This contains a fully resourced, differentiated lesson on how to locate features on a map using four-figure grid references. The main part of the lesson involves a brief class demonstration and exercise followed by an independent learning exercise. The plenary involves students competing with each other playing battleships using four-figure grid references.

This contains a fully resourced, differentiated lesson on consolidating map skills, including compass directions, scale, symbols, and four/six-figure grid references. This is done by students having to create their own treasure islands with a hidden treasure that can only be found by carefully following their designed set of instructions. Learning Objective: To apply map skills learned so far to produce a treasure map.

This contains a fully resourced, differentiated lesson which acts as an introduction to settlement. The main part of the lesson involves a brief class demonstration to illustrate the meaning of a hierarchy, a fact finding task on the characteristics of a settlement hierarchy and an O.S. map task where students consider the link between the size of a settlement and the number of services it provides. PLEASE NOTE: DUE TO COPYRIGHT THE OS MAP CANNOT BE PROVIDED. Learning Objectives: To describe the characteristics of a settlement hierarchy. To explain the link between the size of a settlement and the number of services it has.

This contains a fully resourced, differentiated assessment on Map Skills. This resource involves students creating a guide book for visiting Geography students to the town of Framlingham. The activities are included below, although this can easily be adapted for other towns/cities in the UK: • Map(s) to locate Framlingham in Suffolk and the UK • Description of Framlingham’s location in Suffolk and the UK • A sketch map of Framlingham, using symbols and a grid • Planned route around the town, using 4 or 6 figure grid references and compass directions

This contains a fully resourced, differentiated lesson on Savanna ecosystems. The main activities include using a range of sources to bullet point the characteristics of the ecosystem, an information comprehension task to understand how plants and animals have adapted, and a picture analysis task to begin to investigate the different challenges facing the ecosystem. It is aimed primarily at KS3 students: Learning Objectives: To describe the characteristics of a Savanna ecosystem. To explain how animals and plants have adapted to this ecosystem. To investigate the challenges facing this ecosystem.

A fully resourced lesson used for an observation lesson on river processes. In the starter they have to decide which type of material would be the easiest to move downstream, create diagrams to show how material can be eroded, and includes a practical designed to show the settling rates of different size materials (sand, gravel, and clay). The instructions for that are contained on the powerpoint, and could be easily adapted to make a task sheet for students to carry out group work! Finally, they then make observations to analyse what they observed from the practical.

This contains a fully resourced lesson on push and pull factors.In the starter students analyse a cartoon, then work in pairs to work out push and pull factors and test that knowledge with a kinaesthetic activity. Next students look at a case study of rural-urban migration in cities (China) and apply their knowledge by creating their own immigration story.

This lesson focuses on the climate of the British Isles, including the difference between weather and climate. Weather, climate, British Isles.

This contains a fully resourced, differentiated lesson on the viewpoints different groups of people can have towards the use of coastal defences. The main part of the lesson involves a discussion activity where students have to consider the potential views of a range of key stakeholders, a popcorn reading activity and follow-up written exercise where students use a textbook page to concisely explain the viewpoints of a range of key stakeholders (based upon a case study, Scarborough), finished by drafting a letter addressed to a newspaper outlining their views about the proposed coastal defence scheme. Please note that the exact textbook page is not incorporated with this lesson, but it is believed to be a recent iteration of the Geog. 2 textbook. Learning Objectives: To identify different points of view towards sea defences. To explain the reasons for these viewpoints. To express a justified opinion towards the scheme.

This contains a fully resourced, differentiated lesson on the Beatitudes. In the main part of the lesson students complete a think-pair-share exercise to define air pressure, use one of two sources to create their own diagrams to explain the processes involved in low and high pressure systems, and colour code a table with whether each weather element is typically associated with low or high pressure systems. Learning Objectives: To describe what air pressure is. To explain the movement of air in a low and high pressure system. To analyse their associated weather conditions.

This contains a fully resourced, differentiated lesson on the instruments that are used to measure the weather. In the main part of the lesson students have to work in pairs to try and work how two instruments (rain gauge, wind sock) using visual cues, compiling a fact file with how a set of instruments work to measure different elements of the weather, and a final written exercise where students have to consider the level of accuracy of these instruments. Learning Objectives: To describe the equipment used to measure different weather types. To explain how the accuracy of this different piece of equipment may vary.

This contains a fully resourced, differentiated lesson on the factors that influence climate. In the main part of the lesson students complete a timed carousel activity to make notes (including a labelled diagram) on how each factor (altitude, distance from the sea, latitude, wind direction) can influence climate, followed by a set of written questions to consolidate their learning. Learning Objectives: To describe the different factors that can influence the climate. To explain their influence through the use of labelled diagrams.

This contains a fully resourced, differentiated lesson on the different types, and importance of using, renewable energy. The main part of the lesson involves an extended note taking task on the different types of renewable energy, and a written exercise where students evaluate the effectiveness of these sources. Learning Objectives: To describe how different forms of renewable energy work. To explain the advantages and disadvantages. To evaluate the effectiveness of these energy sources.

This contains a fully resourced, differentiated lesson on the use of biofuels as a renewable energy source. The main part of the lesson involves students working in pairs to discuss what biofuels might be and how they may be used to generate electricity (aided by visual cues), a colour coding task on the advantages and disadvantages of using biofuels, and the use of a mini case study for students to explore whether biofuels are ultimately an effective source of energy (including a video clip about Virgin Atlantic proposing to use jumbo jets powered by nuts, and an extended writing exercise). Learning Objectives: To describe what biofuels are. To explain their advantages and disadvantages. To evaluate whether they ultimately provide an effective energy source.

This contains a fully resourced, differentiated lesson on fossil fuels. The main part of the lesson involves an extended note taking exercise on the advantages and disadvantages of using fossil fuels (coal, oil, natural gas) and a written exercise evaluating their effectiveness as a form of energy. Learning Objectives: To describe how fossil fuels form. To explain their advantages and disadvantages. To evaluate the effectiveness of fossil fuels as a source of energy.

This contains a fully resourced, differentiated lesson on whether wind is a good source of energy. The main part of the lesson involves students using a video clip to order statements that correctly describe how wind turbines generate electricity, a card sort activity organising cards into advantages and disadvantages of the energy source followed by a ranking exercise, finished by students working in groups to write speeches and engage in a town hall meeting to discuss whether a wind farm development should be allowed to go ahead or not (based on a local case study). There is enough material here to last approximately 2 hours. Learning Objectives: To describe how wind turbines generate electricity. To explain the advantages and disadvantages of using wind energy. To explore different viewpoints towards the use of wind energy. To evaluate whether wind is a good source of energy

This contains a fully resourced, differentiated lesson on the factors that contribute towards creating a good site for a wind turbine. The main part of the lesson involves students producing a spider diagram outlining different factors that make a good site for a wind turbine (predominantly physical factors), completing an environmental impact assessment for two sites in order for students to gain an appreciate of the environmental factors that can influence the siting of wind turbines, and students making hypotheses as to which area of the school site would make the best site for a wind turbine. Learning Objectives: To outline the factors that make a good site for a wind turbine. To explain the environmental factors that can affect the site of a wind turbine. To construct your own hypothesis for a school wind turbine project.