This lesson discusses how plants are designed to live in the harsh desert environment. Students are asked to suggest what qualities a small cactus might need in order to thrive in the semi-desert in Southern California. The examples of mustard and mouse-hair cress are also used to explain concepts such as seed dormancy, ephemeral plants and xerophytes. This resource could be used in Key Stage 3 or 4 and fits the requirements of the AQA 9-1 Geography syllabus for GCSE.

This is an introduction to the topic of hot deserts which features a map showing their location, some information about their physical features and how meerkats are designed to thrive in the environment.

This straightforward multiple choice test is designed to check pupils knowledge and understanding of the Key Stage Two Geography National Curriculum. It can be used at the end of Year 6 and/or the start of Year 7. There are five sections, each of ten questions: Knowledge of Europe, Knowledge of the UK, Latitude and Longitude, Human and Physical Geography and Working with Maps. Pupils simply shade in the box that matches the correct answer on the sheet provided. The teacher can then place the answer grid directly over the pupil’s answer sheet - this needs copying onto an acetate - and all the incorrect answers are instantly revealed so each pupil’s paper can be marked in a matter of seconds.

This resource looks at how the many tonnes of waste that The Championships generates is handled. Students get to think about the types of waste that are created from smoked salmon that has gone off to empty champagne bottles. They get to learn about organic and inorganic waste, what can be recycled and what can’t, what gets incinerated and what ends up in landfill. They create a flow chart for handling waste and design a poster to raise awareness of waste at Wimbledon.

This lesson is an introduction to economic geography that uses the Wimbledon Championships as a case study. Students get to consider the costs and benefits of running the tournament and draw up a simple balance sheet. The lesson covers different types of work (seasonal, temporary, paid, voluntary etc.) and gets students thinking about who the producers and consumers of the services are at the tournament. There is a role play exercise in which two people argue about the cost of going to the tournament and some longer essay questions to extend more able learners and provide homework opportunties.

This resource looks at the harm done by a rainy day at Wimbledon. It explores the impact of bad weather at The Championships, invites students to examine a complex climate graph, explains orographic (relief), frontal and convectional rainfall. There are also rainfall radar images to interpret and a microforecast specifically for Wimbledon. Students are challenged to consider the question "No one should have to pay for a weather forecast. DIscuss.’ in an extension task.

This lesson takes a look at issues of globalisation and sustainability by considering the 50,000 mile supply chain of the Slazenger tennis balls used for The Championships in Wimbledon. Students have to , first, identify the raw materials (rubber, glue, felt etc.) before going on to look at where they are found and why Slazenger makes balls for a tournament in London 10,000km in Bataan in the Phillippines. The lesson concludes with a variety of differentiated written tasks.

This is a complete lesson for introducing India to classes in KS2 and KS3. It includes a link to a video, from which students take notes about human and physical features of the country and asks students to imagine that they are a travel writer, working for an imaginary company called ‘Indian Inspirations’, A prompt slide gives examples of the place names, features and describing words they could use. The template is included for their submission to the editor, which is 200 words of copy for an introductory page in a travel brochure.

This resource is a collection of 15 PowerPoint presentations that were used to deliver a bridging unit between Key Stage 3 and GCSE Geography but which could also be used for PSHCE lessons. It is ideal for using with Year 8/9 classes who have made their option choices as it engages those who have not opted for Geography but teaches vital skills to those who are going on to GCSE. There are some purely skills-based lessons such as ‘Describing Landscapes: Photo Sketches’ and ‘Contrasting Landscapes of the Middle East’ but other lessons are specfic to certain conflicts and events in history such as 9/11, the Syrian Civil War and the Middle East conflict.

This is a small collection of presentations that was originally designed to support the teaching of the A2 Plate Tectonics unit for the AQA course. It covers revising the structure of the earth from a GCSE-level understanding, detailed notes about different types of plate boundaries and types of volcanic activity. It includes work on Hawaii as an example of a hot spot and introduces some minor extrusive volcanic features.

This resource looks at some of the social, environmental and economic consequences of hosting the World Cup. It looks specifically at the economic and social benefits and problems associated with running the event. It considers whether it is a safe place to travel to and whether supporters will be looked after. One activity challenges students to imagine they had an older brother who had decided to go to Kaliningrad for the match - would they advice against it or tell him to go? Why?

This resource examines the location of the FIFA World Cup in Russia. It looks at where Russia is, generally, then at the locations chosen for the England training camp and the matches in the group stages. It explores the practicality of getting around the place, coping with five different time zones etc. The challenge is to devise Gary Lineker’s travel schedule for him!

This resource looks at the pros and cons of building huge stadiums for global sporting events. It examines what is good and bad about stadiums, looks at some health and safety problems with the stadium at Ekaterinberg. It challenges students to write to the organisers of the World Cup expressing concerns about health and safety at the venues and to think about legacy issues. After showing them what happened to the Olympic stadiums in Athens and Montreal it asks students to examine the proposal that the 2030 World Cup might be stages in Argentina and that several new stadiums should be built. Hopefully, they won’t fall for it!

This resource is an opportunity to introduce basic correlation techniques in Key Stage 3. It looks at all the countries that made the final of the World Cup since 1950 along with their current population and HDI. It challenges students to explain anomalies in data (e.g. how come Uruguay did so well when its still a small, less economically developed country) and shows them how to draw their own scatter diagram to explore whether more socio-economically developed countries have more success (as measured by HDI).

This is a different way to approach the topic of migration. The lesson presents students with several sources of information about the ‘Ten Pound Poms’ who left the UK for Australia in the 1950s. Students are challenged to devise a piece of drama that shows that they (i) understand what migration is; (ii) understand what push and pull factors are (iii) can apply their understanding to the example of UK citizens who left for Australia in the 1950s and (iv) appreciate the role that propoganda played in persuading people to leave the UK for Australia.

The ideal pack to get you started on Cold Environments This set of worksheets and notes would be an ideal starting point for teaching this topic. It contains detailed information about the topic, some questions that might be asked of students and, in some cases, some relevant images, tables of data etc. These are the raw materials that get converted into the sets of slides that I sell on TES Resources. The topics are: Introduction to Cold Environments Plants in Cold Environments People in Cold Environments (Siberia) - 2 lessons The Value of Wilderness Managing the Wilderness (Antartica)

This presentation starts by inviting students to consider how they would design a flower if they wanted it to have a chance of surviving in the tundra. It then explores the qualities that plants need to cope with this kind of environment, whether tiny flowers or huge pine trees. It examines why the tundra is threatened by climate change and asks what harm is being done to human settlements by changes to the tundra biome. The presentation has a number of tasks for individual and group work, some engaging pictures and begins with an unusual starter activity.