Scheme of work Physical geography: Water and carbon cycles 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 3.1.1 Water and carbon cycles Week 1 Specification content Subject specific skills development Learning outcomes Suggested learning activities (including ref to differentiation and extension activities) Resources Systems in physical geography: systems concepts and their applications to the water and carbon cycles energy stores/components positive/negative feedback dynamic equilibrium. 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 model fundamental to most areas of geographical understanding. Identify, describe and explain the elements of geographical systems, including: stores/components flows/connections elements attributes relationships. Identify, describe and explain common characteristics of systems including: outputs 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 of any more examples of systems in geography. Students to work in groups to think of ways in which Introductory presentation on Website with simple summaries of a number of A summary of the features of the A summary of the features of the A summary of the features of the More information on the A summary of the features of the
boundaries inputs 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 are interlinked as a ‘cascading system’. the four ‘spheres’ are interlinked. To feedback and share ideas. Opportunity for a short research task for interconnections between geographical systems. Practice low-tariff exam questions to assess learning – peer assessment opportunity. An online lesson activity investigating connections in the Weeks 1–3 – The water cycle Specification content Subject specific skills development Learning outcomes Suggested learning activities (including ref to differentiation and extension activities) Resources Global distribution and size of major stores of water – lithosphere, hydrosphere, Use of key subject specific and technical terminology. Understand that on earth water exists in three forms: ice liquid water Q&A/paired discussion – in what ‘states’ does water exist? An interactive website that summarises the A simple summary of the including latent heat.
land use changes. Describe and explain, and draw conclusions the nature of the impacts of carbon cycle, and possible future changes, for: the land the oceans the atmosphere and global climate. Introduction to the idea of ‘enhanced greenhouse effect’. Greenhouse effect. Students to ‘peer assess’ each other and identify strengths and weaknesses of each other’s explanation. Ensure all students have access to a ‘correct’ description and explanation, followed by multimedia or research opportunity to explore the idea of the ‘enhanced greenhouse effect’. Week 7 – Water, carbon, climate and life on Earth Specification content Subject specific skills development Learning outcomes Suggested learning activities (including ref to differentiation and extension activities) Resources The key role of the carbon and water stores and cycles in supporting life on Earth and particular reference to climate. The relationship between the water cycle and carbon cycle in the atmosphere. The role of feedbacks within and between cycles and their link to climate change and implications for life on Earth. Comparative graphing techniques. Extended writing to levels descriptors. Collect, analyse and interpret information from a range of secondary sources – including factual, numerical and spatial data. Critical questioning of information, and Understand the positive feedback between CO2 led warming leading to higher evaporation rates and a wetter atmosphere. Understand the significance of (water vapour and clouds) and carbon (CO2) as greenhouse gases. Understand the dominance of CO2 in controlling the scale of the greenhouse effect. Understand and explain why is a lag between increased An opportunity for students to construct comparative graphs – to show increases in greenhouse gases and atmospheric temperatures. Students could construct feedback diagrams to illustrate relationships between water and carbon cycles and climate change. Following discussion and reading students to an extended prose exam style answer to explain the role of carbon and water in the Website with resources, lesson ideas and interactive activities about a range of issues relating to the Website with a range of pages exploring links between the Studying the effects of Met Office climate scientist explores the idea of Video clip of Met Office climate scientist exploring the idea of climate feedbacks (9 mins):
Human interventions in the carbon cycle designed to influence carbon transfers and mitigate the impacts of climate change. sources of information. Evaluating and presenting findings from research. emissions of CO2 and any resulting temperature increase. Understand the concept of ‘mitigation’. Identify a range of possible human interventions to reduce or prevent emissions. Differentiation could be used when getting students to identify categories or groupings of strategies/approaches – (for example local, regional, national, global). Describe and explain in detail a range of specific strategies that are employed to mitigate greenhouse gas emissions. Possibly including: Carbon Capture and Sequestration (CCS) changing rural land use improved transport practices. greenhouse effect. Opportunity for peer assessment. Opportunity for group work for students to identify as many mitigation strategies as possible and categorise. This information once shared could be used to produce a summary mind map. An opportunity for a research or individual learning activity for students to explore different mitigation strategies – this learning could be shared with the group in a range of ways including wall display, group/individual presentation, PowerPoint/ Prezi presentation, YouTube video, or blog. An opportunity to discuss the differing views relating to climate change, and any ethical, moral or issues arising. Also to be critical of the sources of data. Ted-Ed video exploring the role of clouds in climate change: Video looking at the Human Role in climate change (11 mins): Carbon in the USA Link to the Imperial College Centre for Carbon Capture and Storage A lengthy 2005 IPCC report on Carbon capture and storage, runs to +400 pages, but the ‘Summary for Policymakers ‘ introduces a range of key ideas with accompanying diagrams: The website for Climate Change Mitigation, with links to different sectors including Agriculture and Transport: IPCC clips: Working II – Fifth Assessment Report – Climate change 2014: Impacts, Adaptation and Vulnerability: Working Group III – Fifth Assessment Report – Climate change 2014: Mitigation of climate change:
Weeks 8–9 – Case study 1 Specification content Subject specific skills development Learning outcomes Suggested learning activities (including ref to differentiation and extension activities) Resources Case of a tropical rainforest setting to illustrate and analyse key themes in water and carbon cycles and their relationship to environmental change and human activity. 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. Describe, explain and evaluate a number of themes relating to water and climate in the Amazon tropical rainforest, including: how changes in the and carbon cycles have changed the tropical rainforest environment the relationships between hydrology, the carbon cycle and the environment how human activity affects the tropical rainforest. Describe and evaluate a range of strategies employed in the Amazon tropical rainforest to reduce the effects of climate change. 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. Deforestation and carbon cycles in the Amazon rainforest: Simple introductory clip about the and water and carbon. Presentation exploring the impacts of land use change on the hydrological cycle in the Brazilian Amazon region: Exploring the impacts of climate change in the Amazonian tropical rainforest: Case study 2 Specification content Subject specific skills development Learning outcomes Suggested learning activities (including ref to differentiation and extension activities) Resources