This lesson is part of Investigating Rivers, a unit designed for upper KS2 (Y4-6). It introduces many key river concepts and a wide range of related vocabulary. First the presentation recaps the main processes of the water cycle. It then introduces some of the well known features of river systems (e.g. waterfalls and lakes). There are two activities: Group Activity: Students are challenged to match eight features of river systems to photos, satellite images and maps. This activity can easily be differentiated by giving groups different numbers of cards. Individual Activity: In the worksheet activity students identify the same features on a simplified drawing of a river system. It is differentiated two ways: Easier – Students identify river features and complete cloze procedure definitions. Harder – Students identify river features and write their own definitions of four river features. 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 set of resources is designed for teaching the Great Fire of London KS1 History unit. You can download the planning for free here. It is suitable for Year 2 children and more able Year 1 children. The presentation introduces Samuel Pepys and extracts of his diary which recorded his eyewitness account of the Great Fire of London . The activity challenges children to investigate this primary source to find out more about the events of September 1666. There are two differentiated worksheets: - one has an extract from Pepys’ diary and comprehension questions - one has an extract from Pepys’ diary and comprehension questions with coloured text to help children find the answers 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. The presentation first explains the difference between human and physical geographical features. It then challenges students to identify a range of seaside features (e.g. cliffs, lighthouse, river mouth) and classify them as human or physical. In the activity, students identify a range of seaside features and classify them as human or physical. Easier - Students classify seaside features as human or physical. Medium - Students label seaside features (with initial letter clues) and classify them as human or physical. Harder - Students label seaside features (no clues) and classify them as human or physical. Extension - Students unscramble sentences about the seaside. 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 set of resources is designed for teaching the KS2 Stone Age History unit. It includes an engaging presentation, differentiated worksheets and stickers. The activity helps children categorise foods into those ‘hunted’ and those ‘gathered’. This reinforces the idea that Stone Age humans were primarily ‘hunter-gatherers’. There are three differentiated worksheets: - one with vocabulary for less able children - one with fill-in-the-blank sentences using commas in lists - one which extends more able children by asking them to explain how Stone Age humans hunted The stickers will print out on Avery address labels (21 per page). 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 students. 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: -Volcanoes -Volcanoes & Earthquakes The presentation investigates the five deadly features of a volcanic eruption including volcanic ash, lava flows, volcanic bombs, pyroclastic flows and mud flows (or ‘lahars’). The activity challenges students to match pictures of each feature to a description. It is differentiated four ways: Easier – Students match pictures of the five features of a volcanic eruption to the descriptions. Medium – Students complete cloze procedure sentences. They then match pictures to each description. Harder – Students complete cloze procedure sentences. They then match pictures to each description and add a title for each section. Hardest – Children stick pictures of the five features of a volcanic eruption in their books and write their own description next to each one. Extension – Which feature of a volcanic eruption do children think is the most deadly? Can they explain their answer? 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. It takes students on a tour of the geographical features of Brazil. First students investigate a satellite photo of South America. They then look at a map of Brazil itself to see what human and physical features they can spot (e.g. Brazilian cities, Amazon rainforest). In the activity students identify human and physical features of Brazil. It is differentiated three ways: Easier – Students label 10 physical features of Brazil. Medium – Students draw in arrows and label 10 physical features of Brazil. Harder – Students stick a map of Brazil into their book, draw in arrows and label 10 physical features. Extension – Students use atlases to also identify 8 Brazilian cities. 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 introduces the concepts of human and physical before looking at some of Australia’s famous landmarks, from the Sydney Opera House to the Great Barrier Reef. The activity challenges students to look at ten famous geographical features of Australia and identify them as human or physical: Easier - Students look at each feature and circle human or physical. Medium - Students draw each feature and circle human or physical. Harder - Students identify each feature and label as human or physical. Extension - Students complete a cloze-procedure paragraph about Australia. 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 Understanding Latitude and Longitude, a unit designed for students in upper KS2 and KS3. It can also be taught as a stand-alone lesson. The presentation introduces the concept of lines of latitude and longitude, including the Equator and Prime Meridian, and goes on to explain their purpose and relationship to Earth’s hemispheres and poles. In the activity, students have to identify all of these features on diagrams of the Earth. It is differentiated two ways and includes an extension: Easier – Students have label clues and a vocabulary bank to help them. Harder – Students have only a vocabulary bank to help them. Extension – Students fill in the missing words in a text about 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 Tropical Rainforests, a Geography unit designed for students in KS2, but can also be taught as a stand alone lesson. All resources are compatible with both Microsoft Office and Google Workspace. First, the presentation introduces students to the different layers of the rainforest and some of the animals that live in each layer. Students then complete a range of activities: Activity 1: In pairs, students match the layers of a tropical rainforest to descriptions. Easier - Students have multicoloured descriptions. They match each layer to one green, blue and purple description. Harder - Students have plain black descriptions. They match each layer to three other descriptions. Activity 2: Students identify and label the four layers of a tropical rainforest. Easier - Students write one word for each layer. Harder - Students write two words for each layer. Extension: Students cut out pictures of tropical rainforest animals and stick them in the layer in which they live. 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 students and is a great introduction to any volcanoes or earthquakes topic. It can be taught as a stand alone lesson but is also available as part of three wider units, all of which are available on TES: -Volcanoes -Earthquakes -Volcanoes & Earthquakes The presentation investigates the structure of the Earth and looks into the basic composition of the inner core, outer core, mantle and crust. Students then complete an activity which is differentiated three ways: Easier – Students label layers of the Earth and complete cloze procedure paragraph (6 gaps). Medium – Students label layers of the Earth and complete cloze procedure paragraph (10 gaps). Harder – Students label layers of the Earth – including drawing arrows – and complete cloze procedure paragraph (10 gaps). Extension – Students think about what they would like to find out about volcanoes or earthquakes or both, depending on which topic you are doing. 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 Tropical Rainforests, a Geography unit designed for students in KS2, but can also be taught as a stand alone lesson. All resources are compatible with both Microsoft Office and Google Workspace. First, the presentation introduces students to deforestation and then looks at the reasons the Amazon rainforest is being cut down (i.e. logging, farming and house building). Students are then encouraged to think about the positive and negative impacts of deforestation. In the activity, students arrange these impacts of deforestation into a diamond 9, ranking them in terms of importance. Easier - Students complete the diamond 9 and explain their reasoning for the most important statement they chose. Harder - Students complete the diamond 9 and explain their reasoning for the most and least important statements they chose. Extension - Students match topic words to their meanings. 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 Understanding Latitude and Longitude, a unit designed for students in upper KS2 and KS3. It can also be taught as a stand-alone lesson. This lesson explains step-by-step how to find the coordinates of a point on a world map using lines of latitude and longitude. In the activity, students are challenged to find the latitude and longitude of 12 points in all four quadrants of a world map. It is differentiated three ways: Easier – Students find coordinates of 12 points in the NE, SE, SW and NW quadrants of the world map respectively. The compass directions are already filled in. Medium – Students find coordinates of 12 points in the NE, SE, SW and NW quadrants of the world map respectively. Harder – Students find coordinates of 12 points randomly distributed across the four quadrants of the world map. Extension – Students are challenged to draw and label 4 more points on to their map. 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). N.B. If students are new to compass directions, use Introduction to compass directions to introduce the topic prior to this lesson. First the presentation reminds students of the four cardinal compass directions. It then encourages them to use compass directions to describe the position of towns and cities around the UK. In the activity, students have to find UK cities using compass clues. There are two differentiated activity worksheets: Easier – Students locate cities using compass clues and starting letter clues. Harder – Students locate cities using compass and harder starting letter clues. Extension – Students complete cloze procedure sentence about the location of cities in the UK. 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. It is a great introduction to South America. The presentation first locates the continent on a world map and then explores its political and physical geography. There is a choice a shorter or a longer activity. In both, students identify the countries and capitals of South America. They are differentiated three ways: Activity 1 (shorter): Easier – Students have letter clues for countries and capitals marked on their map. Medium – Students have capitals marked on their map. Harder – Students have to mark capitals on their map themselves. Extension – Students identify the capital cities of each country. Activity 2 (longer): Easier – Students have boxes for each country name and capitals marked on their map. Medium – Students have capitals marked on their map. Harder – Students have a blank map and have to mark their capitals themselves. Extension – Students add other features to their map (e.g. Amazon rainforest) and complete a key. 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 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 Investigating Rivers, a unit designed for upper KS2 (Y4-6). First the presentation looks at sources of water and highlights the importance of this critical resource. It then introduces the main processes of the water cycle including key concepts such as evaporation, condensation and precipitation. The activity then challenges students to label a diagram of the water cycle. It is differentiated three ways: Easier – Students have all the label clues. Medium – Students have only four label clues. Harder – Students have no label clues. Extension – Students complete a cloze procedure paragraph about the water cycle. 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.