Discover Geography Teacher's Guide 9 Sample

DISCOVER GEOGRAPHY Teacher’s Guide 9

DISCOVER GEOGRAPHY Teacher’s Guide 9

The Discover Geography Teacher’s Guide 9 is designed to support you in delivering stimulating, enquiry-led lessons that build your students’ curiosity and confidence. With a focus on encouraging critical thinking, it equips you with comprehensive support to make geography memorable and relevant in the classroom and beyond.

Inside, you will find strategies for tackling common misconceptions, step-by-step guidance and ready-to-use activities. Each chapter is anchored around a guiding geographical question, supported by lesson plans, scaffolding ideas and discussion prompts to help you bring those questions to life for all your learners.

Teacher’s Guide 7 ISBN 9780008783266

Teacher’s Guide 8 ISBN 9780008783273

Made with responsibly sourced paper and vegetable-based ink.

collins.co.uk

Discover Geography Teachers guides 9 9.5mm spine.indd 1

Scan to see how we are reducing our environmental impact.

Teacher’s Guide 9 Mark Enser, Rebecca Kitchen and Alan Parkinson Series edited by Mark Enser

DISCOVER GEOGRAPHY

Spine 9.5mm

23/1/2026 3:35 pm

Contents

Introduction to the curriculum

Introduction to the curriculum

iv

Chapter 1 How does working with coastal processes help people and the environment?

1

Chapter 2 What opportunities does the future hold as the world climate changes?

23

Chapter 3 What factors influence the movement of people to, within, and from the MENA region?

46

Chapter 4 How can geographers solve the negative impacts of growing cities?

75

Chapter 5 How can geographers help to manage pandemics?

109

Chapter 6 In what ways can the world become a fairer place?

137

2 What opportunities does the future hold as the world climate changes?

One key misconception is thinking that adaptation alone is sufficient and will enable people to cope with all climate impacts. However, the speed and extent of current and future impacts will outstrip the capacity of adaptation in many cases, particularly for LICs and sensitive ecosystems. Students may also think that adaptation can happen quickly and easily when, in fact, it is a long-term and resource-intensive process. It can sometimes be more costly than mitigation, especially for vulnerable nations.

Students may also believe that, if you adapt to climate change, it means that you have accepted defeat and are no longer trying to mitigate the causes of climate change. In reality, adaptation and mitigation are complementary strategies and both are necessary.

In terms of responses to climate change at different scales, it is common for students to overestimate global cooperation, assuming that all countries are equally committed and able to address climate change. In reality, agreements like the Paris Agreement are often limited by different national interests.

Many students struggle with concepts such as net zero, mistakenly thinking it means zero emissions or failing to grasp how offsetting and technological solutions factor in. There is sometimes a misconception that costs associated with mitigation are very high, but the costs of inaction is actually much higher.

Some students may believe that their personal actions are insignificant compared with the scale of the problem, which can lead to apathy or inaction. On the other hand, some may assume that minor changes, such as recycling or turning off lights, are enough on their own, without understanding the importance of systemic change and broader societal shifts.

Expected prior knowledge •

The causes and impacts of climate change.

Links to later learning The knowledge that students gain in this chapter will be useful in Chapter 3, which provides additional context to some of the challenges and opportunities that people in the Middle East face. This will have an impact on the factors that influence movement to, within and from this region. This chapter also provides some suggestions for how geographers can solve some of the negative impacts of growing cities, which is covered in Chapter 4.

Fieldwork opportunities •

Investigate local vulnerability to extreme weather, such as heatwaves or flooding, in the school grounds. As an extension, also investigate how the natural and built environments can be changed to increase resilience. For example, map flood-prone areas and investigate what has been done or what could be done to reduce the risk.

25

2 What opportunities does the future hold as the world climate changes?

•

Survey local energy use and propose ways to reduce the carbon footprint of the area, such as promoting cycling or supporting renewable energy projects. Conduct tree surveys and explore urban greening projects to enhance carbon sequestration.

Local geography opportunities Throughout the chapter it should be possible to compare and contrast mitigation and adaptation strategies in the local environment with the content studied. It may also be possible to use information about how the local government is responding to the changing climate, supporting the national response.

26

2.1 What is the difference between mitigation and adaptation?

Lesson intent This lesson introduces students to the two main responses to climate change – mitigation and adaptation. By the end of the lesson, they should understand the difference between the two and be able to give an example of each. They should also understand why referring to climate “solutions” is problematic.

Lesson misconceptions Some students might initially think that mitigation and adaptation are the same thing, or they may get confused between the two. It is important to check that they fully understand the difference. Mitigation is about slowing climate change through emission reductions and carbon removal, while adaptation is about coping with and preparing for the effects of climate change that are already happening or inevitable. Both approaches must work together for effective climate action. Several of the chapter misconceptions are also applicable here and in the following two lessons.

Explanation support Some students may need a little more support to understand that climate change cannot be “solved”. Try not to frame climate change as a neatly solvable problem.

Instead, it might be helpful to highlight it as a wicked problem – one that is complex and interdependent, and which has local and global implications. To find out more about wicked problems in geography, visit the Geography All the Way website.

When discussing the difference between mitigation and adaptation, it can be helpful to use examples. Figure 2.5 in the Student’s Book could be used for this purpose. However, be aware that the examples in the centre are both mitigation and adaptation measures. For example, education can help to reduce climate change and help to cope and prepare for the impacts.

Scaffolding Some students might need a little more support in creating a poster to explain the difference between mitigation and adaptation. Consider providing sentence starters or words to include on their poster to help.

Activity explanation 1 This activity is designed to highlight to students that climate change is a wicked problem. It cannot be solved, but instead people can help to minimise and manage the impacts.

2 Creating a poster enables students to creatively demonstrate that they have understood the differences between mitigation and adaptation.

27

2 What opportunities does the future hold as the world climate changes?

3 This activity allows students to address one of the misconceptions highlighted for this lesson and show that they understand that both mitigation and adaptation are needed to respond to climate change.

4 This activity gives students the opportunity to demonstrate that they understand the differences between mitigation and adaptation. It also provides some examples of each, which they may want to incorporate into their poster. In addition, it gives them a solid foundation for the following two lessons.

Activity answers 1 The word “solutions” suggests that there is an easy or quick fix to climate change. Climate change cannot be “solved”, but instead people can work to help minimise and manage the impacts.

2 The design of the poster will vary between students. However, it should include the fact that mitigation tackles the root causes of climate change by reducing emissions, while adaptation deals with the impacts of climate change, helping people and environments cope with a changing climate.

3 Both mitigation and adaptation are needed for an effective climate response: mitigation reduces the need for future adaptation, while adaptation helps to manage impacts that cannot be avoided.

4 planting trees to absorb carbon dioxide – mitigation building flood defences along coastlines – adaptation switching to renewable energy sources like solar or wind – mitigation improving energy efficiency in buildings – mitigation creating water conservation plans for drought-prone areas – adaptation.

28

2.2 What are some mitigation strategies?

Lesson intent This lesson focuses on three mitigation strategies: the transition to renewable energy, carbon capture and storage, and the circular economy. While some mitigation strategies have been covered in previous stages and chapters, such as planting trees or improving energy efficiency, this lesson aims to introduce students to some new examples.

Lesson misconceptions Some students might believe that society is not technologically ready for a 100% transition to renewable energy. However, research suggests that, with proper integration and planning, it is possible to reach 100% transition by 2050.

There is also the misconception that carbon capture and storage may be the solution for climate change mitigation: i.e. it can make fossil fuels clean and therefore it is acceptable to continue using them. However, these technologies are best reserved for limited, hard-to-adapt sectors, and are not a universal solution for all carbon-intensive activities. This is because current examples of carbon capture and storage often fail to capture the promised volumes of CO2, and relying too much on this technology risks delaying the energy transition.

Explanation support Some students will find it difficult to understand the concept of carbon capture and storage. Consider using the following experiment to help.

You will need: • small clear plastic bottles (2 per group) • drinking straws or flexible tubing • modelling clay • baking soda • vinegar • balloons • adhesive tape • plastic container or tub • marker pens, paper and instructions sheet.

Method: A Set up the “power plant”: Fill one bottle with a mix of baking soda and a little vinegar (this creates carbon dioxide gas, mimicking emissions).

• Place a balloon over the bottle opening to catch the gas as it forms.

B Capture the CO2: •

•

Once the balloon fills with the gas, carefully remove it and pinch it shut.

This represents “capturing” the CO2.

29

2 What opportunities does the future hold as the world climate changes?

C Transport the CO2: Carefully insert and secure a straw or tube into the balloon opening. Take care not to lose the gas. Lead the tube into the second bottle (the “storage site”), which is partly filled with modelling clay.

• Push the other end of the straw through the clay and make sure it seals tightly, so the gas cannot escape.

D Store the CO2 underground: •

• •

Squeeze the balloon gently so the gas travels down the tube into the “storage site” (the bottle with clay).

Discuss how, in real carbon capture and storage, the clay represents the layers of rock that keep CO2 trapped underground.

Scaffolding The graphs and diagrams used in this lesson are quite complex and you may need to break them down for students. For example, Figure 2.6 is cumulative and so asking students what is happening for individual regions may help them to understand the patterns. The experiment outlined in Explanation support may help students to understand Figure 2.7 better. Similarly, Figure 2.8, which illustrates the circular economy, shows a process of several stages, each of which might need further explanation. Giving an example of a product and moving it through the different stages might help.

Activity explanation 1 This activity helps students to appreciate why mitigating climate change is so important.

2 Some students might find it difficult to grasp the concept of a circular economy. This activity provides scaffolding for this concept. Instead of writing their answer to this question, they could sketch how the product would change, or annotate a copy of Figure 2.8 to show the changes at the various stages.

3 This activity is designed to allow students to consider which mitigation strategy is the most effective, and justify their choice. There is no single “right” answer here, but it gives students the opportunity to consider the pros and cons of each strategy. Their response could be delivered in the form of a speech or debate.

This activity highlights to students that mitigation strategies on their own are not enough to tackle climate change – a key learning point from this lesson.

30

2 What opportunities does the future hold as the world climate changes?

Activity answers 1 Mitigating climate change is important to avoid the most severe impacts. However, it can also strengthen energy security, enhance food and water security and protect human health, as it can reduce pollution.

2 The answer will depend on the item selected. For example, a smartphone. Phones can be designed so that parts like batteries, screens or cameras are easy to replace or repair, rather than replacing the entire phone when something breaks. Access to repair shops and spare parts is important. When a phone truly reaches the end of its life, it can be collected for recycling. Valuable materials like gold, copper and rare minerals can be recovered and used to make new devices, reducing the need for new resources. Brands could provide incentives for users to return old phones. These devices could be refurbished for resale, or their parts recovered for reuse in new products, minimising e-waste. Also, instead of always buying new, people could buy high-quality used or refurbished phones, extending product life and keeping materials in use for longer.

3 This will depend on the student’s opinion. They should choose one type of mitigation and justify why they would invest in this.

31