Beaumont Leys School Humanities Faculty
Subject: Geography
Module: The Day after
Tomorrow … the end
of our world?
KS 3 Year 8
Lessons: 14
Title/Question:
Key Idea: Exploring global warming, extreme weather: the consequences and solutions
National Curriculum: Need to recognise the issues affecting our planet in the future
Lesson
Number
1
Title
Learning Objectives
Key Words
Resources
Suggested activities/method/skills
Disaster Scenarios
All pupils must be able to
describe how the British
coastline will change in the
future.
Hurricane
Sea level
Tidal surge
Temperature
change
Coast
Global Warming
Starter
PowerPoint
Starter UK coastline in future
image (map)
Students come up with ideas for
what the image shows
Most pupils should be able to
explain the events that will
cause the change in the British
coastline.
5 w’s
powerpoint.
Main
Pupils watch Video (Adtastic2001Disasters2007675)
of different types of hazard.
Some pupils could synthesise
how the change to the British
coast line have come about.
Pupils write a brainstorm of all the
‘Hazards’ they know.
5Ws power point of 5 hazards
Think, Pair Share
5 mins for each and feed back to
the class.
Ensure question staged (includes
evaluate and synthesise questions)
If finished pupils could write a quick
1
Homework
Differentiation
Assessment
recount of a bad weather experience
they have personally experienced.
These can be read out.
Plenary Explain starter image. What
could happen to the UK and your
house?
2
Global Warming
All pupils must understand the
impact on ice of global
temperature rises.
Most pupils should be able to
describe what global warming is.
Some pupils could explain what
role human activity has on global
warming.
3
Extreme Weather:
Where and Why.
All pupils must be able to
describe a tropical storm.
Most pupils should be able to
explain where a tropical storm
occurs.
Some pupils could synthesise
where tropical storms will occur
in the future.
Global
Warming
Greenhouse
Gases
Human
Activities
Atmosphere
Solar Radiation
Suns Rays.
Tropical
Storm
Hurricane
Equator
Distribution
Future
Ice cubes
PowerPoint
Global Warming
Kinaesthetic
activity
instructions.
Starter Piece of ice melting on
desks
Main
Global Warming Kinaesthetic
activity.
Pupils split into groups
10+ solar radiation
6 atmosphere
8 stored greenhouse gases
2 factories
Plenary What happened to the ice
cube? Pupils discuss in pairs. Pupils
then decide what affect human
activities would have on the rest of
the world as it is.
Starter:
Starter ppt.
Where do we
get tropical
storms ppt.
Tropical storm
video.
Blank world
map.
2
Picture starter, initial ideas about
tropical storms.
Pupil feedback.
Main
Each pupil given a blank outline map
and asked to decide in pairs where in
the world tropical storms occur.
For the more
able use and
explain how
tropical storms
form ppt. (this
is in more detail
and at a higher
level)
How tropical
storms are
formed
powerpoint.
Pupils split into groups of 4.
Each member given a number from 14.
Each group given a blank piece of
paper.
Teacher holds printed version of
where tropical storms occur.
Teacher calls pupil number 1s and
show the picture for 30 seconds.
Pupil 1 return to table and draw as
much as they remember whilst pil
number 2 is called up.
Whilst waiting groups can develop
strategies of how and what to
remember.
Pupils given atlases and asked to
find 3 countries that are in danger
of tropical storms currently.
Pupils played video clip of why
tropical storms occur. Particularly
why at sea and where in land is most
dangerous.
Finally pupils given another blank
outline map and asked to record in
one colour where tropical storms
occur and then where in the future
they think tropical storms will occur
(with global warming). They need to
have reasons for their choices.
Plenary : Pupils asked to discuss
where tropical storms will occur in
the future. Questioning needs to be
stepped.
3
4
Extreme weather:
Sound of a storm, a
survivor’s experience.
All pupils must know some
feelings associated with living
through tropical storms.
Most pupils should be able to
recreate the feelings and sounds
experienced during a tropical
storm.
Humidity
Temperature
Wind
Speed
Thunder
Lightening
Thunderstorm
clip.
Development of
a storm
PowerPoint.
Starter:
Show a sound clip of a storm, pupils
asked to write down the feelings
they might experience during such a
storm.
http://www.stormsounds.com/
also play (using youtube) a copy of
the Honda video
Some pupils could use key
geographical words to enhance
their work.
http://www.visit4info.com/advert/H
onda-Civic-Choir-Honda-CivicRange/29024
Main:
Pupils shown PowerPoint on the
stages of a tropical storm.
Pupils asked to pay particular
attention to the sounds of a storm.
Pupils split into groups of 4. They
are given brief. Pupils expected to
make musical instruments (out of
equipment provided) and make a
musical presentation (with a
narrator) about the sounds and
feelings that could be experienced
during a storm.
Plenary:
Pupils perform there storm
productions.
4
5
New Orleans –
Hurricane Katrina
Computer room
needed or statistics
printed out.
All pupils must understand some
facts about the Hurricane
Katrina.
Most pupils should understand
the short and long term impact
of the disaster.
Some pupils could clearly
distinguish between short and
long term impacts of the
disaster.
Hurricane
Katrina
USA
Florida
New Orleans
Primary
Secondary
Short Term
Long Term
Hurricane
Katrina Movie
clip.
Hurricane
Katrina ppt.
pictures.
Starter Geography at the movies –
hurricane Katrina clip
Main
News paper article assessment
Hurricane
Katrina stats
(Most useful
ppt.)
Plenary:
Newspaper
template
Pupil presentations on articles so
far.
Pupil friendly
level
descriptors.
Lesson
Number
6
Title
Learning Objectives
Key Words
Resources
Suggested activities/method/skills
New OrleansHurricane Katrina
All pupils must understand some
facts about the Hurricane
Katrina.
Hurricane
Katrina
USA
Florida
New Orleans
Primary
Secondary
Short Term
Long Term
Hurricane
Katrina Movie
clip.
Starter New Orleans helicopter
journalists (board works)
Computer room
needed or statistics
printed out.
Most pupils should understand
the short and long term impact
of the disaster.
Some pupils could clearly
distinguish between short and
long term impacts of the
disaster.
Hurricane
Katrina ppt.
pictures.
Hurricane
Katrina stats
Newspaper
template
New Orleans
helicopter
journalist’s
board works.
Pupil friendly
level
descriptors.
5
Main Continuation of lesson 5 –
students complete their newspaper
article
Plenary Could Katrina happen again
and where?
Homework
Differentiation
Assessment
7
Global Warming will
be a problem for your
generation – what can
you do about it?
All pupils must know some
advantages and disadvantages of
each type.
Most pupils should be able to
create their own wind turbine.
Some pupils could be able to
suggest/ propose a solution to
the impending energy crisis.
Renewable
Non-renewable
Oil
Gas
Bio-fuel
Coal
Wind
Solar
Hydro-electric
Bio-gas
Bio-mass
Nuclear
Top trump
cards
Starter: Types of energy top
trumps.
String
Main
Tin foil
Pupils discuss the findings of to
trumps.
Cups
Class vote.
Paper Clips
Which were the best cards?
Which energy(ies) were the
cleanest?
Which were the cheapest?
If you could pick one which would it
be? Why?
Which is best for the long term
future of the earth?
Cello tape
Glue
Scissors
Card
Paper
Teacher explains what the words
renewable and non-renewable means.
Pupil brief.
Pupils split cards into renewables
and non renewables.
Design your own wind turbine.
Pupils give brief.
Plenary
Keyword Bingo
6
8
How can the school
become more ecofriendly?
All pupils must understand the
carbon foot print of the class
Most pupils should be able to
display this within a bar chart
Pupil mark
sheet.
Starter
Video recorder
Solar panel
picture.
Thought shower, what energy do we
use.
Main
Teacher puts the carbon calculator
below on the board.
Some pupils could create their
own form of data collection
which is appropriate for the
data.
http://www.carbonfootprint.com/cal
culator.aspx
The class fills in the relevant
sections of the carbon calculator.
The class records the totals and
times it by the number of students
in the lesson.
The class produce a bar chart to
show where ‘the class’ make
different amounts of carbon
emissions.
Finally the class are told to display
the same information but in a
different, more unique way.
Plenary
Class show and tell on how they went
about representing their data.
7
9
The Simpson’s
Nuclear Power plant
debate
All pupils must
Most pupils should
Some pupils could
Starter
Main Mr Burns wants to open a
nuclear power plant in Springfield
Introduce characters for role-play
for debate
Lisa – against eco-fighter
Homer – for – job
Mr Burns – for – money
Chief Wiggum – for – bribes
Major Quimby – for - bribes
Millhouse – against – follows Lisa
Dr Hibbert – genetic mutations
Should we have a power plant??
Expand arguments for each role
Speak to AL about
this.
Plenary How would you feel about a
power plant being built in Leicester?
10
Beaumont Leys
Nuclear Power Plant
All pupils must understand what
blast and fallout mean.
OS Map
Leicester
Most pupils should know the
positive and negative effects of
having a nuclear power station in
Leicester.
Map of UK
power stations.
Starter OS Map of Beaumont Leys,
Leicester and Leicestershire.
Students find and record grid
reference of school site on the map.
Main
Teacher introduce idea of blast and
fallout
Location of power plant on estate
(football pitches)
Discuss effects on everyday life
What if it explodes??
Some pupils could decide the
best place to situate a nuclear
power station in Leicester with
good reasoning.
Brainstorm Effects of a Blast.
And then Effects of Nuclear Fallout.
From BLSSS
Colour in blast radius – instant death
(Leicester)
Colour in fall out area – slow painful
death (Leicestershire)
Using OS Maps, now pupils make
their own decision on where the
power plant should be.
Should include a grid reference and
reasons why they choose the site.
8
Plenary Map of power stations in UK
– why are there none to near
Leicester?
11
Chernobyl Nuclear
Explosion
All pupils must understand pros
and cons of Nuclear power.
Nuclear
protection suit.
Starter Dress up in nuclear
protection suit (or powerpoint).
Most pupils should understand
the result of nuclear disasters
on humans.
Nuclear films
What is it and what does it do?
Q+A Hot spotting.
Some pupils could analyse the
suitability of nuclear power to
the British government.
Map of UK
Nuclear Power
Stations.
Main
Show clips of nuclear films
Hiroshima. PD Has DVD.
Think-Pair-Share: Analyse effect on
society in the future
Students write a diary account of a
child survivor 20 years on
Discussion on effects on health,
farming, vegetation, water supply
etc
Plenary The government plans to
introduce more nuclear power
stations in the UK – is this wise?
Why/why not?
Location of power stations in the UK
– what’s the pattern? What’s the
problem?
9
12
What is the future
for energy use?
All pupils must
Most pupils should
Some pupils could
Starter Hummer picture mpg?
Main Pictures of cars fuel
consumption which is the most env
friendly car?
Design an eco car
See PK re Honda car in school
(robot?)
Research eco house and town
Plenary
10