseiili.il icsouk es they ,ne
noi essential to life, but they eiihei Improve lis quality, or .ire luxury items. I his toolkit en.ihles students to engage with the complex googiaphy ol hoth essenti.il leneigy .ind lood) ,ind non essenti.il (di.inionds) resoun es. W.iter, .1 vit.il resource lot hie, is covered well in the Water Works toolkit (W.itts, 2()()1)).
A key theme running through the geography ol resoun es is the notion ol stist.iin.ihility. I his cm he defined ,is our .ihility to meet out tesoiiice needs now, without .lflecling the ability ol future generations to meet theirs. II a resource is being used up lastei than nature (.111 replace it, or if its use heavily pollutes the environment 01 causes wais and corruption, then il is s.ikI Id he unsustainable
Energy: an essential resource
All humans require energy to power Km, homes, In tfv high income world, and lire teasmgly in Ihe low iiko,i)(, world, tliis means usitiKelectric ily, so how lhal elcctrj< is produced is ,111 important consideration foi resource siistainahility Mm h electricity is produced by burning fossil luelssiicli ascoal, oil and natural gas, winch were formed in I arth over millions of years I ossil fucK ,,„.,, non renewable resource once they are none they cannol be replaced, and .is sue h their use is unsustainable, In the developed world, the use of fossil fuels began in earnest about .mo years ago, with the start of the Industrial Revolution. Demand lor electricity is now inc leasing in the developing world and fossil huh, ,,„, being used up at a rapid rale Some estimates suggest that the world has already rc.it bed 'peak oil' - the maximum rate ol oil pioduc lion   and from now on supplies will dwindle. Renewable resources, which rely on naturally ie< mring processes such as wind, tides and solai energy, 01 resoun es whic h can he replenished, such as biomass, are more sustainable sources of energy.
Debating lesoune Intuits will help students engage with the need for a sustainable future.
Our current reliance on fossil fuels and the increasing demand for energy has created a world where those countries with plenty of natural energy resources are becoming increasingly rich and powerful. These countries are said to be 'energy secure' as they can meet all their domestic energy needs and have a surplus, which they can sell to other countries. Countries who cannot meet their own demand for energy are said to be 'energy insecure' and have to rely on other countries for energy. Russia is very energy secure, and sells its surplus energy to other countries. This has enhanced its 'superpower' status in the world, as some countries in Eastern Europe are entirely reliant on Russia for their energy. Since 2004 the UK has been reliant on imported energy, not because of an increase in consumption (in fact consumption has gone down), but due to dwindling domestic supplies as North Sea oil and gas runs out. As more countries move away from fossil fuels to develop more sustainable supplies, the geopolitics of energy is changing.
Food: an essential resource Food is another essential resource and, in a globalised world, we can get food from many countries, including fish from seas on the other side of the world. Tuna is one such fish, and much of the supply in British supermarkets originates from the Indian Ocean. Tuna is a very healthy food: it is a good source of protein and vitamin B and contains omega-3 fatty acid, which benefits the heart and blood pressure. Fish is recommended as part of a healthy balanced diet, but it is not necessarily a sustainable food source.
Fish produce large numbers of offspring, but the young are often eaten by other species before they get a chance to breed themselves. As long as fewer tuna are caught than those who survive to adulthood, tuna should be a sustainable resource. If more tuna are caught than survive to breed, tuna fishing can become unsustainable. Unfortunately, in the Indian Ocean competing transnational corporations involved in tuna fishing will not agree to limit the size of their fleets, so overfishing is occurring.
The unsustainable fishing of tuna also affects the marine ecosystem, as tuna is part of a larger food web. A change to one part of a food web can have a ripple effect
through the rest of the web. For example, removing large sharks, the top predator in the food chain, will lead to an increase in the number of small sharks and marlin. As their numbers increase, so does their need for food, so numbers of tuna and snapper might fall. Large ocean trawlers often catch other species, such as dolphins and sea turtles, in their nets fbycatch'), reducing their numbers.
Diamonds: a non-essential resource Diamond is a naturally occurring mineral. It is very strong, and has a number of industrial uses, for instance as a cutting tool. Once cut and polished it is also very beautiful and so it is in great demand by the lucrative global luxury goods industry. However, the places where cut and polished diamonds are sold, and where the rough diamonds are mined, could not be more different, and this gives rise to diamonds' geographical interest.
Demand for diamonds is highest in rich countries, particularly the USA and Italy. In the emerging economies of China and India, affluent people aspire to a more western lifestyle, which explains the growing demand for diamonds in those countries. However, the markets for cut and polished diamonds are far distant from where natural forces formed the rough diamonds. Many of the sites of production are in low-income countries such as Sierra Leone. The presence of such high-value resources in Sierra Leone has created what some call a 'resource curse': poor working conditions for the miners and the suspicion of corruption amongst businessmen and government officials. Profits from Sierra Leone's diamond industry have been used to fund wars and so they are dubbed 'blood diamonds'. The situation in Sierra Leone is improving and safeguards have been put in place to prevent blood diamonds entering the world diamond market.
Resources and population in the 21st century
Global population is rising. The increase is due to improvements in water quality and availability, food and sanitation, medicines and health care. The United Nations predicts a population of over nine billion by 2050; the highest rates of growth will be in the developing world, where children themselves are often seen as a resource. A large population means more
9
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source: Energy :urity in Russia i UK
iree:
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Resource: Coal in Linfen, China
Resource: Tuna in the Indian Ocean
Indeed, since his prediction the- world's population has risen sevenfold to over seven billion. Could we yet approach a new natural limit of global population?
The second theory is predicated on carrying capacity being not fixed, but variable. As population nears its carrying capacity, technological advances increase the carrying capacity. This could mean finding new sources <>l food, improvements in lood production methods, improving the quality of drinking water. Proponents of tins theory point out that if we still lived as Stone Age hunter gatherers, we would have reached Earth's carrying capacity long ago. In this future, world population can rise and rise and we will never run out of resources.
Debating these two possible resource futures will help students engage with the need for a sustainable future. The case studies in this Toolkit (see Figure 1) provide examples of many current resource issues and the impact that unsustainable resource use is having on the environment and geopolitics of the world. Whether it is the disputed ownership of recently discovered oil under the Arctic Ocean; the continuing environmental impact of destroying the Amazon rainforest; or conflicting views about sustainable land use in a local town, a study of resources provides a rich opportunity for students to engage with some of the world's biggest issues, both globally and locally.
The issues covered in this Toolkit are very far from academic: today's students will most likely be living in a world of nine billion people. If today's leaders fail to deal with current resource issues, our students may have to deal with the consequences, so they need to understand the geography behind them. They also need to be able to think geographically, so they can apply their thinking to other sustainability issues and tackle them confidently.
References
Malthus, T. (1798) An Essay on the Principle of
Population. London: J. Johnson. Watts, S. (2009) Water Works: Do we have equal rights to
resources? Sheffield: Geographical Association.
I I
KS3 GEOGRAPH Y TEACHERS' TOOLKIT
In key stage 3 geography students should be taught locational knowledge, place knowledge, human and physical geography (including how human and physical processes interact on the environment) plus geographical skills and fieldwork.
We have used these areas of geography to create a curriculum map for this book. The map lists the key questions used as the basis of enquiry in all the lessons.
As you might expect in a book about resources, there are many links between human, environmental and physical geography. Creating a curriculum map (see Figure 2) helps to ensure we teach a broad and balanc
curriculum.
ENVIRONMENT
• What does sustainable mean?
• How can the use of a resource be sustainable or unsustainable?
• How sustainable is it to generate electricity from fossil fuels?
J
• How sustainable is tuna as a food resource?
• Should tuna fishing be banned?
• Will we ever run out of resources?
• What are our global resource futures?
• How can Earth meet our resource
needs?
HUMAN
• What is a resource?
• What types of resources are there?
• Why is electricity such an essential resource?
• What type of resource is tuna? L What makes diamonds a valuable
PLACE
How reliant are European
countries on Russia's oil?
resource?
How does the energy security of the
UK and Russia compare and how does this
affect Russia's global superpower status?
Where are diamonds found in the world?
What is diamond-rich Sierra Leone like?
If Sierra Leone is diamond-rich,
why are all the people poor?
How will Earth's population change in the future?
• What resources are essentia for human survival?
PHYSICAL
How does tuna fit into the marine ecosystem? • What is a diamond and how is it formed?
Figure 2: Plotting your broad and balanced geography curriculum in map form.
12
KS3 GEOGRAPHY TEACHERS' TOOLKIT
Rising resource use threatens future growth, warns UN
♦ 4 ID'M
The world is set to consume three times more natural resources than current rates by the middle of the century, according to a United Nations
report.
It predicts that humanity will annually use about 140 billion tonnes of fossil fuels, minerals and ores by
2050.
Growth in population and prosperity are the main drivers, they observe.
The report is the latest in a series by the UN Environment Programme's (UNEP) International Resource Panel.
'Decoupling makes sense on all the economic, social and environmental dials,' said UNEP Executive Director Achim Steiner. 'People believe environmental "bads" are the price we must pay for economic "goods". However, we cannot and need not continue to act as if this trade-off is
inevitable.'
Co-lead author Mark Swilling from the University of Stellenbosch, South Africa, explained what would drive the surge in demand for resources. 'The reality is that there is another billion middle-class consumers on the way as a result of rapid industrialisation in developing countries,' he told BBC News. 'If the resources required to generate these goods and services are used as efficiently as they currently are, then you are looking at that massive growth to 140 billion tonnes.'
The projection is based on data on four key resources: minerals, ores, fossil fuels and biomass. Global average annual per capita consumption in 2000 was 8-10 tonnes, about twice as much as in 1900, the report said.
The combination of population
The combination of population growth, high levels of consumption, and increased demand for material goods saw total resource use grow eight-fold in the 20th century. Photo © Joe Dunckley.
growth, continuing high levels of consumption in industrialised countries, and increased demand for material goods - particularly in nations such as China, India and Brazil - saw total resource use grow eight-fold in the 20th century.
Decoupling of economic growth and resource consumption is occurring, the authors observe, but not quickly enough. They describe China as a test case 'because it wants to continue its rapid economic growth, but use resources more sustainably'.
Source: BBC News, 12 May 2011.
I3
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KS3 GEOGRAPHY TEACHERS' TOOLKIT
Lesson	Key	Learning	Teaching and learning	Resources	Assessment
questions		objectives			opportunities
	Russia	To recognise the	Plenary: Students compare the		
	compare and	link between	energy security of the UK and Russia		
	how does this	energy security,	and discuss superpower status		
	affect Russia's	development and			
	global	superpower			
	superpower	status			
	status?				
5.	What type of	To classify tuna as	Starter: Whole-class discussion: Is	Activity Sheets 9	Food web questions
Something	resource is	a resource	tuna a renewable or non-renewable	and 10	
fishy	tuna?		resource?		Accuracy of map
going on		To understand		Photo Set 2	and question
	How does tuna	how tuna fits into	Main: Students complete food web		answering
	fit into the	the marine food	interpretation and answer	Atlases	
	marine	web and how it	questions. They map Indian Ocean		
	ecosystem?	can be affected	countries and answer questions	Can of tuna	
		by changes to the			
		ecosystem	Plenary: Whole-class discussion -		
			who owns the fish in the sea?		
		To consider the			
		ownership of			
		ocean resources			
		and how they			
		should be shared			
6. A net	How	To understand	Starter: Students are introduced to	Activity Sheets	Written responses
result	sustainable is	what makes	the concept of overfishing	11-13	to 'Should tuna
	tuna as a food	fishing			fishing be banned?'
	resource?	sustainable	Main: Students watch video clip, or	7-minute clip	
			undertake internet research, and	from the BBC's	Email to one of the
	Should tuna	To acknowledge	answer questions. They undertake a	'Indian Ocean	characters on
	fishing be	that there are a	talking heads exercise to assess	with Simon	Activity Sheet 12
	banned?	range of opinions	whether tuna fishing should be	Reeve' (available	
		about the tuna	banned. They compose an email to	from iTunes for	
		industry	one of the characters from the	nominal fee), or	
			talking heads exercise, supporting or	internet access	
		To consider their	arguing against their opinion		
		own response to			
		the issue of	Plenary and homework: Students		
		unsustainable	decide for themselves if tuna fishing		
		tuna fishing	should be banned and hold a class		
			vote. They investigate fish farming		
			as an answer to the problem of		
			overfishing		
15
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M.iln Mnilenlspeileil Ihtll ili.inionil lonn.ilion ili.int.nns lliov ilismss win ili.nnoniK.ni'v.ilii.ilili' .mil <tťMiil>ř global riWrlbutlOMOl ili.nnonil pioiliulion ,iml lOiiMiniplion
rlen.uv .mil Imnirwoik students (KMlr.i spitlrt di.ini.un with ummiiiv i-vpl.iiiunv! ili.iinoiul distribution .llld toilxuiltptloil students use1 icitivo wnlins lo tell Hit- Moiv ol ,i ili.nnonil limit loim.tlion loioitMiniplion
M.iili-i studeníš iin.inini- vvli.il Sim.i loom- ixhko ,ix .1 toxiiuiio n.li . ountiv .mil lonip.no this with tilt- le.llllv
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loinp.uinxsii'ii.i leonotoUk lliov iindoil.ike ,i siioup inloini.ilion lindingihiillrnge .tliout why di.tiiiotids,no ,i lesouiioiiuso
I'l.n.iil .nul Immcwiiik students
xh.ne .inxwoix to |||(. kov o,uestton lliov dť.ilť.i piťíťol extended witling Hul ovpl.nnv vvhv Sien.t I four's people,ue pooi
M.iilťi In p.iiis students disuisx wlul tcsounos.no rwritti.il .nul wlmli.il ||»ťsť .ne unsusl.uiulilo
M.ihl students duw .i m.iph ,.| 1'opul.ilion leveK Ihev evpl.m, l>»sslhle population lutmos.md ,uW ovpl.nulionlo).M,,|,v ||u.v |ook„
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oi resource)
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I'lloliiSel I
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Information shťťts 11 .nul i.1
Photo Sel i
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m.ip description]
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KS3 GEOGRAPHY TEACHERS' TOOLKIT
lesson	Key questions	Learning objectives	Teaching and learning	Resources	Assessment opportunities
10.	What are oui	lo appre< late	Starter: Students imagine thru	Activity Sheet 19	Completion of
Costing	global	Iheie are	lulures and revisit the com ept ol		Activity Sheet 19
the Earth?	resource	different possible	sustainability		Action plan bullet
	futures?	lesourte futures			
			Main: Students undertake a lulures		points
	How can Earth	To use theii	exercise to (lest rihe sustainable and		
	meet our	understanding to	unsustainable futures for resources		
	resource	predict future	covered in previous lessons		
	needs?	changes to			
		resource	Plenary: Students devise an action		
		sustainability	plan to achieve a sustainable future		
			for resources		
17
Kv , ,......KM'in  I I M Ml         IOOI Kl I
LESSON I:
k«'\ «1»lrStlUHN
• WIl.U l\ ,l HMMUte'
• What bpesot lesouueNaie Iheie"
Ir.iMUii); ol»fjr«lives
• In know what a levitine in
• 1« undei stand dilteienl types ol lesmmes, and Ihe ttitaViriues between them
tves woids
• consumption
• debut
• esNenli.tl lesoutce
• non essential lesoune
• non lenewahle Unite
• renewable minute
• lesoune inseoulh
• HMHIUI' seUlllt\
• SUiplllS
Krsomc«"%
• Ailiutv sheet I Kynouiu'i.ttoitoiies
• \ltl\lt\ Sheet     Ke\ W'Olds llie.tlllll)!,saild questions
• I'holO Set I ResOIUtes
Assessment oppoi tiimtit's
• tan studentsclassify the lesoiines.md |iistil\ Iheli dassdu alums'
• tan students matih up the woidsand nieanintiN ,<ntt answei the delinilions based questions, unhid the vocahul.ih .ippioptiateh'
Starter
•\sk students to ohseive a set ol imau.es (I'lioto set \\and identity Ihe u.eou.iaph\ lhe\ think Ihe intuues show t.ivo them .'0 seconds to ohseive e.n h unaya\ then a luilhet ID seconds to wide down what uoouj.ipliN. lhe\ think it -.hows \| this st,iu.<\ tin not mention lh.it lhe\ ,ne lookinu. .it illumes ol lesouit es Miei eat h inuuo, in\ do the students In sh.iie then thoughts heloie moving on to Hie nest \i Hie end ol Hie image sequeme discuss as a whole class what ties all Hie images tou,ethei
M.uu UMilling phase
IntltHltit e Hie idea ol .1 lesoiui e In '.Indents ami hand
,UI| \,nul\ sl.....I I 1 Ims .......I In Wink in pair. In
,,,,,.,„,.,,■ the lesnunes 111 Ilie lusl inlnnin ol Hie table
il,,,,, ih.il.....essential loi Iilf ami Ihnse Hull ,ire lion
niuI |oi |||r Out e all the lesnun es .110 1 .ileumIsed, students need In he able In |iinIiI\ Iben 1 l.issiln aliuns, \llei ,1 gnnd enough pisliln.ilinii h.is been Hiven, they
move on loi,ileumise the icmii.....s again in Ilie second
inliiimi   11.1I111.1I .mil .ulilui.il I .nil lime Ibey should lii'.lib Ibeli ilmues.iml Iben tomplete the nesl , ii, norlsfltlon until the table Is < ompleied In the last t oliimn stmlenls oidei Hie tesoun es as to Hieii value, I Ileum uinst 1111pn1t.ini ami .'-I least important
time students have had a < haute In Hunk about ililleienl lesounes, hand out At livttv sheet.' and ask Ibeni In woik in pans In niaU h up eat It wnnl with Us meaning I In* lust lew ate alie.uh done, and Ibey should use these In help woik mil Hie lest Ome intnplelo, and i oueil, Ibeie aie questions ,11 Hie boilnm ol Ilie sheet to answei in then books lhe\ wtllnnb be able to answet these nitesiintis d thev have ie.nl the deluiitions i.uelulb, so bnelb leview Ilie (|iies|inus In ensure the students have umleistond Ibem
Plenary
I ead ,1 quit k < lass disi ussinn b\ asking the students 'Why do geogiaphois want 10 study iosoiiiuV del them to answei Ibis question b\ i boosing ,in\ two ol the winds bom Hie list and wilting .1 sentenu' containing these unnls \sk some students lo lead then sentences out.
Teaching tips O
I he learning beie depends on Hie quality ol the discussion, as ||u<ie will be lesomces thai aiedilluult to d.issilv l»ein«ableloHunk, ilassilv.aiKiieand justify m pails is a kev learning tool
celling the students in umleistand wb\ .1 topn is impoil.int is .1 uselul w.i\ l(, m,„, ,,m 1(UIIM, o) Mud\. |S H helps them In see the i,«levam e nl the lessons to the "Ml woild Ibis m nun should enhance then motivation
KS3 GEOGRAPHY TEACHERS' TOOLKIT
□
Water well.
Chile. Note the size of the trucks compared to the size of the
car.
2 Commercial cod fishing. 6 Underground mine producing materials for cement.
4 Wheat field in Albania growing food for the world market.     8 Electricity pylons in Egypt.
19
KS3 GEOGRAPHY TEACHERS' TOOLKIT
LESSON 2:
Key questions
• Wh.it ilocs sustainable mean'
• How (.in the use ol .1 lesounc lie siist.nti.il>!«' 01
unsustainable'
Learning objectives
• lo know wli.it stist.nn.ibilily is
• lo lllldei stand wh.lt .ls|)C( Is nl lesoune use .tic sustainable 01 itnstist.iin.it>!«'
Key words
• siislainahility
Resources
• Attivitv Sheet i Sustainaliilily summaiy lahle
• Activity sheet 1 hi.ink world map
• Inlotm.ition Sheet I: I he Ani,i/on i.nnloiest linihei
• liilorni.itioii Sheet    IheAiitii Oiean   oil .mil ij.is
• Information Sheet I Kenya watet
• Information sheet -| | mien, (hin.i   1 ci.il
• Information sheet 5 1 lantrisant, Wales land
• HiKhlixhtei pens
• An atl.is liii e.iih student
Assessment opportunities
• Kese.mh skills, identifying and categorising information
• I'eei to peei leaihmu
• Mapping
Starter
Intliiilnie students to the ion<e|il ol siist.iin.ihilily Ask Ihein wti.il Ihe woid sustain' ine.ins and link It to the nle.i ol si.iv Ihe same' I hele .ne many ways ol Jllnslr.ililiK I his One way would he lo net students to think about what il means to sustain llieir interest in then neoKU|>liv lessons What would happen il they used up,ill then inteiesl (onienliatinn lor Ihe first two minutes? I hey would have nollniiK lell 1»' die lest ol Ihe whole lesson that would he unsusl,unable1 lo be sustainable, then interest would need lo last loi Ihe whole lesson
Now inlioduie Ihe unwept ol sustainaliilily in relation to lesoiuies Ask them what a hmle lesoiuie is I hey weie mtiodiued lo this term last lesson. Why mtxht the use ol a 111111<' lesouu e be unsustainable' (an they i;ive
any examples1
liinbrt limn the Anui.-on Kninloiest.
OH <hMing in the And,
KS3 GEOGRAPHY TEACHERS' TOOLKIT
■ Ask the
to in
y used
inutes?
lole
able,
3n.
tion
Industrial pollution in China.
Land wanted for housing in Llantrisant, Wales
Main teaching phase
The purpose of this exercise is to help students engage w,th real world resource issues and get them thinking about sustainability in real contexts. It offers examples of some of the world's biggest resource issues.
Divide the class into five small groups, or ten sets of pairs. Each group will need four highlighter pens or pencils, one of the Information Sheets (1 to 5) and a copy of Activity Sheet 3 for each student. Each sheet contains information about a resource somewhere in the world. You could substitute Information Sheet 5 with an example of a local resource issue. Students should read the Information Sheet and highlight information using one colour to identify the resource, a second colour to identify what type of resource it is (energy, food, essential, etc), a third colour to identify any problems associated with that resource and a fourth colour to identify ways in which the problems can be resolved or managed. Groups who finish could be asked their opinion on the resource and how its future might play out.
As a whole class, the groups then report their findings and each student completes their summary table on Activity Sheet 3. Depending on group size or class size, this activity could be led from the front with a spokesperson from each group or by pairs of students standing up and talking to the class.
Plenary
Once all the summary tables are complete, the students could score the examples 1 to 5, from most to least sustainable, and compare their scores with their neighbour. This can then be discussed as a class.
Extension or possible homework
The students have been introduced to a lot of places in this lesson so it is important they understand where these are. Each student needs Activity Sheet 4 and an atlas. They should locate all the examples studied.
Teaching tips ©
Keeping a world map in the front of their exercise books is a great way to develop students' knowledge of places. Each time a new place is encountered in a geography lesson, time should be taken to locate it and add it to the base map.
Using an issue that will be familiar to the students will help them see its relevance to them, and become aware of the geography in their own neighbourhoods.
21
KS3 GEOGRAPHY TEACHERS' TOOLKIT
LESSON 3:
Key questions
• Why is electricity Midi .111 t-ssciHi.il resource:1
• How sustainable is il to generate electrii Ity From fossil
luels?
Learning objectives
• lo know why runny is sui li .111 esscnti.il lesource
• Id undrrst.uul how electrii it\ is generated from oil
• in .ism'ss how sustainable this pro< ess is and il there
,nr .illrrn.ilivrs
Key words
• dynamo
• fossil fuel
• oil
• powei station
rlci lri( il\ generation impenneable rock oil rig
Resources
• Activity Sheet r>: Energy from oil  diagram grid
• Ac lml\ Shrrl U Mow rise cm wr grnri.ilr electricity.'
• Information Sheet 6: How do we get energy from oil?
• Information Sheet 7 Ineig^ hum oil diagrams
Assessment opportunities
• Di.igiam and explanation com|)lelion
• Independent icseaic h skills liom homewoik task
Starter
del pans ol students lo think about the questions 'whal is energy ''and what soils ol energy do we use'' I hc\ should leed llieu ideas bac k to the c lass, I here should be .1 i.uige ol ideas heie. some ol whit h might relate to uiiik coveted 111 science lessons II 11 did not emerge in the initial discussion, intioduce the idea ol eleclncity, and get them to think in pairs again about whal they use (•lectin ity loi in then eveiyday lives, det them lo close then eyes and imagine then world wilhoul electricity: how different would their lives he,' det them lo think about who else might use elrc trie ity, loi instance businesses and industries
Students should try to capture some ol this discussion by writing two sentences answering the question 'Why is energy sui h a vital rrsourc r1' I hey can share this witli 11 if c lass
22
Main teaching phase
Ask the students where electricity comes from. Deciding on whal they have covered in science lessons, they may already know, but they need to understand it In a geographical context, f he example here is geneiating eueigy horn oil. I hey should work in pairs. On,. „| il,,' p.nr needs I he script (Information Sheet 6) ,,,„11|„. „ihei needs Ibe diagram grid (Activity Sheet 5). I he person with the script reads the first three stages to their partner, who has to draw a diagram to represent what is happening in each stage. After three stages they should swap over. When they have drawn six diagrams between them, ask them to add key words and phrases to their diagrams, using the scripts to help. Then they can compare their diagrams with the examples on Information Sheet 7.
Relerring back to thedisi ussion ol finite resounes, gel the students to write down whether or not they think this process (generating electricity from fossil fuel) is sustainable. If so, why? If not, why not? Some students may refer to the effects of an oil spill on the environment.
Plenary
How else could electricity be generated? Get students to think in pairs about any other ways that electricity could be generated. All that is really needed is the power to turn a dynamo: what else could provide that power? Get them to think about anything in nature that flows that could turn something around. Share the ideas with the class. Hopefully, they will have come up with wind, rivers, waves or geothermal power, and perhaps some creative ideas of their own. Reveal a map showing the location and type of power stations in the UK, using l>ttl>://news.bbc.co.uk/1/shared/bsp/hi/pdfs/14_06_06_po werstations.pdf or similar. Does anything about this information surprise the students?
Homework
l!,ls0(l ""llu' map shown in the plenary, students should research one of the alternative ways of generating electricity. They are to research, then draw, a labelled set "I diagrams similar to those created in class and include reference to the locations of this type of power station Activity Sheet 6 gives some useful guidance, but they
S3 GEOGRAPHY TEACHERS' TO
sources of information. These independent learning skills take time to develop but should be introduced at key stage 3.
Drawing clear diagrams is an important communication skill in geography. Diagrams should be simple, and must have a set of labels and a key. It should also be clear what type of diagram they are - a cross section, an aerial view or a 3D 'block' diagram.
23
should do this work independently. If each student researches a different type of alternative energy these could be presented to the rest of the class at a later stage as an extension to the topic.
Teaching tips ©
Students should be able to take ownership of their research. They should know where to go for information and be able to identify and confidently use reliable
,...|i A I'll t  I I A« HI W.'
)N 4:
..... Ml
Hi\ i|m\ll(in\
< I ltl\\ ll'll.tlll .lit' I iii < tpt'.IM ., it l Ml 11<'. nil KlUSl.1'. nil 1
■ llim lllH'\ lilt" rili'llU m'l iiiM\ ill llli' UK .Hill Nihil.!
ioiH|Mir .mil hnw docs Ihls .ill. < I I'm . .1.1 . ||lobll MI|IH|IOWn SlrtlllS.'
i < ......i>: "i»i« • Uvr\
• In iioili'isl.iinl 11 ii i li.nntiiiH p.illnm ul enemy ptlllltllllOII .111(1 ItlllMllltpllOII Hi I(ii■ UK .Hid HllSM.i
■ 111 tonMlllil .1 (low line m.i|i
• In ich>hih\c llic link hclwccii ninny vciuillv,
tleVelOpilieill .Hill Mipi'ipoWl'l Vl.ttllN
Kt*y woiiK
• rnnnv senility
• Mipripowri
Kr\oiii(t'\
• Aillvllv shed ' I low lliir m.ip ol Kiiwl.ui oil e\poil>
• Adivily Shed II Niism.i's oil c\poils
• liiloiio.tllon shed II I linns d.H.i loi I lit* UK .111(1 Ru\\l.i
• liiloim.itinn shed'I Hn\si,i\oil Miiplns
• An »ill.iv loi en h \liiilenl
Awrwinriil oppoi(unities
■ I low Inn' in.i|i nl NuwMil oil
Starter
u.iniod students .duml llic iiichhoh ol the plu.isc oueiHy senility hum lesson I SHnlcoMook.it Inloini.ilioo Sheet It, ||\c icl.tlive rni'iKV piodwi lion »nd (onsoiii|ilion loi llic UK .mil Kiissi.i Winking m p.his, Ihey Idenllly key liemls lot c.nh ol tlic ni.iphs, students slioold lie ,ili|c lo idcotih (lunges m pintludioi, .md loiiMimplion .tod ll\c ddtcicoic liclwcco piodmtlon
.Hill (imMlllipllOO l,1lll|l,lll sllOdlll \ll.HC lllCH llllMS
Willi llicd.iss
Main teaching phase
111 ''""I'-'d iicctls ,io .Hl.iv liiloioi.ilion shed l> .ind Sheets ' .Hid H Ilsm« the .ill.is, Mudcots should
3LK IT
tfentify the countries that are 100% reliant on Russian oil and then colour these on the map. They then use the from Information Sheet 9 to draw on the map flow
•« . of Russian company Gazprom's oil into surrounding countries. Finally, students should answer the questions on Activity Sheet 8.
enary
Review the questions, then as a class discuss How does the energy security of UK and Russia compare?" This could be extended to think about global superpowers. Do they think the UK is a superpower? If so, why? If not, why not? Is this a problem?
Russian oil stored at the port of St Petersburg
Teaching tips O
Being able to interpret complex graphs is an important geographical skill. Students should focus on the title, understanding each axis, noticing trends and unusual patterns, and differentiating between actual and predicted data.
Flow line construction is a way of showing movement on a map. The thickness of each arrow should be to scale according to its value. For younger or lower ability groups, arrows can be a standard size, or you could reduce the number they have to draw.
25
KS I  (.1 t) t. K A IM I Y   I I At III KV   I <>«>! h I I
LESSON 5:
Kry question*
• Wll.ll IVpt'llI It'MIIIIIC |\ lllll.I '
• lluw dors Inn,I III iiiln Ihr in.iMllť rtosyxlriii'
Learning object i vr\
• Id (l.iNstty tiiii.i t«\ ,1 irsouitr
• Id iiuilrisl.iud how lun.i his iiilo Hit" m.uinr loni I wrb .mil lluw II i .m lie .illrt Icil by t h.iiiKrs In tin* ctiisyslt'in
• Iti itiiisiilfi llir nwnriship ol tiii'.in ifvoiiiirs.intl how Ihry should lit- xluifd
Key words
• rtosyslfin
• lood 11),llll
• lood wt'b
• |llt'(l.ll0l
Rosoums
• Atlivily Shft'l 'I M.iimt' fiosyslt'in lood web
• Atlivilv Sllt'fl III M.ip nl Ihr lMlll.1l) Otf.iu
• I'holo Sfl.' lun.i lish
• All.ist's
• (.III til Inn.i
Starter
.tioiliul .) i......I 1111 i.i llsh   ( honst' out' th.lt
M'i|iili<".....Hl o|it'lit'l i.ilht'l Ih.in out' Willi .1 iiiik pull |o
.ivoid iiuw.inli'il.....\sl Ask Ihf sludfiits 'Whrir h,is II
comr Ironii'' iind 'Wh.il soll ol irstiiiitr is \\f Hirn show Hic |in liiii's ol 11 Ii i.i lioin I'holo Sri.' Hu ,iny ol ihr mi.iHi's hrlp lo .inswt'i Ihr (iiirslinnsr II so, how?
divr Ihr sluilrnls Iwo niiiiult's lo dist uss in p.ins whrlhri Iht'V llnnl lun.i is .i iťiiťw.iblť ■iiid/m susl.im,ihlľ ii'souit r H" u Kivr frrilb.it k lo Ihr wliolr t l.iss I Ins sliould nrnfi.ilr .1 Kood tlr.il ol drb.itr
Assessment opportunities
• I (Hill Wťll (|llľsll(IIIS
• At t ui.it y ol m.ip .mil qurslion .inswri in«
A y"l"",'lľ '""<' wine. thnl«,htm ,i/ tuna ha. wiá ■■■'«»« n»l>h<„tHm to, ,!»■ „hol,- nnnmcnosvsu-n.
GEOGRAPHY TEACHERS' TOOLKIT
turtle; e.g. what would happen if sea turtles were removed? They need to answer these questions fully, giving reasons for the implications they have identified.
Once all students have had a chance to answer the questions, get them to swap their answers with the person next to them and peer mark each other's work.
Now give each student Activity Sheet 10, which asks them to label all the countries that border the Indian Ocean. Students should use an atlas for this task, then answer the questions on the sheet before a brief class review.
Plenary
Class discussion; Who owns the fish in the sea? Put this title up on the board and get students to consider it. They should discuss their ideas with their partner before sharing them with the rest of the class. Are fish a global resource, owned by the whole of humanity, or are they owned by the countries near to where they swim? Or are they not owned by anyone at all? This is an important question to consider when learning about food resources, and some interesting ideas can result from these discussions.
Teaching tips ©
Using a real life prop, such as a can of tuna, can be really engaging. If your class will respond well, it could be opened for all to see, touch and smell!
With peer marking, the key is for students to give marks for logical explanations, even if the ideas are different from the ones they came up with themselves. They should write a formative comment on their peer's work to help them to improve.
s?
0
1
I
c
I ©
c
I
27
KS3 GEOGRAPHY TEACHERS' TOOLKIT
LESSON 6:
Key questions
• How sustainable is tuna as a food resource?
• Should tuna fishing be banned?
Learning objectives
• To understand what makes fishing sustainable
• To acknowledge that there are a range of opinions about the tuna industry
• To consider their own response to the issue of unsustainable tuna fishing
Key words
• bycatch
• commercial fishing
• overfishing
• pole and line fishing
Resources
• Activity Sheet 11: The Indian Ocean - questions
• Activity Sheet 12: Should tuna fishing be banned?
• Activity Sheet 13: Tuna fishing research homework
• 7-minute clip from the BBC's 'Indian Ocean with Simon Reeve': 43:30-50:37 'Oman to Maldives' (available from iTunes for a nominal fee), or internet access for students' own research
Assessment opportunities
• Written responses to 'Should tuna fishing be banned?'
• Email to one of the characters on Activity Sheet 12
Starter
Write the question 'What is overfishing?' on the board and get the students to write the answer, using some of the ideas from the previous lesson. They must incorporate the key word 'unsustainable' and give an example in their answer. Students should compare their response with those of at least two other people in the class, not including the person they usually sit next to. Once compared, they can amend or change their answer. The best ones can then be shared with the class.
Main teaching phase
If available, show students the clip from Simon Reeve's Indian Ocean television series. The clip starts with him in the Maldives Islands. First, students should locate these on their map of the Indian Ocean from the last lesson. While you show them the clip, ask students to answer the questions on Activity Sheet 11: this will focus their thoughts as they watch. Their answers will help them compare trawler fishing with pole and line fishing. What are the main differences? Then they complete the table on Activity Sheet 11. Their ideas can be shared with the class.
If you do not wish to use the video clip, you could instead provide students with a copy of Activity Sheet 11 and ask them to research fishing in the Maldives in order to answer the questions. Their ideas can then be shared with the class.
Each student then needs a copy of Activity Sheet 12; a talking heads exercise. They read the statements from each of the six people involved in the global tuna fishing industry then use the points made in each of the statements to complete the table, giving reasons why tuna fishing should be banned, and reasons why it should not.
Each student chooses one of the people in the talking heads exercise and drafts an email to them, either supporting them and empathising with their plight, or arguing against them. As much as possible, they need to use real data and information to support what they say.
28
KS3 GEOGRAPHY TEACHERS' TOOLKIT
How tuna are fished is key to how sustainable or unsustainable the resource use is.
Plenary
Students come up with their own answer to the question should tuna fishing be banned?' Ask a few students to read their answers out then vote as a class.
Homework
Is fish farming the way forward? Using Activity Sheet 13, students research developments in tuna farming and produce a one-page fact sheet on what it is trying to
achieve and how it does it.
Teaching tips
A
Videos are a great way to help students engage with a particular issue. The video should be paused at various stages and students given an opportunity to reflect on the footage. An exploration of bias could also come in here: does the video make you feel a particular way about an issue and if so, how?
Developing empathy with people or characters can help students to engage with a complex issue. Talking heads can offer a range of opinions and promote empathy.
29
Rrsoni. i\
• Athvilv sheet H Diamonds  hum mine tti simp
• Intoinutioit sheet 10 Ihrgoogiaphyol diamonds
• Photo set I Diamonds
Assessment opportunities
• Ou.ilitN ol tli.t))i.iMistli.iwii horn memoiN
• M.ip tlev Millions ,inil es|il,in,ilions
• t iimIino willing
ii
Starter
lHlslii(lenlslhey.iieKoiimlolin(l out .thoul .inothei
tynrolieso.me lave p.iiinoI sti.....iils.i.opyol Activity
S|.....| iii.K.Mli.wni.iillien desk (Hue the sheet is
I,,,,,,.,) ovet Iheyh.ive live niinules In memotise .is
MHulnnliiim.........lomllie sheet .is possihle Alter th
....., the p.ineh.ukovei.l.ike.ihl.ink sheet ol
p,ipei .mil h.ive live minutes In ne.de ,i replica ul Iht «li.iHi.im .mil lesl Hie p.in who piotlute the i Insesl
replica win win I n h pali swaps Iheh effort with
.inolhei p.in I" lie m.liked II some students sttugglo
with this activity, give them a furthei minute halfway irough the drawing phase in look bai k .it the inloi m.iliou
Main teaching phase
dive Ihesliidenls ,i luilhei minute to study Aitivity Sheet
I, allowing them lo .isk nueslions .iliout .my aspect lhe\ ilon'l uiiileist.ind Now .isk them lo tut 11 ovei .ill III,' sheets ol p.ipei .mil invite .1 sluileul    explain the lioness ot di.imond loim.ilion without looking ,il the sheets Othei sludeuls i.m step in to help Ihem il they i.innol lememhei the nesl ph.ise i.ive them ,i hnthei minute lo sludy the sheet again heloie turning it over, this lime lhe\ have lo diaw ,i peite, I lopln.i in then hooks without looking I his is then ho.il lopy so should hene.il Ome lomplele. tlie\ un t hot k AttivilN sheet 14 lot attui.ity
Ask the students Why ,ue di.mionds valuable?' Now they iindeist.md th,. pmu'sses hy whu h 11 ion .no loimod. '"mod, .mil, ul .mil polished IhoN should he able to
suggest some le.isous
show images ol di.mionds at vanous stages ol processing bimirholosel »,„„1 gel the students to s.n what stage' the diamond is at,
•"h student needs,1u.|.n ,»| Inloimatioo sheet 10 1 ho "'m '"•>!'M.onns the m.onines th.,1 pioduto mono) ''■'m.Mids.md the second map shows nvIio.o most ,M"mi;;K-01,1 ^ students lo identity and describe ■m l,«'"','"MlH>V,.i„sooo„.„„f belween the two maps
plenary
D,sctiss the dil siutlonlsiro.it utieio'' writt' ,,1 three reasoi il„. Kiosompt'
Homewt
rhe students! it,.it is formed uito iewellery, tell their story
30
GEOGRAPHY TEACHERS' TOOLKIT
Dim uss the differences between the patterns as a class, students create a spider diagram with 'what explains the l,,itlern?' written in the centre. They should try to think „1 three reasons for the production pattern and three for
the consumption pattern.
nework
I hi' students are to imagine they are a piece of carbon ih.it is formed into a diamond, then mined and turned mto jewellery, and produce a piece of creative writing to
i, II their story.
Teaching tip Q
Describing a distribution pattern is a specific geographical skill and this exercise provides an opportunity to practise it. When describing distribution, students first need to state any general pattern identified, such as a north/south divide or specific continents. Then they need to give named examples of places that fit this pattern, with any available data. They should also name any anomalies that do not fit the pattern they have identified.
KS3 GEOGRAPHY TEACHERS' TOOLK
LESSON 8:
Key questions
• Wh.it is diamond nih Sum t.i I com1 like'
• I! Siena I nine is diamond i it li. win .tit* .ill the people pool:'
Learning objectives
• lo know tht* location ol Sit'it.t I font* and suiiounding
countries
• lo list* data to conip.iu* development in sieua I font' and tht* I'K and lo recognise tin* didfifitcfs
• lo undf island win diamonds an* .1 ifsonitt* 1 nist* lot Siftra Ifoitf
Key words
• alluvial diamonds
• hlooil diamonds
• ttintlut rfsouiif
• dt'Vf lotntif 11I
• dross Dontfstit 1'iodiiit (Cil)l')
• tfsoimi* iinsf
Resources
• At 1 is its Shfi'l lr> West Mm,1 map anil Siftta Ifoitf data
• Activity Slu* ft l(> II Sifiia I font* is diamond iiih.wln arc all the people pool:' (writing li.tnif)
• Information Sheet 11 (onfliit diamonds in Sicii.i I cone   tin* resourie 1 ursf
• liilorniation Sheet 12: Kesouiif mist* i|ui*stioiis and answfis (loi Ihf teacher)
• Photo Sfl i Sicii.i I cone
• An atlas lot each student
Assessment opportunities
• Mapping and data finding even ise
• I Mended wilting
limnioinh tin- n resin/fit' curse* /or the people of Sierra
leone.
Starter
Ask students to close their eyes and imagine what it must be like to live in a country that has one of the worlds largest deposits of alluvial diamonds, as well as significant deposits of gold and other precious minerals. What would the country be like.' What would the buildings be like' What soits ol people would live there? What would their lives be like? Share these ideas as a class to build up a picture ol a fabulously wealthy country, tell them this country exists, and it is called Sierra Leone in Photo Set 4. Now show them the images "I Siena leone WI1.1t do Ihev notice' Hopetulh, dun >'*'11 be able to see that Sierra Leone is very different from the image ol a icsoune nib countiv thev pist created.
KS3 GEOGRAPHY TEACHERS* TOOLKIT
Main teaching phase
wvo each student Activity Sheet 15 and an atlas. They
ild complete the map of West Africa by labelling all the countries, and adding the Equator, the Tropic of Cancer and the Sahara Desert. They will then also need development data for the UK and Sierra Leone in order in complete the table. Some atlases have this information in the back, but for more up-to-date figures thev should search online for data, for example from the world Bank database
http://data.worldbank.org/country) or the online CIA
World Factbook
https://www.cia.gov/library/publications/the-world-
todbook).
ge students into teams of five, numbering each in the team one to five. Tell the teams they are going on a fact-finding mission to discover why Sierra t one, which should be very rich given its diamond irces, is actually very poor. Give each team one copy information Sheet 11, face down on the desk, and Mime blank sheets of paper. Give them thirty seconds, as .i team, to read the information. Any difficult words can be clarified at this stage.
\ r>\ take all the number one students out of earshot of the rest of the team, ideally outside the classroom door or at the back of the room. Ask them all question 1 from information Sheet 12. They all go back to their teams, find the answer to the question from Information Sheet 11. and write it down. Student two comes out to the front with the team's answer; if they answer the question correctly, give them question 2 to take back to 'heir teams. Student three brings this answer out; if it is correct, you give them question 4. This continues until all five people in each team have given answers. For the final question, which is given to student five, student one gives the answer. The winners are the first team to successfully answer all five questions.
Tr)e questions get progressively harder, asking more of the teams each time. It is important that they think ahout their responses: if the answers are rushed, '"complete or not good enough they should be sent °ack to their teams. Do not show Information Sheet 12 t0 the students.
At the end of the game all students sit back down again. Briefly review the answers from the winning team.
Plenary
As a class, discuss 'If Sierra Leone is diamond rich, why are all the people poor?' Ask pairs of students to come up with two answers to this question and share their responses with the class.
Extension task
Students could draw a simple set of graphs to compare the development of the UK and Sierra Leone.
Homework
The students could do some extended writing in answer to the question 'If Sierra Leone is diamond rich, why are all the people poor?' Activity Sheet 16 is a writing frame to plan their thoughts. They should use the information from the game just played, and copies of Information Sheet 11, to help them.
Teaching tips O
The active nature of this game will appeal to kinaesthetic learners, and the element of competition will motivate some students.
There is a popular song by Kanye West and Jay-Z called 'Diamonds from Sierra Leone' in which they rap about the blood diamond situation. They rap 'Little was known of Sierra Leone, and how it connect to the diamonds we own'. It does contain a swear word towards the end of the song, but parts of it could be used with some groups. Both the song and lyrics can be found easily online.
33
KS3 GEOGRAPHY TEACHERS' TOOLK
LESSON 9:
Key questions
• Wh.it lesmmesaie essential loi human sinviv.il.'
• Mow will I.ulli's population (lunge im Hie lutuir'
• Will we evoi inn dill (it lesouues'
Learning objectives
• To know wh.il iesouKesuievit.il loi Ihiiii.iii siiiviv.iI
• lo piodme .111(1 illtOipiCl ,i giaph ol popul.iliiin
growth
• In understand two possible lesouue Indues and 1»' able to uitkally engage Willi cadi
Key words
• (UllVlllg ( .1(1,1. Il\
• overpopulation
• underpopulation
Resources
• Activity Sheet 17; Woild (lopulation growth dala
• Activiu Sheet 18 Possible population futures
• Information Sheel I I: Possible population lulures (answeis loi leai hers)
Assessment opportunities
• Graph drawing
• di.iph annotation
• i xtended writing
34
Starter
Pose the (pieslion'What i<"...........        aie essenlial In,
humm survival'' Wmkinmnpai.v sliidenls|.....luce a
b „e| ,,,,„,, hs, (,|,(.soiiMes and shaie ii will, the,lass
Wll,., ,„, mmmI.ii.....neigy should,,>me up, along with
l,nd h»iisiim.<liilliiM«.«-i. I hey nee......nit an asterisk
by those lesouues thai they Ihinki wild Im-unsustainable, based on Ihewmk-oveied so tar in this
mill
Main teaching phase M
Students us,' Ihe dala in A< livily Sheet I 7 to (,il< ulate Ihe total population loi Ihe Hue,' years presented, then (oiisliiul a line giaph to show how population has , banned o\ei tune in I IK '.. MI» s, and in total lliglioi ability gioiipsuwld diaw a (oni|iosite line graph, si.u king Ihe dala Im 11» sand MIXs I hey Iben answer the questions below the giaph
In pans, sludeiils should liy lo explain Ihe population , banne. linking il bai k to Ihe idea ol essential resources disiussed at Ihe sl.ul ol the lesson I hey should annul,lie Iben giaph Willi lluee oi loin sentences to explain Ihe (banne in population; linally, they try to piedii i wli.il the total popiil.ilion will be allei .!OriO.
Now. ask the sludeiils 'Will we evei inn mil ol lesouues?' II people need lesouues. and mine and mure people are living in the woild, will we run out? Alter the students 1 have j'ju'ii ihen initial iespouse, explain some key terms limn ihe glossui\ iiiulripopul.itiom, oveipopulation and (.iiiyingiupadly Iben «et the students to dehne e.uh of these lei ins in Iben own wmds I hey should lead their definitions mil so you lun (hoik that they have understood the concept,
t-tve out A.livilv sheet lit Iheie aie two giaphs, e.uh evpiessimiadilleienl theoiyol how populalion reacts with'carrying capacity' Students should look at the Kiaphsiaielullyamim to explain in their own words what isluppeniiiKuusuh.shaiinKtlnMi ideas with the il.tss. Hie ausweis aie,in inlormution Sheet 13 In pairs, indents debate the question 'Wim h idea is most like!) "h,,""'«t''Om« student will ainue to. the lust theory, 101 "w'Mtond dive e.uh student ten minutes lotonslum.mt| wiiUMuil.» petsuasive argument.
KS3 GEOGRAPHY TEACHERS' TOOLKIT
backing it up with as many examples as they can from
the work covered in this unit.
The debate can be widened to larger groups or the whole class. Choose a few students to present their arguments to the whole class, with you acting as the chairperson. There may not be enough time for every student to speak. Alternatively, students working in groups could organise their own debates with one person acting as chairperson.
Having had the debate and heard all sides of each argument, the students now have to decide what they think will actually happen. Will we be able to resource an increasing population indefinitely, or might we one day run out of resources? They write their own answer to the question 'Will we ever run out of resources?' They could write three paragraphs: one to support the first theory, one to support the second and a third paragraph lor their own opinion.
How will Earth's population change in the future?
Teaching tips O
Analysing a graph is another key GCSE skill that should be developed in key stage 3. Students should first describe the overall trend. Does it go up or down? They need to back this up with some data read off the graph. They should also identify any anomalies in the pattern they have described.
Many students really enjoy debating and the chance to argue persuasively. This activity gets them to apply their understanding of resources developed by this unit and to use data to back up their assertions.
35
KS I (.1 ii i. HA fill
LESSON 10:
1111*
I .1 i i I h M
Key t|ur\lloiis
• Wll.ll .IIIMMII ){lllh,ll II'MHIIM' lulUH".'
■ llnw t.in I,Mlh ini'i'l inn ii'yiiiiii' nri'ilV
I • .it MÍIIK ol>|r» lives
• In .ippirt i,ile their iiie illlleienl puwililr u"........
Iiiliurs
• In ir.r Hlen 111 m I < -1 I, n 111111K In |iieilli I liliím' I   II< "■ In irsnuiir susl.nn.ihillly
Key words
• Inline
• susl.till.lhlllty
Rrsoiines
• At llVlty Slieel I'l Wli.il .neum nluli.ll irsiMlli e lllluii".' (A I sl/e)
Asscssmrnt oppoiliiiiilics
• ( niti|ileliiiM ul At livilv Sheel I'l
• At linn 111.111 linllel | n Mills
Marin
,., MIm......, ni. In, In,, Hull eve'. ,111,1 II,Mil Wll.ll will
, I,, u, „I,I |„ 1,1, lull" luliiii ' V.I Ihein lu i'llVlMH* UK
,„ mi ve.ii''   h"« "M vvl" "" v      WImI ""'v'"'
,!,,„„, Wliu, will llii'V live' Hiey.l.....Ill Hit'li llinil
Mil '.Mlllť Ml III"' H'MIIIIM", llll'V ll.lVI'Mlldll'll  till, Um I,,,, i|MI| ,||,|lliiillil'. Will llli'M' I"' MlIV It'll III Ml y, ,ii , hm,,. Hi,.,, Hunt .ilii'.nl even liilllit'l, Hill ye.n . In how Hull ,lillilieu in Hl.iliilillllilien MlH'Jil live Will Hi, ,, |„ |m ,,| ||„,'.e ll'MIIMi I". It'll llll'll.' Iil'l '.lllllelll'. In '.ll.nr ||„,ii ule.e, mi |i,ill',, llll'll Willi Hie li",l ni lile i l.iv.
|,', \r.e Hie nun e|il III ui'.l.iin.ihlllly Asl lln il.ISS Wli.il IHMkl'S.I I,".......,' .ll'.l.nil.llile'Wll.ll ill.ili"........,„.....
iiiiMisl.ilu.ilile,'' Idey '.litiulil lie ilhle In cur ,„ iu,il
ey.iiiMili". Iinill wll.ll III, , ll.lVť '.Hulled SO III
M.im Iv.u lull): pli.1%0
Lull'.lllllelll lireil'.....Alni|lVul AillVlU '.I.....I I'l Mils
mi llvilV Ifipnii", Hir '.linleiiť, In 1111111- , le.tlivelv .lllllill
it'stiuu e use inlti Hie Inline I m h t|H.ulei ul Ihe shed ti'liii'seiil'. ,i illlleienl ii'Miinie liner h.ive hrrn studied in Hus unii  runny, Inn.i .mil tli.iintinď.  Hie nihil
i|ii.ulci is I,H ,i it'Miuiir nl llirii i holte,
■•i n i,,," in Hie middle nl Ihr sheel studeníš ■ lioose DM nl Hi,".,' ii'Miiiii,". .nul wnie liiielly how susl.iin.ihlr ih.il lesnuii e Is ,ii Ihr nu,men! Slaving in Ihr sdine i|ii,nlri ul Ihe sheel, Hiey think mIiihiI two .tlleitiMllve lulun-. lOI lli.il lesuiiiir   une susl.nn.thlr, nnr UHMlsl.tlllrtllle md wnle ,i hurl desi ii|ilmn ul Ihe two possible IhImh"., giving le.isuns why I hey niighl li.ippen I own .ihililv 01 Vnungei gunip>, tnuld ili.iw pit lint", .mil ih.igi.iins i.ilhei III.in witting
Once iliev li.ne ininplrird one trsnune, I lies, do IN
'".....' '"i Ihe "Hifi irsuillM", hi Ihr lout III t|li,ulei 1)1 lM
••btrl Hiey Ii.ivimii iippiiiliiniiv Iniunsiilei ,1 lesuuur nl H>»'H thnlir llil'.MiiilillitMii'stiuii.'lli.ilh.e. heeii ""•nliuni'il, hul iinl tnvei.'d m drl.nl, isiiliei inllii'iiuil,
dintildbe Ihr loud leviuice il sludird hrlell\ In lesson.' || lhryh.ivr.iurssUi.nldilion.il i.-.r.iuli ''"''''" '■■'' i' inieinei mtess, this iould widen Ihe iholGJ "I těsninu". Im Ihr liiulsnHon Ihrn Idr.i'., .mi he ••h.iietl vvilh llii'tl.iss
16
.«Iluvl.il diamonds di.iin.imK lli.il ha\e hen loinovotl liom Ihi'ii original souue lis elusion ovoi millions ul yeuis .mil deposited in ,i new enviiniiiiienl
biooti iii.iimiiuK ,i hpr ..i 11uitin i ii'mmii.i' diamonds
whose profits aio used In IiiihI lighting hytatch  anything taught in .1 hshing n<t ih.il was mil
p.ul ul the intended i,id li t.iiivmj! capacity   Mu' iii.ivnuuiii iiiiinhoi ol people
lh.il i.in he suppnitod In the I.mil .mil losounos (omnuMl.il tišinu,;   i.nj;,. .„ .li,- lishiiu;, loi sale lathei
Hi,in suhsistenio, In piolossional toiiipaiiics oltoti
usinji largo liuwlcis tontlitt resource   ,i lesoiiito whoso ptohK .lie used 111
fund wars
consumption   the use hi exploitation ol ,i p.iiliilll.ll resume c
development giowlh; usually oionomli advancement di.imond   ,i n.ilin.il mineial loiinod Ironi i.uhon; .i
valuable rosouuo dyn.uuo   mmK ol oloiliii wire within .1 magnetic hold.
used to geneiate .in electrical uiiiont ecosystem  how .mini.ils and plants intoi.nl with o.h Ii
othei ind theii environment
eleitiitity Konei.ition   tin- pio.oss ol i>,onoialin\;
oloiliii powoi liom olhoi souiiosol eneig\ energy security   uheic ,i toiinti\ hi legion is .ihlo to
meel .ill its energy needs
ossenti.il resource   a lesoiiue lhal humans i.mnol live
without
finite   Innilod in si/o oi extent, not lasting food ch.iin   a s\sicm wtm h shows the links hetworn living things as the piod.itoi ol ono and I ho souuo lot
mother's food
food web   a di.igi.im that shows what oats what in an oi osystotn
fossil fuel   a lnuto onoig\ losouno   mainly oil, to.il
and natural gas that was formed millions ol yo.us ago
future-a luno which hasyol tooccui
(■in* i.loss iioiiiostii Product) oi the financial value ol
all the goods and senu es piodiii oil within a spot ili.
. oi i ul i \ ma spt-i Ified 11 mo. USUall^ ono \o.ii igneous rock   a \oi\ losistanl lypool link loiinod lioni
the tooling ol volcanic magma, o g granite impelme.ihle lock   a hpe ol nu k whit h does not allow
an\ liquid to seep through m magma  the hot, liquid totk honoath latth'sstiilate
38
meteorite  a type ol mi k (lohiis thai arrives Ofl I ail
liom spate
mni ossenll.il lesouice   a u soiiite lhal is not essential
l„ |,|,, |,ui istlesiiahleoi iinpioves lhot|iialilv ol lilo nou i.iiew.ilde/llnlie resource   a resource which will run out
oil  a sticky hlatk lii|iiid lossil fuel oil rig  .i toiistiuttion thai enaliles oil to ho pumped
mil ol the tot k iinclei the seahetl open pit  a method ol mining in whu h the roi ks ami
minoials aio dug out horn the siutat o ol the ground overfishing  "I"'11 the catch exceeds the replacement
i.ilo ol the hsh, an unsustainable prat lite overpopulation   loo main people loi the resources
available
plentilul resource   when theie is a laige quantity, ol a
resource
pole and line lishing   a t\ pe ol lishmg using fishing
linos, i.ilhei than liawl nets power station   a plat e where eloctrii ii\ is generated
a commercial level predator  an animal that puns on another production   the pimessmg ol a paituulai losoune renewable/infinite energy resource   a losoune ninth
can replenish itself, and so will nevei run out resource   somoilnng lhal wo tan use resource deficit   when theie is loss ol a partie ulai
lesouice than noedotl lesouice curse   when a lounln isnogatneb allotted
In the presence ol a resource resource insecurity  when a country or region does not
have enough ol a lesouice to meet its needs resource security   when a countix oi legion has all it
needs ol a paituulai losoune rough di.imond   a diamond as it is taken horn the
gioiinci It needs it. ho t ut ami polished to make it
into a jewel
scarce   not enough ol a paituulai losouno to moot the need
superpower  an extiemoK poweilul oi dominating
surplus  when ihou- is moio ol a paituulai lesouice
than needed
sustjinabillty   the tontinued use ol a losouno without 11 'mining out, being wasted oi damaging the environment around ii
''"depopulation   when Ibe.e a.e tewo, people than Iboiesouicesaieableto suppoit
ksJ GEOGRAPHY TEACHERS' TOOLKIT
THER SO
■
CPD from the GA
i !„■ i,\ has .1 sciics ol lesson plans and resources on Ihe themes ol sustainability and resource use that can he used in addition to the lessons in this Toolkit
sustainable energy and the local community
www.geography.org.uk/cpdevcnts/onlinecpd/young
Seographersgogrccn/sustainablcenergy/#top
inning for sustainability www.geography.org.uk/cpdevents/onllnccpd/young ^eographersgogrccn/planningforsustainability/tttop
i yday sustainability www.gcography.org.uk/cpdevents/onlinecpd/young gcographersgogreen/everydaysustainability/#top
www.geography.org.uk/cpdevents/onlinecpd/ t;ec>graphyoffood/plentyniorefish/#top
P Think Piece: Education for Sustainable
elopment
www.geography.org. uk/gtip/thinkpieces/esd/#330
Terences and further formation
Hums, I. and Maconachie, R. (2005) '"Going Home" in .1.....Hid sien.i I .•one Diamonds, agriculture and
re-building rural livelihoods in the Eastern Province',
Urography, 90,1, pp. 67-78. Krown, P. (2005) Blood Diamonds. 13 December.
Available at http://worldpress.0rg/Alrica/2193.cfm
(last accessed 28/10/14). Kustin, R. (2007) 'Whose right? Moral issues in
I'.eogiaphy'. leaching Urography, 32,1, pp. 41-44.
l'"Vlr,M Sum, ironr'blo,*)diamonds'not
Pliable at www hi.....„k/news/w,.rl<l „l,„„
IIIltl«llflli(l.isl aurssed 211/10/14)
Morgan, | (......., Ira, hmg Urography
II IHA(on,rptualappr,m,h Maidenhead Open liniveisiiy|'irss/M((,r.iwllilll(|1„,,ii,)n
m''lln''    ' ■,|»1'' .....■.......v .HMl t ,•,(„.,„... ........,
I'osl Apailheid South Mm,\'. Urography '12 \ nn
221-230.
McPartland, M. (2001) Theory into Practice: Moral dilemmas. Shellield: (•engraphical Association
McPartland, M (2()()<>) Strategies lor approaching values eilui.ilion' in H.ildeislone, I), (rd) Secondary Urography Handbook Shellield Gcugraphual Assoi i.ilion.
Morgan, A. (2()()(>)' leac lung geography lor a sustainable future' in Halderslone, I), (ed) Secondary Urography Handbook Shellield: Geographical Assoi i.ilion
Morgan, |. (2012) leaching Snondary Urography As \\ Ihe Planet Matters, london Routledge
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•vein
IIIHS    lOOt M '
ASSESSMENT
stuttonts should ho o\p«s ted 1» m.iko |Mtij»it«ss throughout thou KM gowjiiaplw pioniamiiio .mil within oath unit ol woik Ol iouino, lhoNtaitinnand linivhlnu point loi oath Muttonl iwh.U weio ptevioiiNls iloNtuhed .in 'Idols' in the googiaplw National i unit iilunO will dilloi tot eat handout K.iIonoI uiohionn will also dlltoi
In tin- diagiam Mow. student piogtossion in uhmniiioiI in thioo luvMtt ImihIn wli.il might pioviounIy have hern iti-m iiIuhI ,in lo\oK' I I\ono Iwntls .110,
. moMtludrnlN.il Ks» (i»irvtou>ly Irvrl* 5-6)
• sliitlonlN who piogiesN ,il ,i nIiiwoi lair (pievmuNly
IovoIn l -I)
• sliiilonlv who pingieNs .il .i I.inIoi r.lit' (pit'VltlUsly
IrvrlN ' ID
I ho diagiani iIoniiiIion Iho learning outcome! lot studonlNiiio.ithot lliolliioo hands
Students who progress at a slower rate:
• know wh.it ,i it-MHiito in
• know wh.it siist,nn,ihiht\ moans
• undoistand how olottiitilv isgonoiatod liom oil
• know wh.it onotg\ senility iiumiin. and how it onluntos Russia's supoipowot Mollis
• undoistand wh.it makes lun.i lishingund diamond mining unsustainable
• appiet i.ito th.it thotv .no dilloiont possible losouri o lutuios
Most students:
• know wh.it ,i iomhiuo in. .mil what tho dilloiont typos ol losotutos aio
• know what makos ,i tosouico sustainable oi nnsiistainahlo
• undoistand how oil and othot sonic on ol onotgv tan ho iisod to gonetale olot tin ily
• know Iho moaning ol onotgv sot uiily and use data to assess Russia's onotgy sot uuty and global unpoitaiHo
• tiitualK lollott on what makos tuna lishingand diamond mining unsustainable, using data and examples
• analyse a range ol lesoune lutuios, both sustainable and unsustainable,
Students who progress at a faster rate:
• know what a rosouito is, and what dilloiont types ol resources then- are, with named osampi
• knowwhat inakesa losoutco sustainable or unsustainable, wilh examples ol each
• understand and critically rolled on tho process ol olocliicity genoialion. and assess tho MiNi.im.ibiliu ol dillorenl approac lies
• know in detail the meaning ol energy security and use data l.oin Russia and the Uk to assess thou energv security and thanging global importance
• undoistand and ciitically tolled on what makes tuna lishing and diamond mining unsiiNi.iin.ible, using data and examples and olleiing < onsidoied ideas about Inline susl,im.ibilit\
• analyse a tango ol tosouiie luluies, both sustainable ami unsustainable, and ollot suggestions to tin tease suslainability,
40