Structured exam question relating to periglacial landforms and processes is advised at this point to consolidate knowledge. Examples: Lesson 5 Key idea 2A.4 2A.4a. Glacial mass Global / National (3) Use of Starter (1 hour) balance system and the / Local numerical Re-visiting of glaciers as a system, including inputs, stores Mass balance is relationship between data to and outputs. Map from memory task to recall this important in accumulation and calculate information. Good example: understanding ablation in the simple mass Encourage students to include their own copy of the glacier glacial dynamics maintenance of balance and mass balance diagram. and the operation equilibrium. The equilibrium of glaciers as importance of positive line position; Main systems. and negative feedback. use of GIS to Study of two areas look at seasonal advance and – identify main retreat. Good examples to use are the Athabasca Glacier 2A.4b. The process of Suggested features of and the Greenland Ice Sheet. Discuss role of – – accumulation (direct learning glacier types positive and negative feedback on maintenance of snowfall, sublimination, objective: and assess equilibrium: avalanches and wind glacier Use numerical data to calculate and assess glacier mass To be able to use deposition) and the health. balance and changes within the system. Data available GIS and numerical process of ablation from: data to assess the (melting, calving, Ask students to categorise different inputs and outputs health of glaciers evaporation and in to and categories. Can be and changes in ‘Accumulation’ ‘Ablation’ avalanches). done as a cart sort or as a class on the board. equilibrium over a period of time. Plenary Key terms: Summary of inputs / outputs system with examples to be Sublimation added to student folders. Ablation Calving Lesson 6 Key idea 2A.4 2A.4c. The reasons for Starter variations in the of Re-cap on inputs / outputs. Present a range of glacial ice (1 hour) Mass balance is accumulation and mass data showing increase or decrease and ask – – important in ablation, and the impact students to suggest why this might be occurring. understanding these variations have on glacial dynamics the mass balance over Main and the operation different timescales. Explore the different causes of increased precipitation as of glaciers as snow (latitude, continentality). Formation of glacial ice systems. through snow -> firn -> glacial ice. Lead in to process of Key terms: sublimation:
Structured exam question relating to periglacial landforms and processes is advised at this point to consolidate knowledge. Examples: Lesson 5 (1 hour) Key idea 2A.4 Mass balance is important in understanding glacial dynamics and the operation of glaciers as systems. Suggested learning objective: To be able to use GIS and numerical data to assess the health of glaciers and changes in equilibrium over a period of time. 2A.4a. Glacial mass balance system and the relationship between accumulation and ablation in the maintenance of equilibrium. The importance of positive and negative feedback. 2A.4b. The process of accumulation (direct snowfall, sublimination, avalanches and wind deposition) and the process of ablation (melting, calving, evaporation and avalanches). Key terms: Sublimation Ablation Calving Global / National / Local (3) Use of numerical data to calculate simple mass balance and equilibrium line position; use of GIS to identify main features of glacier types and assess glacier health. Starter Re-visiting of glaciers as a system, including inputs, stores and outputs. Map from memory task to recall this information. Good example: Encourage students to include their own copy of the glacier mass balance diagram. Main Study of two areas – look at seasonal advance and retreat. Good examples to use are the Athabasca Glacier – – and the Greenland Ice Sheet. Discuss role of positive and negative feedback on maintenance of equilibrium: Use numerical data to calculate and assess glacier mass balance and changes within the system. Data available from: Ask students to categorise different inputs and outputs in to ‘Accumulation’ and ‘Ablation’ categories. Can be done as a cart sort or as a class on the board. Plenary Summary of inputs / outputs system with examples to be added to student folders. Lesson 6 (1 hour) Key idea 2A.4 Mass balance is important in understanding glacial dynamics and the operation of glaciers as systems. 2A.4c. The reasons for variations in the of accumulation and ablation, and the impact these variations have on the mass balance over different timescales. Key terms: Starter Re-cap on inputs / outputs. Present a range of glacial ice mass data – showing increase or decrease – and ask students to suggest why this might be occurring. Main Explore the different causes of increased precipitation as snow (latitude, continentality). Formation of glacial ice through snow -> firn -> glacial ice. Lead in to process of sublimation:
Edexcel2016_ASandAlevelGeography_Topic2A_GlaciatedLandscapesandChange_SOW.docx