Scheme of work Physical geography: Hot desert systems and landscapes This resource is a scheme of work for our accredited AS and A-level Geography specifications (7036, 7037). This scheme of work 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 3.1.2 Hot desert 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 ‘Deserts as natural systems’. If this is the first physical geography element studied, then complete an introductory lesson covering the ‘systems in physical Use of key 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 model 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. 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 see if students can now think Introductory presentation on Website with simple summaries of a number of A summary of the A summary of the A summary of the A summary of the An online investigating connections in the atmosphere specific
components/stores outputs. Students will be able to understand desert landscapes as in dynamic equilibrium that includes: positive feedback negative feedback. Deserts as characteristic landscapes Students will all understand the concepts of: landform landscape. Students will appreciate that characteristic desert landscapes are the combination of related landforms. Paired/small group task to identify examples of positive and negative feedback in desert landscapes. Students to draw and annotate a diagram of an example of a positive or negative feedback in a desert landscape. Once all students have illustrated one example of feedback in a desert, there is the opportunity for individuals/small groups to research for others. Small group discussion to identify prior knowledge of desert landforms. Discuss what represents a characteristic desert landscape. (Specific landforms and landscapes are studied in detail later). Week 1-2 Deserts as natural systems The global distribution of mid and low latitude deserts and their margins (arid and semi-arid). Characteristics of hot desert environments and their margins: climate, Use of key and technical terminology. Opportunities to develop skills such as drawing, labelling and annotating diagrams. Students will be able to describe and explain the distribution of mid and low latitude deserts and their margins, including: arid regions semi-arid regions. Students will understand the water balance and aridity index. Q&A/discussion – to assess prior knowledge - where are hot deserts located? Draw and annotate world map to identify hot desert regions – produce accompanying notes to explain this distribution. Simple and their distribution Some Detail of distribution of different More , including aridity index Some excellent introductory material
soils and vegetation (and their interaction) Water balance and aridity index. The causes of aridity: atmospheric processes relating to pressure, winds, continentality, relief and cold ocean currents. Opportunities to engage with a of maps. Develop an understanding of water budgets and aridity index. Handling primary and secondary sources of data. Online research. Constructing and interpreting a range of graphical and statistical techniques – including climate graphs. Opportunity to apply systems theory to identify the inputs, processes, and outputs operating in hot deserts. Students will develop an understanding of the features and interaction of characteristics of hot deserts, including: climate, including precipitation and temperature soils, including characteristics and formation of vegetation, including characteristics, adaptations. Students will understand and be able to describe, explain and analyse the causes of aridity, including: the general pattern of atmospheric circulation distance from oceans or continentality relief cold ocean currents. Discussion to refer back to the idea of water balance from the Water and Carbon unit. Students to research the aridity index. Possible discussion Q – What are the reasons for aridity in deserts? Paired research/discussion to find out and explain the extreme temperatures experienced in some hot deserts and the large diurnal range. Opportunity to construct, describe, analyse and explain climate graphs for hot desert areas. Students to research a desert soil(s). Opportunity to sketch a soil profile of a typical desert soil, with annotations to describe its characteristics and analyse its formation. Students to use textbooks and internet resources to research the characteristics of vegetation in hot deserts, and explain reasons for these characteristics and describe and explain various adaptations to the environment – this could be presented as notes, Detailed text on causes of aridity Detailed text on causes of aridity Detailed text on causes of aridity Detailed text on causes of aridity Continentality and deserts Continentality and deserts
annotated sketches, revision poster, electronic presentation etc. Q&A and small group discussion to see if students can explain possible causes of aridity. Followed by research task – in groups individuals could research each element and then feedback back and exchange findings and build up a full explanation Opportunity to assess learning with a of exam style questions relating to the distribution of hot desert environments and aridity – peer assessment opportunity. Week 3-4 Systems and processes Sources of energy in hot desert environments: insolation, winds, runoff. Sediment sources, cells and budgets. Geomorphological processes: weathering, mass movement, erosion, transportation and deposition. Distinctively arid geomorphological processes: weathering (thermal fracture, exfoliation, chemical Use of key and technical terminology. Opportunities to develop skills such as drawing, labelling and annotating diagrams. Opportunity to measure/study characteristics of wind and other aeolian processes including erosion, transportation, deposition and weathering (in the Students will be able to identify and analyse the characteristics of the sources of energy in hot desert systems, including: insolation winds runoff. Students will be able to identify and analyse the sources of sediment for systems in hot deserts, including: weathering of underlying parent material rivers bringing sediment into deserts Paired/small group discussion to identify sources of energy at the coast. Students to explore energy in hot deserts. Opportunities for Q&A, discussion and research. including: Insolation – insolation controlling changes in temperature and driving processes; the high angle of incidence; lack of surface moisture for evaporation making more energy available to heat the air in contact with the ground Wind – wind as a driver of processes; hot deserts Has desert features – but includes a short section on (desert dust) (briefly about source)
endoreic ephemeral. The episodic roe of water in hot deserts: sheet flooding channel flooding. Q&A/paired discussion – what is the role of wind in hot deserts? Ensure students have on how wind erodes, transports and deposits sediment. In pairs/small groups research the sources and role of water in hot deserts – produce a revision resource – mind-map; PowerPoint/Prezi presentation; animation; information sheet or poster, etc. Opportunity to assess learning with a range of exam style questions – could involve some peer assessment. Water in deserts (amateur of Zin in Jordan) (A number of the general ‘desert’ links above have information about water and wind in deserts also) Week 5-6 Arid landscape development in contrasting settings Origin and development of landforms of mid and low latitude deserts: aeolian – deflation hollows, desert pavements, ventifacts, yardangs, zeugens, barchans and seif dunes; water – wadis, bahadas, pediments, playas, inselbergs. The relationship between process, time, landforms Use of key and technical terminology. Develop knowledge and understanding of a range of related landforms that combine to form distinctive hot desert landscapes. To identify connections and interrelationships between different Students will revisit the idea of distinctive hot desert landscapes resulting from a combination of related landforms. Students will be able to describe the characteristics and analyse the factors and processes in the development of landforms and landscapes associated with the action of wind in hot deserts, including: deflation hollows desert pavements ventifacts yardangs zeugens Q&A/discussion to define of ‘landforms’ and ‘landscapes’. For each aeolian landform listed in the specification use a of resources to produce a revision card/sheet (or electronic resource). To include: annotated sketch/ diagram showing its characteristics a flow diagram giving a sequenced explanation of formation – explaining processes in their development (aeolian processes and landforms) (created by wind) (The Big Hollow – ) () Examples of (ventifact images) ( on ventifacts) (the landforms Geo-Area) Examples of (aeolian landforms) Examples of Examples of () Blog about ()
and landscapes in mid and low latitude desert settings: characteristic desert landscapes. aspects of geography. Opportunities to develop skills such as drawing, labelling and annotating diagrams. Opportunity to analyse and present geographical data employing a variety of graphical techniques and descriptive statistics (see skills checklist). Develop understanding of the concept of ‘landscape’ as a combination of related landforms. barchans and seif dunes. Students will be able to describe the characteristics and analyse the factors and processes in the development of landforms and landscapes associated with the action of water in hot deserts, including: wadis bahadas pediments playas inselbergs. Students will explore the relationship between process, time, landforms and landscapes in characteristic desert landscapes. factors affecting their formation reference to inputs, processes and outputs of desert landscapes. a named illustrative example (not developed case study) a summary of the timescales involved in the formation of the landforms and subsequent landscapes of which they are a part. For each landform resulting from water action listed in the specification, use a range of resources to produce a revision card/sheet (or electronic resource). To include: annotated sketch/ diagram showing its characteristics a flow diagram giving a sequenced explanation of formation – explaining processes in their development factors affecting their formation Reference to inputs, processes and outputs of desert landscapes. a named illustrative example (not developed case study)
ecosystems, landscapes and populations. Predicted climate change and its impacts; alternative possible futures for populations. Opportunities to engage with a range of maps. Develop an understanding of change through geological timescales. Handling primary and secondary sources of data. Online research. Opportunity to use a range of sources of information to research the impacts of historical, recent and predicted climate changes on the distribution of hot deserts and impacts of climate change. desertification in relation to recent current arid areas, including: climate change – less and more unpredictable rainfall; higher temperatures; reduced water supply from rivers human impact – population growth; population pressure on land. Students will be able to describe and justify the distribution of areas at risk of desertification. Students will be able to assess the nature of predicted climate change and evaluate potential impacts of desertification, including: impacts on ecosystems impacts on populations impacts on landscapes. Students will be able to assess alternative possible futures for populations affected by desertification, including: opportunity to explore and feedback between desertification, global climate change and biodiversity loss possible alternative development paths focus on sustainable development. which could be described and analysed. Q&A/small group discussion for students to identify potential causes of desertification. Ideas to be shared with whole class. Use textbook or other wider reading to ensure students have a comprehensive range of causes. Opportunity for students to use atlases, textbooks and internet resources to research the areas at risk of desertification – these could be added to map produced above showing distribution of current hot desert areas. Map to be annotated, described and analysed. Opportunity to research current observable impacts of climate change in hot desert environments, followed by research into predicted future impacts. Findings be shared using a display, or electronic presentation shared via a VLE. Opportunity for Q&A/group discussion/role play/debate about alternative possible futures for the different stakeholders involved Info () Article about (desertification and climate change) - BBC website article from 2015
human responses of resilience, mitigation and adaptation. material when looking at the experiences of people in place. (It might be advisable to conduct an investigation of causes, impacts and implications of desertification in a named area in or close to a hot desert region) an analysis of the relationships between people and landscape in areas affected by desertification showing how sustainable solutions can help people adapt to and mitigate the effects of desertification. 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. Quantitative and qualitative skills Students must engage with a range of quantitative and relevant qualitative skills. Making connections Students must consider connections across the themes within the theme of hot desert systems and landscapes, connections between this and other themes in the specification and connections with novel geographical themes beyond the specification.