components/stores Paired/small group task to identify examples of positive outputs. and negative feedback in desert landscapes. Students will be able to understand desert landscapes as in Students to draw and dynamic equilibrium that includes: annotate a diagram of an positive feedback example of a positive or negative feedback. negative feedback in a desert landscape. Once all students have illustrated one example of feedback in a desert, there is the opportunity for individuals/small groups to research for others. Deserts as characteristic Small group discussion to landscapes identify prior knowledge of Students will all understand the desert landforms. concepts of: landform landscape. Discuss what represents a Students will appreciate that characteristic desert characteristic desert landscapes are landscape. the combination of related (Specific landforms and landforms. landscapes are studied in detail later). Week 1-2 Use of key Students will be able to describe Q&A/discussion to assess Simple and their distribution – Deserts as natural systems and technical and explain the distribution of mid prior knowledge - where are The global distribution of terminology. and low latitude deserts and their hot deserts located? Some mid and low latitude margins, including: Opportunities to Draw and annotate world deserts and their margins arid regions Detail of distribution of different develop skills such as map to identify hot desert (arid and semi-arid). semi-arid regions. drawing, labelling regions produce – Characteristics of hot More , including aridity index and annotating Students will understand the water accompanying notes to desert environments and diagrams. balance and aridity index. explain this distribution. their margins: climate, Some excellent introductory material
components/stores outputs. Students will be able to understand desert landscapes as in dynamic equilibrium that includes: positive feedback negative feedback. Deserts as characteristic landscapes Students will all understand the concepts of: landform landscape. Students will appreciate that characteristic desert landscapes are the combination of related landforms. Paired/small group task to identify examples of positive and negative feedback in desert landscapes. Students to draw and annotate a diagram of an example of a positive or negative feedback in a desert landscape. Once all students have illustrated one example of feedback in a desert, there is the opportunity for individuals/small groups to research for others. Small group discussion to identify prior knowledge of desert landforms. Discuss what represents a characteristic desert landscape. (Specific landforms and landscapes are studied in detail later). Week 1-2 Deserts as natural systems The global distribution of mid and low latitude deserts and their margins (arid and semi-arid). Characteristics of hot desert environments and their margins: climate, Use of key and technical terminology. Opportunities to develop skills such as drawing, labelling and annotating diagrams. Students will be able to describe and explain the distribution of mid and low latitude deserts and their margins, including: arid regions semi-arid regions. Students will understand the water balance and aridity index. Q&A/discussion – to assess prior knowledge - where are hot deserts located? Draw and annotate world map to identify hot desert regions – produce accompanying notes to explain this distribution. Simple and their distribution Some Detail of distribution of different More , including aridity index Some excellent introductory material
AQA-7037-SOW-PG-HDSL.DOCX