annotated sketches, revision poster, electronic presentation etc. Q&A and small group discussion to see if students can explain possible causes of aridity. Followed by research task in groups individuals – could research each element and then feedback back and exchange findings and build up a full explanation Opportunity to assess learning with a of exam style questions relating to the distribution of hot desert environments and aridity – peer assessment opportunity. Week 3-4 Use of key Students will be able to identify Paired/small group discussion Systems and processes and technical and analyse the characteristics of to identify sources of energy Sources of energy in hot terminology. the sources of energy in hot desert at the coast. desert environments: systems, including: Opportunities to Students to explore energy in insolation, winds, runoff. insolation Has desert features but includes a short – develop skills such as hot deserts. Opportunities Sediment sources, cells winds section on drawing, labelling for Q&A, discussion and and budgets. runoff. and annotating research. including: Geomorphological diagrams. Students will be able to identify Insolation insolation – processes: weathering, and analyse the sources of controlling changes in Opportunity to mass movement, erosion, sediment for systems in hot temperature and driving measure/study transportation and deserts, including: processes; the high angle of characteristics of deposition. (desert dust) weathering of underlying parent incidence; lack of surface wind and other Distinctively arid (briefly about source) material moisture for evaporation aeolian processes geomorphological rivers bringing sediment into making more energy including erosion, processes: weathering deserts available to heat the air in transportation, (thermal fracture, contact with the ground deposition and exfoliation, chemical Wind wind as a driver of – weathering (in the processes; hot deserts
annotated sketches, revision poster, electronic presentation etc. Q&A and small group discussion to see if students can explain possible causes of aridity. Followed by research task – in groups individuals could research each element and then feedback back and exchange findings and build up a full explanation Opportunity to assess learning with a of exam style questions relating to the distribution of hot desert environments and aridity – peer assessment opportunity. Week 3-4 Systems and processes Sources of energy in hot desert environments: insolation, winds, runoff. Sediment sources, cells and budgets. Geomorphological processes: weathering, mass movement, erosion, transportation and deposition. Distinctively arid geomorphological processes: weathering (thermal fracture, exfoliation, chemical Use of key and technical terminology. Opportunities to develop skills such as drawing, labelling and annotating diagrams. Opportunity to measure/study characteristics of wind and other aeolian processes including erosion, transportation, deposition and weathering (in the Students will be able to identify and analyse the characteristics of the sources of energy in hot desert systems, including: insolation winds runoff. Students will be able to identify and analyse the sources of sediment for systems in hot deserts, including: weathering of underlying parent material rivers bringing sediment into deserts Paired/small group discussion to identify sources of energy at the coast. Students to explore energy in hot deserts. Opportunities for Q&A, discussion and research. including: Insolation – insolation controlling changes in temperature and driving processes; the high angle of incidence; lack of surface moisture for evaporation making more energy available to heat the air in contact with the ground Wind – wind as a driver of processes; hot deserts Has desert features – but includes a short section on (desert dust) (briefly about source)
AQA-7037-SOW-PG-HDSL.DOCX