Transfers/flows elements of a glacier as an Outputs open system. Students will be able to understand Paired/small group task to glacial (cold) landscapes as being in identify examples of positive dynamic equilibrium that includes: and negative feedback in Positive feedback glacial landscapes. Negative feedback 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, is the opportunity for Glaciated (cold) environments as individuals/small groups to characteristic landscapes research for others. Students will all understand the concepts of: Landform Small group discussion to Landscape identify prior knowledge of glacial landforms. Students will appreciate that characteristic glaciated (cold) Discuss what represents a landscapes are the combination of characteristic glaciated related landforms. landscape. (Specific landforms and landscapes are studied in detail later). Week 1-2 Use of key subject Students will be able to describe Q&A/discussion where are – specific and technical and explain the past and present cold environments located? The nature and distribution terminology. distribution of cold environments, National Snow & Ice Data Center: of cold environments Draw and annotate world including: The global distribution of Opportunities to map to identify present day environments The RGS has provided some cold environments. develop skills such as distribution of different cold Alpine environments Physical characteristics of drawing, labelling environments and produce Glacial environments cold environments: climate, soils and
Transfers/flows Outputs Students will be able to understand glacial (cold) landscapes as being in dynamic equilibrium that includes: Positive feedback Negative feedback Glaciated (cold) environments as characteristic landscapes Students will all understand the concepts of: Landform Landscape Students will appreciate that characteristic glaciated (cold) landscapes are the combination of related landforms. 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, 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. (Specific landforms and landscapes are studied in detail later). Week 1-2 The nature and distribution of cold environments The global distribution of cold environments. Physical characteristics of cold environments: climate, soils and Use of key subject specific and technical terminology. Opportunities to develop skills such as drawing, labelling Students will be able to describe and explain the past and present distribution of cold environments, including: environments Alpine environments Glacial environments Q&A/discussion – where are cold environments located? Draw and annotate world map to identify present day distribution of different cold environments and produce National Snow & Ice Data Center: The RGS has provided some