the eventual Guidance here: Imbrication impact this has on or, for guidance on conducting the actual test: Grading the landscape. Plenary Summarise key points of the lesson revisit any – misconceptions. Lesson 14 Key idea 2A.9 2A.9c. The formation of Local Starter fluvioglacial landforms; Show students pictures of a range of fluvioglacial landforms (1 hour) Glacial meltwater ice contact features and ask to hypothesise how they may have formed. Correct plays a significant (kames, eskers and where necessary. role in creating kame terraces) and distinctive proglacial features Main landforms and (sandurs, proglacial Provide students with examples of fluvioglacial contributes to lakes, meltwater landforms (either one by one or one per student) and glaciated channels, and ask to work in pairs / groups to investigate formation of landscapes. kettleholes). the feature. Challenge by not even providing the name of the feature. Suggested Some terminology: learning Key terms: Additional information: objective: Kames Pair and share information swap ensure all students – To be able to have all information (possibly provide a blank for table Eskers explain the for students to populate). Kame terraces formation of a range of Sandurs Plenary fluvioglacial Pro-glacial lake landforms using Show same pictures as start of the lesson pick students in – Meltwater channel relevant turn and ask to explain formation. Kettlehole terminology. Skills objective: Annotating sketches and diagrams to show water movement within glaciers Lesson 15 Key idea 2A.10 2A.10a. Relict and active Global / National Starter glaciated landscapes / Define relict and active glacial landscapes show examples – (1 hour) Glacial and have environmental and (and pictures if preferred) and discuss with pupils the uses periglacial cultural value (polar and value of these landscapes can be done individually – landscapes have
the eventual impact this has on the landscape. Imbrication Grading Guidance here: or, for guidance on conducting the actual test: Plenary Summarise key points of the lesson – revisit any misconceptions. Lesson 14 (1 hour) Key idea 2A.9 Glacial meltwater plays a significant role in creating distinctive landforms and contributes to glaciated landscapes. Suggested learning objective: To be able to explain the formation of a range of fluvioglacial landforms using relevant terminology. Skills objective: Annotating sketches and diagrams to show water movement within glaciers 2A.9c. The formation of fluvioglacial landforms; ice contact features (kames, eskers and kame terraces) and proglacial features (sandurs, proglacial lakes, meltwater channels, and kettleholes). Key terms: Kames Eskers Kame terraces Sandurs Pro-glacial lake Meltwater channel Kettlehole Local Starter Show students pictures of a range of fluvioglacial landforms and ask to hypothesise how they may have formed. Correct where necessary. Main Provide students with examples of fluvioglacial landforms (either one by one or one per student) and ask to work in pairs / groups to investigate formation of the feature. Challenge by not even providing the name of the feature. Some terminology: Additional information: Pair and share information swap – ensure all students have all information (possibly provide a blank for table for students to populate). Plenary Show same pictures as start of the lesson – pick students in turn and ask to explain formation. Lesson 15 (1 hour) Key idea 2A.10 Glacial and periglacial landscapes have 2A.10a. Relict and active glaciated landscapes have environmental and cultural value (polar Global / National / Starter Define relict and active glacial landscapes – show examples (and pictures if preferred) and discuss with pupils the uses and value of these landscapes – can be done individually
Edexcel2016_ASandAlevelGeography_Topic2A_GlaciatedLandscapesandChange_SOW.docx