1 lesson Key idea 1.3: 1.3c How the UK’s Holderness Using UK Starter A variety of weather and climate Coast, East weather and Display the graph at the bottom of the page: (1 hour) physical (seasonality, Yorkshire climate data What season does most erosion happen on the Holderness landscapes frequency and prevailing and interact to shape winds) affect rates of calculation of This task provides an opportunity to remind students how to coastal coastal erosion and mean rates extract data from a source effectively. landscapes. retreat, and impact on of erosion landforms and landscape. using a multi-year Main activity Suggested data set Internet-based activity. Provide a worksheet with a series of learning Key questions linked to the following tasks. objectives: Prevailing winds Ask students to the clip at to find out how coastal To understand how Coastal retreat erosion is measured. the UK’s weather and climate affect Ask students to look at the website to read and work out the rates of coastal place had the most erosion during the 2013/14 storms. erosion and impact on coastlines. Plenary Question to pose factor do you think has the – ‘What greatest impact on coastal landscapes and landforms?’ Justify your decision. 1 lesson Key idea 1.4: 1.4a The role of Starter Coastal erosion erosional processes in How does this this turn into this? Show students two – (1 hour) and deposition the development of images, one of a headland and one of a Ask students to create distinctive landforms: headlands write what they believe causes the change. They must refer landforms within and bays (homework to the physical processes learnt in previous lesson. the coastal task), arches, landscape. cliffs, stacks, wave cut Main activity platforms (homework Suggested Put students in to groups of four. Provide students with a task). learning series of sequence cards and images of the formation of a objectives: stack. Use clothes lines and pegs and ask students to put the To know how and cards and images in to the correct order. Key words: why coastal stacks Review each groups sequence through a class discussion. Fault form. Ask each group to decide what causes the changes. Wave-cut notch Show a video clip or an animation that illustrates the Erosion changes to review and consolidate understanding. Weathering
1 lesson (1 hour) Key idea 1.3: A variety of physical landscapes interact to shape coastal landscapes. Suggested learning objectives: To understand how the UK’s weather and climate affect the rates of coastal erosion and impact on coastlines. 1.3c How the UK’s weather and climate (seasonality, frequency and prevailing winds) affect rates of coastal erosion and retreat, and impact on landforms and landscape. Key Prevailing winds Coastal retreat Holderness Coast, East Yorkshire Using UK weather and climate data and calculation of mean rates of erosion using a multi-year data set Starter Display the graph at the bottom of the page: What season does most erosion happen on the Holderness This task provides an opportunity to remind students how to extract data from a source effectively. Main activity Internet-based activity. Provide a worksheet with a series of questions linked to the following tasks. Ask students to the clip at to find out how coastal erosion is measured. Ask students to look at the website to read and work out place had the most erosion during the 2013/14 storms. Plenary Question to pose – ‘What factor do you think has the greatest impact on coastal landscapes and landforms?’ Justify your decision. 1 lesson (1 hour) Key idea 1.4: Coastal erosion and deposition create distinctive landforms within the coastal landscape. Suggested learning objectives: To know how and why coastal stacks form. 1.4a The role of erosional processes in the development of landforms: headlands and bays (homework task), arches, cliffs, stacks, wave cut platforms (homework task). Key words: Fault Wave-cut notch Erosion Weathering Starter How does this this turn into this? – Show students two images, one of a headland and one of a Ask students to write what they believe causes the change. They must refer to the physical processes learnt in previous lesson. Main activity Put students in to groups of four. Provide students with a series of sequence cards and images of the formation of a stack. Use clothes lines and pegs and ask students to put the cards and images in to the correct order. Review each groups sequence through a class discussion. Ask each group to decide what causes the changes. Show a video clip or an animation that illustrates the changes to review and consolidate understanding.
Edexcel_2016_GCSE_Geography_A_Topic_1_The%20changing%20landscapes%20of%20the%20UK_Scheme_of_Work.docx