Spearman’s 2A.7b. The processes Introduce ones they do not know likely to be – rank Suggested leading to the formation quarrying, crushing and basal melting. correlations learning of landforms associated Students to draw and label diagrams showing of height of objective: with cirque and valley stages of erosion. Provide with information and basin, size of glaciers (cirques / corries To understand and encourage to draw / label / explain: basin and , arêtes, pyramidal explain the range orientation Investigate the extent to which these impact peaks, glacial troughs, of glacial erosion and truncated spurs, and the area studied (Cairngorms, Scotland or processes and commenting hanging valleys and possibly Snowdonia, Wales) when combined identify real on the ribbon lakes) with mass movement and subaerial examples using a significance named case study. of their correlation. Students may know features at this point they Key terms: – might have studied them at GCSE. Provide with a basic Abrasion table or grid, and ask students to populate it with their Quarrying knowledge. Suggested headings: Plucking Name Crushing Sketch Basal melting Formation Freeze-thaw weathering Example (where found) Mass movement Provide students with OS map showing cirques (e.g. Grisedale Pike Lake District if no maps available can – – Cirque / corrie use Bing Maps). Talk students through the use of Spearman’s rank and use to rank height, size and Pyramidal peak orientation of basin: Glacial trough Truncated spurs Plenary Summarise key points of the lesson assess – Hanging valley usefulness of Spearman’s rank to categorise till. Ribbon lake Lesson 11 Key idea 2A.7 2A.7c. The formation of Local (Isle of Starter landforms due to ice Lewis is a Show students pictures of glaciated landscapes and (1 hour) Glacial erosion scouring (roches recommended ask to evaluate to explain which direction ice was creates distinctive moutonnées, knock and example) flowing and how they know. landforms and lochan, crag and tail) and contributes to the influence of Main differential geology.
Suggested learning objective: To understand and explain the range of glacial erosion processes and identify real examples using a named case study. 2A.7b. The processes leading to the formation of landforms associated with cirque and valley glaciers (cirques / corries , arêtes, pyramidal peaks, glacial troughs, truncated spurs, and hanging valleys and ribbon lakes) Key terms: Abrasion Quarrying Plucking Crushing Basal melting Freeze-thaw weathering Mass movement Cirque / corrie Pyramidal peak Glacial trough Truncated spurs Hanging valley Ribbon lake Spearman’s rank correlations of height of basin, size of basin and orientation and commenting on the significance of their correlation. Introduce ones they do not know – likely to be quarrying, crushing and basal melting. Students to draw and label diagrams showing stages of erosion. Provide with information and encourage to draw / label / explain: Investigate the extent to which these impact the area studied (Cairngorms, Scotland or possibly Snowdonia, Wales) when combined with mass movement and subaerial Students may know features at this point – they might have studied them at GCSE. Provide with a basic table or grid, and ask students to populate it with their knowledge. Suggested headings: Name Sketch Formation Example (where found) Provide students with OS map showing cirques (e.g. Grisedale Pike – Lake District – if no maps available can use Bing Maps). Talk students through the use of Spearman’s rank and use to rank height, size and orientation of basin: Plenary Summarise key points of the lesson – assess usefulness of Spearman’s rank to categorise till. Lesson 11 (1 hour) Key idea 2A.7 Glacial erosion creates distinctive landforms and contributes to 2A.7c. The formation of landforms due to ice scouring (roches moutonnées, knock and lochan, crag and tail) and the influence of differential geology. Local (Isle of Lewis is a recommended example) Starter Show students pictures of glaciated landscapes and ask to evaluate to explain which direction ice was flowing and how they know. Main