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A project to digitize the Irish National Folklore Collection, one of the largest folklore collections in the world

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Scoilnet Maps | Web Mapping for Irish Schools

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OSi's large scale maps, aerial photography, historic maps and Discovery series maps for the Republic of Ireland. Viewable in all schools on the Schools Broadband Network. Log-in required from non-school locations.

To view OSi maps outside schools you need a Scoilnet account. Teachers can register
VIEW MAPS LEGEND FOR MAPS

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OSi's large scale maps, aerial photography, historic maps and Discovery series maps for the Republic of Ireland.

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I feel the work they do is tremendous. It is a 'one stop shop' to turn to for advice and support. Training is superb and offers teachers an opportunity to network and learn. The WWGS Global Passport is really essential for a school of our size to audit GCE in our school. The WWGS curriculum resources are exactly what teachers need. With all the recent changes with the new Junior Cycle, it marries very well. Where time is of the essence it presents teachers with ideas that has been warmly welcomed in our school.

- Sinead Edmonds, St Peter's College Dunboyne

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WorldWise Global Schools - Development Education Funding

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WorldWise Global Schools offers a range of supports for teaching Development Education at post-primary level. The programme is funded by Irish Aid.

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We support the next generation of geographers and geoscientists, with inspiring educational videos for secondary school students and teachers. Our geography videos are developed with links to various specifications including Geography GCSE, Geography IGCSE, Geography AS-level, Geography A-level, Geography IA-level, Geography National 5, Geography Higher.

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Logainm faoi thrácht

Ard an tSeagail /&ZeroWidthSpace; Ardataggle

Is minice freisin seagal a lua i logainmneacha na mbailte fearainn ná cruithneacht cé nach dtarlaíonn sé chomh coitianta céanna le eorna é in ainmneacha den sórt sin. Ard an tSeagail an bun atá leis an leagan gallda Ardataggle i gContae Laoise agus i gContae an Chláir. Talamh ard atá i gceist freisin le Knockataggle/ Cnoc an tSeagail ach, tríd is tríd, ní cosúil go dtarlaíonn seagal a lua baileach chomh minic le eorna i logainmneacha ag tagairt do chnoic nó do chnocáin. Go deimhin, tá Pollataggle i nGaillimh agus Poulataggle ar fáil freisin, más logán nó linn atá i gceist leis an bhfocal tosaigh san ainm Poll an tSeagail. Talamh íseal atá i gceist chomh maith leis an ainm Srahataggle/ Sraith na tSeagail "léana, inse an tseagail" i gContae Mhaigh Eo. Tagairt do na páirceanna ina mbíodh an barr á fhás atá i gceist le roinnt bailte fearainn a luaitear seagal ina n-ainm, mar shampla Cappataggle/ Ceapaigh an tSeagail "áit curaíochta an tseagail" i nGaillimh agus Gortataggle/ Gort an tSeagail "páirc atá faoi sheagal" i gContae Liatroma. Aistriúchán Ryefield i gCorcaigh ar Ghort an tSeagail ach, i gcás Ryefield i gContae an Chabháin, Achadh an tSeagail "páirc atá faoi sheagal" an bun maidir leis an leagan Béarla céanna sin. Bíodh sin amhlaidh, is cinnte go bhfuil Ballyguileataggle i Luimneach ar cheann de na hainmneacha ar bhailte fearainn is neamhchoitianta a bhfuil seagal ann, Baile Gaill an tSeagail "baile Ghall an tSeagail (i.e. an t-eachtrannach a bhfuil baint aige leis an seagal)".

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Bunachar oifigiúil dátheangach logainmneacha na hÉireann.

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Explore the Ecological Tapestry of the World

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is a new initiative developed co-founded Tourism Insight Natasha Kinsella FIHI and Mary Rose Stafford FIHI in collaboration with Fáilte Ireland, I rish Hospitality Institute, Irish Hotels Federation and THEA. The initiative was formally launched nationwide 29 th by the Minister of State for Tourism Patrick O'Donovan. Online developed by the Institute of Technology Tralee.

This free interactive online programme provides valuable tourism insights to transition year students and other learners, informing them of career options within the tourism industry.

Tourism is everybody's business and every interaction with a tourist is an opportunity to make them feel welcome and we want everyone to understand the value of tourism and of every tourist.

Click on their names to listen to co-founders Natasha and Mary Rose talk about the Tourism Insight programme.

Tourism Insight Modules

Tweets about @SkillsDublin

# data[].attributes.attachment_link.description
is a new initiative developed co-founded Tourism Insight Natasha Kinsella FIHI and Mary Rose Stafford FIHI in collaboration with Fáilte Ireland, I rish Hospitality Institute, Irish Hotels Federation and THEA. The initiative was formally launched nationwide 29 th by the Minister of State for Tourism Patrick O'Donovan.

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https://www.gapminder.org/dollar-street

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Census 2022 Summary Results have been published with further thematic reports being published throughout 2023

A snapshot of people aged 65+ living in Ireland

Find detailed Census 2022 data by theme in our interactive map, from county level to neighbourhood (Small Area) level on CSO Visual

All census resources and results from previous censuses

Our interactive zone has visualisations, infographics, school resources, competitions and much more...

Rewarding roles, career progression, unique culture - learn about everything that a career with the CSO has to offer

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Census 2022 Summary Results have been published with further thematic reports being published throughout 2023 A snapshot of people aged 65+ living in Ireland Find detailed Census 2022 data by theme in our interactive map, from county level to neighbourhood (Small Area) level on CSO Visual All census resources and results from previous censuses Our interactive zone has visualisations, infographics, school resources, competitions and much more...

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Close Receive the latest teaching resources, education campaigns, and schools' news directly to your inbox. Sign up to our newsletter Skip to content Here you'll find everything you need to teach about Fairtrade in your school.

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Country of the Week

With its 7,112,688 people, Hong Kong is the 101st largest country in the world by population. It is the 179th largest country in the world by area with 1,104 square kilometers.

Occupied by the UK in 1841, Hong Kong was formally ceded by China the following year; various adjacent lands were added later in the 19th century. Pursuant to an agreement signed by China and the UK on 19 December 1984, Hong Kong became the Hong Kong Special Administrative Region (SAR) of the People's Republic of China on 1 July 1997. In this agreement, China promised that, under its "one country, two systems" formula, China's socialist economic system would not be imposed on Hong Kong and that Hong Kong would enjoy a "high degree of autonomy" in all matters except foreign and defense affairs for the subsequent 50 years.

© 2023 Royal Oak Interactive, Inc.

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With its 7,112,688 people, Hong Kong is the 101st largest country in the world by population. It is the 179th largest country in the world by area with 1,104 square kilometers. Occupied by the UK in 1841, Hong Kong was formally ceded by China the following year; various adjacent lands were added later in the 19th century.

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Irish newspaper archive

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An ecological deficit occurs when the Ecological Footprint of a population exceeds the biocapacity of the area available to that population. A national ecological deficit means that the country is net-importing biocapacity through trade, liquidating national ecological assets or emitting more carbon dioxide waste into the atmosphere than its own ecosystems absorb. In contrast, an ecological reserve exists when the biocapacity of a region exceeds its population’s Ecological Footprint.

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Agri Aware Secondary School Programme

https://agriaware.ie/schools/secondary-school-programs/environmental-innovators-transition-year-programme/

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Environmental Innovators is our new programme in partnership with BiOrbic for Transition Year students that presents the various challenges that our global food system faces and invites students to investigate innovative solutions.

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Irish newspaper archive

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Climate Smart is a free educational resource to help young people learn about climate adaptation planning using interactive workshops, quizzes, and an online game called iAdapt

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An area in Geography about the interaction with Irelands coastline. Lesson plans etc…

https://www.rte.ie/documents/learn/2019/11/irelands-deep-atlantic-a-classroom-resource.pdf

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All you ever wanted to know about the EU: its Member States, history, values, and impact on your daily life. Learn more about fake news, test your knowledge with the online quiz and put yourself in the shoes of a Member of the European Parliament.

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Ambassador school | Youth Hub | European Parliament

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Find out how to help your students become active EU citizens with the Ambassador School Programme of the European Parliament.

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TY Land Use and Environmental Quality Module - Editable

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TY Land Use and Environmental Quality Module - Editable

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GeoHive - Combining historical maps and CSO data

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GeoHive - Combining historical maps and CSO data

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Create your own initiative by combining existing applications with a custom site. Use this initiative to form teams around a problem and invite your community to participate.

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Official websites use .gov
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A lock () or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Breadcrumb

Latest Earthquakes

News

link

USGS-Led Study Reassesses Earthquake Hazard Potential for Central California's Hosgri Fault

link

The Monitor Newsletter - Vol. 12 | Issue July 2023 - Vol. 12 | Issue July 2023

link

The Monitor Newsletter - Vol. 11 | Issue May 2023

Publications

Alexander R. Blanchette, Simon L. Klemperer, Walter D. Mooney

Laura A. Stern, Stephen H. Kirby

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Skip to main content Official websites use .gov A.gov website belongs to an official government organization in the United States. Secure .gov websites use HTTPS A lock () or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

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This game explores how trade affects the prosperity of a country - both positively and negatively.

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Introduction: Spaghetti, Marshmallows, and Earthquake Preparedness

This project works great for a middle school-aged audience but could easily be tailored to elementary-aged students. I used it with both my seventh-grade and sixth-grade classes. The lesson takes approximately 55 minutes to complete but could benefit from an additional 30 - 60 minutes of time reviewing what was learned and how new ideas could improve the results.

February break was just around the corner and we had planned on watching a pretty heavyweight video about the 2010 earthquake in Haiti. One of our past students, Britney Gengel, was tragically killed in the earthquake while she was helping with the orphanages in Haiti. Her family did a truly amazing thing and honored their daughter in the construction of a beautiful orphanage that houses sixty-six children while they developed the Be Like Brit foundation to help those in need in Haiti. The orphanage is built to withstand a 9.0 earthquake, which are the same standards used in San Fransisco. Like I said, the video really does give you some heartache, but the message and inspiration that comes from it is truly remarkable. I didn't want my science class to just end on a discussion but to also make some connections to the science and engineering I teach in my class. I decided that we would do a lab on the following day (Friday before February break) that would help connect engineering design to natural disasters such as earthquakes. It's a bit of a new take on a classic lesson; build a structure out of spaghetti and marshmallows (or gum drops), but in this case I adapted to the idea of building an earthquake resistant structure with certain constraints. Since many earthquakes result in tsunamis and there are often storm surges that accompany hurricanes the structure had to have a living space at the top that would keep it out of flooding waters. All the while the structure had to resist "earthquake-like" vibrations and movements created by a vortex mixer I have in my classroom. I tell my students that they are our future engineers, builders, architects, designers, humanitarians, and citizens. They have the ability to do so much good for our world and science is just one avenue they might take to get there.

I want to share this easy lesson with you and encourage you to take a similar approach to connecting the engineering design process to a real-world scenario.

Supplies

Spaghetti

Mini-marshmallows

Plastic containers with lids (I used cat cookie containers from Trader Joe's)

Vortex Mixing Machine

Gravel / Aquarium Rocks

Timer

Metric Rulers

Step 1: Send Out the All Call for Materials

I have some fantastic parents in my town that have been unbelievably helpful with materials over the years. I sent out a quick email to all of them the night before the project requesting spaghetti and received 30 boxes worth! I had mini-marshmallows from a previous catapult project we did at the start of the school year... all from parent donations again (it never hurts to ask).

We went through approximately one box of spaghetti and a half bag of marshmallows per class for this project (groups of 2 and about 8 to 12 groups). I also used dixie cups to distribute the marshmallows and keep things somewhat even but I definitely did not count out marshmallows and spaghetti sticks.

Step 2: Shaken, Not Stirred

One of my student's parents worked in a lab that was replacing damaged or antiquated equipment who incidentally offered up the equipment to me. Along with a centrifuge, a nice hotplate, and a magnetic stirrer, I received a couple of vortex mixers. Usually you use a vortex mixer to mix up liquids or dissolvable solids in a liquid inside of test vials. Basically, you push down on a heavy piece of rubber that initiates a big heavy-duty motor inducing a vibration into the vial. In this case I used the periodic movement of the mixer to represent (to some degree) the movement of an earthquake. Using a plastic cat cookie (for people) container I cut a hold to fit tightly over the rubber center of the vortex mixer. I then cut another container around the rim so it was shorter and would fit neatly into the previous container. This shortened container was filled up partially with gravel until I got the right intensity of shaking figured out. I did this with a couple of test structures my homeroom kids made for me. They build the structures directly on top of the cat cookie lids so that they could snap right onto the container attached to the mixer. Let's just say we went through a lot of gingersnaps, cat cookies, and animal crackers from Trader Joe's back when our own kids were really young so we had a horde of stored up containers that I have been using for labs up the wazoo over the past eight years.

You want the mixer to not vibrate the crud out of the structure but to kind of whip it side to side and then vibrate a bit (more similar to some earthquake movement). You can see this in the video.

Step 3: Create Your Constraints

Any engineering process has specific constraints that need to be considered. In this case we used some of the ideas presented from the video and based upon the specifications that the Gengel's used to build the small hurricane proof homes for the citizens of Haiti. We added a couple of elements to the design to make the structure both flood and earthquake resistant. This translated to the students designing a structure that had a base between 8 and 10 cm wide (no more than 100 sq cm), a central tower that was between 25 and 30 cm tall, and finally a flood escape area that is at least 6cm x 6cm (36 sq cm) in size. The living space is well out of the reach of flood waters if there was an ensuing tsunami after an earthquake or a hurricane was to strike the area and the entire structure needs to be able to withstand at least 1 minute of earthquake movement using the vortex mixer.

Step 4: Distribute Materials and Build

Once my students are in groups of two and three students per group I distribute the materials to them. Each group gets one of the lids to the cat cookie containers to build their structure on, a handful of spaghetti, and a dixie cupful of mini-marshmallows to build their structure. Some groups decided to sketch out the initial designs prior to building, other groups decided to go right to the building process. Many groups figured out pretty quickly that the triangle is the optimal geometric shape to use for both support and flexibility but the way they used the shape was really impressive. I loved all of the ideas and variations each group came up with, and without much instruction on structural design.

Step 5: Shake, Rattle, and Roll

The final step with this project is the best part... testing! I use a stop watch to test how long the structure survives the earthquake movement created by the vortex mixer. The goal is for the structure to survive for one minute with little to no structural damage. This is after I have measured the structure to make sure it fits within the constraints given at the onset of the project. If the structure fails during testing I give them a few more sticks of spaghetti if they need it and a few more marshmallows... and occasionally a few tips to help them (i.e. use the stickiness of the marshmallows to help anchor it to the plastic lid). We really had some fantastic successes with the final structures created and the best part is that it took only a single class period to complete the activity. With a couple of class periods or at least 1-1/2 class periods you could really spend some time reviewing the best structures and what made them work so well. I was able to tie in the locations of tectonic plates relative to Haiti, and why it is so important to have engineers and other scientists involved with civilian-based structures.

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Spaghetti, Marshmallows, and Earthquake Preparedness : This project works great for a middle school-aged audience but could easily be tailored to elementary-aged students. I used it with both my seventh-grade and sixth-grade classes. The lesson takes approximately 55 minutes to complete but could benefi...

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Nice interactive game for 1st years related to plate tectonics. Slip, Slide, Collide

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Check out Slip Slide Collide from @OpenUniversity #tectonicplates #educationgame http://bit.ly/earthGame

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Take a journey into understanding the Earth's tectonic plates with Slip, Slide, Collide from The Open University. With three exciting mini games packed full of information, understanding tectonic plates has never been so much fun!

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Event map - Emergency and Disaster Information Service

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We support the next generation of geographers and geoscientists, with inspiring educational videos for secondary school students and teachers. Our geography videos are developed with links to various specifications including Geography GCSE, Geography IGCSE, Geography AS-level, Geography A-level, Geography IA-level, Geography National 5, Geography Higher.

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National Geographic Interactive Mapmaker

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We teamed up with Esri to create a reimagined version of National Geographic MapMaker that is more accessible, more flexible and more relevant. The new MapMaker 4.0 is available now for you to rebuild your maps and access all of the exciting new features.

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MapMaker Launch Guide - National Geographic Society

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Very useful Geography in the News worksheets.

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Internet Geography - GCSE Geography resources. Take a look at our blog, revision notes and teaching resources. Supports AQA Geography and other specs.

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is a new initiative developed co-founded Tourism Insight Natasha Kinsella FIHI and Mary Rose Stafford FIHI in collaboration with Fáilte Ireland, I rish Hospitality Institute, Irish Hotels Federation and THEA. The initiative was formally launched nationwide 29 th by the Minister of State for Tourism Patrick O'Donovan. Online developed by the Institute of Technology Tralee.

This free interactive online programme provides valuable tourism insights to transition year students and other learners, informing them of career options within the tourism industry.

Tourism is everybody's business and every interaction with a tourist is an opportunity to make them feel welcome and we want everyone to understand the value of tourism and of every tourist.

Click on their names to listen to co-founders Natasha and Mary Rose talk about the Tourism Insight programme.

Tourism Insight Modules

Tweets about @SkillsDublin

# data[].attributes.attachment_link.description
is a new initiative developed co-founded Tourism Insight Natasha Kinsella FIHI and Mary Rose Stafford FIHI in collaboration with Fáilte Ireland, I rish Hospitality Institute, Irish Hotels Federation and THEA. The initiative was formally launched nationwide 29 th by the Minister of State for Tourism Patrick O'Donovan.

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https://earth.nullschool.net/

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Videos tailored for students preparing for the Geography Leaving Certificate and Junior Cycle exams

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Videos tailored for students preparing for the Geography Leaving Certificate and Junior Cycle exams

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Population pyramids for most countries

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Introduction: STEM Design Challenge: Building Earthquake Proof Buildings AND a Shake Table

Challenge: What is the tallest earthquake proof structure your group can build?

Constraints and Rules: You are limited to using only the following materials in your actual structure: 10 Pieces of Spaghetti, 20 Marshmallows, and 30 centimeters of Tape. Your building will be considered "earthquake proof" if it can retain its complete structure on the shake table and not fall over during a period of 10 seconds of shaking the table. For the height, the highest point of the roof will be measured. The roof must be where 3 or more pieces come to a point or where four corners imply a flat roof surface. No "Antenna" type structures will not be included in the height measurement.

(My inspiration for this activity was The Marshmallow Challenge!)

This activity is well suited for 6th to 9th grade students.

Supplies:
Building Materials for Each Student Group:

10 Pieces of Spaghetti

20 Mini Marshmallows

30 Centimeters of Tape

Tools for Each Student Group:

Scissors

Ruler

Shake Table (Medium size Sterilite storage container with holes, 4 rubber bands (large 7 inch size), 4 binder clips, hard base about 8" x 10" in size like a clipboard or handheld dry erase board)

As a teacher, for about $70 (at the time of writing this) you can get a bulk pack of 6 Sterilite containers (I use this all the time, not just for this activity!), 9 rolls of masking tape, a bag of rubber bands (honestly, these are likely in your school supply closet!), boxes of binder clips, and 12 dry erase boards (again, I use these all the time for other purposes too). Considering all these materials can also be used for other purposes, it's very cost effective. This is enough for 6 lab groups (with the exception of buying spaghetti and marshmallows from your local grocery story).

Basically I used these materials because I ALREADY had them and you likely do to! Also, there are other ways of making shake tables, so use the method that matches materials you already have on hand.

Be the First to Share

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Step 1: Be Inspired.

Depending on your teacher education background, or your personal interests, earthquakes may or may not be your "thing". Just like students often watch YouTube videos to learn new things, we as teachers turn to the internet to find out interesting and important connections to make our instruction relevant and rigorous for our students.

Ross Stein is a leading earthquake expert (ahem, geophysicist) and has a great ted talk about earthquakes. Another relevant video about why you do not prepare for earthquakes is also worth a watch.

Seismologist Dr. Lucy Jones is very active on Twitter and worth following. The USGS has a TON of great resources for other lesson ideas to follow or precede this instructable activity.

To setup, I have all the materials (for the most part) ready to go at each lab space. I do not count out marshmallows, but use the honor system and have a cupful easy to access at each table. I let students also get their own spaghetti noodle pieces so they can ensure each piece is to their liking (and again, it saves me time so I don't have to count them out for 24 groups that may do this in a day).

Step 2: Introduce the Challenge to Your Students.

I introduce the challenge by explaining what they are going to be do using the engineering design process.

For example, I go over some of the following points:

Identify the problem: Many people die each year from earthquakes ( Source). and most of these deaths are a result of collapsing buildings ( Source).

Identify criteria and constraints: Your challenge - What is the tallest earthquake proof structure your group can build? You are limited to using only the following materials in your actual structure: 10 Pieces of Spaghetti, 20 Marshmallows, and 30 centimeters of Tape. Your building will be considered "earthquake proof" if it can retain its complete structure on the shake table and not fall over during a period of 10 seconds of shaking the table. For the height, the highest point of the roof will be measured. The roof must be where 3 or more pieces come to a point or where four corners imply a flat roof surface. No "Antenna" type structures will not be included in the height measurement.

Brainstorm possible solutions: I have students write "Possible Solutions" on their notebook paper and draw or describe as many ideas as they can in 3 minutes. I have them think of ideas individually before discussing ideas with their lab group.

Step 3: Show Students How to Build and Use the Shake Table.

I let students assemble the shake table when they get in their group. This saves time for me having to do it for all my 8 groups, plus I don't want to steal their fun!

I model how to assemble the table. (It's really easy!)

1. Weave a rubber band through two of the holes in the storage container so both ends of the rubber band are inside the container.

2. Grab the two loop ends with the binder clip.

3. Clip the binder clip to the base. If you use whiteboards, have the white side facing down and wood side face up.

4. Repeat this for the other three sides.

I also model how to shake the table. This requires two students.

1. One students represents P waves and pushes and pulls the container.

2. At the same time, another student represents S waves and moves the container from side to side.

Be sure to emphasize that you are modeling like a moderate, 5 on the Richter scale type of earthquake. Otherwise, as you can imagine, students would shake it way too much. I emphasize that the container should not lift up from the surface of the table.

Step 4: Have Students Complete the Challenge!

Okay, finally! In lab groups students complete the challenge. I do not have an official time limit, but they do have to complete these during the class period. This generally takes 15-35 minutes depending on the group.

Continuing with the engineering design process, students are:

Sharing ideas with team members.

Selecting a design to try.

Building the selected design.

Testing the design.

Making changes as needed.

While students are working, I walk around and answer questions (like, "Can I tape the structure to the base?" to which I quietly nod "Yes". Foundations are important!). I tell students they cannot actually shake the table with their structure unless I, the safety inspector, am watching. I take officially height measurements before the team shakes their structure.

Step 5: Students Reflect on the Process, Results, and the Big Ideas.

Discussion: List at least TEN other considerations that engineers have to take into account when designing and constructing buildings (Hint: Thinking about Earthquakes is definitely not the only or top thing likely considered.). For an extra challenge, order these ten things from least to most important to you.

Conclusion: What is needed to make a building more earthquake proof (include information you learned from this lab as well as from other research)? Why is constructing earthquake proof buildings important?

Side note about the shake table in this picture: I actually only have 6 of the Sterilite containers but I would run 8 lab groups. I used 2 liter soda bottle holders for these other two groups! You might be able to get these FREE from a local business!

Modifications to this Activity: I have a modification to this activity that makes it more of a real world challenge, utilizing budgets and analyzing costs per square centimeter, that you can read about on my website here.

So that's my STEM earthquake proof structure challenge! I'd love to hear about how this goes if you do this yourself. If you do your own version of an earthquake proof challenge, how do you do it? We're here to learn together!

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STEM Design Challenge: Building Earthquake Proof Buildings AND a Shake Table

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STEM Design Challenge: Building Earthquake Proof Buildings AND a Shake Table: Challenge: What is the tallest earthquake proof structure your group can build?Constraints and Rules: You are limited to using only the following materials in your actual structure: 10 Pieces of Spaghetti, 20 Marshmallows, and 30 centimeters of Tape...

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https://grnsch.maps.arcgis.com/apps/instant/basic/index.html?appid=6427f0c764d447348d9dada0c1df624e

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Home | DABtheEU | Discuss, Argue, Build the EU

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Discuss, Argue, Build the EU (DABtheEU) is an innovative, teacher and student-friendly teaching and learning programme on Ireland and the EU for 13 to 18 year olds.

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Acmhainní Oideachais, Teagasc agus Foghlaim don Ghaeilge agus Gaelscoileanna - Bunscoil, Meánscoil agus Daoine Fásta. Gaelscoil and Irish Language Education, Teaching and Learning Resources - Primary, Secondary and Adult Learners.

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This site contains a vast range of dynamic and effective teaching and learning resources suitable for geography students aged 11 - 16 years old. Lesson plans for different modules with links, videos, worksheets included.

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Welcome to geographypods.com.

This site contains a vast range of dynamic and effective teaching and learning resources suitable for geography students aged 11 - 16 years old. Please use the menu at the top to navigate to the section you need. ﻿

Grade 6 - 8 (KS3) - 11 - 14 years old

Grade 9-10 IGCSE (KS4) - 14 - 16 years old

For IB DP resources, please visit www.ibgeographypods.org where you will find:
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Grade 11 - 12 IB/AS/A2 (KS5) - 16 - 18 years old.

You can also use the home menu above to find out a little more about the author, Matt Podbury, with links to Twitter, Facebook and the geographypods YouTube video account as well as a bank of free photos and training materials for classroom resources. Please get in contact if you need further information or wish to provide feedback as well as reporting broken links.

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Welcome to geographypods.com. This site contains a vast range of dynamic and effective teaching and learning resources suitable for geography students aged 11 - 16 years old. Please use the menu at the top to navigate to the section you need.

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A Google drive with Global Citizenship Education and Sustainable Development Goals resources.

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One hour lessons from the Economist

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Help students explore the effect fast-fashion has on the environment.