This lesson is part of Understanding Trade, a Geography unit designed for students in upper KS2 (Y5-6). First the presentation asks students to consider how everyday products arrive in our supermarkets. It then introduces and explains the concept of supply chains, looking specifically at the chocolate supply chain. There are two activities: Group Activity: The group activity challenges students to order the chocolate supply chain. Writing Activity: An accompanying writing activity is based on ‘The Story of Our Chocolate Journey’ (available on YouTube). It challenges students to sequence and explain the processes involved in the chocolate supply chain. It is differentiated three ways: Easier – Students use a writing frame. Harder – Students write in an exercise book using 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 a wider unit called Exploring St Lucia and is designed to teach KS2 students about a contrasting non-European country. It first introduces students to the tropical climate zone and its associated weather (i.e. high temperatures, high rainfall, dry and wet seasons) and compares this with temperate climates such as that of the UK. Students are then encouraged to interpret data from a climate graph for St Lucia. Finally, other aspects of a tropical climate are covered including tropical storms and hurricanes. The accompanying true or false activity helps children to recap what they have learned about the climates of St Lucia and the UK. It is differentiated two ways: Easier – Students have 6 true or false statements. Harder – Students have 10 true or false statements. Extension – Students complete a cloze procedure text about St Lucia’s weather and climate. 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 The presentation investigates the five deadly features of earthquakes including ground shaking, tsunamis, landslides, raising/lowering of land and liquefaction. It is followed up by an activity which is differentiated four ways: Easier – Students match pictures of the five features of an earthquake to descriptions. Medium – Students complete cloze procedure sentences. They then match pictures to each description. Harder – Students complete cloze procedure sentences. They then match pictures to each description and add a title for each section. Hardest – Students stick pictures of the five features of an earthquake in their books and write their own description next to each one. Extension – Can students unscramble the jumbled up earthquake facts? 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 The presentation investigates the five deadly features of a volcanic eruption including volcanic ash, lava flows, volcanic bombs, pyroclastic flows and mud flows (or ‘lahars’). The activity challenges students to match pictures of each feature to a description. It is differentiated four ways: Easier – Students match pictures of the five features of a volcanic eruption to the descriptions. Medium – Students complete cloze procedure sentences. They then match pictures to each description. Harder – Students complete cloze procedure sentences. They then match pictures to each description and add a title for each section. Hardest – Children stick pictures of the five features of a volcanic eruption in their books and write their own description next to each one. Extension – Which feature of a volcanic eruption do children think is the most deadly? Can they explain their answer? 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.

This lesson is part of Mountain Environments, a Geography unit designed for students in upper KS2 (Y4-6). First the presentation introduces some of the most famous mountain ranges from around the world. The differentiated activity then challenges students to locate the world’s mountain ranges and encourages them to use and explore atlases. It is recommended that students do the activity in pairs. Easier – Students identify the world’s famous mountain ranges (less writing). Medium – Students identify the world’s famous mountain ranges (first letter clues) Harder – Students identify the world’s famous mountain ranges (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 lesson 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. This Geography lesson is a fun introduction to satellite photos. The presentation first helps students understand what satellite photos are. It then challenges them to investigate satellite photos of a variety of world famous human and natural landmarks (e.g. Eiffel Tower, Victoria Falls). It is accompanied by two activities: Speaking and Listening Activity In mixed pairs or trios, students match the photos of 16 world famous landmarks to their satellite photos, explaining their reasoning as they do so. Writing Activity Students investigate satellite photos and write sentences explaining which landmark they think each one is. E.g. “I think this photo is Stonehenge because I can see a circle of huge stones surrounded by grass.” 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 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 first helps students understand the concepts of ‘human’ and ‘natural’. It then takes them on a journey around the world and challenges them to identify human and natural features of our planet (e.g. mountains, airports). There are two associated activities: Group activity: Students match pictures of features of the world to their names and sort them into human and natural categories. Individual activity: Children identify photos of features of the world. Easier – Students identify features of the world (no writing). Harder – Students identify features of the world (writing). Extension – Students label each feature as human (H) or natural (N). 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 The presentation looks at three famous earthquakes from the previous decade including Haiti (2010), New Zealand (2011) and Japan (2011). The activity then challenges students to research an earthquake online (e.g. Simple Wikipedia) and write a fact file about it. A completed fact file about the earthquake in Christchurch in 2011 is included as an example. Easier – Students research and create a fact file about their chosen earthquake. Harder – Students research and create a fact file about their chosen earthquake plus insert a map and add photo captions. 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 resource is part of Exploring Australia, a Geography unit designed for students in upper KS1 and lower KS2 (Y2-Y4). All resources are compatible with both Microsoft Office and Google Workspace. This lesson is a great introduction to any Austalia topic. First the presentation looks at Australia’s location in the Southern Hemisphere before exploring the country’s vast size and the countries surrounding it. In the activity, students are challenged to locate Australia on a world map and label other significant features: Easier - Students label a world map (with hints). Harder - Students label a world map (no hints) Extension - Students use a map to identify countries surrounding Australia. 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 resource is part of Exploring Australia, a Geography unit designed for students in upper KS1 and lower KS2 (Y2-Y4). All resources are compatible with both Microsoft Office and Google Workspace. First the presentation investigates how Australia’s position closer to the Equator impacts its climate. Next, students are introduced to Australia’s three climate zones (tropical, arid and temperate) and find out how this effects weather in different parts of the country. The activity challenges students to identify the climate zones of different Australian towns and cities: Easier - Students identify the climate zones of 12 towns/cities. Harder - Students identify the state and climate zones of 12 towns/cities. Extension - Students investigate which climate zone has the most towns/cities and what this indicates about Australia’s population. 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). This lesson encourages students to identify geographical features found in the city/countryside and think about the similarities and differences between urban and rural areas in the UK. First the presentation shows small segments of images from around the United Kingdom and challenges students to work out whether they are from the city or countryside. Children then complete a Venn diagram-based activity which can be done in two ways: Group activity: In pairs or trios, children sort images of the city and countryside using a Venn diagram. This can also be done using two PE hoops and makes a nice classroom display. Individual activity: Students sort city and countryside vocabulary using a Venn diagram: Easier – Students sort 12 city/countryside words Harder – Students sort 18 city/countryside words 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.

This lesson is part of Exploring the United Kingdom, a Geography unit designed for KS1 and lower KS2 (Y2-4). The presentation first explains how every country – just like people – has its own special features and characteristics. It then introduces a variety of famous UK landmarks, sports and foods and challenges students to work out whether each is from England, Scotland, Wales or Northern Ireland. The activity can be done in two ways: Partner activity: In mixed ability partners, students match 20 features and characteristics to the four UK countries. Individual activity: Students match 20 features/characteristics to the four UK countries. Easier – Students match features/characteristics to each country (using stickers with labels). Harder – Students match features/characteristics to each country and label each one (using stickers without labels). 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 Geography unit called Great Missenden – A Village Settlement which is designed for students in upper KS2 (Y4-6). The presentation introduces students to the concept of settlements and asks them to categorise them by size (e.g. hamlet, village, town, city, conurbation). It then introduces them to a range of human geographical features found in settlements (e.g. post offices, sports stadiums). In the activity students identify a variety of human geographical features found in settlements. It is differentiated two ways: Easier – Students identify the features of settlements with normal clues. Harder – Students identify the features of settlements with jumbled up clues. Extension – Students identify which types of settlements these features are usually found in. 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 Mountain Environments, a Geography unit designed for students in upper KS2 (Y4-6). First the presentation recaps the structure of the Earth and how its crust is split into tectonic plates. It then investigates the different ways tectonic plates can move and how two tectonic plates colliding can form fold mountains (e.g. the Himalayas). The differentiated activity challenges students to work out which tectonic plates formed different fold mountain ranges around the world. Easier – Students have to find one tectonic plate. Medium – Students have to find two tectonic plates. Harder – Students find the name of each mountain range and two tectonic plates. Extension – Students complete a cloze procedure paragraph about fold mountains. 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.