Year: 8
Topic: Resource management
Lesson
1
Title
What are resources?
Key questions
What resources do we use in our
everyday lives?
How are these resources
distributed?
How can we describe distribution
on a map?
Teaching ideas
What is a resource? Class discussion.
Assessment opportunities
What resources do we use every day?
Brainstorm in pairs.
Feedback to group then teacher.
Explain topic about issues to do with food,
water and energy resources and how they are
managed.
Slit students into groups. Give each group a
copy of the 3 maps on the PPt. Ask them to
look at them as a group and think about what
they show.
Mix groups up then so they can share ideas.
Peer assessment then feedback to
teacher.
Choose one of the 3 maps. An important skill in
Geography is describing distribution.
What does distribution mean?
Go through PPt of how we describe distribution
on a map. Students then do this for a map of
teacher’s choice.
Why does the UK have so much food and
water? Discussion.
Mini whiteboards
Peer assessment using SWaNS.
Read out good examples and
students improve work.
2 and 3
Hunger and
malnutrition



What are the causes of
malnutrition?
Where is the problem of
undernourishment most
severe?
What factors affect food
security?
As a class take it in turns to choose a word from
wordle then explain to the rest of the class.
Alternatively choose any three and then explain
how they might be linked to each other.
Teacher assessment through
feedback.
Read the quote and students write a paragraph
outlining their initial thoughts.
Students work in groups of 3 and use the data
and maps to create chloropleth maps to
illustrate undernourishment in each continent.
They then use the maps to compare the
distribution of undernourishment in Africa, Asia
and South America. How does this vary within
and between these continents?
Peer assessment through
discussion.
Self-assessment through feedback
to teacher.
Lesson 3
Watch the 2 videos and read why people are
hungry.
Chose two out of the three tasks below to
complete:



Design a poster on A2 size paper which
gives an overview of the causes of
hunger
Create a flow chart to illustrate some of
the links between the causes of hunger
Record a two-minute video appeal
which outlines in audio form the nature
and underlying causes of this problem
Teacher assessment of work using
SWaNS feedback.
4
Water security
What is water security?
Where is the Aral Sea?
Why did it shrink?
What are the impacts of the
disappearing sea?
What solutions can be offered.
What do we mean by water security? Do we
have water security? Why?
Class discussion and feedback
through questioning.
Give out poster produced by UN. Summarise
the main points in pairs. Join another pair and
discuss what they think.
Peer assessment
Introduce Aral Sea – does anyone know where
it is? Watch video.
Question students at random on
video.
Go through the following slides of the
PowerPoint. Brainstorm the problems that may
be caused by a shortage in water supply to the
regions surrounding the Aral Sea. Start on A3
paper and pass around class so students get
lots of ideas.
Which solution is best? Debate. Go through list
of solutions and explain any
misunderstandings. Students choose which
they think will be the best and prepare an
argument.
5
Fossil fuels vs.
alternative energy
What are the different ways of
producing electricity?
Are some ways better than
others?
Why are some resources better
than others?
What is renewable and nonrenewable energy?
Compare own viewpoints to peers.
Ask students to choose best ideas.
Teacher feedback through debate.
Key term definition: fossil fuel, renewable
energy, non-renewable energy.
SNOT task
Give pairs of students the 9 cards. They have to
use the information to order them from best to
worst. They must justify their reasons for this.
They then meet with other pairs to justify their
decision and compare their rankings.
Peer assessment
6
Food not fuel
What are biofuels?
What are the advantages of
biofuels?
What are the disadvantages of
biofuels?
Give students sheets with 6 countries on. They
should answer questions on PPt.
Self-assessment based on class
discussion.
Play your cards right.
What are biofuels? Use introductory slide.
Teacher questioning
Teacher questioning.
Introduce the Action Aid campaign ‘Food not
fuel’. Ask students their initial opinions.
Teacher questions students.
Watch video and read ‘Problem with biofuels’
sheet. What do students think now? Write
down 5 key pieces of information. Then
compare their 5 with other students.
Peer assessment
Create a campaign poster for Action Aid aimed
at primary school children outlining the
problems with biofuels. It should still be titled
‘Food not fuel’. Could be done individually of in
pairs.
Peer assessment.