This lesson is designed to introduce the polar ice caps and tundra biomes to GCSE level students. It starts by looking at the distribution of these biomes, then looks at the climate, the flora and the fauna that are found there. The presentation then gets students to think about the structure of the soil in the tundra and about the problems people might have when the soil is constantly freezing and thawing. There are some maps, graphs, diagrams and images that could form the basis for further work.

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.

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 resource looks at the challenges faced by people whose job it is to extract oil from beneath the desert sands or construct vast solar farms in the Sahara. Students are challenged to think about what problems they might have setting up an oil rig in the heart of the desert and are introduced to some of the controversies surrounding the consortium Desertec. This lesson fits part of the AQA 9-1 Geography specification section on hot deserts.

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 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 scheme of work offers almost 50 detailed lesson plans for your Year 8 Geography Scheme of Work. This is plenty to keep a class occupied for a whole year’s learning including ideas for lessons on plate tectonics, Population and Migration, The Savannah and Energy for the Future. There are references to the textbooks that most departments keep sets of and ideas for homework. At around 20p per lesson, you can’t go far wrong.

This resource looks at desertification in the Sahel region. It explores the difference between the nomadic lifestyles of the true desert dwellers and the more settled lives of people living on the fringes of the desert. It looks at the causes and consequences of desertification and involves a group work task.

This resource looks at water management, reforestation and terracing as three examples of ways in which the soil can be protected from further degradation in the Sahel. Activities for students include labelling a photo sketch and comparing different methods with one another. This lesson fits with the AQA 9-1 GCSE Geography Specification.

This crossword contains fifteen clues all of which relate to coasts. Ideal for use as a settling activity or to fill in the last few akward minutes at the end of a lesson. Includes a separate sheet with the answers on it.

This is a crossword puzzle with fifteen clues, the answers to which all relate to volcanoes and earthquakes. Ideal for use as a settling activity or to fill a few dead minutes at the end of a lesson.** Includes the solution on a separate sheet.**

This crossword puzzle has fifteen clues, all of which relate to population. Ideal to use as an activity to get your lesson started or to fill on those awkward few minutes at the end. Includes a separate sheet with the answers.

This puzzle has fifteen clues, all of which relate to rivers. Ideal for use as a settling activity at the start of a lesson or to fill in a few awkward minutes at the end. Includes a separate sheet with the answers on it

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 puzzle consists of fifteen clues. Ideal for use as a settling activity at the start of the lesson or for those few awkward minutes at the end before the bell goes. Includes a separate sheet with the answers on it

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.