This contains a fully resourced, differentiated lesson on the process of longshore drift. The main activities include a class discussion, video note taking task and a group drama activity. This lesson can easily be used by non-specialists as all answers are included. Learning Objectives: To understand the forces of transportation and deposition. To explain the process of longshore drift. To analyse how human activity can affect this process.

This contains a fully resourced, differentiated lesson on why tectonic plates move. The main part of the lesson involves a mapping task where students plot the main tectonic and earthquake plate boundaries and describe its distribution, then use a clip to order statements in order to explain the process of continental drift, followed by image analysis to deduce forms of evidence for this movement. Learning Objectives: To describe the global distribution of earthquake and volcanic activity. To explain how the process of continental drift causes tectonic plate movement. To investigate the evidence for this movement.

This contains a fully resourced, differentiated lesson which acts as an introduction to Geography at KS3, although it can be easily adapted for KS3. It primarily focuses on the different branches of Geography, in which students have to group different Geographical topics and then explain potential connections between them. Learning Objectives: To describe the different types of Geography. To explain connections between different Geographical topics.

This contains a fully resourced, differentiated lesson on the fundamentals of maps - compass directions and scale. The main part of the lesson involves students being able to identify and use a compass confidently, which includes a mini-game assessment task, and how to use scale to work out distances between places (including curvature). Learning Objectives: To identify the different points of the compass. To understand why and how scale is used on maps.

This fully resourced, differentiated lesson focuses as an introduction to extreme environments, namely the challenges that face groups of people that live in hot arid (desert) environments. Students complete a set of tasks, including a picture analysis task, an information gathering and comprehension task, and an indepdent learning task focusing on the potential future impacts of climate change on the physical environment and the Bedouin tribe.

This contains a fully resourced, differentiated lesson on the different types of cloud. In this lesson students have to read the fictional account of Will Smith's aerial journey tracking an alien, encountering different types of cloud in the process. They use to complete a worksheet explaining their different characteristics. Learning Objectives: To understand the different types and features of clouds. To explain how they are classified.

This contains an end-of-unit test that can be used to assess progress on the core content in a Settlement unit, aimed primarily at KS3 level. This test covers the following topics: settlement hierarchies, services, factors that can affect the site of a settlement, functions of a settlement, Burgess model and urban land use, urbanisation. It can easily be adapted to suit your own school’s local Geography if desired.

This contains a fully resourced, differentiated lesson on the factors that make a good site for a settlement. The main part of the lesson involves a brief written exercise to consider the factors that are important when considering the site of a settlement, then an interactive group task (involving dice!) where students create the location of a site of a settlement and have to discuss its advantages and disadvantages, and lastly decide whether it is an appropiate site for a settlement or not. Learning Objectives: To describe the factors that can influence the site of a settlement. To explain the advantages and disadvantages of these factors. To evaluate whether these factors make it an appropriate site or not.

This contains a fully resourced, differentiated lesson on how land is used in urban areas, paying particular attention to the Burgess Model. The main part of the lesson involves students drawing a sketch of the Burgess Model accompanied by a written paragraph describing what it shows, then working in pairs to study visual information sheets of each zone (CBD, Inner City, Inner Suburbs, Outer Suburbs) to explain the characteristics of each zone - this involves a very enquiry based approach and a heavy emphasis on them having to justify their answers based on the visual evidence provided). Learning Objectives: To describe the different zones that can be found in urban areas. To explain how these zones can be used and why they are located there.

This contains a fully resourced, differentiated lesson on settlement functions. The main part of the lesson involves a simple matching exercise of the different settlement functions, then complete a grid shading exercise of the different indicators of the various functions that a settlement can hold (they are required to justify what they consider the most important indicator for each function as part of this). Learning Objectives: To describe the different functions a settlement can have. To explain the indicators of each type of settlement function. To explore how the function of a settlement can be dependent upon the physical environment.

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 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 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 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 why the world is increasingly urban. The main part of the lesson involves a Quiz-Quiz trade task to define the key terms linked to the 'Urban Futures' unit, followed by a task where they plot a line graph to describe the overall trends in urbanisation between richer and poorer countries, and lastly a task where students have to develop explanations as to why urbanisation is faster in poorer countries than richer countries. Learning Objectives: To identify key terms linked to the ‘Urban Futures’ unit. To describe how the rates of urbanisation vary globally. To explain reasons for these trends.

This contains a fully resourced, differentiated lesson on the impacts of the Haiti earthquake, 2010. The main part of the lesson involves students using a map to describe the cause of the earthquake, colour code the impacts of the earthquake and explain the effect they would have, then working in pairs to justify the importance of certain factors in contributing to the devastating nature of the Haiti earthquake. Learning Objectives: To describe the cause of the Haiti earthquake. To explain the effects of the Haiti earthquake. To assess why the earthquake caused so much devastation.

This contains a fully resourced, differentiated lesson on the different sources that comprise the total world’s energy mix. The main part of the lesson involves students producing a mind map of different energy sources which is developed in stages (initially in pairs writing down sources they are aware of, then using a video clip to add further sources and relevant facts with teacher input, then labelling into renewable and non-renewable sources), followed by a worksheet task classifying statements into advantages/disadvantages of renewable and non-renewable energy sources, finished with students using a table of data to answer questions about the world’s current energy mix. Learning Objectives: To describe the different sources of energy. To explain the advantages and disadvantages of these sources. To investigate how energy sources are used around the world.

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 the causes of rain in the UK. In the main part of the lesson students use a video and information presented on the Powerpoint to explain how each type of rainfall forms - there are three different sheets of varying difficulty to complete depending on how confident each student feels. Learning Objectives: To identify the three types of rainfall and its causes. To explain how it rains in detail. To analyse where the types of rainfall would be found in UK regions.