You need a copy of Interactions (new or old edition works!) to go with this resource. Students read each statement and decide whether it is true or false, based on the information from pg8-11 of the textbook. Must correct 'false&' statements and add further info to &';true' statements. Extension activities at bottom of the sheet.\n\nAimed at yr9. Leaving it as a cover activity - could give cover teacher answers so students can self-assess.

This is a lesson via powerpoint which explains a hot desert climate. This is a second lesson into deserts having done a general intro beforehand. You may wish to use the red Interactions book to support this lesson. \nThe lesson starts with students describing the location and by the end they should be able to explain too.\nThis powerpoint includes an excellent animation (which I cannot take credit for) which shows students the air flow around the Earth.

All instructions are on the powerpoint, but essentially 2 groups use Atlases to locate a range of physical features on a blank A3. Then the 2 maps get put outside the room and the groups get given another blank map and have to remember the other group's map. Tried today and yr7 went nuts for it.

Good as a first lesson to see what they know or a revision lesson. The lesson is essentially the challenge which runs all lesson. Photocopy the challenge and the points sheet. Do not read through with class, let them crack on with it. Where it says choose appropriate map, have A3 photocopies of American and European world maps to choose from. Follow up with WWW/EBI (or NDT). Homework to annotate proper copies of tectonic maps.

Just some different things to try if your brain has shutdown. Some old favourites in here but it might give you one or two ideas to try. If you want any more details about some of these ideas (like where to get the resources) and/or how I use them, please contact me. Can of course be adapted for other Key Stages.

Take students OUTSIDE to predict weather using the clouds guide. The lesson moves onto talking about 3 different types of rainfall and gets the students to guess how and why. I’m using this as an introduction to Flooding. Yr8 have just finished off Rivers and this is a bit of a bridging lesson. The powerpoint is not quite finished off (ie the title slide is not done properly) but the rest is done (although not background).

Level descriptors and the task are written on the sheet. I am setting this as a practise assessment for year 7 over the half term, but could be used as a real assessment for Ecosystems or Antarctic topic. They have spent two lessons looking at polar animal adaptations by researching on the internet and looking at clips from Blue Planet.

Used for students to stand under when considering the future of Antarctica. The lesson is on the Discovering Antarctica website, with Sydney Suit and Laura Leaf.

This argumentative writing task should be used after having studied the validity of the Brandt Line (I used different maps from worldmapper website to help with this). It is aimed to help all abilities of Year 9 students.

Students will need an hour or maybe a little longer to complete this sheet. The website address is on the top of the sheet. You may want to adapt - please let me know if you can improve this! Aimed at yr7s who are doing a 'What is Britain?&' topic.

Quiz on Rivers. Fun times ahead. Round 1 missing two questions. Title bit misleading as nothing on floods. Uploaded in a rush!

Involves using school corridors as 'river channels&' in practical element when students work out hydraulic radius.\nIncludes Manning&';s formula and breaks it down into easy speak - hopefully!\nAlso Bradshaw Model and relevant exam questions.\nPlus, links to Hjulstrom Curve websites.

Teach a lesson on poverty cycle (L6), and then following lesson (L7), students should watch the 40min video 'Slum Survivors&' from youtube and make notes to help them complete this task (L8). The task and level descriptors are written on the sheet. The aim was to develop empathy but also to look at causes, effects, and solutions to the poverty cycle. Given to Yr 9. Students had looked at social, economic, and environmental categorisations prior to this.\nImages used from a free sample of a Nelson-Thornes pdf.

Notes under slides. Essentially, you look at the things the prevent development and aid development, and then the students make their own snakes and ladders game from it.\nTotally ripped from the blue Basics book.\nAn extension is for them to write out the instructions and explain the meaning of the game.

Volcanic hazards. Give students a copy of the diagram and get them to annotate. Hazards on powerpoint diagram are hyperlinked. Use geo factsheet to add further details. Amazing Pompeii animation at end to check understanding by spotting the hazards. Homework is to look at different types of volcanoes.

Lesson 2 Start off with word mat... Chalk and talk, get students to make notes, ask questions - see notes under slides Finish with word mat and crossword *Crossword and animations from the Geological Society Hw To create a detailed revision resource using the notes from today's lesson.

You need Hodder 3rd edition textbook. Explanation notes under slides.

Using this sheets, students explore different types of maps in their Atlases.\nBefore this activity, students should be aware of the 3 classifications of geography.\nI have used this successfully with yr7 students when introducing them to geography and maps. Can easily be adapted to fit whatever version of Atlas you have at your school.

This could come before or after a short writing task which answers the question above.\nI have made it this evening having marked one set of books which have poor written English and also do not explain the reasons why he won (but describe them so well!).

Thrown together as it's Christmas! Sing the song and explain why it was written. Pick out lyrics relating to Africa. Put evidence around the room (last few slides) plus relevant pages in Africa - students find evidence to disprove the lyrics. To end, discuss the use of the song: Should we still sing it if it's factually incorrect? Or is it good to sing it still? Is it all incorrect? Is any of it true?