intrinsic cultural, scientific research, then as a class. Ensure pupils make notes of ones they do economic and wilderness recreation, not have. environmental and spiritual and value. religious associations). Main (A: attitudes range Investigate economic uses of glaciated landscapes using from exploitation to a range of areas. This should include current and past Suggested preservation) glaciated areas. Some examples below: learning Farming East Anglia, England (outwash – objective: 2A.10b. Glaciated plain) To be able to landscapes are important HEP and Tourism Chamonix, French Alps (fold – establish the value economically (farming, mountain that periglacial and mining, hydroelectric Forestry Snowdonia, (upper glacial valley) – glacial power, tourism, forestry) Some information below: environments have (South east Anglia) to include a study of to a range of contrasting environments (Farming and Forestry GCSE but still relevant). – different interests. around the world. Go through carbon and water cycles encourage – students to make links between the biodiversity of these two areas and the maintenance of these systems. Glaciated and 2A.10c. periglacial environments Plenary have a unique Students to compile a case study scaffold with relevant – biodiversity (tundra) and materials on study area. play an important role in the maintenance of (Can be done as HW Task 6) natural systems (water and carbon cycles). Key terms: Hydro-electric power Carbon cycle Water cycle Lesson 16 Key idea 2A.11 2A.11a. Glaciated National / Local (9) Numerical Starter landscapes face varying analysis of Mind maps give students a two-sided mind map (or table) – (1 hour) There are threats degrees of threat from mean rates and ask them to hypothesise about potential threats to facing fragile both natural hazards of glacial glacial environments from natural hazards on one side, and active and relict (avalanches and glacial recession in human activity on the other. Discuss. glaciated upland outburst floods) and different landscapes.
intrinsic cultural, economic and environmental value. Suggested learning objective: To be able to establish the value that periglacial and glacial environments have to a range of different interests. scientific research, wilderness recreation, and spiritual and religious associations). (A: attitudes range from exploitation to preservation) 2A.10b. Glaciated landscapes are important economically (farming, mining, hydroelectric power, tourism, forestry) to include a study of contrasting environments around the world. 2A.10c. Glaciated and periglacial environments have a unique biodiversity (tundra) and play an important role in the maintenance of natural systems (water and carbon cycles). Key terms: Hydro-electric power Carbon cycle Water cycle then as a class. Ensure pupils make notes of ones they do not have. Main Investigate economic uses of glaciated landscapes using a range of areas. This should include current and past glaciated areas. Some examples below: Farming – East Anglia, England (outwash plain) HEP and Tourism – Chamonix, French Alps (fold mountain Forestry – Snowdonia, (upper glacial valley) Some information below: (South east Anglia) (Farming and Forestry – GCSE but still relevant). Go through carbon and water cycles – encourage students to make links between the biodiversity of these two areas and the maintenance of these systems. Plenary Students to compile a case study – scaffold with relevant materials on study area. (Can be done as HW Task 6) Lesson 16 (1 hour) Key idea 2A.11 There are threats facing fragile active and relict glaciated upland landscapes. 2A.11a. Glaciated landscapes face varying degrees of threat from both natural hazards (avalanches and glacial outburst floods) and National / Local (9) Numerical analysis of mean rates of glacial recession in different Starter Mind maps – give students a two-sided mind map (or table) and ask them to hypothesise about potential threats to glacial environments from natural hazards on one side, and human activity on the other. Discuss.
Edexcel2016_ASandAlevelGeography_Topic2A_GlaciatedLandscapesandChange_SOW.docx