and slumping), erosion Provide a series of images and statement cards for each of Suggested (abrasion, hydraulic the different processes. Students first match up the images learning action, attrition and and the statements for each of the processes. Review objectives: solution), transport exercise as a whole class. To understand how (traction, saltation, Students produce a detailed mind map to represent the a variety of suspension and solution) processes. physical processes and deposition. interact to shape Plenary river landscapes. Question pose Students answer the following question: – Key words: one way physical (freeze-thaw) weathering ‘Describe have an impact on river landscapes.’ Weathering Erosion 1 lesson Key idea 1.7: 1.7b How River Dee, Wales Use of BGS Starter A variety of landscapes contrast Geology Provide students with a table similar to the one shown below (1 hour) physical processes between the upper maps (paper with the characteristics and definitions. Students have to interact to shape courses, mid courses and or online) to decide what happens to each of the characteristics as you river landscapes. lower courses of rivers link river move from the source to the mouth. and why channel shape long profiles (width, depth), valley to geology. Suggested profile, gradient, learning discharge, velocity and objectives: Review student responses and ask them to write a short sediment size and shape To know the key sentence to say why they think these changes happen. change along the course characteristics of a of a named UK river. river. Main activity (1) Show a location map of the Dee in relation to the UK To have an Key words: and where the source and mouth can be found. Students awareness of how write a location statement. landscapes Depth contrast between Main activity (2) Gradient the upper, middle Using the facts on the River Dee profile for the upper/ and lower courses. Velocity middle/ lower course students create a living graph. Provide the initial outline of the river profile and ask students to annotate the key features found along the river. Plenary One minute challenge Students tell their partner what they – have learnt about the changing profile of the River Dee.
Suggested learning objectives: To understand how a variety of physical processes interact to shape river landscapes. and slumping), erosion (abrasion, hydraulic action, attrition and solution), transport (traction, saltation, suspension and solution) and deposition. Key words: Weathering Erosion Provide a series of images and statement cards for each of the different processes. Students first match up the images and the statements for each of the processes. Review exercise as a whole class. Students produce a detailed mind map to represent the processes. Plenary Question pose – Students answer the following question: ‘Describe one way physical (freeze-thaw) weathering have an impact on river landscapes.’ 1 lesson (1 hour) Key idea 1.7: A variety of physical processes interact to shape river landscapes. Suggested learning objectives: To know the key characteristics of a river. To have an awareness of how landscapes contrast between the upper, middle and lower courses. 1.7b How landscapes contrast between the upper courses, mid courses and lower courses of rivers and why channel shape (width, depth), valley profile, gradient, discharge, velocity and sediment size and shape change along the course of a named UK river. Key words: Depth Gradient Velocity River Dee, Wales Use of BGS Geology maps (paper or online) to link river long profiles to geology. Starter Provide students with a table similar to the one shown below with the characteristics and definitions. Students have to decide what happens to each of the characteristics as you move from the source to the mouth. Review student responses and ask them to write a short sentence to say why they think these changes happen. Main activity (1) Show a location map of the Dee in relation to the UK and where the source and mouth can be found. Students write a location statement. Main activity (2) Using the facts on the River Dee profile for the upper/ middle/ lower course students create a living graph. Provide the initial outline of the river profile and ask students to annotate the key features found along the river. Plenary One minute challenge – Students tell their partner what they have learnt about the changing profile of the River Dee.
Edexcel_2016_GCSE_Geography_A_Topic_1_The%20changing%20landscapes%20of%20the%20UK_Scheme_of_Work.docx