Suggested It is likely that they will identify erosional rather 2A.6b. Glacial landforms learning than depositional landforms. develop at macro-, objective: meso- and micro-scales Main To be able to with distinctive Discuss and examine main forms of glacial describe and morphologies in process explain the impact environments, such as erosion. Good source: that glacial sub-glacial, marginal, Revisit sublimation as a method of transport – processes have on proglacial and periglacial. refer back to mass balance diagram / system. the landscape Look at the retreat of the Athabasca glacier 2A.6c. These landforms create a number of and its subsequent deposition location and – distinctive landscapes in formation of glacial till left behind: Skills objectives upland and lowland areas Investigate glacial landforms as a class ask – Identifying that can be used to study students to research and compile information on these glaciated the extent of ice cover. and their formation. General information: Additional landscape information: Investigation of Students to categorise landforms into subglacial, Key terms: small landscape or marginal, proglacial and periglacial: landforms Subglacial Begin case study of choice detailed below: – Ability to identify Proglacial Plenary on picture or maps Case study opportunity: Snowdonia or Lake District. Marginal Encourage students to compile a case study on either (or Periglacial both) of these areas. They should note: Specific features named areas (e.g. Striding Edge – – Hellvellyn Lake District) – The extent of the ice cover and where it covered How it is possible to tell this Students to create pictures or sketches (virtual or actual field trip). Possible articles to support this: Lesson 10 Key idea 2A.7 2A.7a. Glacial, erosional National (Lake (5) Cirque Starter (1 hour) processes (abrasion, District orientation Show names and descriptions of glacial erosional Glacial erosion quarrying, plucking, recommended) / analysis processes and ask pupils to match them up based creates distinctive crushing and basal Local (Isle of using on name alone. This can be extended to include landforms and melting, combined with Lewis is a scale maps diagrams or mini storyboards such as this: – contributes to subaerial freeze thaw recommended (OS maps); glaciated and mass movement) example) calculating landscapes. Main
scale Suggested learning objective: To be able to describe and explain the impact that glacial processes have on the landscape Skills objectives Identifying glaciated landscape Investigation of small landscape or landforms Ability to identify on picture or maps 2A.6b. Glacial landforms develop at macro-, meso- and micro-scales with distinctive morphologies in process environments, such as sub-glacial, marginal, proglacial and periglacial. 2A.6c. These landforms create a number of distinctive landscapes in upland and lowland areas that can be used to study the extent of ice cover. Key terms: Subglacial Proglacial Marginal Periglacial It is likely that they will identify erosional rather than depositional landforms. Main Discuss and examine main forms of glacial erosion. Good source: Revisit sublimation as a method of transport – refer back to mass balance diagram / system. Look at the retreat of the Athabasca glacier and its subsequent deposition – location and formation of glacial till left behind: Investigate glacial landforms as a class – ask students to research and compile information on these and their formation. General information: Additional information: Students to categorise landforms into subglacial, marginal, proglacial and periglacial: Begin case study of choice – detailed below: Plenary Case study opportunity: Snowdonia or Lake District. Encourage students to compile a case study on either (or both) of these areas. They should note: Specific features – named areas (e.g. Striding Edge – Hellvellyn – Lake District) The extent of the ice cover and where it covered How it is possible to tell this Students to create pictures or sketches (virtual or actual field trip). Possible articles to support this: Lesson 10 (1 hour) Key idea 2A.7 Glacial erosion creates distinctive landforms and contributes to glaciated landscapes. 2A.7a. Glacial, erosional processes (abrasion, quarrying, plucking, crushing and basal melting, combined with subaerial freeze thaw and mass movement) National (Lake District recommended) / Local (Isle of Lewis is a recommended example) (5) Cirque orientation analysis using maps (OS maps); calculating Starter Show names and descriptions of glacial erosional processes and ask pupils to match them up based on name alone. This can be extended to include diagrams – or mini storyboards such as this: Main
Edexcel2016_ASandAlevelGeography_Topic2A_GlaciatedLandscapesandChange_SOW.docx