| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Geography |
| What topic | The Race for the Arctic |
| What length (min) | 30 |
| What age group | Year or Grade 9 |
| Class size | 30 |
| What curriculum | Key stage 3 Cold environment |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 7 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Geography
The Race for the Arctic
Year 9
30 minutes
30 students
Key Stage 3 - Cold Environments
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Homework Review | 5 mins | A few students present their homework on the Cold Environment topic to the class. Feedback will be given by peers and the teacher. |
| 2 | Introduction to the Topic | 5 mins | Teacher introduces the significance of the Arctic, highlighting its geographical, economic, and environmental aspects. |
| 3 | Group Discussion Task | 10 mins | Students will be divided into small groups to discuss a specific aspect of the Arctic. Each group will receive a guiding question. |
| 4 | Printable Card Activity | 5 mins | Teacher distributes printable cards for students to fill in during the lesson related to what they learn about the Arctic. |
| 5 | Checking Activity | 3 mins | Randomly check or collect the printable cards to assess understanding and gather insights. |
| 6 | Assign Homework | 2 mins | Teacher assigns homework related to the lesson topic, providing clear instructions for the next class. |
"Good morning, everyone! Today, we’ll start off our lesson by reviewing the homework you were assigned on the Cold Environment topic. Can I have a few volunteers to share their findings with the class? Remember, it's important to give constructive feedback to your peers after each presentation. Let's hear from our first student!"
After a few students present...
"Thank you for sharing! That was insightful. Let’s give some feedback. What did you all think? Please share one thing you liked and one question or suggestion for improvement."
"Now that we've reviewed your homework, let's dive into today's topic: The Race for the Arctic. The Arctic is an area of significant geopolitical importance. Can anyone tell me what geographical features make the Arctic unique?"
Allow responses and facilitate discussion.
"Excellent points! The Arctic is not only vital due to its natural resources but also due to its strategic position for international shipping routes. The melting ice due to climate change is impacting both the environment and international policies. Let’s explore this further!"
"I'm going to divide you into small groups now. Each group will discuss a specific aspect of the Arctic that relates to today's lesson. Here are your guiding questions:
Each group will have 10 minutes to discuss. Make sure to rotate who speaks in your group so that everyone gets a chance to contribute. I’ll be walking around to listen in, so don’t hesitate to ask questions!"
After the discussion time...
"Alright, time's up! I hope you all had some good discussions. Let’s regroup and share some key points from each group. Who wants to start?"
"Now, I have some printable cards for each of you. These cards will help you summarise what you’ve learned today about the Arctic. On one side, write down the key points from your group discussion, and on the other side, note down any questions you still have about the topic."
Distribute the cards and give them time to complete the task.
"Make sure to take a moment to think critically about what you’ve discussed. I will come around to assist if you require any help."
"Let’s quickly check your understanding! I’d like you to pass your printable cards forward. I will randomly collect them and have a look to gauge how well we grasp the topic and to gather any lingering questions you might have. This will also help shape our next lesson!"
Collect the cards and briefly review them as students wait.
"Great effort, everyone! I can see a lot of interesting thoughts on those cards."
"To wrap up our lesson today, I’ll set some homework related to our exploration of the Arctic. I would like you to pick one aspect we discussed today. Write a short paragraph about it and include one fact that surprised you. Be prepared to share your writing in our next class."
"Make sure to review your notes before you start, and if you have questions about the homework, please feel free to ask me now or in the next class."
"Thank you all for your participation today! See you next lesson!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A classroom with students raising hands} | - Homework review on the Cold Environment topic. |
| - Volunteers share findings. | ||
| - Importance of constructive feedback after presentations. | ||
| 2 | {Image: Map of the Arctic region} | - Introduction to "The Race for the Arctic." |
| - Unique geographical features of the Arctic. | ||
| - Significance due to natural resources and shipping routes. | ||
| - Impact of climate change on the Arctic environment and policies. | ||
| 3 | {Image: Groups of students discussing} | - Group discussion task with four focus areas: |
| - Climate change and its effect on the Arctic ecosystem. | ||
| - Resources in the Arctic and their explorers. | ||
| - Indigenous communities and their interaction with climate change. | ||
| - Role of international treaties in Arctic governance. | ||
| 4 | {Image: Printable cards on a desk} | - Printable card activity to summarise learning. |
| - Write key discussion points on one side. | ||
| - Note questions about the topic on the other side. | ||
| - Encourage critical thinking during the activity. | ||
| 5 | {Image: Teacher collecting cards} | - Checking activity to gauge understanding. |
| - Collecting printable cards to review thoughts and questions. | ||
| - Feedback on comprehension and preparation for the next lesson. | ||
| 6 | {Image: Student writing at a desk} | - Homework assignment related to the Arctic exploration. |
| - Choose one discussed aspect and write a short paragraph. | ||
| - Include a surprising fact and prepare to share in the next class. | ||
| 7 | {Image: Students smiling and leaving classroom} | - Thank students for their participation today. |
| - Remind them to review notes before starting homework. | ||
| - Invitation to ask questions now or in the next class. |
Describe how climate change is impacting the Arctic ecosystem. Provide at least two specific examples.
Identify three key resources being sought after in the Arctic. Who are the main players pursuing these resources?
Discuss the ways in which indigenous communities are adapting to the changes occurring in the Arctic environment. Include at least one challenge they face.
Explain the significance of international treaties in the governance of the Arctic region. Name one treaty and its purpose.
Reflect on the presentations made in class regarding the Cold Environment topic. What was one valuable insight you gained, and how does it relate to the current situation in the Arctic?
Select one aspect of the Arctic that interests you the most and explain why. Share one surprising fact related to this aspect.
Based on your group discussions, what questions do you still have about the Arctic and its geopolitical importance?
Write a brief paragraph summarising the key points from your group's discussion today. What did you find most interesting?
Climate change is leading to the melting of ice habitats and altering food webs; polar bears are losing hunting grounds, and some species face extinction.
Key resources include oil, natural gas, and minerals. Main players include national governments (like Russia and the US), private corporations, and international consortiums.
Indigenous communities are adapting through changing hunting practices and utilizing traditional knowledge. A major challenge is loss of traditional land and resources due to climate changes and industrial activities.
International treaties, such as the Arctic Council, aim to promote cooperation among Arctic states regarding environmental protection and sustainable development.
(This answer will vary based on individual responses but should include one insightful takeaway, e.g., "The impact of climate change on polar bears' hunting habitats illustrates the broader effects of global warming.")
(This answer will also vary; a student might say they are interested in oil exploration because of its implications for global energy needs, for instance.)
(This will depend on individual reflection, each student may have different lingering questions based on group discussions.)
(Responses will be specific to the group discussion summarised by the student; they should include clear key points discussed by their group.)
| Question | Answer |
|---|---|
| What geographical features make the Arctic unique? | |
| How does climate change affect the Arctic ecosystem? | |
| What resources are being sought after in the Arctic, and by whom? | |
| How do indigenous communities interact with the changing Arctic landscape? | |
| What role do international treaties play in Arctic governance? | |
| How is the melting ice impacting international shipping routes? | |
| Why is the Arctic considered a region of geopolitical importance? | |
| What are some of the environmental impacts of climate change on the Arctic? | |
| Can you identify any current conflicts or issues related to Arctic resources? | |
| How might climate change alter the traditional lifestyles of indigenous peoples in the Arctic? |
What do you believe are the most significant challenges facing the Arctic ecosystem due to climate change?
Can you name one international treaty that impacts how the Arctic is governed and explain its importance?
How do you think the melting ice in the Arctic could affect international shipping routes in the future?
What resources do you think are most valuable in the Arctic, and which countries or companies are competing to access them?
In what ways do you think indigenous communities could influence decision-making regarding their land and resources in the Arctic?