Scheme of Work for Component 1, Topic 1: The changing landscapes of the UK Lessons Learning objectives Content (vocabulary, concepts, processes, ideas) Place exemplification Integrated skills Teaching activities and resources 2 lessons (2 hours) Introductory week, making with Key Stage 3. Compulsory topic 1: overview of the UK’s physical landscapes 1 lesson (1 hour) Key Idea 1.1: Understand there are geological variations within the UK. Suggested learning objectives: To know the distribution of the UK’s main rock types: sedimentary, igneous and metamorphic. To understand the characteristics of the UK’s main rock types: sedimentary, igneous and metamorphic. Skills objective: To know how to describe a distribution on a map. 1.1a Characteristics and distribution of the UK’s main rock types: sedimentary (chalk and sandstone) igneous (basalt and granite), metamorphic (schists, slates). UK and Geological maps Starter Display a geological map of the UK like the one at: Ask students to describe the distribution of the UK’s geology. Students describe the distribution using the following guidance: PQE technique (the general pattern, qualifications, exceptions). Provide a model answer and get students to peer assess their answers using a marking grid. Main activity Show students the series of video clips on the different types of rocks: Sedimentary rocks What material makes sandstone? What material makes chalk? Igneous rocks What are the two types of igneous rocks? Why do some have larger crystals? Metamorphic rocks What changes in contact metamorphism? What changes rock in regional metamorphism? Students produce a mind map to demonstrate their understanding. Plenary Can you guess? – give students statements related to the three main rock types. Using coloured cards (one for each
type of rock), read the statements and ask students to hold up the correct card. 1 lesson (1 hour) Key idea 1.1: There are geological variations within the UK. Suggested learning objectives: To know the location and key features of distinctive UK upland and lowland landscapes. To understand the role of geology and past tectonic processes in the development of upland and lowland landscapes. Skills objective: To know how to use simple geological cross sections to show the relationship between geology and relief. 1.1b The role of geology past tectonic processes in the development of upland (igneous and metamorphic rocks) and lowland (sedimentary rocks) landscapes. simple geological cross sections to show the relationship between geology and relief. Starter Show this picture of Haytor to the whole class: Ask students to explain to their partner how they think this was formed. Main activity Using: , read the brief description and geological detail with the whole class. Students should then draw an annotated diagram to show how a batholith was formed. Use the cross section of the North of England () to show how igneous intrusions and Batholiths have created highland areas. Plenary A plenary pyramid – Students complete the following activity to review their learning of longshore drift: One question you are left with Two concepts you understand that you didn’t know before Three new pieces of vocabulary you now know and what they mean. 1 lesson Key idea 1.2: A number of physical 1.2a How distinctive upland and lowland Lake District Locating key physical Starter
Swash Backwash Acute angle Gravity Plenary Match-up – Provide a worksheet with all of the physical processes on. Students match-up each of the processes to the correct definition. 1 lesson (1 hour) Key idea 1.3: A variety of physical landscapes interact to coastal landscapes. Suggested learning objectives: To have an awareness of how geological structure, rock types and wave action shape coastal landscapes. 1.3b Influence of geological structure (concordant/ discordant, joints and faults) and rock type (hard/soft rock) and wave action (destructive and constructive waves) on landforms. Key words: Joints Faults More-resistant rock Less-resistant rock Swash Backwash Wavelength Geology Discordant Concordant Dorset coastline Use of BGS Geology maps (paper or online) to link coastal form to geology. Starter What key word am I? – Give each student a card with the key terms of concordant coastlines, discordant coastlines, joints, faults, hard more-resistant rock, soft less-resistant rock, destructive waves and constructive waves. Students circle the room sharing their key terms with their peers. After 5 minutes students go back to their seats and write down as many of the key terms they can remember. Give another 5 minutes if necessary. Main activity Set up a series of learning stations with information and images on each of the key terms. Students gather information on each of the terms in the form of a mind map. Provide a copy of the BGS online map of Swanage: Ask students to use the BGS online map of Swanage to answer the following questions: Why has the geology created Swanage bay? Why is there a headland to the South of Swanage? Why does the Southern coastline not have major bays like the one at Swanage? Which coast has a discordant coastline? Which coast has a concordant coastline? Plenary Spot the deliberate mistake – Put up statements about the key terms students have investigated for the lesson and get them to spot the mistake.
1 lesson (1 hour) Key idea 1.3: A variety of physical landscapes interact to shape coastal landscapes. Suggested learning objectives: To understand how the UK’s weather and climate affect the rates of coastal erosion and impact on coastlines. 1.3c How the UK’s weather and climate (seasonality, frequency and prevailing winds) affect rates of coastal erosion and retreat, and impact on landforms and landscape. Key Prevailing winds Coastal retreat Holderness Coast, East Yorkshire Using UK weather and climate data and calculation of mean rates of erosion using a multi-year data set Starter Display the graph at the bottom of the page: What season does most erosion happen on the Holderness This task provides an opportunity to remind students how to extract data from a source effectively. Main activity Internet-based activity. Provide a worksheet with a series of questions linked to the following tasks. Ask students to the clip at to find out how coastal erosion is measured. Ask students to look at the website to read and work out place had the most erosion during the 2013/14 storms. Plenary Question to pose – ‘What factor do you think has the greatest impact on coastal landscapes and landforms?’ Justify your decision. 1 lesson (1 hour) Key idea 1.4: Coastal erosion and deposition create distinctive landforms within the coastal landscape. Suggested learning objectives: To know how and why coastal stacks form. 1.4a The role of erosional processes in the development of landforms: headlands and bays (homework task), arches, cliffs, stacks, wave cut platforms (homework task). Key words: Fault Wave-cut notch Erosion Weathering Starter How does this this turn into this? – Show students two images, one of a headland and one of a Ask students to write what they believe causes the change. They must refer to the physical processes learnt in previous lesson. Main activity Put students in to groups of four. Provide students with a series of sequence cards and images of the formation of a stack. Use clothes lines and pegs and ask students to put the cards and images in to the correct order. Review each groups sequence through a class discussion. Ask each group to decide what causes the changes. Show a video clip or an animation that illustrates the changes to review and consolidate understanding.
Plenary Students an answer to the following extended writing task: ‘Using an annotated diagram, explain how a coastal stack is formed’. Students swap answers and peer assess using a marking grid. 1 lesson (1 hour) Key idea 1.4: Coastal erosion and deposition create distinctive landforms within the coastal landscape. Suggested learning objectives: To understand how bars, beaches and spits form from depositional processes. 1.4c The role of depositional processes in the development of landforms: bars, beaches and spits. Key words: Longshore drift Prevailing wind Deposition Tide Constructive waves Slapton Ley, Devon Recognition of coastal landforms on and 1:50000 OS maps Starter Copy and complete – Students fill in the following gap fill exercise to understand how beaches are formed: A _______ is an area of land between the low ________ and storm tide marks. They are made up of ________ and pebbles. Beaches are formed by ___________ waves, which deposit material. Main activity Show a video clip to remind students about longshore drift. Provide a blank outline drawing of a coast. Students then work in pairs to decide how a spit might be formed by drawing and annotating on the blank outline. Students could be provided the following question stems to help their thought process: How will the sediment move to the end of the coastline? What will happen to the sediment at the end of the coastline? What might cause the spit to change over time? Review student’s as a class and get them to update their diagrams accordingly. Show a picture of Slapton Ley in Devon and get them to annotate their picture to explain how a bar forms.
Plenary Students answer question (2)(a) (iv) from Sample Assessment Material Geography A Paper 1: The Physical Environment 1 lesson (1 hour) Key idea 1.5: Human activities can lead to changes in coastal landscapes which affect people and the environment. Suggested learning objectives: To appreciate how human activities can cause changes in coastal landscapes. To understand how these changes affect people and the environment. 1.5a How human activities (urbanisation, agriculture and industry) have affected landscapes and the effects of coastal recession and flooding on people and the environment. Key words: Urbanisation Agriculture Industry Coastal recession - Holderness Coastline, East Yorkshire Coastal flooding – The Thames Barrier Use of 1:25000 and 1:50000 OS maps, and GIS, to investigate the impact of human intervention. Starter Use , search for Hornsea and zoom out to help students investigate which areas of the coastline are being protected and why. Students write a location statement for the coastline. Main activity Watch the video clip in pairs. Person A needs to collect evidence from video that Peter Boggis is right in his actions. Person B collects evidence to show that he is wrong. They should then discuss what they have found, whilst discussing their own viewpoint. Students should write an answer to the question ‘should more sea defences be built along the Holderness coast line?’ Plenary Peer review - Students to swap books with a partner and discuss whether they agree or disagree and why. 1 lesson (1 hour) Key idea 1.5: Human activities can lead to changes in coastal landscapes which affect people and the environment. 1.5b The advantages and disadvantages of different coastal defences used on the coastline of the UK (hard engineering, sea groynes and rip rap and soft engineering, beach nourishment and offshore reefs) and how they can Starter Coastal dingbats – create a number of dingbats to review different features of coasts. This could include key features like swash, backwash, stack, longshore drift, etc. Main activity Introduce the idea of soft and hard engineering methods through defining the differences.
Suggested learning objectives: To know the different types of coastal management techniques. To understand how coastal management can lead to change in coastal landscapes. lead to change in coastal landscapes. Key words: Hard engineering Soft engineering Create a series of A3 fact with images of the different types of management techniques and place these around the room on the walls. Students then using the following table layout to circle the room and gather information on each of the techniques. Once students have collected the information bring them together as a class to share what they have discovered about the different management techniques. Students then decide which of the techniques are examples of soft and hard engineering. Students write a summary for which technique they believe has the greatest impact on coastal landscapes. Plenary Annotating images – Provide a series of sketched images of the different management techniques. Students pick one of them and annotate to explain how the use of that technique causes changes to coastal landscapes. 1 lesson (1 hour) Key idea 1.6: Distinctive coastal landscapes are the outcome of the interaction between physical and human processes. Suggest learning objectives: To know the location of one named distinctive 1.6a The significance of the location of one named distinctive coastal landscape within the UK (discordant, concordant, coastline of deposition, coastal retreat) including how it has been formed and the most influential factors in its change. Key words: Dawlish/ Dawlish Warren. Recognition of coastal landforms on 1:25000 and 1:50000 OS maps. Starter (1) Locating key features – Display an OS map (either 1:25000 or 1:50000) for the Dawlish coastline. Students use the map to locate key features like the groynes and spit. Students could either provide a grid references for the features or a grid reference could be provided and students find the feature. Starter (2) Set a question – Students a question for their partner to answer on the Dawlish coastline. Main activity (1)
Suggested learning objectives: To understand how a variety of physical processes interact to shape river landscapes. and slumping), erosion (abrasion, hydraulic action, attrition and solution), transport (traction, saltation, suspension and solution) and deposition. Key words: Weathering Erosion Provide a series of images and statement cards for each of the different processes. Students first match up the images and the statements for each of the processes. Review exercise as a whole class. Students produce a detailed mind map to represent the processes. Plenary Question pose – Students answer the following question: ‘Describe one way physical (freeze-thaw) weathering have an impact on river landscapes.’ 1 lesson (1 hour) Key idea 1.7: A variety of physical processes interact to shape river landscapes. Suggested learning objectives: To know the key characteristics of a river. To have an awareness of how landscapes contrast between the upper, middle and lower courses. 1.7b How landscapes contrast between the upper courses, mid courses and lower courses of rivers and why channel shape (width, depth), valley profile, gradient, discharge, velocity and sediment size and shape change along the course of a named UK river. Key words: Depth Gradient Velocity River Dee, Wales Use of BGS Geology maps (paper or online) to link river long profiles to geology. Starter Provide students with a table similar to the one shown below with the characteristics and definitions. Students have to decide what happens to each of the characteristics as you move from the source to the mouth. Review student responses and ask them to write a short sentence to say why they think these changes happen. Main activity (1) Show a location map of the Dee in relation to the UK and where the source and mouth can be found. Students write a location statement. Main activity (2) Using the facts on the River Dee profile for the upper/ middle/ lower course students create a living graph. Provide the initial outline of the river profile and ask students to annotate the key features found along the river. Plenary One minute challenge – Students tell their partner what they have learnt about the changing profile of the River Dee.
Suggested learning objectives: To know the key features of river landforms. To have an awareness of the role of processes and the influence of geology in the formation of waterfalls. More-resistant rock Overhang Plunge pool Retreat Students annotate the images with the correct key words and explanation for the processes at each of the stages. Review responses as a class through a peer-assessed task. Ask students to consider the following points when marking their partners work: A full sequence At two explanations Use key geographical terminology Make reference to physical processes. Plenary Making improvements – Based on the comments from their partner in the peer assessment task, students make improvements to their original piece of work. 1 lesson (1 hour) Key idea 1.8: Erosion and deposition interacts with geology to create distinctive landforms in river landscapes. Suggested learning objectives: To know the key features of river landforms. To have an awareness of the role of processes and the influence of geology in the formation of 1.8b The role of depositional processes in the formation of plains, levees and point bar (homework task). 1.8c The interaction of deposition and erosion processes in the development of landforms (meanders, oxbow lakes). Key Deposition cliff Slip-off slope River Dee meanders. Recognition of river landforms on 1:25000 and 1:50000 OS maps. Starter Annotating images – Show a picture of one of the meanders the River Dee. Ask students to decide where they think the fastest and slowest flowing water will be. Ask them to explain their choice. Main activity Provide a series of images showing UK meanders. Students produce a geographical sketch of the image and label the key features of river cliff, slip-off slope, fastest flowing water, slowest flowing water, etc. Students then explain around their sketch why meanders form linking in physical processes. Plenary Name that river word – Teacher starts with letter A and gives a word related to rivers (attrition). This is then passed on to a student who picks another letter and gives a river word and so on.
meanders and lakes. 1 lesson (1 hour) Key idea 1.9: activities can lead to changes in river landscapes which affect people and the environment. Suggested learning objectives: To know the physical and causes of flooding. To have an awareness of how river flooding can affect people and the environment. Skill objective: To know the key features of a storm hydrograph. 1.9a How activities and changes in land use (urbanisation, agriculture and industry) have affected river processes that impact on river landscapes; the physical and human causes and effects of river flooding. Key words: Urbanisation Agriculture Industry Boscastle 2004 Somerset 2004 Tewkesbury 2007 Use of 1:25000 and 1:50000 OS maps, and GIS, to investigate the impact of human intervention. Starter Asking questions – Show an image from one of the UK flooding events of Boscastle 2004, Somerset 2004 and Tewkesbury 2007. Students have to create some who, what, where, why, how questions. Students swap answer with their partner who provides an answer for at least 3 of the questions. Main activity (1) Reveal the different causes of flooding (physical and human) on cards. Students sort the cards into two piles, one for physical and one for human. Review answers as a class. Students then summarise the causes in a table using the information from the cards: Ask students to decide which physical and human cause they believe has the greatest effect on river landscapes. Main activity (2) Show the storm hydrograph of Boscastle in 2004. Students annotate the hydrograph with the key features – rising limb, lag time and the falling limb. Teacher explains what each of these features represent. Students then use the data from the link to draw a storm hydrograph: Instructions for completing this using ICT can be found at Ask students to use to compare how different factors influence hydrographs. Main activity (3)
Match-up – Provide a worksheet with all of the glacial processes on. Students match-up each of the processes to the correct definition. 1 lesson (1 hour) Key idea 1.11: A variety of physical processes interact to shape upland glaciated landscapes. Suggested learning objectives: To understand how past climate and current UK weather and climate affect processes that impact on upland glaciated landscapes. 1.11c How past climate and current UK weather and climate (seasonal and diurnal variations in weather) affect processes that impact on upland glaciated landscapes. Key words: Seasonal Diurnal variations Using UK weather and climate data Starter Give students a post it note to write down when they think the last glaciers covered the UK. Use the linked map () to show the extent of glaciers in UK. Main activity Read a copy of the linked article to find out answer to the starter question. () Use the at to set a series of interpretation questions. Ask students to use a climate graph of the UK to suggest which months of the year there might be an increase of freeze thaw weathering in upland areas of UK. Plenary A pyramid plenary – Students complete the following activity to review learning: a One question you are left with b Two concepts you understand that you didn’t know before c new pieces of vocabulary you now know and what they mean. 2 lessons (2 hours) Key idea 1.12: Glacial erosion and deposition create distinctive landforms within upland glaciated landscapes. Suggested learning objectives: 1.12a The role of erosional processes in the development of landforms (truncated spurs, corries, glacial troughs, arêtes hanging valleys and roches moutonnées). Key Recognition of glacial landforms on 1:25000 and 1:50000 OS maps. Starter Back to back – Students sit in pairs back to back and are given two images to represent erosional landforms. Students take it in turn to describe their images, whilst the other attempts to draw what is being described. Main activity Students split into groups of four. Provide each group with a picture and sequence statements for the formation of one of