Plenary Swash Match-up Provide a worksheet with all of the physical – Backwash processes on. Students match-up each of the processes to the correct definition. Acute angle Gravity 1 lesson Influence of Dorset coastline Use of BGS Key idea 1.3: 1.3b Starter A variety of geological structure Geology What key word am I? Give each student a card with the – (1 hour) physical (concordant/ discordant, maps (paper key terms of concordant coastlines, discordant coastlines, landscapes joints and faults) and or online) to joints, faults, hard more-resistant rock, soft less-resistant interact to rock type (hard/soft link coastal rock, destructive waves and constructive waves. coastal rock) and wave action form to Students circle the room sharing their key terms with their landscapes. (destructive and geology. peers. After 5 minutes students go back to their seats and constructive waves) on write down as many of the key terms they can remember. landforms. Give another 5 minutes if necessary. Suggested learning Key words: objectives: Main activity To have an Joints Set up a series of learning stations with information and awareness of how images on each of the key terms. Students gather Faults geological information on each of the terms in the form of a mind map. More-resistant rock structure, rock Provide a copy of the BGS online map of Swanage: types and wave Less-resistant rock Ask students to use the BGS online map of Swanage to action shape Swash answer the following questions: coastal Backwash landscapes. Why has the geology created Swanage bay? Wavelength Why is there a headland to the South of Swanage? Geology Why does the Southern coastline not have major bays like the one at Swanage? Discordant Which coast has a discordant coastline? Concordant Which coast has a concordant coastline? Plenary Spot the deliberate mistake Put up statements about the – key terms students have investigated for the lesson and get them to spot the mistake.
Swash Backwash Acute angle Gravity Plenary Match-up – Provide a worksheet with all of the physical processes on. Students match-up each of the processes to the correct definition. 1 lesson (1 hour) Key idea 1.3: A variety of physical landscapes interact to coastal landscapes. Suggested learning objectives: To have an awareness of how geological structure, rock types and wave action shape coastal landscapes. 1.3b Influence of geological structure (concordant/ discordant, joints and faults) and rock type (hard/soft rock) and wave action (destructive and constructive waves) on landforms. Key words: Joints Faults More-resistant rock Less-resistant rock Swash Backwash Wavelength Geology Discordant Concordant Dorset coastline Use of BGS Geology maps (paper or online) to link coastal form to geology. Starter What key word am I? – Give each student a card with the key terms of concordant coastlines, discordant coastlines, joints, faults, hard more-resistant rock, soft less-resistant rock, destructive waves and constructive waves. Students circle the room sharing their key terms with their peers. After 5 minutes students go back to their seats and write down as many of the key terms they can remember. Give another 5 minutes if necessary. Main activity Set up a series of learning stations with information and images on each of the key terms. Students gather information on each of the terms in the form of a mind map. Provide a copy of the BGS online map of Swanage: Ask students to use the BGS online map of Swanage to answer the following questions: Why has the geology created Swanage bay? Why is there a headland to the South of Swanage? Why does the Southern coastline not have major bays like the one at Swanage? Which coast has a discordant coastline? Which coast has a concordant coastline? Plenary Spot the deliberate mistake – Put up statements about the key terms students have investigated for the lesson and get them to spot the mistake.
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