meanders and lakes. 1 lesson Key idea 1.9: 1.9a How activities Boscastle 2004 Use of Starter activities can and changes in land use 1:25000 and Asking questions Show an image from one of the UK – (1 hour) Somerset 2004 lead to changes in (urbanisation, agriculture 1:50000 OS flooding events of Boscastle 2004, Somerset 2004 and Tewkesbury 2007 river landscapes and industry) have maps, and Tewkesbury 2007. Students have to create some who, what, which affect affected river processes GIS, to where, why, how questions. Students swap answer with their people and the that impact on river investigate partner who provides an answer for at least 3 of the environment. landscapes; the physical the impact of questions. and human causes and human effects of river flooding. intervention. Main activity (1) Suggested Reveal the different causes of flooding (physical and human) learning on cards. Students sort the cards into two piles, one for objectives: Key words: physical and one for human. Review answers as a class. To know the Urbanisation physical and Students then summarise the causes in a table using the Agriculture causes of flooding. information from the cards: Industry To have an awareness of how Ask students to decide which physical and human cause they river flooding can believe has the greatest effect on river landscapes. affect people and the environment. Main activity (2) Show the storm hydrograph of Boscastle in 2004. Students Skill objective: annotate the hydrograph with the key features rising limb, – To know the key lag time and the falling limb. Teacher explains what each of features of a storm these features represent. hydrograph. Students then use the data from the link to draw a storm hydrograph: Instructions for completing this using ICT can be found at Ask students to use to compare how different factors influence hydrographs. Main activity (3)
meanders and lakes. 1 lesson (1 hour) Key idea 1.9: activities can lead to changes in river landscapes which affect people and the environment. Suggested learning objectives: To know the physical and causes of flooding. To have an awareness of how river flooding can affect people and the environment. Skill objective: To know the key features of a storm hydrograph. 1.9a How activities and changes in land use (urbanisation, agriculture and industry) have affected river processes that impact on river landscapes; the physical and human causes and effects of river flooding. Key words: Urbanisation Agriculture Industry Boscastle 2004 Somerset 2004 Tewkesbury 2007 Use of 1:25000 and 1:50000 OS maps, and GIS, to investigate the impact of human intervention. Starter Asking questions – Show an image from one of the UK flooding events of Boscastle 2004, Somerset 2004 and Tewkesbury 2007. Students have to create some who, what, where, why, how questions. Students swap answer with their partner who provides an answer for at least 3 of the questions. Main activity (1) Reveal the different causes of flooding (physical and human) on cards. Students sort the cards into two piles, one for physical and one for human. Review answers as a class. Students then summarise the causes in a table using the information from the cards: Ask students to decide which physical and human cause they believe has the greatest effect on river landscapes. Main activity (2) Show the storm hydrograph of Boscastle in 2004. Students annotate the hydrograph with the key features – rising limb, lag time and the falling limb. Teacher explains what each of these features represent. Students then use the data from the link to draw a storm hydrograph: Instructions for completing this using ICT can be found at Ask students to use to compare how different factors influence hydrographs. Main activity (3)
Edexcel_2016_GCSE_Geography_A_Topic_1_The%20changing%20landscapes%20of%20the%20UK_Scheme_of_Work.docx