This unit of work helps students to investigate the many aspects of weather and climate, beginning with their differences, why it’s important for us to study and try to understand it and how we observe and record weather. We study climate by reading and drawing climate graphs and maps. We look at Britain’s physical features and the effect this has on climate. The students study the hydrological cycle, why it rains, the various types of rainfall, and how we use rainwater. Depressions, anticyclones and whether thunderstorms are our friend or foe are investigated as well as the clothing associated with extreme weathers. A range of individual and group activities are incorporated within this booklet, including, gathering research from print, word-fills, reading and drawing climate graphs, map reading, personification, picto and flow diagrams and personal observation. Please like and follow us on Facebook @WillsonEducation or Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.

This 30-minute lesson investigates how thunderstorms are created, the four main characteristics of a thunderstorm – thunder and lightning, hail, wind, and rain – and their positive and negative effects. The students use the information gathered to individually answer ‘Thunderstorms: Friend or Foe?’ and are encouraged to debate their answers. The students take part in a group activity to gather research from printed articles and discuss their points of view after individually answering the lessons chief question. Please like and follow us on Facebook @WillsonEducation or Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.

The bright dancing lights of the Aurora Borealis are the result of collisions between electrically charged particles from the sun which enter the Earth’s atmosphere. The lights are seen above the magnetic poles of the northern and southern hemispheres. In the past, some cultures have explained the presence of the Northern Lights as deceased relatives attempting to communicate with the living. Others have believed they are a way to conjure up ghosts and spirits. There are many different myths and stories and more romantic beliefs. The student’s task is to create their own explanation of this natural phenomena. Please like and follow us on Facebook @WillsonEducation or Pinterest @willsoned for more exciting resources, activities, and upcoming events to incorporate into your lessons.

The stepped pyramids, temples, columned arcades, and other stone structures of Chichén Itzá were sacred to the Maya and a sophisticated urban centre of their empire from 750 to 1200 AD. Viewed as a whole, the incredible complex reveals much about the Maya and Toltec vision of the universe—which was intimately tied to what was visible in the night skies of the Yucatán Peninsula. The most distinguishable structure is the Temple of Kukulkan, also known as El Castillo. This step pyramid shows the accuracy and importance of astronomy to the Maya – This influence came primarily from the Toltecs who invaded around 1000 AD and who merged their two cultural traditions. This lesson gives your students the chance to build their own Temple Of Kukulkan and test the shadow produced to see how successful the Maya People were at producing an accurate calendar.

These four worksheets help students to understand climate change, greenhouse gases and the effect they have on our mountains and planet as well as discuss the possible solutions to the continuing problem.

This worksheet looks at the physical aspects which effect the weather across England in different seasons and areas.

This booklet allows students to investigate our solar system, the different planets, comets and stars in the form of a travel agent