Edexcel A Level Geography Scheme of Work
Area of study 3: Physical Systems and Sustainability,
Topic 6: The Carbon Cycle and Energy Security
Introduction
Our specifications offer an issues-based approach to studying geography, enabling students to explore and evaluate contemporary geographical questions and
issues such as the consequences of globalisation, responses to hazards, water insecurity and climate change. The specification content gives students the
opportunity to develop an in-depth understanding of physical and human geography, the complexity of people and environment questions and issues, and to
become critical, reflective and independent learners.
AS and A Level qualifications that are co-teachable
Centres co-teaching AS and A Level can deliver Area of study 1: Dynamic Landscapes and Area of study 2: Dynamic Places in the first year, allowing students
to be entered for the AS at the end of year 12.
Confidence in geographical skills and fieldwork
Content is framed by enquiry questions that encourage an investigative and evaluative approach to learning. We have signposted where and how geographical
skills and fieldwork should be embedded in teaching. Our A Level assessment will integrate the assessment of geographical skills with knowledge and
understanding.
Holistic understanding of geography
This specification will encourage students to make links between different geographical themes, ideas and concepts through synoptic themes embedded in the
compulsory content.
Overview of Area of study 3: Physical Systems and Sustainability, Topic 6: The Carbon Cycle and Energy Security

Area of study 3 is examined on Paper 1 which is worth 30% of the marks at A Level. Paper 1 is marked out of 105.

All A Level students are required to study Topic 5: The Water Cycle and Water Security and Topic 6: The Carbon Cycle and Energy Security.

You need to allow roughly 36 hours to teach Area of study 3, and roughly 18 hours to teach each topic. The suggested hours of teaching
should be sufficient to teach students the required content and skills for this topic. The allocation of hours does not take into account
individual schools’ approaches to delivering the course, revision, school mocks, topic tests or assessment feedback.
The sample assessment materials can be used for question practice to enable students to build up their confidence and skills as part of their revision
and exam practice.
Scheme of Work for Area of study 3: Physical Systems and Sustainability, Topic 6: The
Carbon Cycle and Energy Security
A balanced carbon cycle is important in maintaining planetary health. The carbon cycle operates at a range of spatial scales and
timescales, from seconds to millions of years. Physical processes control the movement of carbon between stores on land, in the
oceans and in the atmosphere. Changes to the most important store of carbon and carbon fluxes are a result of physical and human
responses. Reliance on fossil fuels has caused significant changes to carbon stores and contributed to climate change resulting from
anthropogenic carbon emissions.
The water and carbon cycles and the role of feedbacks in and between the two cycles, provide a context for developing an
understanding of climate change.
Anthropogenic climate change poses a serious threat to the health of the planet. There is a range of adaptation and mitigation
strategies that could be used, but to be successful they require global agreements as well as national actions.
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Enquiry question 1: How does the carbon cycle operate to maintain planetary health?
Lesson 1
Key idea
(1 hour)
6.1 Most global
carbon is locked in
terrestrial stores
as part of the
long-term
geological cycle.
Suggested
learning
objectives
To know stores
and flows in the
carbon cycle.
To explain carbon
cycle processes.
Skills objectives
2
6.1a The biogeochemical
carbon cycle consists of
carbon stores of different
sizes (terrestrial, oceans
and atmosphere), with
annual fluxes between
stores of varying size
(measured in Pg/Gt)
rates and on different
timescales.
Key words
Photosynthesis
Respiration
Decomposition
Carbon sink
Global
distribution maps
Localised
examples
(1) Use of
proportional
flow diagrams
showing
carbon fluxes.
Starter
Students suggest vocabulary associated with the carbon
cycle. Teacher writes suggestions on the whiteboard to
gauge prior knowledge and clarify important vocabulary.
This can be used as a building block to develop an
understanding of the carbon cycle.
Main
Carbon cycle activity – split class into small groups and
give each group a tray of items representing parts of the
carbon cycle, e.g. coal, soil, live plant, dead organic
matter, toy animal/person, toy car, a Lego building –
house/factory, etc. Ask students to ‘build’ their carbon
cycle. Hints can be given by asking students to think about
the atmosphere, biosphere, lithosphere. When links have
been made, students can sketch a simplified and annotated
carbon cycle.
Carbon pool
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Analysis of
proportional flow
diagrams.
Carbon fixation
Place
exemplification
Integrated
skills
Carbon sequestration
Use of carbon sink
distribution maps.
Teaching resources and synoptic links
With the use of PowerPoint and more detailed diagrams of
the carbon cycle, the processes and complexities can be
explained. Student diagrams or a carbon cycle handout can
be further annotated.
Small-group then class discussion regarding flows and
fluxes within the carbon cycle. Compare and contrast
annual fluxes and stores, rates of flux and varying
timescale using images on PowerPoint. (See Resources
below for data suggestions).
Plenary
Students complete a gapped handout of the carbon cycle
diagram as a summary/recall of important vocabulary.
Provide differentiated diagrams which can be displayed or
given to students.
Task 6.1 Independent learning opportunity
Resources
http://globecarboncycle.unh.edu/CarbonCycleBackground.
pdf – University of New Hampshire introduction to carbon
cycle and key terminology – read for homework
https://www.e-education.psu.edu/earth103/node/525 –
Penn State University and NASA resources – some useful
sections and video clips in module 5: The Global Carbon
Cycle
http://www.rgs.org/NR/rdonlyres/6FDC37EC-9324-4CE78A96-86DFCA1EABB0/0/SCO_WaterandCarbonCycling.pdf
– useful RGS ‘Geography in the News’ resource for topics 5
and 6. Written for the 2016 Specification.
http://serc.carleton.edu/eslabs/carbon/index.html – Earth
Labs: Climate and the Carbon Cycle unit overview. Useful
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3
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
general resource for educators, funded by NOAA for US
teachers and students
Lesson 2
Key idea
(1 hour)
6.1 Most global
carbon is locked in
terrestrial stores
as part of the
long-term
geological cycle.
Suggested
learning
objectives
Locate global
carbon sinks.
Explain distribution
of carbon sink
location.
Describe and
explain how
carbon is
sequestered into
the atmosphere by
geomorphological
processes.
Skills objectives
Analysis of the
geological
distribution of
carbon sink maps.
Literacy skills
addressed via
4
6.1b Most of the earth’s
carbon is geological,
resulting from the
formation of sedimentary
carbonate rocks
(limestone) in the oceans
and biologically derived
carbon in shale, coal and
other rocks.
6.1c Geological
processes release carbon
into the atmosphere
through volcanic outgassing at ocean
ridges/subduction zones
and chemical weathering
of rocks.
Global
distribution maps
Localised
examples
Starter
Use the following animation to recall prior learning:
https://online.wvu.edu/Faculty/demo/Module_2/carbon_cy
cle_animation.html Students can access this individually
on their own devices or it can be displayed to the class.
‘Carbon Cycle Articulate’ – students work in pairs/threes
and are given a series of cards, each with a term
associated with the carbon cycle written on it. Students
have 1 minute to explain as many terms as possible to
their partner without saying the word in front of them. This
can be revisited at the end of the lesson: students swap
roles, with the explainer becoming the person who has to
recognise the term from the description.
Main
Key words
Compare and contrast carbon sink global maps. Display
maps to the whole class / give students handouts of maps
/ make maps accessible on a shared drive on students’
personal devices.
Chemical and physical
weathering
Maps may be annotated to explain how carbon transfers
from geology to the atmosphere.
Sequestration
‘Describe and explain how carbon is released into the
atmosphere through volcanic eruptions and plate boundary
processes’ – Synoptic link to Dynamic Landscapes – Topic
1. Use vocabulary from both Area of study 1: Topic 1 and
Area of Study 3: Topic 6 in your answer.
Subduction
Volcanic emissions
Plenary
Revisit ‘Carbon Cycle Articulate’ activity – add new
terminology where appropriate.
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
independent
writing task.
Teaching resources and synoptic links
Students write a list of something learnt and something
they are not sure of regarding the carbon cycle so far, to
be addressed at the beginning of the next lesson.
Resources
A range of images is available on the internet, including:
http://serc.carleton.edu/eslabs/carbon/6a.html – Earth
Labs: Oceans and the Carbon Cycle Part a: Down to the
Deep – The Ocean’s Biological Pump
http://d32ogoqmya1dw8.cloudfront.net/images/eslabs/car
bon/ocean_co2_flux_credit_1400184673_744.jpg
Jet Propulsion Laboratory NASA – a range of images:
http://carbon.jpl.nasa.gov/
Bolin Centre for Climate Research: Stockholm University.
The Northern Circumpolar Soil Carbon Database
Lesson 3
Key idea
(1 hour)
6.2 Biological
processes
sequester carbon
on land and in the
oceans on shorter
timescales.
Suggested
learning
objectives
Describe and
explain the
process of marine
and terrestrial
photosynthesis.
6.2a Phytoplankton
sequester atmospheric
carbon during
photosynthesis in surface
ocean waters; carbonate
shells/tests move into
the deep ocean water
through the carbonate
pump and action of the
thermohaline circulation.
6.2b Terrestrial primary
producers sequester
carbon during
photosynthesis; some of
this carbon is returned to
the atmosphere during
respiration by consumer
organisms.
Global
distribution of
ocean carbon
stores and flows.
Starter
Teacher to address student uncertainties identified last
lesson regarding the carbon cycle. Informal Q and A.
Main
The role of photosynthesis, respiration and decomposition
in the carbon cycle. Factors influencing the rate of
photosynthesis/respiration/decomposition. Teacher-led
using PowerPoint images, video clips, discussion.
Global
distribution of
terrestrial carbon
stores and flows.
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Seasonal variations in plankton blooms:
1. What causes a plankton bloom?
2. What is stratification?
3. Identify locations and seasonal variations.
http://earthobservatory.nasa.gov/Features/Phytoplankton/
page4.php – NASA: Earth Observatory – Global Patterns
and cycles
5
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Describe and
explain the
process of
respiration and
decomposition.
6.2c Biological carbon
can be stored as dead
organic matter in soils,
or returned to the
atmosphere via biological
decomposition over
several years.
Skills objectives
To know how to
describe
distributions on
global maps, e.g.
plankton bloom
distribution.
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
http://serc.carleton.edu/eslabs/carbon/6b.html – Earth
Labs: Oceans and the Carbon Cycle Part b: Phytoplankton,
the Ocean’s Green Machines
Plenary
‘Explain the processes of the carbon cycle’ – consolidation
of carbon cycle understanding, peer assessment of
explanation.
Key words
Thermohaline circulation
Resources
Phytoplankton
NOAA Research website – PMEL Carbon program
Plankton bloom
http://www.pmel.noaa.gov/co2/story/Ocean+Carbon+Stor
age –how the oceans store carbon
Photosynthesis
Respiration
http://www.grida.no/files/publications/blue-carbon/split/6BLUE%20CARBON%20_%20THE%20ROLE%20OF%20OCE
ANS%20AS%20CARBON%20SINKS.pdf – Blue Carbon, the
role of oceans as carbon sinks
Decomposition
http://noc.ac.uk/science-technology – National
Oceanography Centre website – Climate and Sea Level and
Carbon in the Ocean
http://www.ibtimes.co.uk/global-warming-could-reduceplankton-stocks-affect-carbon-cycle-1467817 – video clip
and International Business Times online news article
‘Global Warming could reduce plankton stocks and affect
carbon cycle’ Jayalakshmi, K. (2014)
6
Lesson 4
Key idea
(1 hour)
6.3 A balanced
carbon cycle is
important in
sustaining other
systems but is
6.3a The concentration
of atmospheric carbon
(carbon dioxide and
methane) strongly
influences the natural
greenhouse effect, which
in turn determines the
Global and
localised
concentrations of
atmospheric
carbon.
(2) Use of
maps showing
global
temperature
and
precipitation
distribution.
Starter
Given a handout with carbon dioxide emission graphs,
students outline 3–5 statements regarding the graph(s).
Describe how carbon concentrations have changed over a
range of timescales.
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
increasingly
altered by human
activities.
distribution of
temperature and
precipitation.
Localised
temperature and
precipitation
distribution.
Key words
Named locations.
Suggested
learning
objectives
Identify changes in
atmospheric
carbon
concentrations.
Sketch and
annotate a
simplified
greenhouse effect
diagram.
Integrated
skills
Natural greenhouse
effect
Greenhouse gases
Shortwave radiation
Longwave radiation
Carbon dioxide
Methane
Hockey stick graph
Skills objectives
To analyse and
interpret graphs
outlining
atmospheric
carbon
concentration.
To analyse and
interpret
temperature and
precipitation
distribution maps.
Teaching resources and synoptic links
Earth Systsems Research Lab NOAA – mean monthly
carbon dioxide measurements – Mauna Loa observatory
http://www.esrl.noaa.gov/gmd/ccgg/trends/index.html – a
range of graphs/timescale and animation can be accessed
individually or displayed to the whole class to generate
discussion.
Main
Introduce the idea of the natural greenhouse effect, display
image or sketch to class. Students could annotate as
teacher explains processes. Students then annotate with
own knowledge and research regarding natural greenhouse
gas sources.
e.g. NASA website: Global Climate Change – Causes
http://climate.nasa.gov/causes/
How have temperature and precipitation distributions
responded to changing carbon concentrations? Display
graphs and distribution maps. NOAA website – a range of
global temperature and precipitation distribution maps are
available at the following link:
http://www.ncdc.noaa.gov/temp-and-precip/global-maps/
Plenary
Extended writing task – students consolidate their
understanding of the impact of changing atmospheric
carbon concentration by answering the question:
‘Explain how an increase in carbon concentration may
change the global pattern of temperature and precipitation
distribution.’
Task 6.2 Independent Learning Opportunity
Resources
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7
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
http://bpes.bp.com/media/3582/StudentsBookletsolar%20
amends.pdf – BP Climate Change Student Booklet p3: The
Natural Greenhouse Effect
http://sasi.group.shef.ac.uk/worldmapper/textindex/text_r
esources.html – University of Sheffield Worldmapper
distribution maps, wide variety of maps available
Lesson 5
Key idea
(1 hour)
6.3 A balanced
carbon cycle is
important in
sustaining other
systems but is
increasingly
altered by human
activities.
Suggested
learning
objectives
Recall and
synthesise
information.
Annotate carbon
cycle with new
information.
Summarise and
evaluate the
impact of fossil
fuel combustion,
carbon stores and
pathways.
Skills objectives
8
6.3b Ocean and
terrestrial photosynthesis
play an important role in
regulation the
composition of the
atmosphere. Soil health
is influenced by stored
carbon, which is
important for ecosystem
productivity.
6.3c The process of fossil
fuel combustion has
altered the balance of
carbon pathways and
stores with implications
for climate, ecosystems
and the hydrological
cycle.
Biome locations
Starter
Recall activity – given a blank diagram representing the
greenhouse effect, students use a series of statements to
explain the process and review their understanding. They
could create a flow diagram of the process.
Main
Oceanic and terrestrial photosynthesis, soil health and
ecosystem productivity. Analysis of productivity
map/biomes – link to photosynthesis and soil health.
Teacher-led QandA/discussion of processes and
relationships. Consolidation of learning so far. May use
video clips, PowerPoint/images displayed or atlas.
How have human activities altered the carbon cycle?
Students work in pairs to consider this question. They
could produce a quiz using Kahoot, Socrative (see below
for links) or similar app.
How has fossil fuel combustion altered the carbon cycle?
Key words
Fossil fuels
Hydrological cycle
Terrestrial
Carbon pathway
Carbon store
Revisit carbon cycle diagram and annotate where human
activity can alter the carbon cycle. Teacher to provide
carbon cycle diagram or use class collaboration to produce
a carbon cycle on the board (class size dependant –
students may need to be in small groups and will need
blank paper).
Students complete a table summarising the impact of
changes to the carbon cycle on climate, ecosystems and
the hydrological cycle.
© Pearson Education Ltd 2016. Copying permitted for purchasing institution only. This material is not copyright free.
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
To interpret global
distribution of
ecosystem
productivity.
Consequences to
stores and
pathways of
changes in the
carbon cycle
Climate
e.g. increase in
CO2 leads to
warming of the
atmosphere…
Ecosystems
Hydrological
cycle
Potential positive
outcomes to stores
and pathways
caused by changes
in the carbon cycle
e.g. increased CO2
may increase rate
of photosynthesis…
e.g. increase in
evaporation may
increase
precipitation and
lead to flooding
Plenary
Mix and match terminology – provide students with a
glossary of terminology used in Enquiry question 1 and
definitions that they must match up into the correct order.
This can be on a handout or as a card task where the
teacher provides cards with terms and definitions to pair.
Task 6.3 Independent Learning Opportunity
Resources
http://climatica.org.uk/climate-scienceinformation/carbon-cycle – ‘The Carbon Cycle’ – article
written by postgrad researchers in combination with
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9
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Climatica, Geological Society and Quaternary Research
Association
Free online apps:
https://getkahoot.com/ – a fun learning game, ‘kahoots’
made online for free, can incorporate images, videos,
diagrams to multiple-choice questions. Good as starters
and plenaries – students can create and share their own in
addition to teacher’s creations.
http://www.socrative.com/ – another Q and A tool that can
be used to create a range of question types to assess
students’ level of learning. This app has a function to run
reports to gauge learning. Can be used on any device.
Enquiry question 2: What are the consequences for people and the environment of our increasing demand for energy?
Lesson 6
Key idea
(1 hour)
6.4 Energy
security is a key
goal for countries,
most relying on
fossil fuels.
Suggested
learning
objectives
To know the
distribution of
global energy
resources.
To recognise and
evaluate the
importance of
factors influencing
10
6.4a Consumption (per
capita and in terms of
units of GDP) and energy
mix (domestic and
foreign, primary and
secondary energy,
renewable versus nonrenewable).
Named locations
with varying
levels of
consumption and
energy diversity.
6.4b Access to and
consumption of energy
resources depends on
physical availability, cost,
technology, public
perception, level of
economic development
and environmental
priorities (national
comparisons USA versus
France).
Global
distribution
UK – change in
energy mix over
time.
Named locations
China, Japan, UK,
USA etc.
(3) Graphical
analysis of the
energy mix of
different
countries
including
change over
time.
Starter
Discussion and clarification of important energy
terminology. Each student read out to the rest of the class
a definition they researched for homework; teacher to
facilitate and explain where appropriate.
Global distribution – teacher displays a world map showing
the distribution of one fossil fuel. Suitable images can be
obtained from Chartsbin, a web-based data and statistical
visualisation tool http://chartsbin.com/graph/energy
Main
Students describe the distribution of the fossil fuel. Once
finished, students peer-assess their answers using the
following success criteria:
1. Generalised comments on the pattern of location.
2. Specific named areas using continents, countries
and oceans.
© Pearson Education Ltd 2016. Copying permitted for purchasing institution only. This material is not copyright free.
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
distribution and
consumption.
Key words
Skills objectives
To analyse
distribution maps
– energy
consumption,
levels of economic
development and
physical factors.
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Graphical analysis of the energy mix of different countries
including change over time.
Consumption
Provide students with an A3 outline world map and a
booklet with a series of energy resource distribution maps
and an atlas. These maps can be made available on a
shared drive for access via computers or devices. Students
annotate where a range of resources are located.
Per capita
Energy mix/diversity
Domestic and foreign
energy resources
Students use maps to describe and explain patterns of
energy resource distribution. A class discussion could then
identify the factors influencing consumption.
Renewable energy
resource
Non-renewable energy
resources
Task 6.4 Independent Learning Opportunity
Energy transition
Energy pathway
Plenary
Rank factors – provide students with or agree with
students the main factors influencing consumption as
discussed. Students rank the factors in order of
importance, justifying their decisions.
Supply and demand
accessibility
Affordability
Availability
Resources
Suitable images can be obtained from Chartsbin – a webbased visualisation tool
http://chartsbin.com/graph/energy
http://www.worldmapper.org/ – University of Sheffield
Worldmapper distribution maps – wide variety of maps
available
http://unstats.un.org/unsd/energy/edbase.htm – UN
energy statistics database, contains basic statistics for
more than 220 countries/territories, provides time series
for the period 1950–2013 and is updated annually
Lesson 7
Key idea
(1 hour)
6.4 Energy
security is a key
6.4c Energy players (P:
role of TNCs, the
Organisation of
Named players,
e.g. Gazprom,
BP, National
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Starter
11
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
goal for countries,
most relying on
fossil fuels.
Petroleum Exporting
Countries (OPEC),
consumers,
governments) have
different roles in securing
pathways and energy
supplies.
government,
OPEC
Suggested
learning
objectives
To read, research
and synthesise
information from a
range of sources.
To collaborate to
produce suitable
resources and
materials for use
by others.
Skills objectives
Literacy skills –
development of
writing skills.
Analysis of
geological maps.
Key words
Player
Stakeholder
OPEC
Integrated
skills
Teaching resources and synoptic links
Based on homework task – students present information
on a chosen player for the purpose of developing a mind
map of player examples.
Main
Table summary of player roles and relative importance.
Students share information both online and during class
collaborations in small groups to build a detailed summary.
Named
player
(and brief
outline)
NGO
Role in
securing
energy
Impact of
players on
relative
energy
security
(increase/
decrease)
Relative
importance,
rank and
justification
OPEC
TNC e.g.
Gazprom
Etc…
Plenary
Extended writing task – evaluate the relative importance of
a range of players in the securing energy pathways and
supplies.
Class collaborate to create a set of ‘Energy Player
TopTrumps’. Cards to include the full range of players;
categories to be agreed with students but could include
size of organisation, annual turnover, type of player, an
environmental impact score etc. This should be completed
for homework and could act as the starter for the next
lesson.
12
© Pearson Education Ltd 2016. Copying permitted for purchasing institution only. This material is not copyright free.
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Task 6.5 Independent Learning Opportunity
Resources
http://learning.cat.org.uk/resources – Centre for
Alternative Technology offers a range of resources; Top
Trumps example can be used as a guide. Many other
carbon cycle and sustainability-related resources available.
Lessons
8/9
(2 hours)
Key idea
6.5 Reliance on
fossil fuels to drive
economic
development is
still the global
norm.
Suggested
learning
objectives
To research and
identify key
information.
Read and
synthesise
information from a
range of sources.
Skills objectives
Literacy skills –
development of
research and
writing skills.
Presentation skills.
6.5a There is a
mismatch between
locations of conventional
fossil fuel supply (oil,
gas, coal) and regions
where demand is
highest, resulting from
physical geography.
6.5b Energy pathways
(pipelines, transmission
lines, shipping routes,
road and rail) are a key
aspect of security but
can be prone to
disruption, especially as
conventional fossil fuels
deplete (Russian gas
to Europe). (4)
Russia/Ukraine
Canadian Tar
Sands
USA/UK fracking
(4) Analysis of
maps showing
global energy
trade and
flows.
Brazilian deepwater oil
Starter
Option 1: Class collaboration from the previous lesson
could be used as the starter here.
Option 2: Identify and annotate environmentally sensitive
areas and energy pathways on an A4 map outline using
maps displayed, e.g. of energy trade and flows. Teacherled discussion.
ANWR
6.5c The development of
unconventional fossil fuel
energy resources (tar
sands, oil shale, shale
gas, deep water oil) has
social costs and
consequences for the
resilience of fragile
environments.
(Canadian tar sands,
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Main
Students create a series of case study summaries. Perhaps
provide students with a booklet of resources and tasks to
research suggested case studies/place exemplification.
Students may choose to present one case study of their
choice as a video (e.g. Adobe Spark Video, iMovie). This
can be shared with the class via a shared drive or area that
all have access to, and used for revision purposes.
Students are contributing to a bank of resources. This
research can be undertaken in small groups when
researching and or presenting. When students are feeding
back they could create a summary table/diagram/mind
map.
Potential headings that students could consider for
research/mind map/table/summary purpose:
1. Location
2. Extraction/Technology
3. Costs
13
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
USA fracking, Brazilian
deep-water oil.) (P: role
of business in
developing reserves,
versus environmental
groups and affected
communities.)
Key words
Energy pathways
Unconventional resources
Frontier resources
Tar sands/oil shale
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
4. Benefits
5. Evaluation of case study or research
Plenary
Extended writing task – evaluate the range of factors that
influence energy security globally and in named locations.
Students could create a ‘popplet’ if they have the app on
their devices to summarise case studies – can be
completed for homework. http://popplet.com/ Popplet can
be created on the web or iPad/iPhone; it encourages
students to think and learn visually. Students can create an
online mindmap of facts, thoughts and images, and
develop an understanding of the relationship between
them.
Fracking
Task 6.6 Independent Learning Opportunity
Resources
http://chartsbin.com/graph/energy – Chartsbin – a webbased data and statistical visualisation tool
http://www.worldmapper.org/ – University of Sheffield
Worldmapper distribution maps – wide variety of maps
available
http://anwr.org/ and http://www.fws.gov/refuge/arctic/
ANWR: case-study resources, useful to understand and
research ANWR, an example of a fragile environment. Also
https://pubs.usgs.gov/fs/fs-0028-01/fs-0028-01.htm –
USGS factsheet
Tar sands: case-study resources:
-
14
http://www.no-tar-sands.org/what-are-the-tar-sands/
– UK and Canada NGO/Charity organisation working
with other like-minded organisations
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
-
http://www.canadiangeographic.ca/magazine/jun08/fe
ature_tar_sands.asp – Canadian Geographic Magazine
website
http://www.theguardian.com/environment/nginteractive/2015/may/28/carbon-bomb-canada-tar-sandsfort-mckay-town-sold-itself – the Guardian: ‘Keep It In The
Ground’ campaign – a series of videos/audio interviews
written by Suzanne Goldenberg
Brazil case study
http://www.theguardian.com/environment/nginteractive/2015/jun/25/brazils-gamble-on-deep-water-oilguanabara-bay- – the Guardian: ‘Keep It In The Ground’
campaign – a series of videos/audio interviews written by
Jonathan Watts
http://geography.org.uk/resources/oilspill – Geographical
Association resource – Gulf of Mexico case study
file:///C:/Users/My/Downloads/Gulf%20of%20Mexico%20o
il%20spill%20Special.pdf – Edexcel pdf resource,
‘Geography in the News’, Simon Oakes, 2009
http://www.shell.co.uk/energy-and-innovation/energyfrom-deep-water.html#iframeL3dlYmFwcHMvZGVlcF93YXRlci92Mi9pbmRleC5odG1s –
Shell UK: Energy from deep water
Lessons
10/11
(2 hours)
Key idea
6.6 There are
alternatives to
fossil fuels but
each has its costs
and benefits.
Suggested
learning
objectives
6.6a Renewable and
recyclable energy
(nuclear power, wind
power and solar power)
could help decouple fossil
fuel from economic
growth; these energy
sources have costs and
benefits economically,
socially and
environmentally, and in
terms of the contribution
UK
Brazil
China
Range of global
locations
(5)
Comparisons of
emissions from
different energy
sources.
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Starter
Students to search http://compfight.com (image search
engine) to identify images to generate a discussion
surrounding alternative energy and technologies.
Main
Comparisons of emissions from different energy sources.
Students compare and contrast data/graphs and come to a
judgement.
15
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
To research and
identify key
information.
they can make to energy
security. (changing UK
energy mix)
Read and
synthesise
information from a
range of sources.
Skills objectives
Literacy skills –
development of
research and
writing skills.
Presentation skills.
6.6b Biofuels are an
alternative energy source
that are increasing
globally; growth in
biofuels however has
implications for food
supply as well as
uncertainty over how
‘carbon neutral’ they are.
(Biofuels in Brazil).
(5).
6.6c Radical
technologies, including
carbon capture and
storage and alternative
energy sources
(hydrogen fuel cells,
electric vehicles) could
reduce carbon emissions,
but uncertainty exists as
to how far this is
possible.
Key words
Renewable energy
Recyclable energy
Radical technologies
Carbon capture and
storage
Sustainability
16
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Cost-benefit analysis of a range of alternative energy
sources and radical technologies. Students bring their own
research to class to share. Teacher provides supporting
materials. Alternatively, students could work in small
groups to focus on a particular energy source or range of
radical technologies and produce a presentation to the
class.
Energy
source/radi
cal
technology
Case
study
detail
Costs
Benefits
(S.E.E.P)
(S.E.E.P)
Overall
judgement
Plenary
Evaluate one alternative strategy at a local or national
scale.
Task 6.7 Independent Learning Opportunity
Resources
http://www.geolsoc.org.uk/~/media/shared/documents/ed
ucation%20and%20careers/Energy%20factsheet%20in%2
0template%20final%202.pdf – Geological Society: UK
factsheet, useful starting point
Case study: Biofuels in Brazil
BBC news article: ‘Brazil’s biofuel industry finds new
sweetspot’, (Gallas, D., 2015)
http://www.bbc.co.uk/news/business-33114119
-
http://www.bp.com/en_br/brazil/o-quefazemos/biocombustiveis.html – BP: Biofuels
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
-
Biofuels
http://ngm.nationalgeographic.com/2007/10/biofuels/
biofuels-text – National Geographic: ‘Biofuels, Green
dreams’, (Bourne, Jr. J.K. 2007)
Radical technologies:
http://www.telegraph.co.uk/sponsored/earth/statoil/96910
23/new-energy-technologies-low-carbon.html – the
Telegraph: ‘Radical technology improvements ‘essential’ for
low-carbon society’ (Prof. MacKerron, G. 2012), a 2012
article but a useful starting point
Enquiry question 3: How are the carbon and water cycles linked to the global climate system?
Lesson 12
Key idea
(1 hour)
6.7 Biological
carbon cycles and
the water cycle are
threatened by
human activity.
Suggested
learning
objectives
Describe, explain
and evaluate the
impact of human
activity on the
carbon and water
cycles.
6.7a Growing demand
for food, fuel and other
resources globally has
led to contrasting
regional trends in land
use cover (deforestation,
afforestation, conversion
of grasslands to farming)
affecting terrestrial
carbon stores with wider
implications for the water
cycle and soil health. (6)
Regional
locations
(6) Using GIS
to map landuse changes
such as
deforestation
over time.
6.7b Ocean acidification,
as a result of its role as a
carbon sink, is increasing
due to fossil fuel
combustion and risks
crossing the critical
threshold for the health
of coral reefs and other
marine ecosystems that
provide vital ecosystem
services.
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Starter
How are the carbon and water cycles threatened by human
activity? – students work in pairs to think of as many
answers as possible in 2–3 minutes (display timer);
teacher could create a table.
Students consolidate notes using the following link:
http://climatica.org.uk/climate-scienceinformation/carbon-cycle – ‘The Carbon Cycle’ – article
written by postgrad researchers in combination with
Climatica, Geological Society and Quaternary Research
Association (also possibly used in lesson 5).
Main
How has human activity threatened carbon stores, water
cycle, soil health, ocean carbon sink, coral reefs and
marine ecosystems? Students create a detailed mind map
either as a whole-class activity or small-group work.
Students could bring their own research in preparation,
guidance given by teacher in terms of A2 textbook,
internet research, Geofiles/Geography Review articles if
available. A pack of resources could be collated and
distributed. This must incorporate named case study detail.
17
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
‘Water and Carbon Cycling’, by Martin Evans – a useful
RGS resource with case study information:
https://www.rgs.org/NR/rdonlyres/6FDC37EC-9324-4CE78A96-86DFCA1EABB0/0/SCO_WaterandCarbonCycling.pdf
Key words
Deforestation
Afforestation
Tipping point
Threshold
Plenary
Ecosystem services
3-2-1 activity – students write down 3 facts learnt, explain
2 human threats and outline 1 case study; this can be
peer-reviewed.
Resources
http://www.metlink.org/wpcontent/uploads/2015/12/Alevel_13.pdf – Royal
Geographical Society resource: The Changing Carbon Cycle
http://www.rgs.org/OurWork/Schools/School+Members+Ar
ea/The+carbon+and+water+cycles+climate+and+change/
The+carbon+and+water+cyles+climate+and+change.htm
– ‘The Carbon and Water Cycles, climate and change’:
general resources from the RGS, linking the carbon and
water cycles to the global climate system
News articles:
http://www.theguardian.com/environment/2016/jan/07/hu
man-impact-has-pushed-earth-into-the-anthropocenescientists-say – ‘Human impact has pushed Earth into the
Anthropocene, scientists say’, (Adam Vaughan, 2016)
http://www.bbc.co.uk/news/science-environment35654938 – ‘How Northern European waters soak up
carbon dioxide’, (Jonathan Amos, 2016)
18
Lesson 13
Key idea
(1 hour)
6.7 Biological
carbon cycles and
the water cycle are
6.7c Climate change
resulting from the
enhanced greenhouse
effect may increase the
frequency of drought due
to shifting climate belts,
Amazonian
drought events
Starter
Compare and contrast the natural and enhanced
greenhouse effect. Teacher to provide two diagrams.
Students to outline the causes of the enhanced greenhouse
effect – pair activity.
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
threatened by
human activity.
which may impact on the
health of forests as
carbon stores. (
Amazonian drought
events).
Suggested
learning
objectives
To understand how
the human
contribution to
global warming
can have wider
physical and
human
consequences.
Place
exemplification
Integrated
skills
Key words
Enhanced greenhouse
effect
Climate change
Drought
Climate belt
To identify the
complexities of
climate change
impact.
Skills objective
Describe and
explain distribution
of drought.
Teaching resources and synoptic links
Main
Focus on the impact of the enhanced greenhouse effect
and climate change on drought frequency, forest health
and shifting of climate belts.
Teacher could display suitable images or students could
search for images using http://compfight.com (image
search engine) to begin discussion.
Amazonian drought case study – students to identify the
complexity of drought in the Amazon. Why is forest health
uncertain? Why is the impact of climate change on forest
health complex? Is drought in the Amazon of greater
concern than deforestation?
‘Climate change could triple Amazon drought, study
finds’, (Chelsea Harvey, 2016)
https://www.washingtonpost.com/news/energyenvironment/wp/2015/10/12/climate-change-couldtriple-amazon-drought-study-finds/
-
NASA Satellites Detect Extensive Drought Impact on
Amazon Forests
http://www.nasa.gov/topics/earth/features/amazon_d
rought.html
Plenary
What will be the impact of climate change resulting from
the enhanced greenhouse effect?
Students answer this question which is then peer-marked.
Peer-marking to underline specialist vocabulary,
exemplification and explanation.
Alternatively, Improve the answer activity – provide a part
answer to explain how the carbon and water cycle are
threatened by human activity. Students have to finish the
answer.
Task 6.8 Independent Learning opportunity
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19
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Resources
http://www.rgs.org/OurWork/Schools/School+Members+Ar
ea/Hazards+and+risk/UK+water+and+climate+risks.htm
– RGS: UK water and climate risks (2014)
Lesson 14
Key idea
(1 hour)
6.8 There are
implications for
human well-being
from the
degradation of the
water and carbon
cycles.
Suggested
learning
objectives
Interpretation and
application of
knowledge to new
information.
Skills objective
Practice examstyle questions.
6.8a Forest loss has
implications for human
well-being, but there is
evidence that forest
stores are being
protected and even
expanded, especially in
countries of higher levels
of development
(environmental Kuznets’
curve model). (A:
attitudes of global
consumers to
environmental issues.)
Key words
Kuznets curve
Conservation
Cryosphere
River regime
Contrasting
locations:
developed and
developing world
examples.
Starter
Display Kuznets’ curve model, ask students to interpret the
model and to think of locations to apply to the curve.
Informal Q and A activity.
Main
Kuznets’ curve – students develop a factsheet to include a
sketch, a description of the model, named contrasting
locations with justification. Application of attitudes – how
consumer attitudes and behaviours to environmental issues
change with development and declining inequality.
Exam technique workshop:
-
‘What makes a good A Level answer?’ class discussion.
-
Provide students with model answers to discuss merits
and improvements.
-
Students could write an example question.
Plenary
Students write an answer under timed conditions.
Task 6.9 Independent Learning Opportunity
Resources
SAMs
Past papers
20
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Lesson 15
Key idea
Arctic
(1 hour)
6.8 There are
implications for
human well-being
from the
degradation of the
water and carbon
cycles.
6.8b Increased
temperatures affect
evaporation rates and
the quantity of water
vapour in the
atmosphere with
implications for
precipitation patterns,
river regimes and water
stores (cryosphere and
drainage basin stores).
(Arctic) (F:
uncertainty of global
projections.)
(7) Analysis of
climate model
maps to
identify areas
at most risk
from water
shortages or
floods in the
future.
Starter
Analysis of climate model maps to identify areas at most
risk from water shortages or floods in the future.
Suggested
learning
objectives
Reading and
synthesis of new
information.
Identification and
evaluation of key
threats in a variety
of locations.
Evaluate the
impact of threats
to human wellbeing.
Skills objective
Analysis of climate
model maps to
identify areas at
most risk from
water shortages or
Africa
South Pacific
Island States
6.8c Threats to ocean
health pose threats to
human well-being,
especially in developing
regions that depend on
marine resources as a
food source and for
tourism and coastal
protection.
Main
Students create an A3 summary sheet identifying the
impact of carbon and water cycle modifications in chosen
locations. This could be organised as a table or as a mind
map.
Physical impact of
temperature increase
Impact of carbon cycle
changes on human wellbeing
Precipitation:
Social:
River regimes:
Political:
Water stores:
Economic:
Class discussion to identify and evaluate the uncertainties
surrounding climate predictions and associated impacts, in
preparation for next lesson.
Key words
Cryosphere
Plenary
River regime
‘Sevens’ – students write a list of seven new details
learned during the lesson.
Drainage basin
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Resources
http://www.geography.org.uk/download/GA_conf15_GACo
nferencePresentationRileyWoolliscroft.Powerpoint – ‘Using
the IPCC’s Assessment Report data and climate change
21
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
floods in the
future.
Teaching resources and synoptic links
science in Geography’, IPCC Climate Change 2014, James
Riley & Charlotte Wolliscroft; useful for maps and scenario
graphs, some lesson ideas, a number of links to other
websites on slides 50–51.
http://www.metlink.org/ipcc-updates-geography-teachers/
– Royal Meteorological Society, MetLink: IPCC Updates for
Geography Teachers; resource produced for 2008
specification but useful information/data and links to IPCC
https://www.theguardian.com/environment/2014/aug/29/s
mall-island-states-climate-change-sea-level – ‘Help small
island states win their battle against climate change’,
Achim Steiner (2014)
Lesson 16
Key idea
(1 hour)
6.9 Further
planetary warming
risks large-scale
release of stored
carbon, requiring
responses from
different players at
different scales.
Suggested
learning
objectives
To recognise and
evaluate the
strategies
governments,
other
organisations and
individuals use to
22
6.9a Future emissions,
atmospheric
concentration levels and
climate warming are
uncertain owing to
natural factors (the role
of carbon sinks), human
factors (economic
growth, population,
energy resources) and
feedback mechanisms
(carbon release from
peatlands and
permafrost, and tipping
points, including forest
dieback and alterations
to the thermohaline
circulation). (8) (F:
uncertainty of global
projections.)
UK and local
(8) Plotting
graphs of
carbon dioxide
levels,
calculating
means and
rates of
change.
Starter
Discussion of climate change scenario data – business as
usual/high-emission scenario, moderate emission scenario,
low-emission scenario.
Main
1. Plotting graphs of carbon dioxide levels, calculating
means and rates of change.
2. Clarify and exemplify feedback mechanisms –
students develop own examples.
a.
Explain what is meant by the term ‘feedback
mechanism’.
b.
How might feedback mechanisms offset the
effects of climate change?
c.
How might feedback mechanisms enhance the
effects of climate change?
3. Develop ideas and understanding surrounding
uncertainties.
© Pearson Education Ltd 2016. Copying permitted for purchasing institution only. This material is not copyright free.
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
manage climate
change.
Key words
Skills objective
Plotting graphs of
carbon dioxide
levels, calculating
means and rates
of change.
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Plenary
In pairs, students consider activities that are likely to:
Feedback mechanisms
Tipping point
Permafrost
a.
allow the best-case scenario to be achieved
b.
cause the worst-case scenario.
All pairs share ideas on the whiteboard. Students can then
take a photo of this.
Task 6.10 Independent Learning Opportunity
Resources
http://www.bbc.co.uk/news/resources/idt-5aceb360-8bc34741-99f0-2e4f76ca02bb – six graphics that explain
climate change, BBC resource with accessible graphics
IPPC Scenarios can be found online and in a range of
textbooks
Lessons
17/18
(2 hours)
Key idea
6.9 Further
planetary warming
risks large-scale
release of stored
carbon, requiring
responses from
different players at
different scales.
Suggested
learning
objectives
To recognise and
evaluate the
strategies
governments,
other
6.9b Adaptation
strategies for a changed
climate (water
conservation and
management, resilient
agricultural systems,
land use planning, floodrisk management, solar
radiation management)
have different costs and
risks.
BedZed
UK
EU
Developing world
examples
COP
Kyoto
NGOs
6.9c Re-balancing the
carbon cycle could be
achieved through
mitigation (carbon
taxation, renewable
switching, energy
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Starter
Define mitigation and adaptation. Create a brief table/grid
of examples.
Main
Students research strategies of mitigation and adaptation.
They could present their findings as a newspaper article or
draw up a plan setting out a range of ideas to combat
climate change. (Local authority or other organisations
could be used as a template).
Examples/Strategies - What? When? Where? Why? How?
Plenary
Evaluative consideration of contrasting strategies – costs
and benefits/SWOT analysis – can be completed for
homework.
23
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
organisations and
individuals use to
manage climate
change.
efficiency, afforestation,
carbon capture and
storage), but this
requires global-scale
agreement and national
actions, both of which
have proved to be
problematic. (A:
attitudes of different
countries, TNCs and
people.)
Skills objective
Read and
synthesise
information and
data from a range
of sources and
present ideas in a
new format.
Key words
Adaptation
Mitigation
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Resources
http://noc.ac.uk/news/noc-support-madagascanadaptation-climate-change – NOC to support Madagascan
adaptation to climate change (2016), National
Oceanography Centre, Southampton
https://www.ipcc.ch/publications_and_data/ar4/syr/en/sp
ms4.html – Climate Change 2007: Synthesis Report –
Adaptation & Mitigation options
http://climate.nasa.gov/solutions/adaptation-mitigation/ –
NASA: Global climate change. Solutions, examples with
useful links
http://www.unesco.org/education/tlsf/mods/theme_c/mod
19.html – UNESCO lesson ideas on mitigation and
adaptation; ‘Teaching and learning for a sustainable future’
– a multimedia teacher-education programme
Conservation
Management
Stern Review
COP conferences
Sustainability
Independent learning/homework
24
6.1
Writing task
Students write up carbon cycle explanation to address flows, stores and processes and complete/devise a glossary for Topic
6 using specification handout and textbook.
6.2
Independent
research
How have humans altered the carbon cycle? Students produce one presentation slide to summarise one human factor.
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6.3
Independent
research and
extended writing
Students choose one fossil fuel to research: location, distribution/accessibility/consumption/production/associated impact at
varying life cycle stage. Encourage the use of data, graphics and named location.
6.4
Report-writing
Students write a report to summarise their findings of the analysis of maps and graphs used so far. Report should include
graphics and data.
6.5
Group/pair work
a.
Complete ‘Top Trump’ activity started in class, OR
b.
Students create a mock Facebook page for one or two players of their choice. This can be hand drawn on A3 paper
or perhaps in PowerPoint.
6.6
Case study
research
Case study reading and research. Students produce a 5-minute video using apps such as Adobe Spark Video/
iMovie/Screencast.
6.7
Independent
research
Renewables and radical technologies. Completion of table started in class, either independently or in small groups/pairs.
6.8
Research
Research Kuznets’ Curve and bring findings to class. Flipped classroom approach.
Application to
exam question
Complete exam-style question: ‘Evaluate the extent to which today’s increasing demand for energy is the most important
factor modifying the carbon cycle’ (20 marks)
Revision
6.9
Research, reading
and synthesis
Research the Arctic (or another) case study in preparation for the following lesson. Some handouts provided to
students in combination with independent research. Information can be accessed in a range of A Level textbooks.
6.10
Independent
research
Adaptation and Mitigation – students identify resources to share, possibly via a shared folder, e.g. Google
Drive/OneDrive/Moodle/Facebook or similar. Encourage students to identify a range of examples from a range of locations.
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25