This lesson is part of Understanding Trade, a Geography unit designed for students in upper KS2 (Y5-6). The presentation first asks students to think about how the products we buy arrive in the shops. It then introduces the concept of supply chains. To explain this concept, students look at the processes involved in the production of milk. There are two activities: Group Activity: Students sort and sequence four mixed up supply chains including those of bananas, T-shirts, bookshelves and coffee. Individual Activity: Students sequence the supply chains of bananas, T-shirts, bookshelves and coffee. Easier – Students sequence supply chains (first and last process given) Harder – Students sequence supply chains (no clues) 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 free planning overview for Exploring Spain, a great introduction to the geography of Spain. A vocabulary page and topic title page are also included. This unit is designed for students in KS2 from Y4 to Y6 and includes seven fully-planned lessons complete with differentiated activities and worksheets. All the resources described in this unit plan are available on TES, either as individual lessons or as a bundle. Lesson include: L1 – Writing a Spain fact file L2 – Identifying human and physical features of Spain L3 – Using 8 points of the compass to locate cities in Spain L4 – Using 4-figure grid references in Spain L5 – Investigating Spain’s weather and climate L6 – Taking a tour of Madrid Optional lesson – Identifying the countries and capital cities of Europe 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 Spain, a Geography unit designed for upper KS2 students (Y4-6), but can also be taught as a stand alone lesson. In the presentation students embark on a tour of Madrid, learning interesting facts about Spain’s capital city along the way. They visit sites including the famous Royal Palace, the Sun Gate and the Santiago Bernabeú Stadium, home of Real Madrid. The lesson has two activities: Quiz activity: Students use an online encyclopedia to answer questions about Madrid. Guided tour writing activity: Students give their very own guided tour of Madrid. Easier – Students write a guided tour of Madrid using a writing frame. Harder – Students write a guided tour of Madrid by sticking images into their exercise books. 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 Spain, a Geography unit designed for upper KS2 students (Y4-6), but can also be taught as a stand alone lesson. The presentation first recaps the climate zones of the world (i.e. tropical, temperate & polar zones) and locates Spain within these. It then looks in more detail at Spain’s weather, climate zones and the climate of Madrid. Students are then encouraged to find clues about Madrid’s weather using a climate graph. This lesson includes two activities: Comprehension activity: Students interpret climate graphs for Madrid and London and compare the climates of both cities. ICT activity: Students create their own climate graph for Madrid using Microsoft Excel. 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 Spain, a Geography unit designed for upper KS2 students (Y4-6), but can also be taught as a stand alone lesson. The presentation first shows students how to work out a 4-figure grid reference. The activity then challenges students to describe the position of different cities in Spain using 4-figure grid references. It is differentiated two ways: Easier – Students locate Spanish cities using 4-figure grid references (with clues). Harder – Students locate Spanish cities using 4-figure grid references. Extension – Students identify Spanish cities using compass direction and grid reference clues. 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 Spain, a Geography unit designed for upper KS2 students (Y4-6), but can also be taught as a stand alone lesson. In the presentation students recap the 8 points of the compass and locate Spanish cities using these compass directions. They also learn how to locate cities in relation to each other (e.g. Valencia is north of Alicante). The activity challenges students use all 8 compass directions to locate Spanish cities. It is differentiated three ways: Easier – Students locate Spanish cities (with answer clues + cities marked on the map) Medium – Students locate Spanish cities (with answer clues) Harder – Students locate Spanish cities (no answer clues) Extension – Students locate Spanish cities in relation to each other. 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 Spain, a Geography unit designed for upper KS2 students (Y4-6), but can also be taught as a stand alone lesson. Students first learn about the Iberian peninsula. They then explore some of the main geographical features of Spain itself and categorise these into human (e.g. cities) and physical (e.g. mountains). The activity challenges students to identify these features on a map of Spain. It is differentiated two ways: Easier – Students identify human & physical features of Spain using a colour-coded map and word bank Harder – Students identify human & physical features of Spain using a map & word bank Extension – Students complete a cloze procedure text about the human and physical geography of Spain. 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 engaging presentation first introduces students to compass directions. It then challenges them to describe the location of animals at London Zoo using north, east, south and west. In the activity, students describe the position of animals at London Zoo using compass directions. It is differentiated two ways: Easier – Students have colour coded questions so they can locate animals quickly. Harder – Students have to find the animals themselves. Extension – Students are challenged to state the position of animals in relation to other animals (e.g. The owls are north of the gibbons). 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 presentation first introduces students to grid references. It then challenges them to give grid references for animals on a map of London Zoo. In the activity, students are challenged to describe the position of animals at London Zoo using grid references. It is differentiated two ways: Easier – Students have six colour coded questions so they can locate animals easily. Harder – Students have to find the animals themselves. Extention – Students find the grid references of other locations at the zoo (e.g. the gift shop). 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 is the free planning overview for Investigating Rivers, a comprehensive Geography unit about rivers. A topic title page is also included. This unit is designed for students in KS2 from Y4 to Y6 and includes a variety of engaging lessons, differentiated activities and worksheets. All the resources described in this unit plan are available on TES either as individual lessons or as a bundle. Lessons include: L1 - Understanding the water cycle L2 - Identifying features of a river system L3 - Identifying characteristics of the three stages of a river L4 - Investigating features of the River Thames L5 - Thinking about the different ways we use water L6 - Understanding the impacts of floods and droughts 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 investigates rainfall patterns in the UK and how flooding can occur when too much rain falls in a short period of time. Students also explore the consequences of too little rain – i.e. drought – and the effects this can have. In the comprehension activity, students answer questions based on a text called ‘Floods and Droughts’. It is differentiated two ways: Easier - Students answer standard comprehension questions. Harder - Students answer trickier comprehension questions. 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 challenges students to think about all the different ways we use water and where we get it from. Are these necessary (needs) or luxury (wants)? Students then categorise these uses of water as agricultural, recreational, commercial/industrial or community. Lastly, they consider how we can balance human water requirements with those of Earth’s wildlife. In the activity students sort photos of different water uses into six different categories: Household Commercial/industrial Recreational Agricultural Community Wildlife In the extension activity, students classify each water use as either necessary or luxury and explain their reasoning. 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 Investigating Rivers, a unit designed for upper KS2 (Y4-6). Students are first introduced to the three stages of a river – the upper course, middle course and lower course – and some of the key features of each. The presentation then challenges students to think about the characteristics of rivers in these different stages (e.g. altitude, channel width, water speed). In the activity, students match descriptions to each stage of a river. It is differentiated two ways: Easier – Students match colour-coded descriptions to either the upper, middle or lower course of a river. Harder – Students match descriptions to either the upper, middle or lower course of a river. 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 presentation first locates London Zoo within the UK and London itself. Students then find out a variety of interesting facts about the zoo. The activity challenges students to write a fact file about London Zoo. It is differentiated four ways: Easier – Students write cloze procedure sentences (one word per sentence) Medium – Students write cloze procedure sentences (students write whole sentences) Harder – Students write their own London Zoo fact file (using a sentence starter and vocabulary prompt) Hardest – Students write their own London Zoo fact file (using just a vocabulary prompt) 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). First the presentation looks at sources of water and highlights the importance of this critical resource. It then introduces the main processes of the water cycle including key concepts such as evaporation, condensation and precipitation. The activity then challenges students to label a diagram of the water cycle. It is differentiated three ways: Easier – Students have all the label clues. Medium – Students have only four label clues. Harder – Students have no label clues. Extension – Students complete a cloze procedure paragraph about the water cycle. 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.