This lesson is an ideal introduction to the world’s three main climate zones. It is part of Our World, a Geography unit designed for students in KS1 and lower KS2 (Y1-3), but can also be taught as a stand alone lesson. First the presentation helps students understand that different places in the world have different climates. It then looks at the location of the Equator and North/South poles, and how these relate to the three main climate zones. To keep things simple, these are referred to as hot (tropical), mild (temperate) and cold (frigid). The activity challenges students to locate the Equator and poles and then identify various climate zones around the world. It is differentiated two ways: Easier – Students identify the climate zone of 8 numbered points around the world. Harder – Students identify climate zone and continent of 8 numbered points around the world. Extension – Students cut and stick pictures of four animals – elephant, lion, polar bear and penguin – onto their world climate zone map. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is an ideal introduction to compass directions for younger children. It is part of Our World, a Geography unit designed for students in KS1 and lower KS2 (Y1-3), but can also be taught as a stand alone lesson. The presentation introduces the four cardinal points of the compass (North, East, South and West). It then challenges students to describe the position of objects using these compass directions. The activity worksheets are differentiated two ways: Easier – Students describe the position of objects using compass directions (simple questions). Harder – Students describe the position of objects using compass directions (mixed questions). Extension – Students fill in the blanks on a compass using different vocabulary. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Exploring Brazil, a Geography unit designed for students in KS2 (Y4-6), but can also be taught as a stand alone lesson. It is a great introduction to using 6-figure grid references. The presentation first recaps how to find 4-figure grid references, then demonstrates how to find 6-figure grid references step by step. There are two activities: Activity 1: Students locate 16 Brazilian cities using 4-figure grid references. Extension – Students answer questions involving grid references and compass directions. Activity 2: Students have a go at describing the location of Brazilian cities more precisely using 6-figure grid references. Easier – Students use mini-grids to help them locate 16 cities using 6-figure grid references. Medium – Students use mini-grids to locate 8 cities, then estimate 6-figure grid references for 8 more cities. Harder – Students have to estimate 6-figure grid references for all 16 cities (i.e. no mini-grids). If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of a wider cross-curricula unit called London Zoo which is designed for KS1 and lower KS2 students (Y2-4). The animals have escaped at the zoo and the keeper needs your help! The presentation first encourages students to describe the features of animals. It then challenges students to match animals to their names, description and habitat. It includes a variety of animals including fish, birds, mammals, insects and amphibians. There is a group activity and an individual activity: Group Activity: Students match animals to their names, description and habitat (KS1 and KS2 versions). Individual Activity: Students match animals to their names, description and habitat on a worksheet. This is differentiated three ways: Easier – Students match animals to their habitats. Medium – Students match animals to their description and habitat. Harder – Students fill in the names of the animals and match them to their description and habitat. Extension – Students classify animals as fish, birds, mammals, insects or amphibians. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is designed for KS2 students. It can be taught as a stand alone lesson but is also available as part of two wider units, both of which are available on TES: -Volcanoes -Volcanoes & Earthquakes First the presentation introduces some of the world’s most famous volcanoes and classes them as active, dormant or extinct. The activity then challenges students to locate volcanoes using an atlas or the internet (e.g. Google maps). Alternatively, a map of famous world volcanoes is also provided. Easier – Students locate volcanoes using the map of famous volcanoes (writing numbers). Medium – Students locate volcanoes using the map of famous volcanoes (writing volcano names). Harder – Students locate volcanoes using an atlas. (N.B. It is recommended you check the atlas has the relevant maps prior doing the activity.) If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of The Seaside, a Geography unit designed for students in KS1 and lower KS2, but can also be taught as a stand alone lesson. The presentation takes students on a tour of eight seaside towns and cities around the United Kingdom including: Ayr and St Andrews in Scotland; Aberystwyth in Wales; Blackpool and Newquay in England. The activity then challenges students to use their map skills to locate these towns and cities on a map of the UK. This can be done using an atlas or the prompt maps included. Easier - Students label 8 seaside towns and cities using a prompt map. Medium - Students label 12 seaside towns and cities using a prompt map. Harder - Students label 12 seaside towns and cities using an atlas. Extension - Students locate and label 2 further seaside towns and cities from each country of the UK. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is designed for KS2 students. It can be taught as a stand alone lesson but is also available as part of two wider units, both of which are available on TES: -Volcanoes -Volcanoes & Earthquakes First the presentation looks at Mount Etna and Mount Vesuvius in Italy and asks why people choose to live so close to volcanoes. The activities then challenges students to think about the advantages and disadvantages of living near a volcano: Partner Activity: Students sort statements and photos into advantages and disadvantages of living near a volcano. Writing Activity: Students write about the advantages and disadvantages of living near a volcano. Stickers and a vocabulary prompt are provided for this activity. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This is the first lesson in Mountain Environments, a Geography unit designed for students in upper KS2 (Y4-6). First the presentation introduces students to the topic and looks at some of the activities people do in mountains. It then introduces the key features of a mountain range. The activity challenges students to identify the key features of a mountain environment. It is differentiated three ways: Easier – Students identify 8 key features of mountains. Medium – Students identify 10 key features of mountains. Harder – Students label the key features of mountains in their exercise book. Extension – Students match mountain vocabulary to their definitions. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Investigating Rivers, a unit designed for upper KS2 (Y4-6). The presentation takes students on a journey from the source to the mouth of the River Thames. Starting at Thames Head, the source of the River Thames, students investigate maps and satellite photos and try to identify river features along the way. Other locations include Windsor Castle, the Isle of Dogs in London and the mouth of the river at Southend-on-Sea. The writing-based activity challenges students to first label each map/satellite photo and then write a paragraph describing the location and river features they can see. It is differentiated two ways: Easier – Students have maps/satellite photos and cloze procedure paragraphs to complete. Harder – Students have maps/satellite photos, a wordbank and write their own paragraphs. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Exploring the United Kingdom, a Geography unit designed for KS1 and lower KS2 (Y2-4). The presentation helps students understand the difference between human and physical geographical features. It then challenges them to classify famous UK landmarks as either human or physical. There are two engaging activities included: Partner activity: Students sort pictures/descriptions of UK landmarks into human and physical geographical features. Individual activity: Students match pictures of UK landmarks to their descriptions. This is differentiated three ways: Easier – Students match 8 features to their descriptions. Medium – Students match 12 features to their descriptions. Harder – Students write a description of each UK landmark using a word bank. Extension – Students sort the UK landmarks into human and physical geographical features. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of Investigating Rivers, a unit designed for upper KS2 (Y4-6). It introduces many key river concepts and a wide range of related vocabulary. First the presentation recaps the main processes of the water cycle. It then introduces some of the well known features of river systems (e.g. waterfalls and lakes). There are two activities: Group Activity: Students are challenged to match eight features of river systems to photos, satellite images and maps. This activity can easily be differentiated by giving groups different numbers of cards. Individual Activity: In the worksheet activity students identify the same features on a simplified drawing of a river system. It is differentiated two ways: Easier – Students identify river features and complete cloze procedure definitions. Harder – Students identify river features and write their own definitions of four river features. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is designed for KS2 children. It can be taught as a stand alone lesson but is also available as part of two wider units, both of which are available on TES: -Earthquakes -Volcanoes & Earthquakes First the presentation looks at how the Earth’s crust is split into tectonic plates. It then examines the causes of earthquakes, how they occur at the fault lines between tectonic plates and what the hypocentre and epicentre of an earthquake are. There are three different activities to choose from which can be done in Geography and/or Literacy lessons. These include: Quiz Activity Students watch a video clip about earthquakes and answer comprehension questions about it. This is differentiated two ways. Cloze Procedure Activity Students fill in the blanks in an explanation text about earthquakes. This is differentiated two ways. Writing Activity Student write an explanation text about earthquakes. This is differentiated three ways and comes with vocabulary and sentence starter prompts. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is part of The Seaside, a Geography unit designed for students in KS1 and lower KS2, but can also be taught as a stand alone lesson. The presentation first explains the difference between human and physical geographical features. It then challenges students to identify a range of seaside features (e.g. cliffs, lighthouse, river mouth) and classify them as human or physical. In the activity, students identify a range of seaside features and classify them as human or physical. Easier - Students classify seaside features as human or physical. Medium - Students label seaside features (with initial letter clues) and classify them as human or physical. Harder - Students label seaside features (no clues) and classify them as human or physical. Extension - Students unscramble sentences about the seaside. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.

This lesson is designed for KS2 students and is a great introduction to any volcanoes or earthquakes topic. It can be taught as a stand alone lesson but is also available as part of three wider units, all of which are available on TES: -Volcanoes -Earthquakes -Volcanoes & Earthquakes The presentation investigates the structure of the Earth and looks into the basic composition of the inner core, outer core, mantle and crust. Students then complete an activity which is differentiated three ways: Easier – Students label layers of the Earth and complete cloze procedure paragraph (6 gaps). Medium – Students label layers of the Earth and complete cloze procedure paragraph (10 gaps). Harder – Students label layers of the Earth – including drawing arrows – and complete cloze procedure paragraph (10 gaps). Extension – Students think about what they would like to find out about volcanoes or earthquakes or both, depending on which topic you are doing. If you like this resource, we would appreciate a review! We will happily send you a free resource in return for a review or useful suggestions/feedback. Contact us at ed@teachitforward.co.uk.