Scheme Yr8 Special issues The
recognition of the need for planned extension opportunities. The Stanley
Thomas Extensions text is integrated into the scheme as a classroom
resource. The use of extended text and "Real Reading" is integrated
in press cuttings, Extensions references and www. material. GCSE KS4
material, not to be revisited at KS4, is integrated where appropriate.
Further research pathways are identified from every lesson. Assessment
has been reviewed to open higher N.C. Attainment levels. Homework tasks
encourage open ended, non linear development by the inclusion of pupil
extension. Spirituality Key opportunities are identified for multi cultural
consideration of spiritual issues.
1 What is Weathering?
CONN. pp4+5 NC 6 EXT. pp14+15 Precise use of geographical vocabulary. Introduce the concept of GEOMORPHOLOGY as "the study of the features of the Earth's surface." Proceed to explain PROCESSES as "ways in which landforms are changed" and AGENTS as"the particular thing carrying out the active process." e.g. FREEZE/THAW frost shattering and WATER ; liquid-ice . (Analogy of Spies("Agent") and Spying(Process)!) Record definitions of : Geomorphology (and hence Geomorphological) Process. Agent. Variables From Connections pp4+5 take the class through the pictures A, B and C as extreme contrasts in natural environments that exist on the surface of the Earth . From class discussion obtain the most obvious variables that make up the Weather; Air Temperature, Water as rainfall, and establish, simply, how these two variables change in value in different parts of the World. e.g. ( Latitude and Altitude)Warm and Wet around the Equator, Hot and Dry in the hot deserts, ...emphasising that the two main factors in Weathering are AIR TEMPERATURE and availability of WATER. Distinguish between the meteorological Weather and the geomorphological term Weathering. Weathering rates therefore vary depending upon local climatic conditions; current or in the past. Geology; the study of rocks. A brief look at rocks and minerals. EXT. p14 VIDEO No 88/B Rocks and Minerals Science Curriculum KS3(15 mins) Hand specimens of Granite, Sandstone and Schist and EXT. ref. P14 fig.A Guide and discuss. Using the video and fig A make a simple sketch of each of the three specimens and label to give evidence of their appropriate classification; igneous, sedimentary or metamorphic. Do one on BB as a guide. Rocks like the above were created at depth and are now exposed on the surface by erosion; exposed to weathering. Record Definition of the term Weathering as: "The break down of the rocks of the Earth's surface, in contact with the atmosphere, by physical and chemical processes." VIDEO No.88/ A Weathering Science Curriculum KS3 (15 mins) List on the board: PHYSICAL CHEMICAL BIOLOGICAL Freeze/Thaw Limestones Roots Onion Skin Burrows Provide as handout very basic frame sequence diagrams of each type. Pupils to complete using labels and details from the lesson. (EXT Chemistry of limestone solution (Carbonation) rainwater H O and atmospheric CO produces the mild carbonic acid H CO which on CaCO limestones then dissolves the surface rock to give CaCO and H CO Calcium bicarbonate or Calcium Hydrogen Carbonate) Homework : Collect evidence for weathering from the home area and complete the table with at least 3 examples. Specific location Evidence for weathering. Type of weathering.
WEEK 2 What is Erosion?
CONN. pp6+7 NC 6a Complete the Class work overlap expected from week one OHP The Rock Cycle. Introduce the concept of cyclic models. Describe the sequence of stages. Parent Rock is the start and finish. Emphasise the in situ nature of the Weathering products and the momentary nature of Erosion with the material being in Transport as soon as it is in motion. Stress the time base; Lithifaction is Geological in scale!... the rest could be experienced in months and years. Spiritual"As old as the hills" some attempt to convey the vastness of geological time? The Earth, Gaiea, the making of the World? Record the Rock Cycle diagram. Mass Movement; slow and rapid processes. Define as "the downslope movement of unstable material under gravity." Illustrate on BB Slow: soil creep displacement of surface structures and increasing soil thickness downslope. Rapid catastrophic: landslides with water/tectonic "triggers" Stability angles for sediment from bucket of sand analogy ASSESSMENT 1.1 issue and class mark with direct feedback. Homework: Complete all diagrams and classwork/homework to date for first marking.
WEEK 3 River Processes
CONN. pp8+9 NC 6a 6b EXT. pp16+17 VIDEO No.75/ b River Processes. VIDEO The River Severn; source to the sea. How do Rivers Shape the land? BB of the V shape cross profile and the concave long profile. OHP diagram River Channel Processes. Load - the eroded material in transport in the river. Erosion Processes : Abrasion - erosion pebble v bedrock Corrasion - pebble v pebble Hydraulic - the force of the water Record the diagram. Add the energy elements to the long profile diagram to create the energy budget. Kinetic, potential, erosion, deposition, velocity, gradient, base level, sea level. Spiritual Rivers have been likened to people with youthful, mature and senile stages; look at the energy profile. Rivers are given a place in human thought all over the world, some more reverently than others; e.g we will look at the celebrated Tyne, the sacred Ganges.....why do rivers spark this feeling in people?.. Homework: From Connections pp 8+9 do Questions 2 and 3. (Tutor on Sketching beforehand.)
WEEK 4 Waterfalls.
What Causes Waterfalls? CONN. pp10+11 NC 6a 2e EXT. pp 16+17 From Connections pp 10+11 take the class through the concept of waterfalls and gorge formation using the Niagara Gorge and Falls as the exemplar. Locate the Niagara Falls on the Atlas map of North America. Draw diagram C. Do Question 1 on a full page.(Enlargement of Diagram E provided.) Add the labels from Question 3 to the diagram of C that you have drawn. What Happens on a River Bend? CONN. pp12+13 NC 6a EXT. pp16+17 From Connections pp 12+13, take the class through the meander concept.Introduce the link between speed of water and size of particles in transport. Draw a simple board diagram to illustrate this with a sketch graph showing Speed of Water (Velocity) against Particle Size. (After Hjulstrom) Do Question 1 . Do Question 3 by drawing diagram D and adding explanatory labels AND arrows to show the high speed flow being deflected. Homework: Complete classwork
WEEK 5 The Causes and Effects of River Floods.
EXT.pp 18+19 NC 6b 2defg OHP Sketch of a typical Drainage Basin to illustrate a river situation. Review vocabulary From "What are the causes of river floods", draw from a class discussion the possible causes: Record: High rainfall in a short period of time. Snowmelt. Deforestation of the catchment( if mentioned) Human activities on the floodplain Record as a list in the exercise book and relate to EXT.p18 fig.B and C Case study: the English Midlands Easter 1998. EXT. p 19 class to read and do Q2 b) p19 Causes and Effects. VIDEO No. 80 UK and The Netherlands flooding 1995. (20 minutes). Take rough notes on Causes and Effects to guide the homework task. Homework: Record, as sentences describing: Flooding of agricultural land. Loss of Production. Flooding of Residential property. Displaced persons. Flooding of Industry and Commercial property. Financial losses. Insurance issues? Spiritual "Act of God?" What does this disclaimer mean? Loss of Life and damage to property and businesses. Homework: Complete the UK/Netherlands video notes.
WEEK 6 Simple River Channel Management
NC6b HANDOUT : River Channel Management. EXT. pp20+21 Illustrating within the context of the Drainage Basin the concepts of : The Flood Plain. Levees. Raised Levees and Embankments. Dykes . Re enforced Bridge abutments. Re enforced outer bend meander river cliffs. Drains. Weirs. Straightened Channels. Locks. Each feature has a label and a space to add a brief explanation of its effect. Complete the Handout. Flood Hazard Response EXT.pp20+21 From the earliest times human settlements have developed on flood free sites. In the late 20th century the demand for building land in developed countries has seen towns expand onto the natural flood plains of rivers, inevitably the chances of flooding are increased. Class Q+A "In W.Europe, in societies comparable to ours, why did/do people seek to live near rivers and possibly expose themselves to flooding?" Make a list of the responses on BB. Read EXT. p20 fig.A and discuss. Read EXT. p20 fig.B and answer Q.1a) and 1b) as bullet points. Study the modern small scale River Skern project on p 21; a technology demonstrator for river management? Discuss the funding. NC 2defg 1ac www.tewkesbury.com A flooded town ; Tewksbury, Gloucestershire.(O.S. maps and photographs) Hand out the O.S. 1:50000 extract and the photographs. (Preparation for Assessment 8.1) Relate the photo to the O.S. map by a series of orientating Q+A's .Revision of Grid .Ref's Abbey 891324 Marina 896335 and 896338, on the River Avon. Mitton housing est. 903337 Abbey fields 892323 flooded with a brook running across. Note the rugby posts. Carrant Brook 900333 flooded A38 road by the Abbey (High St.) And running to the West over the water on raised stantions. So what is the effect of the flooding as apparent from the photograph. Effect on commercial activity? Everyday life? Insurance claims? So what is the response to the flood hazard? The town is higher up. Roads and old railways on courseways. Weirs at 889325 and 895335 control the river flow. No development on the flooded areas of e.g. Carrant Brook other than low status use like sports fields and temporary caravan parks and agriculture. Restricts the growth of the town. N.B. the battlefield of Tewksbury (1471)was recently the subject of a long running planning enquiry for housing development on the Abbey fields. Refused on heritage grounds March 1999. Spiritual. Reconsecration of the Abbey after the Battle of Tewkesbury. Collect the Tewkesbury O.S.extracts and the photographs Homework: To revise river management and flood hazards from the cause and effect approach.
WEEK 7 ASSESSMENT River Management.
Flood Hazard at Tewksbury. Based upon the Tewksbury O.S. Extract, photograph and the Assessment sheet. How are rivers polluted and how can they be cleaned up? CONN. pp16+17 NC 13a 2e Case Study of the River Tyne. Causes and Effects of Water Pollution. Take the class through the text , directly comparing the maps of the situation in 1970 and 1990. Highlight the use of indicator species, in this case Salmon, to show the impact of pollution. (Cross curricular link to Biology KS3 lichens and fresh water fauna e.g. Caddis larvae.) Spiritual. The cultural identity of the Geordie and the symbols that represent it; the river, the music, the heritage of industry, Black and White, the bridges, S&N breweries...... Homework: Complete Q1 p 17 for problems of the polluted Tyne and then give six issues concerned with the state of the River Tyne in the 1990's. Are Salmon a good indicator of the effects of human activity on the waters of the Tyne? Spiritual return to the place of its birth?
AUTUMN HALF TERM
WEEK 8 VIDEO No. 74/D Protecting Our Rivers The North Sea; Europe's Dustbin.
CONN. pp 18+19 NC 13 2e Describe the North Sea as one of the most polluted sea areas in the World. Bounded by some of the most industrially developed countries. Important fishing grounds, recreation beaches and from the late 1970's, oil and gasfields. Atlas maps Europe political. Key Geography GCSE pp 66 and 67 handout. Complete p66 Q 1 to 5 p67 Q 1 to 3 NC 2 Issue National Curriculum Map E. Homework: Learn Map E for Assessment 8.2. Complete classwork.
ONE - GEOMORPHOLOGICAL PROCESSES; WEATHERING AND RIVERS.