Scheme of work Physical geography: Glacial systems and landscapes This resource is a scheme of work for our accredited AS and A-level Geography specifications (7036, 7037). It is not exhaustive or prescriptive, it is designed to suggest activities and resources that you might find useful in your teaching. 3.1 Physical geography Core topic 3.1.4 Glacial systems and landscapes Specification content Week Number Subject-specific skills development Learning outcomes Suggested learning activities (including ref to differentiation and extension activities) Resources Week 1 Systems in physical geography (If students have already studied the unit on Water and Carbon cycles, then they should revisit the introductory section of that unit on “Systems in Physical Geography”. Then return to the end of this section to introduce “Glaciers as natural systems”. If this is the first physical geography element studied, then complete an introductory lesson covering the “systems Use of key subject specific and technical terminology. To identify connections and interrelationships between different aspects of geography. Constructing and using systems and models. Labelling and annotation of diagrams. An overview of the concept and use of 'models' by geographers as simplifications of a complex world. Understanding of the concept of 'systems frameworks' as a type of fundamental to most areas of geographical understanding. Students will be able to identify, describe and explain the elements of geographical systems, including: Stores/Components Flows/Connections Elements Attributes Relationships Small group discussions followed by feedback - what models used in geography do students know? Students to draw and annotate a model system to show the key elements of a system. Students to draw and annotate a diagram of an example of a positive feedback system and a negative feedback system. Repeat group discussion to now think of any more
glaciated settings: characteristic glaciated and periglacial landscapes. over a of timescales to create ever changing but distinctive landscapes. Opportunity to construct arguments and explanations about the formation of glacial landforms and landscapes, coming to valid conclusions. landforms and characteristic periglacial landscapes, including: Patterned ground Ice wedges Pingos Blockfields Solifluction lobes, terracettes Thermokarst. Students will explore the relationship between process, time, landforms and landscapes in these cold environments. landscape system it is a part A named illustrative example (not developed case study) from a local UK area and one from beyond the UK A summary of the timescales involved in the formation of the landforms. To conclude each section of the landforms part of the specification identify an area dominated by each of the following and describe/assess how the individual landforms have combined to form the distinctive landscape: Characteristic landscape of glacial erosion Characteristic landscape of glacial deposition Characteristic fluvioglacial landscape (There is an opportunity to investigate landforms/ landscapes in the field). Opportunity to assess learning with a of exam style questions.
Week 5 Human impacts on cold environments Concept of environmental fragility. Human impacts on fragile cold environments over time and at a variety of scales. Recent and prospective impact of climate change. Management of cold environments at present and in alternative possible futures. Use of key subject specific and technical terminology – like “fragile environment”. Possible opportunity to conduct fieldwork to investigate the impacts of people on cold environments and assess management approaches. Online research. Handling primary and secondary sources of information. To use a range of GIS including climate change models and remotely sensed data. Construct and interpret a range of graphical and statistical techniques. Students will understand and be able to analyse the concept of “environmental fragility”. Students will be able to categorise the impacts of humans in cold environments. may include: Global warming Pollution Development of infrastructure Economic activity Introduction of alien/invasive species. Students will understand that the way different groups of people have used/interacted with different cold environments has different levels of impact, in the context of: Different times – historically, present, future Different cold environments Different scales – local, regional, national, international. Students will understand current and future issues relating to natural and enhanced climate change. In terms of: Causes – Natural Vs Human Impacts – Observable, predicted and now occurring, predicted future change. Students will understand that just as there are a variety of cold discussion to establish understanding of “environmental fragility” and “fragile environments”. Opportunity to research the human impacts in cold environments, followed by exercise to categorise such impacts. Opportunity for a group research and presentation exercise. Each individual/ group has to research human impacts for a particular time and scale. Individuals report back. Impacts for different times and scales are collated. Opportunity to practice extended prose exam questions to assess the changing nature of human impacts over time. Q&A/discussion to assess understanding of the natural Vs human enhanced climate change. Opportunity to research current observable impacts of climate change in cold environments, followed by research into predicted future impacts. Findings could be shared using a display or electronic on climate change in the Arctic UNESCO report on Antarctic and Southern Ocean Coalition Information on the future sustainability of Antarctica
environments there is variety in the way they are managed. (Possible link here to the idea of ‘Global Commons’ and students could assess the present management of Antarctica). Students will understand there are alternative viewpoints about future management strategies for cold environments; Antarctica could serve as an illustrative example. presentation shared via a VLE. For a chosen cold environment (possibly Antarctica) students to study resources about current and future management strategies. Followed by an exercise to assess the success or otherwise of such strategies. Opportunity for Q&A/group discussion/role play/debate about the views of different stakeholders involved in the future management of cold environments. Opportunity to use a range of styles and tariffs of exam style questions to assess learning. Week 6 Case studies Case study 1 Case study(ies) of glaciated environment(s) at a local scale to illustrate and analyse fundamental glacial processes, their landscape outcomes as set out above and engage with field data. Collect, analyse and interpret a range of qualitative and quantitative data from a range of primary and secondary sources. Present, analyse, draw conclusions and evaluate those findings using a range of geographical techniques (see skills checklist). Students could either study a local glacial landscape in the UK, or one beyond the UK, through the use of secondary data sources – including online digital mapping, secondary data, local authority websites and text book resources - or engage first hand or complete fieldwork to collect primary data, or a combination of both. The aims of such work are to: Illustrate how the glacial landscape is distinctive and is the unique combination An opportunity to create a “virtual fieldwork investigation” and provide students with a range of data relating to a local glaciated environment for students to investigate and address the themes of the enquiry. Or, an opportunity for students to conduct a short fieldwork enquiry of a local glaciated environment to investigate the main themes of the specification. Students Many of the accompanying textbooks will have illustrative examples of possible glacial fieldwork opportunities. Other guidance may be found below: Ideas from the FSC on Ideas from the FSC on RGS example of
of the processes and environmental characteristics that created it at a local scale. If students complete a fieldwork investigation they will be able to follow through a complete geographical investigation and route to enquiry. could write up a enquiry to act as a case study of a local glaciated environment. (This could feed into the completion of coursework for the Non-examination assessment element of the specification). Case study 2 Case study of a contrasting glaciated landscape from beyond the UK to illustrate and analyse how it presents challenges and opportunities for human occupation and development and evaluate human responses of resilience, mitigation and adaptation. Collect, analyse and interpret a range of qualitative and quantitative data from a range of primary and secondary sources; this could include discursive/creative material when looking at the experiences of people in place. (This example is based on an investigation of the Sápmi region of tundra in northern Europe) Students will be able to describe, analyse and evaluate a range of themes relating to how the human population of the Sápmi region interacts with their tundra (periglacial) landscape, including: An understanding of the glacial/periglacial processes that combined to create this unique glaciated landscape The challenges and risks of living in the Sápmi region The opportunities offered by living in the Sápmi region The human response to the challenges of the Sápmi region. Including strategies aimed at resilience, mitigation and adaptation. The potential for possible sustainable development in the Opportunity for individual, paired or group research task, using a range of textual, digital or audiovisual resources. Findings could be shared in traditional classroom approaches or shared through a VLE on a blog for example. For a more active learning approach students could research from the point of view of different stakeholders. Feedback could then take the form of a debate/roleplay or construction of SWOT analysis in groups etc. Introduction to the Sápmi region and people Factsheet about the Sápmi people in Sweden Information on the lands of the Sápmi United Nations information on the Sápmi in Norway and Finland Slideshow images of the Sápmi people through time 54 minute UN documentary on the Sápmi