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 looks at features of a mountain climate including lower temperatures and increased rainfall. It then focuses in more detail on the climate of Mount Everest. There are two activities: Interpreting climate graphs In this activity students look at and answer questions about temperature graphs for both the summit and base camp of Mount Everest. It is differentiated two ways: Easier – Students answer questions about temperature graphs for Mount Everest (suitable for Year 4 and 5). Harder – Students answer questions about temperature graphs for Mount Everest (suitable for Year 6). Creating a climate graph in Excel In this ICT activity, students create their own climate graph, including temperature and rainfall, for the summit of Mount Everest 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 Mountain Environments, a Geography unit designed for students in upper KS2 (Y4-6). N.B. Ideally students have a grounding in latitude and longitude prior to this lesson. The unit Understanding Latitude & Longitude is an ideal introduction to the topic. First the presentation introduces students to latitude and longitude and goes through how to find the coordinates of a point step-by-step. It then asks students to find the latitude and longitude of several world capital cities. The activity and extension then challenge children to locate famous world mountains using their latitude and longitude: Easier - Students locate 12 famous world mountains using latitude and longitude. Harder - Students locate 16 famous world mountains using latitude and longitude. Extension - Students add more famous mountains to their world map using latitude and longitude 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 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 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 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 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 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 Brazil, a Geography unit designed for students in KS2 (Y4-6), but can also be taught as a stand alone lesson. The presentation first locates Brazil in the world’s climate zones and asks children to infer what the country’s weather and climate might be like. Next, students look at three areas of Brazil in more detail – Manaus in the Amazon, Teresina in the caatinga desert region and Porto Alegre in the south of the country – and investigate a climate graph. There are two activities: Activity 1: Students first investigate three climate graphs, looking at temperature and rainfall. Their challenge is to match each graph to an area of Brazil, explaining their reasoning for their choices. It is differentiated 2 ways: Easier – Students match two statements to each climate graph, then match each graph to one of the three cities/regions. Harder – Students write sentence describing the temperature and rainfall patterns in each climate graph, then match each graph to one of the three cities/regions. Activity 2: Students create their own Brazil climate graphs in Microsoft Excel using step-by-step instructions. 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 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 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 N.B. Ideally children have a grounding in latitude and longitude prior to this lesson. The unit Understanding Latitude & Longitude is an ideal introduction to the topic. First the presentation introduces students to latitude and longitude and goes through how to find the coordinates of a point step-by-step. It then asks them to find the latitude and longitude of several world capital cities. The activity challenges students to locate the world’s biggest earthquakes using their latitude and longitude. It is differentiated three ways: Easier – Students locate 12 earthquakes using latitude and longitude. Medium – Students locate 15 earthquakes using latitude and longitude. Harder – Students locate 18 earthquakes using latitude and longitude. 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 The Seaside, a Geography unit designed for students in KS1 and lower KS2, but can also be taught as a stand alone lesson. This lesson has a PSHE/writing focus and complements the other Geography skills based lessons in this unit. The presentation asks students to think about what they would take on a seaside holiday. Students are particularly encouraged to think about items linked to sun safety (e.g. sun cream, sun hat). The activity then challenges students to draw or stick the items they would take in their suitcase on a seaside holiday: Easier - Students have three designated items to write sentences about. Harder - Students choose three of their own items to write sentences about. Extension - Students can label the items they have drawn/stuck in their suitcase. 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). In the lesson, students learn about the four seasons and characteristics associated with each. First they have to guess each season using different clues. They then find out about the different types of weather associated with each season. The colourful activity is differentiated three ways: Easier – Students match 16 pictures (with labels) to the seasons. Medium – Students match 20 pictures (with labels) to the seasons. Harder – Students match 20 pictures to the seasons and label them. 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.