Match-up Provide a worksheet with all of the glacial – processes on. Students match-up each of the processes to the correct definition. 1 lesson Key idea 1.11: 1.11c How past climate Using UK Starter A variety of and current UK weather weather and Give students a post it note to write down when they think (1 hour) physical processes and climate (seasonal climate data the last glaciers covered the UK. interact to shape and diurnal variations in Use the linked map () to show the extent of glaciers in UK. upland glaciated weather) affect processes landscapes. that impact on upland Main activity glaciated landscapes. Read a copy of the linked article to find out answer to the Suggested starter question. () Key words: learning Use the at to set a series of interpretation questions. objectives: Seasonal Ask students to use a climate graph of the UK to suggest To understand how Diurnal variations which months of the year there might be an increase of past climate and freeze thaw weathering in upland areas of UK. current UK weather and climate affect Plenary processes that A pyramid plenary Students complete the following activity – impact on upland to review learning: glaciated a One question you are left with landscapes. b Two concepts you understand that you didn’t know before c new pieces of vocabulary you now know and what they mean. 2 lessons Key idea 1.12: 1.12a The role of Recognition Starter Glacial erosion and erosional processes in of glacial Back to back Students sit in pairs back to back and are – (2 hours) deposition create the development of landforms on given two images to represent erosional landforms. Students distinctive landforms (truncated 1:25000 and take it in turn to describe their images, whilst the other landforms within spurs, corries, glacial 1:50000 OS attempts to draw what is being described. upland glaciated troughs, arêtes hanging maps. landscapes. valleys and roches moutonnées). Main activity Suggested Students split into groups of four. Provide each group with a learning picture and sequence statements for the formation of one of Key objectives:
Match-up – Provide a worksheet with all of the glacial processes on. Students match-up each of the processes to the correct definition. 1 lesson (1 hour) Key idea 1.11: A variety of physical processes interact to shape upland glaciated landscapes. Suggested learning objectives: To understand how past climate and current UK weather and climate affect processes that impact on upland glaciated landscapes. 1.11c How past climate and current UK weather and climate (seasonal and diurnal variations in weather) affect processes that impact on upland glaciated landscapes. Key words: Seasonal Diurnal variations Using UK weather and climate data Starter Give students a post it note to write down when they think the last glaciers covered the UK. Use the linked map () to show the extent of glaciers in UK. Main activity Read a copy of the linked article to find out answer to the starter question. () Use the at to set a series of interpretation questions. Ask students to use a climate graph of the UK to suggest which months of the year there might be an increase of freeze thaw weathering in upland areas of UK. Plenary A pyramid plenary – Students complete the following activity to review learning: a One question you are left with b Two concepts you understand that you didn’t know before c new pieces of vocabulary you now know and what they mean. 2 lessons (2 hours) Key idea 1.12: Glacial erosion and deposition create distinctive landforms within upland glaciated landscapes. Suggested learning objectives: 1.12a The role of erosional processes in the development of landforms (truncated spurs, corries, glacial troughs, arêtes hanging valleys and roches moutonnées). Key Recognition of glacial landforms on 1:25000 and 1:50000 OS maps. Starter Back to back – Students sit in pairs back to back and are given two images to represent erosional landforms. Students take it in turn to describe their images, whilst the other attempts to draw what is being described. Main activity Students split into groups of four. Provide each group with a picture and sequence statements for the formation of one of
Edexcel_2016_GCSE_Geography_A_Topic_1_The%20changing%20landscapes%20of%20the%20UK_Scheme_of_Work.docx