Scheme of work Physical geography: Glacial systems and landscapes This scheme of work for AS Geography specification (7036) suggests possible activities and resources that you might find useful in your teaching. 3.1 Physical geography 3.1.3 Glacial systems and landscapes Week 1 – Systems in physical geography Specification content Subject specific skills development Learning outcomes Suggested learning activities (including ref to differentiation and extension activities) Resources If students have already studied the unit on Water and Carbon cycles, 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, complete an introductory lesson covering the ‘systems in physical geography’ Use of key subject specific and technical terminology. To identify connections and interrelationships between different aspects of geography. Constructing and systems and models. Labelling and annotation of diagrams. An overview of the concept and use of 'models' by geographers as simplifications of a complex Understanding of the concept of ‘systems frameworks' as a type of fundamental to most areas of geographical understanding. 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 discussion to now think of any more examples of systems in geography. Students to work in pairs/small groups to think of ways in which
material outlined in this section. Systems in physical geography: Systems concepts and their application to the development of glaciated landscapes – inputs, outputs, energy, stores/components, flows/transfers, positive/negative feedback, dynamic equilibrium. The concepts of landform and landscape and how related landforms combine to form characteristic landscapes. Develop an understanding of the concept of ‘landscape’ as a combination of related landforms. Identify, describe and explain common characteristics of systems including: boundaries inputs outputs flows. Understand systems that are classified as: isolated systems closed systems open systems. Understand systems as being in a state of dynamic equilibrium that includes: positive feedback negative feedback. Identify the four major subsystems of the earth: atmosphere lithosphere hydrosphere biosphere. Understand that these are interlinked as a ‘cascading system’. Glaciers as natural systems Identify glaciers as open systems in glacial environments. Identify the different elements of a glacial system, including: inputs components/stores transfers/flows outputs. the four ‘spheres’ are interlinked, then feedback and share ideas. Opportunity here for a short research task for interconnections. Practice low-tariff exam questions to assess learning – peer assessment opportunity. Small group discussion/Q&A to understand glaciers as open systems. Construct and annotate a diagram to illustrate various elements of a glacier as an open system. Paired/small group task to identify examples of positive and negative feedback in glacial landscapes. Students draw and annotate a diagram of an example of a positive or negative feedback in a glacial landscape. Once all students have illustrated one example of feedback in a cold environment, there is the opportunity for individuals/small groups to research for others. Small group discussion to identify prior knowledge of glacial landforms. Discuss what represents a characteristic glaciated landscape. are various resources on glaciers as systems available online, such as Example of a positive feedback system in a cold environment, such as which is also explained in this
Understand glacial (cold) landscapes as being in dynamic equilibrium that includes: positive feedback negative feedback. Glaciated (cold) environments as characteristic landscapes Understand the concepts of: landform landscape. Appreciate that characteristic glaciated (cold) landscapes are the combination of related landforms. (Specific landforms and landscapes are studied in detail Weeks 1–2 – The nature and distribution of cold environments Specification content Subject specific skills development Learning outcomes Suggested learning activities (including ref to differentiation and extension activities) Resources The global distribution of cold environments. Physical characteristics of cold environments: climate, soils and vegetation (and their interaction). The global distribution of Use of key subject specific and technical terminology. Opportunities to develop skills such as drawing, labelling and annotating diagrams. Opportunities to engage with a range of maps. Develop an understanding of change through geological time scales. Describe and explain the past and present distribution of cold environments, including: polar environments alpine environments glacial environments periglacial environments. Understand the idea of advancing and Q&A/discussion – where are cold environments located? Draw and annotate map to identify present day distribution of different cold environments and produce accompanying notes to explain this distribution. Research the occurrence and extent of glacial advances and retreats during the Pleistocene glaciations. National Snow and Ice Data Center: The RGS has provided some Overview of BBC Nature
operating in glacial landscapes. deposition. Understand and be able to assess the role of fluvioglacial processes. Including: meltwater erosion transport deposition. Describe and explain periglacial features and processes, including: permafrost active layer mass movement. (textbooks, VLE, internet, video) to produce a revision card/sheet including: definition description of the process explanation of how the process shapes the landscape, or operates annotated diagram where appropriate. These could be shared between groups, or a display of the best created, or some may produce electronic resources to share via VLE. Short video on periglaciation Weeks 4–5 – Glaciated landscape development Specification content Subject specific skills development Learning outcomes Suggested learning activities (including ref to differentiation and extension activities) Resources This content must include study of a variety of landscapes from beyond the United Kingdom (UK) but may also include UK examples. Origin and development of Use of key subject specific and technical terminology. Develop knowledge and understanding of a range of related landforms that combine to form distinctive landscapes: glaciated Revisit the idea of distinctive glaciated landscapes resulting from a combination of related landforms. Describe the characteristics and analyse the factors and processes in the development of landforms Q&A/discussion to define ‘landforms’ and ‘landscapes’. Q&A to establish that landscapes that are currently glaciated may once have been fluvial landscapes with different characteristics. Opportunity to draw a diagram of a upland fluvial landscape compared to a model Short video on glacial and periglacial landscape evolution Short video on glacial erosion National Snow and Ice Data Center: (mostly erosional)
solifluction lobes, terracettes, thermokarst. Characteristic periglacial landscapes. The relationship between process, time, landforms and landscapes in glaciated settings: characteristic glaciated and periglacial landscapes. landscapes, coming to valid conclusions. development of periglacial landforms and characteristic periglacial landscapes, including: patterned ground ice wedges pingos blockfields solifluction lobes, terracettes thermokarst. Explore the relationship between process, time, landforms and landscapes in these cold environments. 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 Specification content Subject specific skills development Learning outcomes Suggested learning activities (including ref to differentiation and extension activities) Resources 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. Understand and be able to analyse the concept of ‘environmental fragility’. Categorise the impacts of humans in cold environments. may include: global warming pollution development of infrastructure economic activity introduction of species. 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.
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. 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. 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. Understand that just as are a variety of cold 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). Understand there are alternative viewpoints about future management strategies for cold environments. Antarctica could serve as an illustrative example. 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 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. on climate change in the Arctic UNESCO report on Antarctic and Southern Coalition Information on the future sustainability of Antarctica
Week 6 – Case study 1 Specification content Subject specific skills development Learning outcomes Suggested learning activities (including ref to differentiation and extension activities) Resources 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). 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 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 to enquiry. 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 could write up a mini-fieldwork enquiry to act as a case study of a local glaciated environment. (This could feed into the completion of coursework for the non-exam assessment element of the specification.) 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 from the FSC on RGS example of Week 6 – Case study 2 Specification content Subject specific skills development Learning outcomes Suggested learning activities (including ref to Resources