Beaumont Leys Specialist Science School
Humanities Faculty (Geography)
Module:
KS3 Year 7
2 lessons per week
Lessons: 14
Title Question:
How sustainable are the decisions we make?
Overall title: Geography, Sustainability and Me
Geography,
Sustainability and Me
Key Idea: The idea of this module is for the students to understand the impacts of their decisions in terms of sustainability. This module
will look at a series of projects such as on Fair Trade, Recycling and Farming to think about this. The module will also introduce students to
the source analysis skill required in geography. The module will also have a strong literacy focus.
Lesson
Number
1
Title
Learning Objectives
Key Words
Resources
Suggested activities/method/skills
Homework
What is Geography?
ALL – To create a basic a
description of what Geography
is.
Geography
Human
Geography
Physical
Links
Lesson 1 ppt
Post – it – notes
Starter
Students given 1 minute to think about the following questions:
What is Geography?
What things would you study in Geography?
Students brainstorm their ideas.
2) You now have 1 minute to share your ideas with the person
sitting next to you. Do they have the same ideas? Be prepared to
feedback your ideas.
Create a ‘Geography,
Sustainability and Me’
title page
MOST – To explain the
difference between human and
physical geography
Odd one out
sheet template
for SEN
SOME – To draw links between
different types of Geography
Main
For each idea discuss how it links to Geography. E.g. earthquakes,
population. Teacher to shape the discussion to include physical and human
geography. Teacher to show students a definition to compare. Students
write down a definition of geography.
Students look at a set of images on their desks. Students sort them into a
number of categories of their choice.
What categories have students split them up into and why?
Highlight the idea of human and physical geography.
1
Complete the general
knowledge quiz.
Students write a paragraph explaining what they think geography is.
Students to read out their paragraphs. Introduce PEE to structure their
writing. To support students writing, students are to use the pictures as
‘evidence’ to help describe what geography is about.
Extension
Students use the pictures to create their own ‘odd one out’ game.
Plenary
2.
Sustainability
All students to understand what
is meant by sustainability
Most students should be able to
explain how sustainability is
important to geography.
Sustainability
Fossil fuels
Greenhouse
gases
Carbon dioxide
scanning
Lesson 2 ppt.
‘Sustainability
literacy task’
Starter
Recap questions from lesson 1
•
What is geography?
•
What is the difference between human and physical geography?
Starter part 2
Show students a picture of coal, oil and solar panels. Ask them ‘which of
these sources of energy will last the longest. Students to order the items
and justify their reasoning.
Some students could use
examples to synthesis their own
explanations of what
sustainability is.
Main
Teacher question students thinking from the starter and shape the
discussion around the concept of sustainability.
Show students 4 definitions of sustainability. Students to select which
one is best and write that down. Teacher to explain correct definition and
what the concept means.
Students given ‘sustainability literacy task worksheet’ to learn more about
sustainability. As a whole class read through the information. Introduce
questions they will need to answer in books based on article they have
read. Model the technique of ‘scanning’ to find the answers from the
article. Students then answer the questions in their books.
Students swap books with the person next to them. Teacher goes through
answers with the class. Peer mark answers as we go.
Skimming task: Students re-read the article. Students to write down 10
important words that summarise the article. Students then have to write
their own summary of what the article was about.
Plenary
•
•
2
Write down what sustainability means in your own words.
Write down at least one example of something that is
•
3.
Sustainability and
Energy Use
All students must be able to
describe what is happening to
the polar bear’s home.
Lesson 3 ppt.
Story board
template.
Planet earth
DVD disc 1.
Polar bear
assessment
sheet
Most students should explain
why polar ice is melting faster
than it naturally would.
Some students could explain how
polar ice melting links to you and
me.
sustainable.
Write down at least one example of an activity that is
unsustainable.
Starter-recap
Students shown 5 different methods of transport. Students to rank
these transport methods in order from most to least sustainable for the
environment. Students to justify their answers.
Show a picture of a polar bear on melting ice. Students to write a
headline for the picture. Discuss what is happening to the polar bear’s
habitat.
Main
Watch planet earth clip 3 minutes 48.... On disc 1, to show what the polar
bear’s habitat should look like. Students to use PEE structure to describe
the polar bear’s home. To help students, teacher to lead a class
brainstorm on keywords from the clip that we could use in our
descriptions. Write these on the whiteboard. Stress to students that
this piece of writing will be levelled, so do your best.
Homework
Students to find out 3
facts about global
warming.
Read the article and
complete the question
about penguin migration
due to climate change.
Explain that we will now work backwards to try to see what has caused the
polar bear’s home to melt. Use the ppt to show a series of slides use
simple language to tell the story of global warming-greenhouse gases and
how this links to us and our energy use.
Students to create a storyboard to explain what has happened to the
polar bear and how this links back to us and our energy use. Teacher may
need to give an example story line. E.g. “Box 1-turning on the TV”, “Box 2a power station”, “Box 3-greenhouse gases in the atmosphere”. Etc.
Plenary
Play ‘Just a minute’ game.
You have to talk for 1 minute without stopping about why the
polar bear’s home is melting.
...remember to try to include the word sustainability.
•
•
4.
“Sustainability, Me
and the 2012
Olympics”.
All students must be able to list
examples of sustainable and
unsustainable activities.
Most students should be able to
describe an example of how the
London 2012 Olympics is aiming
Sustainability
Olympics
Legacy
Lesson 4 Ppt
Sustainability
wordsearch.
Sweets as
prizes.
Sustainability
opinion line.
3
Starter
a) Students complete the sustainability word search.
b) Prize available for anyone who can explain what sustainability means in
geography.
Main
Students are given a sustainability opinion line and several statements of
Students are to
complete their
‘sustainability poster’
that they began in the
lesson.
Read the paragraph
to be sustainable.
Olympics
Article.
Some students could evaluate
the sustainability of their own
lifestyle and consider ways to
increase sustainability.
different activities. Students must cut out and sort the activities by how
sustainable they are on the opinion line.
Students must now justify their opinions.
•
I think that............ Was the least sustainable activity. This is
because...
•
I think that............ Was the most sustainable activity. This is
because...
•
I disagree with the person next to me about.... because....
Literacy Task: 1. Read the Olympics Article as a class. (take it in turns
to read a sentence).
2. Underline information about how the Olympics is aiming to be
sustainable.
3. Comprehension task: The article is missing a title and paragraph
headings. Students need to write these in.
Discuss as a whole class what heading people came up with. Teacher can
also do this to compare.
Students create a split poster entitled ‘Sustainability and Me’. They
should sketch or stick in a picture of themselves in the middle. Then on
one side should be about things they do that are quite sustainable. The
other side should be ways that they could improve and be more
sustainable. An example is included in the ppt.
Plenary
Associations game:
Students must each say a word or short phrase associated with
sustainability.
Students sit down (out) if they are too slow or can’t think of anything.
Last person standing is the winner.
5.
Fair Trade
All students must be able to list
several FairTrade products.
Most students should describe
some of the aims of FairTrade.
Some students could explain how
the FairTrade logo helps to
promote the FairTrade message.
Fair Trade
Product
Trade
Lesson 5 ppt
Internet access
for fair-trade
video clip.
FairTrade info
sheet.
Starter
Show students a large number of items (that happen to be Fair Trade).
Students are to write down as many ideas as they can. Discuss ideas.
Hopefully some will spot the FairTrade logo. Explain that we are going to
be doing a project looking at Fair Trade and the geography linked to it.
Main
Teacher to introduce who FairTrade are and briefly explain what they do.
Students to brainstorm as many FairTrade products as they can think of.
Alternatively, give students 30 seconds to memorize slide 1. Students
then have to do their brainstorm from memory.
Students feedback what they wrote down.
Show students a picture of the Fair trade logo. Ask if anyone recognises
it. Students given 30 seconds to memorize the logo and slogan. Screen is
blanked and students have to sketch the logo and slogan from memory.
4
about how the 2012
Olympics are being made
sustainable.
Literacy Task
Students use PEE structure to answer questions.
a) How would you describe the logo? -What does it look like?
In pairs students discuss what they think the different parts of the
FairTrade logo represent. Discuss ideas as a class.
Students given a passage of information about Fair Trade. Read through
this as a whole class. Students are then given answers from the
information sheet. Students have to create the questions.
Review the questions students came up with including what the passage
said the FairTrade logo represents. Discuss, is it a good logo?
TASK: Imagine you are starting up your own company that wants to
encourage people to be sustainable with...
A) what they buy (like FairTrade)
or...
B) You could encourage people to be sustainable with their energy use.
•
Design a logo
•
Label the different parts of your design to explain what they
represent.
Extension: Create a slogan for your new company
Plenary
Students present their logo designs back to the class and explain their
designs
6.
FairTrade and Me
All students must be able to
describe the difficult conditions
that many poor farmers work in.
Most students should explain
why Fair Trade products often
cost more than other products.
Some students could synthesise
different opinions about buying
Fair Trade products.
Lesson 6 ppt
Internet access
for fair-trade
video clip.(it
takes 2 mins to
download so do
this at the
start of the
lesson)
Print out slides
7-40 of
Fairtrade
products and
place these
around the
classroom.
‘text the
teacher’
template.
5
Starter
Show students a picture of farming in Africa. Students are to use the
5ws to analyse the picture in as much detail as they can. Teacher to model
good analysis techniques through asking questions. E.g. ‘what do the
clothes tell us about the people?’
Main
Show short video clip of FairTrade Banana production to give students
some more idea about who FairTrade are and what they do. (video is
hyperlinked to the ppt).
Students to Mindmap any facts about FairTrade from the video.
Add any other facts you can remember about FairTrade from last lesson.
Answer these 3 questions in your books.
1.
What does Trade mean?
2. Who does FairTrade try to help?
3. Why does FairTrade try to help these people?
Teacher to place examples of FairTrade and non fair-trade products and
Homework: Read the
newspaper article and
create a 5 question quiz
to test someone else on
it.
their prices around the room. Students to go around the room and
complete a table comparing the prices of FairTrade and non-FairTrade
products.
Students to complete the THINK PAIR SHARE question.
•
Why do FairTrade products often cost a little bit more
money than other products?
Discuss who the extra money goes to.
7.
Fair Trade
Where do Bananas
come from? Part 1
All students must be able to
work sensibly in a group and
show respect for other people’s
ideas.
Most students should describe
some of the different people
that work in the banana trade.
Some students could explain and
argue why different people in
the banana trade get paid
different amounts of money.
Lesson 7 ppt
Post it notes
A banana!
Print pages 3-5
for each group
from ‘banana
split pdf.’
Task sheet.
Peer
assessment
AFL
Plenary
Students are given ‘text the teacher templates’. Students to text their
opinions about whether they would be prepared to pay extra for FairTrade
products. Emphasise the need to explain reasons for opinions. Students
to read out their ‘text’ paragraphs.
Starter
Students given a post it note. Students are to estimate the cost of 1
banana. They must also explain where did the money go to? (Who would
get it?) Discuss ideas.
Main
Get students into groups of 5. Students will trace the path of a banana
exported from the Caribbean to your fruit bowl at home!
Each person in a group will take on the role of one of the following:
1. Banana worker
2. Plantation owner
3. Shipper
4. Shop-owner
5. Importer and Ripener
•
•
Before getting into groups we will read through the role cards to
make sure we understand them.
The teacher will select someone to read at random. If selected
you must read up to the next full-stop.
Now students get into groups.
Students need to read the information on their ‘role card’ (printed from
the ‘banana split.pdf.’) Then complete the task sheet individually to think
about how much of the 30p cost of the banana should go to their person.
The groups then add up the totals from their roles.(It will probably come
to much more than 30p). Teacher to write these on the board.
Each person now gets a chance to present their argument to the group.
(Each person wants the most they can of the 30p, but you must all agree)
As a whole class, talk about what makes for healthy group discussion and
6
what ruins good discussion. Teacher could model how to disagree with
someone but still showing respect for their opinion.
The group must agree on the proportions each role in the banana trade
should get. Write this down on the split banana sheet. This must add up
to 30 pence!
Each group will now need to prepare a presentation explaining how you
have divided the 30p.
Students must clearly explain why each person has been given the amount
of money they have. Each person must be part of the presentation.
Practice your presentations read to present to the class at the start of
next lesson.
Inform them that another group will be assessing your presentations next
lesson.
Plenary
In your books write down:
•
What has been easy about this task working in groups?
•
What has been most challenging about this task?
8.
Fair Trade
Where do Bananas
come from? Part 2
All students must be able to
describe the different levels of
pay for different people in the
banana trade.
Most students should explain
why the pay is not split evenly
and justify whether this is fair
or not.
Lesson 8 ppt
Peer
Assessment
sheet.
Summary sheet.
Some students could suggest
ways to make the banana trade
fairer for all.
Whose prediction at the start was closest to 30p? ...That person wins a
banana!
Starter
In your books write down 3 facts about the ‘banana workers’ that you
learnt about last lesson.
Main
Students to get back into their groups from last lesson. Students to give
their presentations. One other person in the room will assess each person
in the group. This means that each individual will get personal peer
feedback. (see ppt slide 4).
After the presentations students review their feedback scores and stick
these into their books as evidence.
Teacher reveals the actual ‘banana split’. Discuss and then write down
answers to the following questions in response:
1.
What are your first reactions to this?
2. Do you think this is fair?
3. Describe who has the power in this trade?
Show video clip of an interview with a fair-trade
farmerhttp://www.fairtrade.org.uk/resources/films/interview_with_con
rad_james.aspx
7
Homework
Pick one other fair trade
product. Find out why
that product is often
not produced
sustainably. Find out
how fair trade helps
promote fair-trade with
that product. E.g.
chocolate or coffee.
Students have to imagine that they are one of the thousands of struggling
farmers. 1. Write a diary extract to describe how they might feel about
the situation. (you could explain the different emotions they might have:
e.g. Sadness but angry with ....)
2. In your diary extract, explain what could be done to improve this
situation.
Extension task
Students read the ‘summary sheet’. Students to summarise what this
article is about in just 5 sentences.
Plenary
Caption competition. Students are shown a picture of a smiling Fairtrade
farmer. They must complete a caption that starts “I am happy in this
photo because...”
9-10.
Fair Trade Leaflet
Designs
All students must be able to use
a map to describe the location of
where bananas are grown.
Most students should be explain
why people have different
opinions about Fair Trade.
Some students could create a
convincing Fair Trade advert,
targeted at teenagers.
Lesson 9-10 ppt
Atlas option for
starter.
‘role cards’
Geography Skills Starter
Show students a world map of places where bananas are grown
Describe where bananas are grown (4 marks)
(use point, evidence, expand).
(Use the Atlases page 70-71 if you want to look up some country names)
Main
Show students a Fair Trade banana costing 35p and another banana
costing 29p. Ask students to write down reasons for and against buying
each one.
‘instruction
sheet’.
‘card sort’
Fair Trade
Chocolate
Buttons as a
prize for the
best Leaflet
Designs.
Explain that not everyone feels the same way about Fair trade. Ask
students who might not like Fair trade?
Literacy Task:
We will read 3 different views.
•
One is a Fair Trade representative
•
One is the boss of a large international company
•
One is a shopper in the UK.
Students then complete a structured summary table on the role card
worksheet that will help them understand the different viewpoints.
Extension Task: Students synthesise a viewpoint for a teenager in the
UK.
Give student the design brief that they must create an advertising
campaign for Fair Trade that targets teenagers.
Go through the design brief instruction sheet, so that students know what
to include.
8
Homework is to bring in
any pictures or facts, to
help create their Fair
Trade advert.
Finish Leaflet at home if
not completed in class.
Explain that this will be used to assess how well they understand Fair
trade and how well they can explain its aims to improve sustainability. It
is also testing their ability to be persuasive in their writing.
Plenary
Swap designs with the person next to you.
•
Write down 2 things you liked about another person’s leaflet so
far.
•
Write down 1 thing that they could do to make it even better
during next lesson.
Lesson 10
Starter
Students will be given ‘card sort’ with information on them about Fair
Trade. They need to sort them into 2 piles: FOR and AGAINST Fair
Trade.
Review answers.
Main
Students are to complete their leaflets
Plenary
To review the FairTrade topic, get students to mindmap everything they
know about ‘Fair trade’ and the ‘banana trade’. Students are to go around
the room and borrow 1 idea off another person to add to their mind map.
11.
Where does my
stuff come from???
This mini topic will
look at the geography
of ‘our stuff’ and how
it links us to
different places and
the people living
there.
We will also explore
‘how Sustainable is
my mobile phone?’
All students must understand
that the things we buy connect
us to people in other parts of
the world.
Most students should be able to
explain the impacts of our
products travelling long
distances.
Interdependenc
e
Place
Atlas
Scale
Lesson 11 ppt.
Blank World
Map
Atlases
Starter
Everyone must pick 5 different items that they have with them.
For each item write down where it comes from. (e.g.check shoe
labels)
e.g. Teachers stuff:
1. Board remote control: “Made in Malaysia”
Main
Teacher to show 5 items on ppt. Students to predict where they came
from. Teacher to reveal answers. Teacher to introduce the concept of
interdependence and how places are connected.
Some students could evaluate
whether buying from abroad is a
bad thing.
Atlas Locating places:
1.Students to look back at the teacher’s items
Use an Atlas to: (p.70-71)
•
Use blank world maps to create their own maps showing where
each item comes from. Colour in and label these countries.
Extension: Work out approximately how far each of those items have
travelled to get here. (Teacher to model how to search for a place using
9
Homework:
Complete the Lesson 11
homework worksheet
where students go to
http://www.climatech
oices.org.uk/pages/fo
od1.htm
...and explore where
different foods come
from that we eat.
the Atlas Index and how to pick information from the Atlas.)
2. Now look at their own items from the starter...
•
Where did they come from?-(add the locations) to your map
•
Work out how far your stuff has travelled to get to you.
(Teacher to model how to use the scale to quickly estimate distance)
Discuss how far the stuff in our class has travelled to reach us. Teacher
to show on ppt examples of ‘food miles’ for some typical food products.
Students to complete a THINK PAIR SHARE activity, for the questions on
slide 11:
Why does the stuff we buy come from so many different places?
Is it SUSTAINABLE for our stuff to come from all over the world?
Link the SHARE part of the discussion back to sustainability and the
impacts of greenhouse gases from transport.
Students are given the statement: “Buying Kiwi fruit grown in New Zealand
is a good thing” Students to explain in their books whether they would
agree or disagree with this statement. Ensure that clear reasons are
given. Extension-Encourage the most able students to consider this from
different people’s perspectives.
Plenary
Ask: What could the link be between today’s lesson and learning about
mobile phones? (students to write down what you think the link is).
12.
Who does your
Mobile Phone
Connect you to?
All students must be able to
state countries that their mobile
phone ‘connects’ them to.
Most students should describe
what has happened to Mobile
Phones use in Africa.
Some students could explain the
reasons why mobile phones
‘connect us’ to different places.
Lesson 12 ppt
Phone graph ppt
slide printed
Phone
worksheet.
1 or 2 copies of
each of the
places stuck
around the
room.
10
Game: “Associations”- Linking ideas together (interdependence)
The teacher will say a word e.g. ‘table’. The next person has just 3
seconds to say a word that is associated e.g. ‘chair’. The next person then
has to say a word linked to ‘chair’ etc.
You are out if you are too slow if you repeat what was said earlier.
Starter
Show students a picture of a mobile phone. Students have to think of and
write down as many Geography questions as you can think of about a mobile
phone. E.g. where was it made?
Main
Give students 2 minutes to list the different parts that make up their
mobile phone. Explain that today’s lesson will explore how are phones
connect us to different parts of the world.
Geography skills: Give students a ‘phone graph’ showing the number of
phone users in Africa. To improve their graphical literacy, they start with
answering some basic questions about the graph. They then are asked to
describe the overall pattern.
Around the room is information on each of the places a typical mobile
phone will ‘connect’ you to. You need to go around the room and read the
information carefully in order to fill in your worksheet.
Students to feedback what they wrote down for each place.
Extension: Highlight the countries (using the same colour) that our mobile
phones connect us to. Do this on the map that we created in the previous
lesson.
Plenary-on a post it note
Write down 2 things you have learned from this lesson.
Write down 1 question you have about the topic.
13.
‘Blood in the Mobile’
This lesson will also
get students thinking
about sustainability
not just in terms of
the environment but
also for people.
All students must understand
why mobile phones are linked to
the Democratic Republic of
Congo (DRC) in Africa.
Most students should describe
the difficulties that the mobile
phone trade has brought to many
people in the DRC.
Lesson 13 ppt.
Internet access
with EMBC log
in
Coltan News
article.
Some students could be able to
explain why the situation in the
DRC is unsustainable and how it
could be improved.
Starter
Complete true or false quiz (on ppt) about mobile phones.
Explain that in today’s lesson students need to work out what is meant by
the phrase ‘blood in the mobile’.
Main
Show students images of a phone, a Coltan mine, Coltan and the miners.
(Ppt slide 4) Think Pair Share. Students must decide what the picture
show and come up with a narrative that links allthe picture together.
Teacher use ppt slides to explain the relevance of Coltan mining to mobile
phones. Teacher discuss the negative impacts of mining on the
environment.
1.
Watch ‘Blood in the Mobile’ clip.
http://www.youtube.com/watch?v=7z8nxxklDHE
(use EMBC log in to get access)
2. Read Coltan News article as a whole class. There are several
words blanked out. At each blank pause and get students to
suggest a word that could fill in the blank.
3. Students answer the following questions in your books.
a)What is meant by blood in the mobile?
b) Explain: Is mining in the Congo sustainable?
c) Suggest how could this situation be improved?
Show students a few picture depicting the difficult conditions and lives
that Coltan miners often have:

Students must write just 5 words to describe the working
conditions.

Write a short diary extract entitled “A day at work for a Coltan
Miner in the Congo”.
11
Homework:
Complete homework
worksheet 13-14 looking
at a news article on the
human conflict in the
DRC linked to mining.
Spend some time
working on your Mobile
Phone booklet telling
people where their
phones come from.
Your job is to find out
any facts, pictures or
maybe newspaper
articles about Coltan
Mining.
Print these off or email
them to your teacher to
print.
Explain that next lesson students will need to create an A4 (folded)
information booklet telling people where mobile phones come from. As
such it is essential that the homework is completed for next lesson.
Plenary
Read out your diary extracts to the class.
Question students on why the situation in the Congo currently
unsustainable for people and the environment?
How could things be improved?
14.
Blood in the Mobile
part 2
All students must understand
why mobile phones are linked to
the Democratic Republic of
Congo (DRC) in Africa.
Most students should describe
the difficulties that the mobile
phone trade has brought to many
people in the DRC.
Lesson 14 ppt
Print ppt slide 4
(instructions to
include in the
booklets)
Text the
teacher
template
Some students could be able to
explain why the situation in the
DRC is unsustainable and how it
could be improved.
Starter
Students answer 5 questions (ppt slide 1) as a mini test reviewing the
whole SOL.
Main (you could allow students to do this in pairs)
Explain that next lesson students will need to create an A4 (folded)
information booklet telling people where mobile phones come from.
•
You job is to create an information booklet explaining the
different places that are mobile phone comes from.
•
You should also warn people about what is happening in the Congo.
Things that students should try to include:
•
Make up a title:
•
Include information on the different places that are linked to
the mobile phone market. (use your information sheets from
lesson 12 to help).
•
Warn people about what is happening in the DRC (Congo)
•
Suggest how the mobile phone industry could be made more
sustainable for the future.
•
Brighten it up with pictures, photos, speech bubbles saying what
different people might think (e.g. A Coltan miner), facts and
figures etc.
Plenary
You can send 1 text to the boss of a large phone company. You have to
convince them to improve the phone industry to make it more sustainable
for the people in the DRC.
12