Edexcel AS and A level Geography Scheme of Work

Area of study 1, Topic 2: Landscape Systems, Processes and Change,

2A: Glaciated Landscapes and ChangeIntroductionOur specifications offer an issues-based approach to studying geography, enabling students to explore and evaluate contemporary geographical questions and issues such as the consequences of globalisation, responses to hazards, water insecurity and climate change. The specification content gives students the opportunity to develop an in-depth understanding of physical and human geography, the complexity of people and environment questions and issues, and to become critical, reflective and independent learners.

AS and A Level qualifications that are co-teachableCentres co-teaching AS and A Level can deliver Area of study 1 Dynamic Landscapes and Area of study 2 Dynamic Places in the first year, allowing students to be entered for the AS at the end of year 12.

Confidence in geographical skills and fieldworkContent is framed by enquiry questions that encourage an investigative and evaluative approach to learning. We have signposted where and how geographical skills and fieldwork should be embedded in teaching. Our A Level assessment will integrate the assessment of geographical skills with knowledge and understanding.

Holistic understanding of geographyThis specification will encourage students to make links between different geographical themes, ideas and concepts through synoptic themes embedded in the compulsory content.

Overview of Area of study 1, Topic 2A: Glaciated Landscapes and Change Area of study 1: Dynamic Landscapes is examined on Paper 1 which is worth 50% of the marks at AS level and 30% of the marks at A level.

The paper is marked out of 90 at AS level and out of 105 at A level. All students are required to study Topic 1: Tectonic Processes and Hazards and either Topic 2A: Glaciated Landscapes and Change, or Topic

2B: Coastal Landscapes and Change. You need to allow roughly 41 hours to teach Area of Study 1; about 18 hours to teach Topic 1 and 20 hours to teach Topic 2, with 6 hours of

fieldwork lessons and, in addition, one day of fieldwork. The suggested hours of teaching should be sufficient to teach students the required content and skills for this topic. The allocation of hours does not take into account individual schools’ approaches to delivering the course, revision, school mocks, topic tests or assessment feedback.

Students are required to complete a minimum of two days of fieldwork at AS level and four days of fieldwork at A level. This fieldwork must relate to processes in both physical and human geography. It must also provide an introduction to the nature and process of a high-quality

geographical enquiry. In Topics 2A and 2B the suggested fieldwork lessons have been grouped at the end of the Schemes of Work. The themes combine to build up to the last lesson where students are to design their own study. These sets of lessons could be done before students complete a field trip and so they are not included in the normal lessons. In Topics 4A and 4B the suggested fieldwork lessons are integrated into the content teaching. These approaches are not prescriptive and you may choose to integrate preparation for fieldwork into your teaching in a different way. 

The sample assessment materials can be used for question practice to enable students to build up the confidence and skills as part of their revision and exam practice.

Health and safety

The practical work and fieldwork suggested within the scheme of work are those which we believe are not banned or restricted in any way and are still currently used in most schools and colleges. We advise teachers and technicians to discuss the merits of the suggested practical work and fieldwork when deciding both which will be carried out and how they will be carried out. You may have ideas for practical work and fieldwork which we have not suggested but would work just as well. As with all practical work and fieldwork, a risk assessment is expected as part of good health and safety practice in all centres. Reference to health and safety in the field is made in the specification.

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Scheme of Work for Area of study 1, Topic 2A: Glaciated Landscapes and ChangeIce sheets and glaciers operate within a landscape system as glacial processes of erosion, transport and deposition combine with meteorological and climatological processes and interact with geological and lithological processes to produce distinctive landscapes. The landscapes can be both present day and relict and can occur in both upland and lowland areas. These landscapes are being changed by both physical processes and human activities which pose unique threats due to the low level of resilience found in these areas. Study must include examples of landscapes from areas inside and outside the UK.

Lessons Learning objectives

Detailed content (vocabulary, concepts, processes, ideas)

Place exemplification

Integrated skills

Teaching resources and synoptic links

Enquiry question 1: How has climate change influenced the formation of glaciated landscapes over time?Lesson 1(1 hour)

Key idea 2A.1The causes of longer and shorter climate change, which have led to icehouse- greenhouse changes.

Suggested learning objective:To know the chronology of multiple glacial and interglacial periods caused by Pleistocene climate change.

2A.1a. A chronology of multiple glacial and interglacial periods caused by Pleistocene climate change.2A.1b. The long-term factors leading to climate change: Milankovitch cycles as the primary driver and the shorter-term role of variations in solar output (1), and volcanic eruptions.2A.1c. The characteristics and causes of shorter-term climate events: Loch Lomond Stadial (Pleistocene) and the Little Ice Age (Holocene).Key terms:Milankovitch cycleInterglacialGlacial

Global / Local – some local examples of volcanoes.

(1) Graphical analysis of reconstructed climate versus landform evidence for past glacial / interglacial periods.

StarterIntroduce students to EQ1 – define key terms:Climate Change / Icehouse / Greenhouse etc. – investigate prior knowledge of these.Main1. Provide students with a visual representation of climatic

changes during the Pleistocene period (such as this one – http://www.dandebat.dk/eng-klima5.htm). Ask them to analyse correlation between carbon levels (in parts per million) and temperature changes. Information can be found from the site above, or one of the journal articles below:http://www.pnas.org/content/106/6/1704.full or http://bioscience.oxfordjournals.org/content/58/8/701.full.pdf+html

2. Investigate climatic data in past glacial and interglacial periods:http://www.bgs.ac.uk/discoveringGeology/climateChange/general/pastClimatesEvidence.html?src=topNav Climatic data can be found here: https://www.ncdc.noaa.gov/cdo-web/

3. Provide students with information on the Milankovitch cycles and ask them to come up with their own annotated diagram to show / explain what they are.

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Lessons Learning objectives

Detailed content (vocabulary, concepts, processes, ideas)

Place exemplification

Integrated skills

Teaching resources and synoptic links

4. Provide students with additional information on the albedo effect: http://climate.ncsu.edu/edu/k12/.albedo

5. Set students a question to explain the impact of Milankovitch cycles, changes in the solar output of the sun and the albedo effect would culminate in. The article below may be useful in planning this section: http://www.aos.wisc.edu/~aos915/Robock_2000.pdf

PlenaryStudents to compile a case study on Little Ice Age (LIA) and Loch Lomond Stadial. For assistance with LIA use:http://www.meteo.psu.edu/holocene/public_html/Mann/articles/articles/littleiceage.pdf

Place particular focus on the: climatic characteristics of these periods influence on glacial advance and retreat long-term implications for upland areas.(Can be done as HW Task 1)

Lesson 2 (1 hour)

Key idea 2A.2Present and past Pleistocene distribution of ice cover.

Suggested learning objective:To be able to explain the importance of the cryosphere, and to define and locate ice sheets and ice

2A.2a. The definition and importance of the cryosphere and its role in global systems and classification of ice masses by scale and location (ice sheets, ice caps, cirque and valley glaciers, and ice fields) and polar and temperate environments.2A.2b. The present-day distribution of high latitude ice sheets and evidence for Pleistocene ice sheet extent.

Global / National / Local

(2) Comparison of past and present distribution of glaciated landscapes using local and regional maps.

StarterShow students a range of pictures showing ice masses of different sizes. Provide them with definitions and encourage them to categorise the pictures based on the descriptions.This exercise should include: valley glaciers ice sheets ice capsMain1. Students to use information to draw and label the mass

balance glacier system:http://geomorphology.org.uk/sites/default/files/mass_balance.pdf

2. Use Diamond-9 exercise to find out which factors are likely to influence changing mass balance.

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Lessons Learning objectives

Detailed content (vocabulary, concepts, processes, ideas)

Place exemplification

Integrated skills

Teaching resources and synoptic links

caps. 2A.2c. The present-day distribution of high altitude glaciated upland landscapes and evidence of relict landscapes from the Pleistocene.

Key terms:AblationAnnual budgetAlpine glacierRelict landscapesCorrieArêtesPyramidal peakTruncated spursGlacial troughRoche moutonnéesDistribution of ice massesLatitudeCryosphereIce sheetIce capCirqueCorrieValley glacierIce fieldsPolar environmentsPeriglacial environmentsTemperate environmentsMass balance

3. Show students two images – present and past extent of global ice coverage – and ask to describe differences: http://higheredbcs.wiley.com/legacy/college/levin/0471697435/chap_tut/chaps/chapter15-05.html or http://web.gccaz.edu/~lnewman/gph111/topic_units/glacial/glacial2.html and http://www.natice.noaa.gov/ims/

4. Name several upland areas in Europe (can use Alps, Scottish Highlands etc) and ask students to locate on a map. Possible opportunity for GIS – Google earth tour of glacial areas within the Alps. To put one together see: https://www.google.co.uk/earth/outreach/tutorials/kmltours.html

5. Investigate evidence of past (relict) landscapes – use both Glacial and Periglacial features. Possible case studies include Lake District or Cairngorms in Scotland. Encourage students to make a table that includes diagrams, formation etc.

PlenaryLook at evidence of ice extent using a range of journal articles. Ask students to produce a report with their findings. The following journal articles and websites can be useful:https://books.google.co.uk/books?hl=en&lr=&id=rKsL8CFcdAoC&oi=fnd&pg=PP1&dq=pleistocene+ice+extent&ots=VSJ4i9XxUL&sig=xvf7lDQFG3vd26kSPqDknwuzDzs#v=onepage&q=pleistocene%20ice%20extent&f=false http://onlinelibrary.wiley.com/doi/10.1111/j.1502-3885.1986.tb00746.x/abstract (Can be done as HWTask 2)

Lesson 3 Key idea 2A.3 2A.3a. Distribution of past and present

National / Local StarterDefinitions of key terms. Either linking key terms to

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Lessons Learning objectives

Detailed content (vocabulary, concepts, processes, ideas)

Place exemplification

Integrated skills

Teaching resources and synoptic links

(1 hour) Periglacial processes produce distinctive landscapes.

Suggested learning objective:To be able to describe the distribution of permafrost and periglacial areas across the world and explain the permafrost active layer.

Skills objectiveInterpretation of GISDiagram labelling and drawing

periglacial landscapes which are underlain by continuous, discontinuous areas and sporadic permafrost with a seasonally active layer.2A.3b. Periglacial processes include nivation, frost heave, freeze-thaw weathering and solifluction as well as high winds and meltwater erosion.

Key terms:PermafrostNivationFrost heaveActive layerSolifluction

definitions or cart sort activity.

Main1. World map – students to mark on locations of past and

present periglacial areas using information provided. Use geological maps, climate maps, or information: http://www.igsoc.org:8080/journal/9/57/igs_journal_vol09_issue057_pg408-409.pdf or for diagrams or pictures: http://revisionworld.com/gcse-revision/geography/cold-environments/global-distribution Can also use: http://wrenchcoldenvironment.weebly.com/the-movement-of-cold-environments.html

2. Closer look at permafrost – encourage students to draw and label a diagram of permafrost showing active layer. Investigate areas of continuous and discontinuous permafrost. http://permafrosttunnel.crrel.usace.army.mil/permafrost/general_facts.html

3. Provide students with information on the periglacial processes mentioned in the key terms (nivation / frost heave, etc.) and ask them to compile a table. Depth of information given can vary – for example give process info, but also diagram without labels – ask students to make their own diagram and label it.

PlenaryAsk students to create maps from memory using the diagrams they have drawn in class. This can be done as a race, or in pairs.

Lesson 4 (1 hour)

Key idea 2A.3Periglacial processes produce distinctive landscapes.

Suggested

2A.3b. Periglacial processes include nivation, frost heave, freeze-thaw weathering and solifluction as well as high winds and meltwater erosion.

Tundra environments of northern Russia and northern Canada

StarterRe-cap learning from previous lesson about periglacial processes – what can they remember? Where are these processes likely to occur?

Main1. Look in depth at meltwater erosion – show students

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Lessons Learning objectives

Detailed content (vocabulary, concepts, processes, ideas)

Place exemplification

Integrated skills

Teaching resources and synoptic links

learning objective:To be able to describe the distribution of permafrost and periglacial areas across the world and explain the permafrost active layer.

2A.3c. The formation of often unique periglacial landforms (ice wedges, patterned ground, pingos, loess) contributes towards the appearance of distinctive periglacial landscapes

Key terms:Braided streamOutwash plainMeltwater channelSolifluction lobeIce wedgesPatterned groundPingosLoess

images of braided streams, outwash plains and meltwater channels. For braided stream use Athabasca river channel. For outwash plain use Thompson Glacier, Canada image: http://glacialfeatures.weebly.com/depositional-features.html and for meltwater channel use East Lothian, Scotland http://www.swisseduc.ch/glaciers/axel_heiberg/iceberg_glacier/icons/77_channels_maeander.jpg

2. Investigate solifluction lobes – a good example is: http://www.geographylwc.org.uk/A/AS/asice/solilandforms.html

3. Market place – give each student a table with four columns:

Name Description Formation Example / Location

Encourage students to trade information on the periglacial landforms mentioned in the key terms to compile tables. For scaffolding use: http://www.physicalgeography.net/fundamentals/10ag.html4. To discuss the occurrence of high winds as a

characteristic of periglacial areas use:http://www.physicalgeography.net/fundamentals/10ag.html

5. Look at specific periglacial landscape – such as the tundra environments of northern Canada and northern Russia. Good site for Canada, which includes lots of free resources such as maps / pictures: http://www.nrcan.gc.ca/earth-sciences/sciences/permafrost-ice-snow/10815For Russia use: http://epic.awi.de/15501/ (Lena Delta is a good case study to use).

PlenaryStructured exam question relating to periglacial landforms and processes is advised at this point to consolidate knowledge. Examples:

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Lessons Learning objectives

Detailed content (vocabulary, concepts, processes, ideas)

Place exemplification

Integrated skills

Teaching resources and synoptic links

http://www.antarcticglaciers.org/students-3/geography-a-level-2/essay-questions/

Lesson 5 (1 hour)

Key idea 2A.4Mass balance is important in understanding glacial dynamics and the operation of glaciers as systems.

Suggested learning objective:To be able to use GIS and numerical data to assess the health of glaciers and changes in equilibrium over a period of time.

2A.4a. Glacial mass balance system and the relationship between accumulation and ablation in the maintenance of equilibrium. The importance of positive and negative feedback.2A.4b. The process of accumulation (direct snowfall, sublimination, avalanches and wind deposition) and the process of ablation (melting, calving, evaporation and avalanches).

Key terms:SublimationAblationCalving

Global / National / Local

(3) Use of numerical data to calculate simple mass balance and equilibrium line position; use of GIS to identify main features of glacier types and assess glacier health.

StarterRe-visiting of glaciers as a system, including inputs, stores and outputs. Map from memory task to recall this information. Good example: http://maps.unomaha.edu/maher/geo117/part2/glacial.jpeg Encourage students to include their own copy of the glacier mass balance diagram.

Main1. Study of two areas – look at seasonal advance and

retreat. Good examples to use are the Athabasca Glacier – http://www.skepticalscience.com/athabasca.html – and the Greenland Ice Sheet. Discuss role of positive and negative feedback on maintenance of equilibrium: http://web.pdx.edu/~rueterj/courses/casestudies/globalwarming/

2. Use numerical data to calculate and assess glacier mass balance and changes within the system. Data available from: http://wgms.ch/

3. Ask students to categorise different inputs and outputs in to ‘Accumulation’ and ‘Ablation’ categories. Can be done as a cart sort or as a class on the board.

PlenarySummary of inputs / outputs system with examples to be added to student folders.

Lesson 6(1 hour)

Key idea 2A.4Mass balance is important in understanding glacial dynamics and the operation of glaciers as systems.

Suggested learning

2A.4c. The reasons for variations in the rates of accumulation and ablation, and the impact these variations have on the mass balance over different timescales.

Key terms:Continentality

StarterRe-cap on inputs / outputs. Present a range of glacial ice mass data – showing increase or decrease – and ask students to suggest why this might be occurring.

Main1. Explore the different causes of increased precipitation as

snow (latitude, continentality). Formation of glacial ice through snow -> firn -> glacial ice. Lead in to process of sublimation: http://www.physicalgeography.net/fundamentals/10ae.html

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Lessons Learning objectives

Detailed content (vocabulary, concepts, processes, ideas)

Place exemplification

Integrated skills

Teaching resources and synoptic links

objective:To establish reasons for the increase and decrease of glacial accumulation and ablation rates.

Firn Ensure students understand process of internal deformation: http://www.learnthings.co.za/content/secondary/Home/Lessons/Geography/Grade10/thephy~00/glaciers/alpine~00/movement/refere~01.gif

2. Processes and causes of melting – students to revisit glacier system diagram, add annotations to it describing process of calving – ensure students understand that calving is different between valley and coastal glaciers Different types here: http://pubs.usgs.gov/of/2004/1216/glaciertypes/glaciertypes.html

3. Discuss reasons for increased ablation – relate to continentality / latitude. Look at atmospheric carbon concentrations and glacial decline – draw out responses from students as to relationship between these. See https://www.climate.gov/news-features/understanding-climate/climate-change-glacier-mass-balance Following website can also be useful to explore with students / provide for research: https://www.climate.gov/news-features/understanding-climate/state-climate-mass-balance-mountain-glaciers-2011

PlenaryEncourage students to begin compiling case studies on a range of glacial areas affected by climatic change. Changing glaciers in Europe are a good start – sources here: https://nsidc.org/cryosphere/glaciers/questions/climate.htmlhttp://www.eea.europa.eu/data-and-maps/indicators/glaciers-1/assessment

(Can be done as HW Task 3)Lesson 7(1 hour)

Key idea 2A.5Different processes explain glacial movement and variations in rates.

2A.5a. Polar and temperate glaciers have different rates of movement.2A.5b. There are different processes that are important in the

Global / National / Local

StarterAsk students to hypothesise about what climatic factors cause temperate and cold glaciers.

Main1. Talk students through temperature profiles in polar and

temperate glaciers:

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Lessons Learning objectives

Detailed content (vocabulary, concepts, processes, ideas)

Place exemplification

Integrated skills

Teaching resources and synoptic links

Suggested learning objective:To be able to explain differences between ice movement in temperate and polar glaciers.

movement of glaciers (basal slip, regelation creep, internal deformation).

http://www.acegeography.com/%3Ca%20href='/uploads/1/8/6/4/18647856/9088392_orig.png?451%27%20rel=%27lightbox%27%20onclick=%27if%20(!lightboxLoaded)%20return%20false%27%3E

https://opentextbc.ca/geology/wp-content/uploads/sites/110/2015/07/glacial-ice-motion.png

2. Card sort characteristics of temperate/polar glaciers to test knowledge.

3. Look at velocity profiles across surface and depth of glaciers: http://www.antarcticglaciers.org/modern-glaciers/glacier-flow/

4. Encourage students to draw and label detailed diagrams showing a selection of velocity profiles – provide data to scaffold.

PlenaryStudents to add notes and diagrams on temperature profiles to their folders and file.

Lesson 8(1 hour)

Key idea 2A.5Different processes explain glacial movement and variations in rates.

Suggested learning objective:To be able to explain differences between ice movement in temperate and polar glaciers.

2A.5b. There are different processes that are important in the movement of glaciers (basal slip, regelation creep, internal deformation).2A.5c. A number of factors control the rate of movement (altitude, slope, lithology, size and variations in mass balance) with both positive and negative feedback in the system.

Key terms:

National / Local (4) Use of measures of central tendency to compare rates of glacier movement.

StarterDefine extending and compressional flow with students – show diagrams and discuss.

Main 1. Provide labelled diagram of extending and

compressional flow but block out labels – encourage students to label it themselves using provided information: http://www.acegeography.com/uploads/1/8/6/4/18647856/5817157_orig.jpg

2. Examine each movement process of glaciers individually – for deformation and basal slip, there are good time lapse videos which explain the process in detail, eg: https://mattchernos.wordpress.com/2013/07/26/how-does-a-glacier-move/

3. Go through definition of lithology and ensure students know what this means:

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Lessons Learning objectives

Detailed content (vocabulary, concepts, processes, ideas)

Place exemplification

Integrated skills

Teaching resources and synoptic links

Extending flowCompressional flowLithologyInternal deformationBasal slipCentral tendency

http://www.jstor.org/stable/2563618?seq=1#page_scan_tab_contents

4. Investigate impact of each factor of movement (angle of slope, altitude, lithology, size, mass balance variations) in turn – use journal articles to support this, e.g. http://www.bioone.org/doi/pdf/10.1659/MRD-JOURNAL-D-11-00020.1 Include width and depth of glaciers (related to changes in mass balance) which impacts rate of movement.

5. Use measures of central tendency to compare glacier movement:http://www.cengage.com/resource_uploads/downloads/0495555061_137189.pdf Additional support: http://web.gps.caltech.edu/~tsai/files/glacial/Nye_JGlac1952.pdf

PlenaryStudents to create and complete a table detailing the different forms of glacial movement and giving examples of where they may be present (e.g. Franz Jozef Glacier in New Zealand is a good example of internal deformation)

(Can be done as HW Task 4)Lesson 9(1 hour)

Key idea 2A.6The glacier landform system.

Suggested learning objective:To be able to describe and explain the impact that glacial processes have on the landscape

Skills objectives

2A.6a. Glaciers alter landscapes by a number of processes: details of erosion, entrainment, transport and deposition.2A.6b. Glacial landforms develop at macro-, meso- and micro-scales with distinctive morphologies in process environments, such as sub-glacial, marginal, proglacial and periglacial.2A.6c. These landforms create a number of

National / Local StarterShow students a picture of a glaciated landscape, and ask them to identify a range of separate glacially-formed features: http://www.imagebase.net/var/albums/Nature/nazIMG_5768.jpg It is likely that they will identify erosional rather than depositional landforms.

Main1. Discuss and examine main forms of glacial

erosion. Good source: http://www.physicalgeography.net/fundamentals/10af.html

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Lessons Learning objectives

Detailed content (vocabulary, concepts, processes, ideas)

Place exemplification

Integrated skills

Teaching resources and synoptic links

Identifying glaciated landscapeInvestigation of small landscape or landformsAbility to identify on picture or maps

distinctive landscapes in upland and lowland areas that can be used to study the extent of ice cover.

Key terms:SubglacialProglacialMarginalPeriglacial

Revisit sublimation as a method of transport – refer back to mass balance diagram / system.

2. Look at the retreat of the Athabasca glacier and its subsequent deposition – location and formation of glacial till left behind: http://www.skepticalscience.com/athabasca.html

3. Investigate small-scale glacial landforms as a class – ask students to research and compile information on these and their formation. General information: http://www.britannica.com/science/glacial-landform Additional information: http://www.ngu.no/upload/Publikasjoner/Special%20publication/SP13_s5-26.pdf

4. Students to categorise landforms into subglacial, marginal, proglacial and periglacial: https://web.viu.ca/earle/geol305/Landforms%20of%20Glacial%20Deposition.pdf

5. Begin case study of choice – detailed below:PlenaryCase study opportunity: Snowdonia or Lake District. Encourage students to compile a case study on either (or both) of these areas. They should note:Specific features – named areas (e.g. Striding Edge – Hellvellyn – Lake District) The extent of the ice cover and where it coveredHow it is possible to tell this

Students to create pictures or sketches (virtual or actual field trip).Possible articles to support this: http://www.lakedistrict.gov.uk/__data/assets/pdf_file/0008/171188/factsheet_geology.pdf http://www.eryri-npa.gov.uk/__data/assets/pdf_file/0005/114782/Impact-of-GLaciation.pdf

Lesson 10 (1 hour)

Key idea 2A.7Glacial erosion creates distinctive landforms and

2A.7a. Glacial, erosional processes (abrasion, quarrying, plucking, crushing and basal

National (Lake District recommended) / Local (Isle of

(5) Cirque orientation analysis using large-

StarterShow names and descriptions of glacial erosional processes and ask pupils to match them up based on name alone. This can be extended to include

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Lessons Learning objectives

Detailed content (vocabulary, concepts, processes, ideas)

Place exemplification

Integrated skills

Teaching resources and synoptic links

contributes to glaciated landscapes.

Suggested learning objective:To understand and explain the range of glacial erosion processes and identify real examples using a named case study.

melting, combined with subaerial freeze thaw and mass movement)2A.7b. The processes leading to the formation of landforms associated with cirque and valley glaciers (cirques / corries , arêtes, pyramidal peaks, glacial troughs, truncated spurs, and hanging valleys and ribbon lakes)

Key terms:AbrasionQuarryingPluckingCrushingBasal meltingFreeze-thaw weatheringMass movementCirque / corrieArete Pyramidal peakGlacial troughTruncated spursHanging valleyRibbon lake

Lewis is a recommended example)

scale maps (OS maps); calculating Spearman’s rank correlations of height of basin, size of basin and orientation and commenting on the significance of their correlation.

diagrams – or mini storyboards such as this: http://www.eschooltoday.com/rocks/images/freeze-and-thaw-is-physical-weathering.png

Main1. Introduce ones they do not know – likely to be

quarrying, crushing and basal melting. Students to draw and label diagrams showing stages of erosion. Provide with information and encourage to draw / label / explain: http://www.geo.umass.edu/courses/geo563/Geo563-7.SubglErosion.pdf

2. Investigate the extent to which these impact the area studied (Cairngorms, Scotland or possibly Snowdonia, Wales) when combined with mass movement and subaerial freeze-thaw.

3. Students may know these features at this point – they might have studied them at GCSE. Provide with a basic table or grid, and ask students to populate it with their knowledge. Suggested headings: Name Sketch Formation Example (where found)

4. Provide students with OS map showing cirques (e.g. Grisedale Pike – Lake District – if no maps available can use Bing Maps). Talk students through the use of Spearman’s rank and use to rank height, size and orientation of basin:http://onlinelibrary.wiley.com/doi/10.1029/97WR01501/pdf

PlenarySummarise key points of the lesson – assess

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Lessons Learning objectives

Detailed content (vocabulary, concepts, processes, ideas)

Place exemplification

Integrated skills

Teaching resources and synoptic links

usefulness of Spearman’s rank to categorise till.Lesson 11(1 hour)

Key idea 2A.7Glacial erosion creates distinctive landforms and contributes to glaciated landscapes.

Suggested learning objective:To be able to provide evidence for direction of ice movement using a range of features.

Skills objective:Identification of erosional features

2A.7c. The formation of landforms due to ice sheet scouring (roches moutonnées, knock and lochan, crag and tail) and the influence of differential geology.

Key terms:Roches moutonnéesKnock and lochanCrag and tail

Local (Isle of Lewis is a recommended example)

StarterShow students pictures of glaciated landscapes and ask to evaluate to explain which direction ice was flowing and how they know.

Main1. Investigate evidence for glacial movement using roches

moutonnées, knock and lochan, and crag and tail. Use pictures of a range of landscapes to show movement –suggestions for resources:http://www.snh.org.uk/pdfs/publications/geology/scotland.pdf http://s7.photobucket.com/user/thebobwalker/media/Assynt%202012/natri1.jpg.html http://www.geography-site.co.uk/pages/physical/glaciers/stria.html Students may not know formation of roche moutonnées at this point. Use this link for explanation: http://www.bbc.co.uk/bitesize/standard/geography/images/glac_012.gif

2. Investigate NW Scotland as an area where this is prominent. This website also includes good information: http://brian-mountainman.blogspot.co.uk/2014/06/glaciation-and-callanish-knock-and.html

PlenaryAsk students to write an appraisal of the extent to which bedrock geology affects the formation of roches moutonnées, knock and lochan, and crag and tail. They should make references to examples / formation in their explanation.

Lesson 12(1 hour)

Key idea 2A.8Glacial deposition creates distinctive landforms and contributes to glaciated

2A.8a. The formation of ice contact depositional features (medial, lateral, recessional and terminal moraines and drumlins).2A.8b. The formation of

National / Local – numerous examples to use – e.g. Mer de Glace (Alps), Athabasca

(6) Till fabric analysis using rose diagrams.(7) Use of British

StarterGive a definition of ‘moraine’ on the board, along with the four different types with four pictures. Challenge students to label the four pictures with the correct type of moraine, and justify their reasoning. Can be done on a worksheet or whiteboard where possible.

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landscapes.

Suggested learning objective:To be able to use a range of maps to identify glacial features.

lowland depositional features (till plains, lodgement and ablation till). 2A.8c. The assemblage of landforms can be used to reconstruct former ice extent and movement and for provenance (erratics, moraines, crag and tail, drumlin orientation).

Key terms:Medial moraineLateral moraineTerminal moraineRecessional moraineDrumlinTill plainLodgement tillAblation tillErratics

Glacier (Canada) Geological Society (BGS) glacial drift maps, Ordnance Survey (OS) maps, GIS and fieldwork results to reconstruct past ice extent and ice flow direction.(10) Drumlin morphometry and orientation survey to measure correlation of height, length and elongation ratio. Statistical comparison of two data sets from contrasting locations.

Main 1. Explore the formation of moraines using prior knowledge

of mass movement and internal deformation. Encourage students to make a sketch showing all four types of moraine and label it.

2. Go into depth about formation of moraines – use diagrams to scaffold such as: http://www.bbc.co.uk/staticarchive/79a4d7e65eaf9944aa1d5cca40ed3cbdfda1b2dd.gif

3. Show OS map area of drumlins (either basket of eggs formation or singular) and ask students to identify the glacial feature.

4. Provide students with a number of rose diagrams showing different compositions of glacial till and encourage them to examine and annotate them. For guidance, use: http://www.geo.sunysb.edu/lig/Conferences/abstracts-10/Selden%20Hill%20Fabric%20Analysis.pdf

5. If students are confident – provide with data and ask them to create their own rose diagram online: http://www.yongtechnology.com/yong-lab/online-rose-diagram/

6. Introduce the concept of drift maps to students: http://www.bgs.ac.uk/data/maps/maps.cfc?method=listResults&mapName=&series=E50k&scale=&getLatest=Y&pageSize=100 Encourage students to download ‘BGS’ app (free on IOS and Play store) – can be used to print certain maps.

PlenarySet students a research and report task: They could choose one previously glaciated area in the UK and produce a report on their findings, including:

- evidence of past glaciation- direction of ice movement (and evidence of this)- examples – e.g. drumlin tails

(Can be done as HW Task 5)

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Lesson 13 (1 hour)

Key idea 2A.9Glacial meltwater plays a significant role in creating distinctive landforms and contributes to glaciated landscapes.

Suggested learning objective:To be able to explain and describe the movements of water through the glacial system, and the eventual impact this has on the landscape.

2A.9a. The processes of water movement within the glacial system (supraglacial, englacial, and sub-glacial flows)2A.9b. Glacial and fluvioglacial deposits have different characteristics (stratification, sorting, imbrication and grading).

Key terms:SupraglacialEnglacialSub-glacialStratificationSortingImbricationGrading

National / Local (8) Use of student t-test to analyse changes in sediment size and shape in outwash plains; central tendency analysis of both glacial and fluvioglacial deposits.

StarterPitch students a question to assess prior understanding – e.g. ‘Explain the movement of water through a glacier’ – discuss suggestions.

Main 1. Explore the different movements of water through the

glacial system. Encourage the use of diagrams as an aid to explain. Information: http://www.antarcticglaciers.org/modern-glaciers/glacier-hydrology/

2. Go back to the initial question, but now ask students to improve their answer or support it with a diagram.

3. Students should define and explain the four key terms mentioned (stratification, sorting, imbrication and grading) – for definitions can use: http://www.umich.edu/~nre430/PDF/Glacial_terminology.pdf

4. Show students various images of glacial and fluvioglacial deposits – ask to pick apart – how do they know which each is? Use student t-test at this point – evaluation of sediment size to determine type of till. Guidance here: http://eprints.whiterose.ac.uk/4743/1/Geoglacial_Prof_B_Clarke.pdf or, for guidance on conducting the actual test: http://www.ruf.rice.edu/~bioslabs/tools/stats/ttest.html

PlenarySummarise key points of the lesson – revisit any misconceptions.

Lesson 14(1 hour)

Key idea 2A.9Glacial meltwater plays a significant role in creating distinctive landforms and

2A.9c. The formation of fluvioglacial landforms; ice contact features (kames, eskers and kame terraces) and proglacial features (sandurs, proglacial lakes,

Local StarterShow students pictures of a range of fluvioglacial landforms and ask to hypothesise how they may have formed. Correct where necessary.

Main

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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

meltwater channels, and kettleholes).

Key terms:KamesEskersKame terracesSandursPro-glacial lakeMeltwater channelKettlehole

1. 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: http://www.umich.edu/~nre430/PDF/Glacial_terminology.pdf Additional information:http://www.geography-site.co.uk/pages/physical/glaciers/deposit.html

2. Pair and share information swap – ensure all students have all information (possibly provide a blank for table for students to populate).

PlenaryShow same pictures as start of the lesson – pick students in turn and ask to explain formation.

Lesson 15(1 hour)

Key idea 2A.10Glacial and periglacial landscapes have intrinsic cultural, economic and environmental value.

Suggested learning objective:To be able to establish the value that periglacial and glacial environments have

2A.10a. Relict and active glaciated landscapes have environmental and cultural value (polar 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

Global / National / Local

StarterDefine 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 then as a class. Ensure pupils make notes of ones they do not have.

Main 1. 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, South-east England (outwash plain)HEP and Tourism – Chamonix, French Alps (fold mountain rangeForestry – Snowdonia, Wales (upper glacial valley)Some information below:https://www.bgs.ac.uk/downloads/start.cfm?id=2714

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to a range of different interests.

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 powerCarbon cycleWater cycle

(South east Anglia)http://www.bbc.co.uk/schools/gcsebitesize/geography/glacial_landscapes/human_activity_glaciated_areas_rev1.shtml (Farming and Forestry – GCSE but still relevant).

2. Go through carbon and water cycles – encourage students to make links between the biodiversity of these two areas and the maintenance of these systems.

PlenaryStudents 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.11There are threats facing fragile active and relict glaciated upland landscapes.

Suggested learning objective:To be able to identify and describe a range of threats to glaciated upland landscapes.

Skills objectives:Identification and

2A.11a. Glaciated landscapes face varying degrees of threat from both natural hazards (avalanches and glacial outburst floods) and human activities (leisure and tourism, reservoir construction, urbanisation).

Key terms:BiodiversityAvalancheOutburst flood

National / Local (9) Numerical analysis of mean rates of glacial recession in different global regions

StarterMind 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.

Main1. Discuss news stories about impacts of climate change on

glacial-fed ecosystems – e.g. http://www.climatechangenews.com/2012/03/12/climate-change-could-lead-to-loss-of-biodiversity-in-glacier-fed-rivers/ or http://www.climatechangenews.com/2015/04/13/canadian-glaciers-could-start-to-disappear-by-2040-scientists/ Provide a quick overview of natural threats to these landscapes: https://www.rgs.org/NR/rdonlyres/841D9F95-3E42-4A9F-AB1A-01E44B75B95A/0/SCO_ALevelOverview_GlaciatedLandscapes.pdf or http://www.geologyuk.co.uk/mountain_hazards_group/pdf/Chapters_1_4.pdf

2. Students to make notes on causation and potential

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justification of threats to glaciated landscapes.Evaluation of damage by human activity using pictures.

impact of glacial outburst floods and avalanches (rock and snow).

3. Investigate extent of human impact on these landscapes – introduce a case study (e.g. Chamonix – French Alps, North West China, Northern Canada) as a basis for threat analysis.

PlenaryDiscuss potential management strategies – or risks if not managed effectively.

Lesson 17(1 hour)

Key idea 2A.11There are threats facing fragile active and relict glaciated upland landscapes.

Suggested learning objective:To be able to identify and describe a range of human threats to glaciated areas.

2A.11b. Human activity can degrade the landscape and fragile ecology of glaciated landscapes (soil erosion, trampling, landslides, deforestation). (A: direct actions by players reduce resilience)

Key terms:EcologyTramplingLandslideDeforestationDesertification

StarterDiscussion of case studies from previous lesson. Examples of human impact on these areas – possible collating of ideas for students to add to folders.

Main1. Ask students to suggest possible human activities in

glaciated area – scaffold towards the four mentioned (soil erosion, trampling, landslides and deforestation) – encourage students to suggest the causes or reasons for these issues.

2. Investigate a range of locations where these issues are occurring – e.g. Mongolian desertification: http://www.opensocietyforum.mn/res_mat/Desertification%20in%20Mongolia.pdf or soil erosion in Iceland: http://www.storre.stir.ac.uk/bitstream/1893/1219/1/J081029%20Dugmore.pdf General information on human contribution to erosion / landslides : https://www.researchgate.net/profile/Tilak_Hewawasam/publication/249521031_Increase_of_human_over_natural_erosion_rates_in_tropical_highlands_constrained_by_cosmogenic_nuclides/links/00b7d5221a8296fa32000000.pdf

PlenaryCollate notes from lesson and file in to student folders.

Lesson 18(1 hour)

Key idea 2A.11There are threats

2A.11c. Global warming is having a major impact

Global / National (9) Numerical analysis of

StarterRefresh knowledge on glacial mass balance system. Ask

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facing fragile active and relict glaciated upland landscapes.

Suggested learning objective:To identify the impact of global warming on glaciated upland landscapes.

on glacial mass balances, which in turn risks disruption of the hydrological cycle (meltwater and river discharge, sediment yield, water quality). (A: indirect actions by players alter natural systems)

Key terms:Sediment yieldHydrological cycle

mean rates of glacial recession in different global regions.

students for possible places to investigate (at this stage they should suggest some studied previously – e.g. Athabasca Glacier).Main 1. Recap on global warming issues – causes / potential

impacts on glaciated landscapes – mind map or discussion.

2. Provide students with numerical data of glacier recession in a range of locations (suggested: a minimum of three – Northern Canada, Antarctica and one other – perhaps Iceland or European Alps or New Zealand). Try to choose areas affected by latitude OR altitude to show variation. Encourage students to analyse the data (presentation if required) and draw conclusions from it. Data available here: https://nsidc.org/glims/glaciermelt/

3. Link to disruption of hydrological cycle – potential issues or implications. Ask students to produce a report on this.

Plenary Present findings – discuss implications.

Lesson 19(1 hour)

Key idea 2A.12Threats to glaciated landscapes can be managed using a spectrum of approaches.

Suggested learning objective:To be able to identify a range of stakeholders concerned with the use and conservation of glaciated landscapes.

2A.12a. Different stakeholders (conservationists, local and regional government, global organisations, NGOs) are involved in managing the challenges posed by glaciated landscapes, using a spectrum of approaches from protection through to sustainable management and multiple economic use. (A: actions range from exploitation to preservation)2A.12b. Legislative frameworks are used to

Global / National / Local

StarterAsk students to hypothesise on which stakeholders may have interests in glaciated landscapes.

Main1. Introduce the range of stakeholders – it is likely that

students may have missed some. Discuss each one’s interest in the area – draw answers out of students.

2. Study specific examples (try to incorporate all scales – global / national / regional) – suggestions: McHenry County: http://www.mccdistrict.org/rccms/index.php/glacial-park/

a range of protected mountain environments: https://portals.iucn.org/library/efiles/edocs/WH-WP-006.pdf Protect our Winters – NGO: http://protectourwinters.org/

3. Encourage students to produce a table that encompasses a number of stakeholders across the Global/National/Regional scales. They should include

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Skills objectives:Assessment of stakeholder input

Evaluation of a range of contributors

protect and conserve landscapes by conservation and management at a variety of scales.

Key terms:StakeholdersNGOsConservationistsLegislative frameworks

information on the ones they include, examples of what they do, and the type of stakeholder (NGO / Council etc).

4. Provide students with a copy of the Antarctic Treaty: http://www.gc.noaa.gov/documents/1959-Antarctic-treaty.pdf and the Alpine Convention: http://www.alpconv.org/en/publications/alpine/Documents/Vademecum_web.pdf?AspxAutoDetectCookieSupport=1 Allow reading time.

5. Students to compose a summary of the key points from each.

PlenaryPractice question relating to conservation of Glaciated Landscapes – peer assess if time allows.

(Can be done as HWTask 7)Lesson 20(1 hour)

Key idea 2A.12Threats to glaciated landscapes can be managed using a spectrum of approaches.

Suggested learning objective:To be able to suggest a range of methods that may mitigate the impact caused by climate warming on glaciated landscapes.

2A.12c. Climate warming is a context risk, meaning that the successful management of these unique and fragile landscapes is increasingly challenging, with a need for coordinated approaches at global, national and local scale. (F: this risk is creating an uncertain future and needs mitigation and adaption)

Global / National / Local

StarterFeedback from practice question – discussion of implications of climate warming on conservation.

Main 1. Discuss with students the likely implications of climate

warming – for support, refer back to: http://www.antarcticglaciers.org/glaciers-and-climate/glacier-recession/glaciers-and-climate-change/

2. How can these likely impacts be mitigated? Refer to treaties discussed in previous lesson and link. Support with additional journals that cover global, national and local collaboration between groups – e.g.: http://www.afsc.noaa.gov/publications/misc_pdf/iamreport.pdf

PlenaryAdd this information to notes made in previous lesson. Discuss findings.

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Skills objective:Evaluation of a range of contributors

Lesson 21(1 hour)

Skills objective: To investigate possible research questions

(1) Research relevant literature sources and understand and write up the theoretical or comparative context for a research question.(2) Define the research questions which underpin field investigations.

StarterStudents to hypothesise a range of questions taking in all aspects of the topic until this point. Provide students with the four enquiry questions from this topic. Discuss, and choose one from each topic as a group.

Main1. Investigate each enquiry question as a basis for research

– which ones give the possibility of a broader investigation?

2. Choose a location in the UK. For this, students can research areas of past glaciation – recommended locations include:Lake DistrictCairngormsSnowdonia

3. Encourage students to compile a list of possible tasks to research in these areas. Suggestions include an investigation of:- glacial deposition- glacial landforms- a drumlin field

PlenaryEncourage students to write a proposal of their investigation – what are they going to research, where, and why. At this stage, settle on one UK location.

Lesson 22(1 hour)

Skills objectives:To assess and select appropriate fieldwork techniques for a chosen investigation.

(3) Demonstrate practical knowledge and understanding of field methodologies appropriate to the investigation of core human and physical processes.

Starter Encourage students to present their proposed investigations one by one. Other pupils should comment or suggest methods or locations which may suit these enquiries. Main 1. Provide students with a form or table comprising a range

of fieldwork techniques. Students should consider the

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value of each one and assess the positives and negatives of using them in the field. Some examples: Field sketches Photographs Cost benefit analysis Questionnaires Websites Journal articles(There are of course many more that pupils can evaluate).

2. While doing this, collect titles from students and add them to a slideshow.

PlenaryGo through students’ enquiry titles again and, as a class, discuss and justify appropriate data collection techniques for each question. The students can note down suggested techniques.

Lesson 23 (1 hour)

Skills objectives: To understand the importance of safety when conducting fieldwork.Understanding risks in the fieldCalculating risks for your study

(3) Demonstrate practical knowledge and understanding of field methodologies appropriate to the investigation of core human and physical processes

StarterStudents to identify potential risks of conducting fieldwork in glaciated environments in small groups. Provide with a selection of investigation titles and decide on precautions to be taken for each.

Main1. Groups to feedback from starter activity. Compare

conclusions with teacher’s list – discuss physical and human risks of conducting investigations in the field.

2. Provide students with a blank school risk assessment to fill in (or create one if not available).

3. Explain and discuss the necessary precautions in terms of clothing choices, behaviour, or weather, as well as with the tools or equipment they will use. They should also compile a list of items they will use.

4. Each student to plan an itinerary for the day.

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PlenaryProvide students with an example investigation in to a glaciated landscape. They should annotate it suggesting which precautions they may need to take, any activities or data collection methods suggested and what equipment they may need. This can be detailed or brief depending on time remaining in lesson.

Lesson 24(1 hour)

Skills objectives: To understand the importance of choosing appropriate data collections methods when conducting fieldwork.

(4) Observe and record phenomena in the field and devise, implement and justify practical approaches taken in the field, including frequency/ timing ofobservation, sampling, and data collection approaches so that good quality data/ information can be collected

StarterProvide students with a type of data to be collected (e.g. tourist views, variety of sediment size) and ask them to hypothesise which methods they should use, why they should use them, and what data this will then give them. As a challenge this could be extended by asking students to suggest what problems they may have collecting this data.

Main1. Teacher to explain and discuss with students the

benefits of sampling and why it is used as a fieldwork technique. Discuss importance of making it as precise as possible.

2. Teacher then exemplifies the main types of sampling: Random Stratified Systematic

These could be handed out on cards and students asked to come up with reasons why they would use specific types and the benefits or costs of each one.3. Students are then asked how bias might come into their

work and how best to avoid this. The teacher may wish to use different scenarios to show why one technique would be better than another such as land use, stone

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size, beach profiles.4. Teacher to give students a set of data and go through

how to do standard deviation to work out how many samples might need collecting. This could be done via a simple worked example or to differentiate one that is partially filled.

PlenaryStudents to complete a standard deviation exercise.Some simple ones can be found online, e.g.: http://www.analyzemath.com/statistics/mean.html

Lesson 25(1 hour)

Skills objectives:To be able to select appropriate methods to collect relevant data

(4) Observe and record phenomena in the field and devise, implement and justify practical approaches taken in the field, including frequency/timing of observation, sampling, and data collection approaches so that good quality data/ information can be collected

StarterProvide students with a range of questions they may need to answer while planning a field study. For example:

How do you measure a drumlin? How can you assess the age of pingoes? How can you compare moraine till?

Main1. Teacher to run through answers to above (or

similar) questions with students. Give examples of equipment that may be used in order to support this data collection.

2. Trial this data collection either inside or outside the classroom – a school field is an ideal space to allow pupils to use equipment for measuring (encourage them to measure hill gradient or mark out an ‘outline’ of a drumlin and ask pupils to measure, etc.)

3. Use a school-based example to measure heights, or a selection of gravel or soil-like material to represent till. Encourage students to collect results and note down.

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4. Back in the classroom, students should attempt to present some of these results using graphs (where appropriate) or other teacher-chosen data collection methods.

PlenaryStudents to list and discuss problems they may encounter while conducting this fieldwork.

Lesson 26 (1 hour)

Skills objectives: To use prior learning to design and create a mock fieldwork study.Application of knowledge and techniques.

(1) Research relevant literature sources and understand and write up the theoretical or comparative context for a research question.(2) Define the research questions which underpin field investigations.(3)Demonstrate practical knowledge and understanding of field methodologies appropriate to the investigation of core human and physical processes.

StarterStudents sorted into groups in terms of their research project’s focus is (e.g. human impact / identifying glaciated landscapes etc.). Students can discuss and share ideas about best ways to tackle specific areas of focus.

Main1. Provide students with a fieldwork proposal form

(this may need editing or re-structuring by the teacher to ensure pupils can access it). They should begin filling this in using their ideas from last lesson. Sections should include:• Hypothesis (divided into sub-questions

where appropriate)• Simplified risk assessment• Equipment list (plus justification for use)• Focus• Methodology or timeframe of fieldwork• Expected outcomes

PlenaryIt is likely that this will take more than one lesson, but students should be allowed the time to complete this properly. If short of time, extra sheets can be set as homework between lessons 25 and 26.

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Discuss differences in approaches between students – encourage students to compliment and critique each other’s proposals (where preferred).

Independent learning/homeworkTask 1 Organisation Task /

ResearchStudents should be provided with a folder and asked to divide it up appropriately – Case studies / Journal articles etc.They can also complete their first case study on the Little Ice Age, and use this as their first entry.

Task 2 Report Task Students should be using journal articles to produce a report detailing the extent of ice cover in the last ice age. It is important that they are introduced to and familiarised with journal articles.

Task 3 Organisation and Research Task

Students to begin populating folders with case studies of glacial areas experiencing climatic change.

Task 4 Research Task Students to create and complete a table detailing the different forms of glacial movement, giving examples of where they may be present (e.g. Franz Jozef Glacier in New Zealand is a good example of internal deformation)

Task 5 Research and Report Task

Set students a research and report task: They could choose one previously glaciated area in the UK and produce a report on their findings

Task 6 Case Study Task Students to compile a case study on your chosen area of study (suggestions in lesson activities above)

Task 7 Application Task Provide students with a practice exam paper at this stage. They should have the relevant information to complete this to a high standard.

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