GCSE Scheme of Work · Web viewTo understand that geology ... Vegetation cover and geomorphological processes in operation ... (Some will have been mentioned towards the beginning

Edexcel AS and A Level Geography Scheme of Work

Area of study 1, Topic 2: Landscape Systems, Processes and Change, Option 2B: Coastal Landscapes and Change

IntroductionOur 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: Dynamic Landscapes Area of study 1 is examined on Paper 1 and is worth 50% of the marks at AS Level and 30% of the marks at A Level. The paper is marked out

of 90 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 44 hours to teach Area of study 1; roughly 18 hours to teach Topic 1 and roughly 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. The suggested fieldwork lessons have been grouped at the end of the Scheme 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.

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.

© Pearson Education Ltd 2016. Copying permitted for purchasing institution only. This material is not copyright free.2

Scheme of Work for Topic 2: Landscape Systems, Processes and Change,Option 2B: Coastal Landscapes and Change

Coastal landscapes develop due to the interaction of winds, waves and currents, as well as through the contribution of both terrestrial and offshore sources of sediment. These flows of energy and variations in sediment budgets interact with the prevailing geological and lithological characteristics of the coast to operate as coastal systems and produce distinctive coastal landscapes, including those in rocky, sandy and estuarine coastlines. These landscapes are increasingly threatened from physical processes and human activities, and there is a need for holistic and sustainable management of these areas in all the world’s coasts. Study must include examples of landscapes from inside and outside the UK.

Lessons Learning objectives

Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)

Place exemplification

Integrated skills

Teaching resources and synoptic links

Enquiry question 1: Why are coastal landscapes different and what processes cause these differences?Lesson 1(1 hour)

Key idea 2B.1 The coast, and wider littoral zone, has distinctive features and landscapes.Suggested learning objectivesExplain what the littoral zone is.Describe the various parts of the littoral zone.

Understand the key elements of inputs and outputs into the coastal system.

Skills objectiveUnderstand that the coast consists of distinct zones and there is a

2B.1a The littoral zone consists of backshore, nearshore and offshore zones, includes a wide variety of coastal types and is a dynamic zone of rapid change.2B.1b Coasts can be classified by using longer-term criteria such as geology and changes of sea level or shorter-term processes such as inputs from rivers, waves and tides.

Key wordsGeologyLittoral zoneHydrological cycle

UK and global StarterStudents to write down words that they associate with the coast or different types of coastline that they understand.

MainUsing PowerPoint, show a diagram of the littoral zone (easily googled or from a book). Use different images to portray different parts/types of the coastline and ask students to match these with different explanations on separate cards as to why they can undergo rapid change.Students to decide in groups using key words how the factors they decided on will affect the coastlines we see (e.g. geology, low-lying land). Students work in groups to try to come up with ways other than marine processes by which water can enter the coastal system (hydrological cycle, rivers and potentially groundwater).

PlenaryStudents produce a pyramid of questions, e.g.Level 1 – things you have learnt todayLevel 2 –things you have been reminded about (that you





Integrated skills


variety of different coastal types.To understand that geology plays a key role in the development of our coastline.

already knew) todayLevel 3 – questions you want an answer to for next lesson.Save pyramid questions for following lesson.

Resourceshttp://jncc.defra.gov.uk//pdf//gcrdb//v28chap1.pdf

– great for pictures/resources and teacher material.http://www.columbia.edu/~vjd1/coastal_basic.htm – site for coastal processes

Lesson 2(1 hour)

Key idea 2B.1 The coast, and wider littoral zone, has distinctive features and landscapes.2B.2 Geologicalstructure influences the development of coastal landscapesat a variety of scales.

Suggested learning objectivesTo understand that there are many processes at work along our coastlines.

To know that sediment movement and geology play an important role in the landforms

2B.1bc Rocky coasts (high and low relief) result from resistant geology (to the erosive forces of sea, rain and wind), often in a high-energy environment, whereas coastal plain landscapes (sandy and estuarine coasts) are found near areas of low relief and result from supply of sediment from different terrestrial and offshore sources, often in a low-energy environment.2B.2a Geological structure is responsible for the formation of concordant and discordant coasts.

Key wordsConcordantDiscordantTerrestrial

UK and global StarterGiven photographs of different coastlines, students decide what were the main processes that created them.

MainDiscussions on how physical factors play a key role in the development of landscapes.Explanation of PowerPoint examples of high- and low-energy coastlines (this could be done via elements of higher and lower pictures such as Play your Cards Right TV show). Sediment supplies through offshore, onshore and estuarine environments could be discussed with an understanding of the formation of deltas which could be built on later.Thorough review of how important geology is to coastline development. Teacher may have a supply of rocks for students to touch and examine, determining whether water would erode them quickly or slowly.Geological maps of places like the Jurassic coast could be used to explain the ideas of concordant and discordant coastlines (idea of wave refraction might be introduced).

PlenaryShown examples of different coastlines that have rock


http://www.columbia.edu/~vjd1/coastal_basic.htm




Integrated skills


created at the coast.

To be able to describe some of the processes involved in the creation of landscapes.

lithology running in different directions, students must interpret these as either discordant or concordant. (For differentiation these could be difficult to spot as opposed to classic examples). This could be done via a geological map and a photograph of the beach.

Resourceshttp://thebritishgeographer.weebly.com/coastal-processes.html – web-blog that helps with basic understanding of key issueshttp://www.physicalgeography.net/fundamentals/10ac.html – great resource for students to use as online book for whole of AS/A Level

Lesson 3(1 hour)

Key idea 2B.2 Geologicalstructure influences the development of coastal landscapes at a variety of scales.

Suggested learning objectivesTo be able to draw a field sketch with all relevant labelling.To consider the research and fieldwork that can be done on both concordant and discordant

2B.2a Geological structure is responsible for the formation of concordant and discordant coasts.

Key wordsProxy recordsGeomorphology

(3) Field sketches of contrasting coastal landscapes.(6) Map and aerial interpretation of distinctive landforms indicating past sea-level change.

StarterTo review learning from previous lesson, students are shown photographs of different concordant and discordant coastlines and asked which are which and what processes may be involved in their creation.

MainThe importance of concordant and discordant coastlines and how they can be introduced into fieldwork can be shown through the use of field sketches:Students are shown a photograph and asked to draw it with all the relevant information marked on it. They are asked to annotate all parts and then to discuss with a partner what else may or may not be added.The teacher can then show the sketches to the whole group and explain what is relevant within the picture and what (such as people, boats etc.) may not be relevant.Students can then be asked about the relevant fieldwork techniques that could be carried out on the formation of


http://www.physicalgeography.net/fundamentals/10ac.html

http://www.physicalgeography.net/fundamentals/10ac.html

http://thebritishgeographer.weebly.com/coastal-processes.html

http://thebritishgeographer.weebly.com/coastal-processes.html




Integrated skills


coastlines. these coastlines (or others you have studied) to assess the potential of these as a field trip.1. Geological maps.2. Old proxy records.3. Wave direction and type.4. Vegetation cover and geomorphological processes in operation.5. Human interference.These are just a few examples of what it is possible to consider, and there are several others.

Lesson 4(1 hour)

Key idea 2B.2 Geologicalstructure influences the development of coastal landscapesat a variety of scales.

Suggested learning objectivesExplain how geology is integral to certain landscape development.Be able to interpret satellite imagery of coastlines.Describe different types of coastal morphology.

2B.2b Geological structure influences coastal morphology: Dalmatian and Haff type concordant coasts and headlands and bays on discordant coasts.2B.2c Geological structure (jointing, dip, faulting, folding) is an important influence on coastal morphology and erosion rates, and also on the formation of cliff profiles and the occurrence of micro-features, e.g. caves.

Key wordsHaffDalmatianSubmergent

Dalmatian and Haff coasts

(2) Satellite interpretation of a variety of coastlines to attempt to classify them.

StarterGiven a geological map, students decide the type of formation of coast that might appear in the future.Discuss the possible issues created by geology and sediment at the coast.

MainPowerPoint might be useful in explaining the formation of both Haff and Dalmatian type coastlines, introduction to the ideas of submergent- and emergent-style coasts and the reasons for these.Introduction to erosion rates and the formation of cliff profiles by satellite pictures. Students classify these into groups such as emergent or submergent coastlines (more able students can be tested again using pictures which aren’t as obviously one or the other).

PlenaryKey term revision or glossary test to end session.Resources





Integrated skills


EmergentMorphology

http://earthobservatory.nasa.gov/IOTD/view.php?id=38396 – good images that might be useful

Lesson 5(1 hour)

Key idea 2B.3 Rates ofcoastal recessionand stability depend on lithology and other factors.

Suggested learning objectivesExplain the importance of geology in the erosion of coastlines.Evaluate the importance of differential erosion in determining the shape and formation of our coasts.

2B.3a Bedrock lithology (igneous, sedimentary, metamorphic) and unconsolidated material geology are important in understanding rates of coastal recession.2B.3b Differential erosion of alternating strata in cliffs (permeable/ impermeable, resistant/ less resistant) produces complex cliff profiles and influences recession rates.

Key wordsSedimentary rockIgneous rockMetamorphic rockBasaltUnconsolidatedLithologyPermeable and impermeableRecession rate

Varied UK examples including:Robin Hood’s Bay (sedimentary mudstones)Holderness (glacial till and chalk)St Bees (sandstone and glacial till)Jurassic coastline (various)Cornish coast (basalt)

(3) Field sketches of contrasting coastal landscapes.

StarterStarter questions based around what the study subject will be, e.g. What makes some coasts more erodible than others? What dictates the shape?

MainIntroduce the ideas of rock type and rock hardness by showing coastlines from different lithologies. Teacher to explain the concepts of hard v soft and how these can be relative to each other (e.g. limestone is hard next to glacial till but soft next to granite).Discussion on permeable and impermeable rocks and their impact on a coastline. Students should be able to draw and annotate coastlines with simple but effective geological sketches and well annotated field sketches of landscapes.

PlenaryWrite one essay question based on what you have learnt and get another student to answer it.

Resourcesfossilhub.org/wp-content/uploads/2013/03/2013_YorksCoast_part1.pdf – great resource on geology of Yorkshire coastline Geofactsheet 141 and Geography Review for Holdernessjncc.defra.gov.uk/pdf/gcrdb/GCRsiteaccount1943.pdf – another good source for geological information of Yorkshire coast (Robin Hood’s Bay)http://www.stbees.org.uk/miscellaneous/geology.html – local St Bees website about the geology


http://www.stbees.org.uk/miscellaneous/geology.html

http://earthobservatory.nasa.gov/IOTD/view.php?id=38396%20

http://earthobservatory.nasa.gov/IOTD/view.php?id=38396%20




Integrated skills


http://www.southampton.ac.uk/~imw/ – valuable resource for Jurassic coastpcwww.liv.ac.uk/.../Field%20sketches%20&%20how%20to%20draw%20them.pdf – University of Liverpool guide to drawing field sketches

Lesson 6(1 hour)

Key idea 2B.3 Rates ofcoastal recessionand stability depend on lithology and other factors.

2B.4 Marine erosion creates distinctive coastal landforms and contributes to coastal landscapes.

Suggested learning objectivesDescribe the formation and succession of sand dunes.

Evaluate the variety of temporal elements involved and their importance in shaping our coasts.

2B.3c Vegetation is important in stabilising sandy coastlines through marsh successional development in estuarine areas.2B.4 a Different wave types (constructive/ destructive) influence beach morphology and beach sediment profiles, which vary at a variety of temporal scales from short term (daily) through to longer periods. (4)

Key wordsConstructive and destructive wavesTemporal

(4) Using measures of central tendency to classify waves into destructive and constructive wave types.

StarterStudents describe pictures of coastlines to other students and see if they can interpret a) the rock type, b) whether it is erosional or depositional and c) whether it is high or low energy.

MainShow students different depositional coastlines such as salt marsh, estuarine, sand dunes and ask if they can decide what physical processes go into making them.Teacher can then go through the different factors.Teacher could begin by posing the question ‘what creates sand dunes?’. Students try to decide how they are created or what features they can pick from them, just from personal experience.Teacher can explain the different factors such as low energy, increased inputs.Explanation of constructive and destructive waves with exemplification through PowerPoint or diagrams of the processes involved and how they influence beach morphology such as berms and other minor beach landforms.

PlenaryTell me three things you have learnt today and that: you have done well the group has done well you would like to find out more about


http://www.southampton.ac.uk/~imw/




Integrated skills


you didn’t know 50 minutes ago.

Resourceshttp://oceanservice.noaa.gov/facts/saltmarsh.html – salt marsh developmenthttp://geomaps.wr.usgs.gov/parks/coast/dunes/ – USGS on coastshttp://www.sandsoftime.hope.ac.uk/ – fascinating website on the Sefton sand dunes on the north west coast.http://thebritishgeographer.weebly.com/coasts-of-erosion-and-coasts-of-deposition.html – beach landforms

Enquiry question 2: How do characteristic coastal landforms contribute to coastal landscapes?Lesson 7(1 hour)

Key idea 2B.4 Marine erosion creates distinctive coastal landforms and contributes to coastal landscapes.

Suggested learning objectivesUnderstand the main types of erosional processes and the landforms they help to create.

Evaluate the importance of wave type, size and lithology in creating distinctive

2B.4b The importance of erosion processes (hydraulic action, corrosion, abrasion, attrition) and how they are influenced by wave type, size and lithology.2B.4c Erosion creates distinctive coastal landforms (wave-cut notches; wave-cut platforms, cliffs, the cave-arch-stack-stump sequence).

Key wordsHydraulic actionAttritionCorrosionAbrasion

StarterStudents consider what processes can cause coasts to recede.

MainTeacher to go through the main erosional processes: what they do and the landscapes they create.The class can be split into groups and act out Coastal Kung Fu (this can be googled and found on YouTube).Teacher to draw out and go through the processes of erosion on headlands; students draw and annotate blank diagrams or do it from scratch.Different pictures can be used to show theoretical headlands and less obvious ones; more able students could try to interpret why they look as they do and do not follow the theoretical drawing (examples could be taken from Flamborough Head, Jurassic coast (Durdle Door)). Animations can be googled for this as well.

PlenaryClear all materials and get one student to explain to


http://thebritishgeographer.weebly.com/coasts-of-erosion-and-coasts-of-deposition.html

http://thebritishgeographer.weebly.com/coasts-of-erosion-and-coasts-of-deposition.html

http://www.sandsoftime.hope.ac.uk/

http://geomaps.wr.usgs.gov/parks/coast/dunes/

http://oceanservice.noaa.gov/facts/saltmarsh.html




Integrated skills


coastal landforms. another exactly how headlands are formed and if wrong the other student should correct and take over.

Lesson 8 (1 hour)

Key idea 2B.5 Sediment transport and deposition create distinctive landforms and contribute to coastal landscapes.

Suggested learning objectivesUnderstand how depositional features create a variety of landscapes.

Describe the process of longshore drift.

Evaluate the impacts that longshore drift can have on the coastline.

Explain the concept of dynamic equilibrium.

2B.5a Sediment transportation is influenced by the angle of wave attack, tides and currents and the process of longshore drift.2B.5b Transportation and deposition processes produce distinctive coastal landforms (beaches, recurved and double spits, offshore bars, barrier beaches and bars, tombolos and cuspate forelands), which can be stabilised by plant succession.2B.5c The Sediment Cell concept (sources, transfers and sinks) is important in understanding the coast as a system with both negative and positive feedback; it is an example of dynamic equilibrium.

Key wordsSediment cellDynamic equilibriumSuccessionLongshore drift

StarterKey term definitions from previous lesson.

MainOne way of showing how sediment transportation works is to get a large tray with high sides, some sand and a rolling pin. Create a beach, add water and use the rolling pin to create waves at an angle. Students write down what they see. (This could be done again with makeshift groynes added to show how they work).Use PowerPoint to show how longshore drift works in reality.Landforms of deposition can be discussed using images and explanations as well as documented UK and global examples.Students should be aware of the idea of dynamic equilibrium within sediment cells. If some are struggling, it can be shown by drawing a small bay and using arbitrary figures such as ‘if 10 goes in 10 must come out’ (sediment) if only 9 come out, then sediment is being trapped in the bay and not in equilibrium, and if 11 come out then the beach is eroding.

PlenaryStudents produce a pyramid of questions, e.g.Level 1 – things you have learnt todayLevel 2 – things you have been reminded about (that you already knew) todayLevel 3 – questions you want an answer to for next lesson.Save pyramid questions for following lesson.





Integrated skills


TomboloCuspate forelands

Lesson 9(1 hour)

Key idea 2B.6 Subaerial processes of mass movement and weathering influence coastal landforms and contribute to coastal landscapes.

Suggested learning objectivesDescribe and explain the various types of weathering and assess how they impact on coastal recession.Evaluate the importance of sub-aerial processes in influencing rates of coastal retreat.

2B.6 a Weathering (mechanical, chemical, biological) is important in sediment production and influences rates of recession.2B.6b Mass movement (blockfall, rotational slumping and landslides) is important on some coasts with weak and/or complex geology.2B.6c Mass movement creates distinctive landforms (rotational scars, talus scree slopes, and terraced cliff profiles).

Key wordsRotational slumpBlockfallMass movementRotational scarsTalus screesTerraced cliff profiles

StarterA list of geomorphological processes is put on the board (e.g. weathering, climate, rain etc.) and students explain how each of these impacts on erosion. Alternatively, three diagrams of coasts from different latitudes could be used such as Mediterranean, North West Scotland and Arctic coastline. Students pick out the major geomorphological processes at work.

MainStudents introduced to erosional processes via the following news article http://www.dailymail.co.uk/news/article-2303412/Why-buy-house-blind-auction-Torquay-landslide-takes-154k-home-it.html (has good pictures for students to interpret and limited text).Using PowerPoint, teacher explains the different types of weathering and how these processes work. Students are then given a range of coastlines on printouts and asked to explain what influences sediment production and rates of retreat have on this. Holderness could be used as the main activity due to the variety of circumstances along the coastline, however smaller-scale examples do exist (e.g. Happisburgh and St Bees), and might be used as extension examples or for differentiation. The aim is for students to identify the causes of mass movement along a specific stretch of coastline.

PlenaryStudents write down the issues created by mass movement at the coast. (These are numerous and can be put into social, economic and environmental categories.) This could be done as a table or a list of problems for students to


http://www.dailymail.co.uk/news/article-2303412/Why-buy-house-blind-auction-Torquay-landslide-takes-154k-home-it.html






Integrated skills


organise.Resourceshttp://pubs.usgs.gov/fs/2004/3072/fs-2004-3072.html – though not coastal, has good informative links and information on reasons for landslides and mass movementjncc.defra.gov.uk/pdf/V33chap1.pdf – good information for teachers

Enquiry question 3: How do coastal erosion and sea-level change alter the physical characteristics of coastlines and increase risks?

Lessons 10 and 11(2 hours)

Key idea 2B.7 Sea level change influences coasts on different timescales.

Suggested learning objectivesDescribe and explain the different types of sea level change and apply it to examples.

Understand that climate change plays an important role in determining coastlines of the past, present and future.

Assess the different methods of classifying coastlines.

2B.7a Longer-term sea level changes result from a complex interplay of factors both eustatic (ice formation/melting, thermal changes) and isostatic (post-glacial adjustment, subsidence, accretion) and tectonics.2B.7b Sea level change has produced emergent coastlines (raised beaches with fossil cliffs) and submergent coastlines (rias, fjords and Dalmatian). 2B.7c Contemporary sea level change from global warming or tectonic activity is a risk to some coastlines.

Key wordsFossil cliffsRelict coastlinesFjords

UK, Croatia, Norway, Isle of Arran

(6) Map and aerial interpretation of distinctive landforms indicating past sea level change.

StarterQuestion: Why do sea levels change and how does this impact on our coastlines?

MainA teacher-led discussion on the last ice age and its areal extent. (There is a popular misconception that it covered the entire planet.) Many students may not be aware of glacial processes or have a limited (KS3) understanding. The aim here is to explain the main issues created by changes in water stores and how sea levels fell significantly, allowing not only for new coastline creation but also for land to appear above sea level and people to migrate across land (e.g. English Channel).Teacher then provides pictures of the previous ice extent and asks students how the change in sea levels and the ice on the land would impact on sea levels.With these pictures students are asked to describe the differences to coastlines between the last ice age and now (see example website below).Explanation of different types of sea level change and the processes involved.Understanding of relict/raised beaches and rias and fjords for both submergent and emergent coastlines. Exemplification could be global and through aerial or Google Earth pictures.


http://pubs.usgs.gov/fs/2004/3072/fs-2004-3072.html




Integrated skills


Raised beachesRiasIsostaticEustaticAccretion

There are several early classifications of coastlines (Johnson (1919), Valentin (1952)). An example can be found here: http://geology.uprm.edu/Morelock/morphol.htm, Inman and Nordstram (1971).Identification of coastlines that are subject to emergence or convergence are key aspects of coastal geomorphology.Students try to interpret different landscapes using different techniques from OS maps to photographs, to try to see what kind of coastline they are.Students could then try to identify various research and fieldwork techniques that they could use in the field to look at these changes and the impacts they have had on the landscape, e.g. photographs, rock analysis, lichens etc. Students might be asked to continue researching these for homework and have a short written evaluation of each in terms of validity and whether it helps in our understanding of coastal morphology ready to discuss for next lesson.

PlenaryStudents could possibly link landforms to either emergent or submergent coastlines.

Resourceshttp://www.iceagenow.com/Sea_Level_During_Last_Ice_Age.htm) – difference in sea levels shown via satellite imageryhttp://digimapforschools.edina.ac.uk/ – a low-cost mapping service for the UK only. It has the potential to layer information and date back to 1890. Good for GIShttp://coastal.er.usgs.gov/coastal-classification/class.html – USGShttp://geology.uprm.edu/Morelock/morphol.htm – University of Puerto Rico


http://geology.uprm.edu/Morelock/morphol.htm

http://coastal.er.usgs.gov/coastal-classification/class.html

http://coastal.er.usgs.gov/coastal-classification/class.html

http://digimapforschools.edina.ac.uk/

http://www.iceagenow.com/Sea_Level_During_Last_Ice_Age.htm

http://www.iceagenow.com/Sea_Level_During_Last_Ice_Age.htm




Integrated skills


http://geology.uprm.edu/MorelockSite/morelockonline/digbk/CstSys.pdf – article on all classifications (excellent for teacher and student)

Lesson 12(1 hour)

Key idea 2B.8 Rapid coastal retreat causes threats to people at the coast.

Suggested learning objectivesManagement of coastlines has led to unforeseen issues.

Coastal retreat is influenced by a variety of factors beyond our control.

We can calculate rates of retreat via different methods.

2B.8a Rapid coastal recession is caused by physical factors (geological and marine) but can be influenced by human actions (dredging or coastal management, Nile Delta, Guinea and Californian coastlines). (A: actions of different players may alter natural systems)2B.8b Subaerial processes (weather and mass movement) work together to influence rates of coastal recession.2B.8c Rates of recession are not constant and are influenced by different factors both short- and longer-term (wind direction/fetch, tides, seasons, weather systems and occurrence of storms). (7)

Key wordsSubaerial processes

UK and global e.g. Holderness, Nile Delta, Guinea and California.

(7) Use of GIS, aerial photos and maps to calculate recession rates for a variety of temporal rates (annual changes and longer-term changes).

StarterUsing their research from previous lesson, students consider in small groups which one of the classifications is best and why. Group then feed back to rest of the class.Students think about what causes coastal erosion and why areas might be under threat. This could be related to their classification. They could be shown different coastlines such as Maldives, Nile Delta and California, and asked to consider whether these are receding or advancing.What if anything can be done to stop this from happening? Can students name different management types and link them to the right kind of defence? (Hold the line, advance the line, do nothing, management retreat.)

MainTeacher-led discussion on different types of physical reasons why coastlines are receding and what the implications for people.Different management techniques to be assessed in depth and who is to blame for issues such as stability of coastline (Nile)?Geomorphological factors play a key role in coastal recession. Teacher could approach this in terms of discussion and the roles each factor plays on different coasts through photographic evidence.

PlenaryStudents write/speak their opinion(s) about the topic covered. This could be used as a springboard for shared evaluative discussion of what has been studied.


http://geology.uprm.edu/MorelockSite/morelockonline/digbk/CstSys.pdf





Integrated skills


Resourceshttp://www.geograph.org.uk/ – photographs of most of UKhttp://www.theguardian.com/environment/2009/aug/21/climate-change-nile-flooding-farming – Guardian article on issues associated with Nile delta

Lesson 13(1 hour)

Key idea 2B.9 Coastal flooding is a significant and increasing risk for some coastlines.

Suggested learning objectivesClearly explain what a storm surge is and the different ways in which they are created.

Understand that the impacts of storm surges differ.

Understand that global sea level rise can have devastating impacts for some people.

2B.9a Local factors increase flood risk on some low-lying and estuarine coasts (height, degree of subsidence, vegetation removal); global sea level rise further increases risk (Bangladesh, Maldives). 2B.9b Storm surge events can cause severe coastal flooding with dramatic short-term impacts (depressions, tropical cyclones) can cause severe coastal flooding (the Philippines, Bangladesh).

Key wordsDepressionTropical cyclones

UK and global StarterDetermine the causes of coastal flooding and their importance (storm surges, sea level rise, subsidence etc.)

MainGiven case studies of Thailand mangrove removal, the Maldives and the Pett Levels in the UK (or the storm surge of 2013), students analyse these, possibly via material on different tables or in an IT lab. Students look at the human and physical causes of the problems, and assess these and the impacts of management or lack of management of these coasts and what are the implications for the future.To develop more holistic thinking; students should consider the human factors in terms of level of development. For instance, the removal of mangroves in Thailand for shrimp farming has economic gains, while water diversion on the Nile helps to develop farming. Further extension should be to consider the future for these areas. Students then draw up a table of two storm surges, e.g. UK 2013 and Philippines or Thailand with causes, impacts, for social, economic, environmental).

PlenaryHow do countries at different levels of development cope with storm surges?

Resourceshttp://blog.noah.dost.gov.ph/2013/11/22/philippine-storm-surge-history/ – timeline of storm surges to hit Philippines


http://blog.noah.dost.gov.ph/2013/11/22/philippine-storm-surge-history/

http://blog.noah.dost.gov.ph/2013/11/22/philippine-storm-surge-history/

http://www.theguardian.com/environment/2009/aug/21/climate-change-nile-flooding-farming

http://www.theguardian.com/environment/2009/aug/21/climate-change-nile-flooding-farming

http://www.geograph.org.uk/




Integrated skills


There are many online resources available for these case studies: Geofactsheet 45 (1998) 29 (1997) GeoActive 224http://www.metoffice.gov.uk/learning/learn-about-the-weather/weather-phenomena/storm-surge – Met Office information

Lesson 14(1 hour)

Key idea 2B.9 Coastal flooding is a significant and increasing risk for some coastlines.

Suggested learning objectivesClimate change will cause a variety of impacts on our coastlines.

That there are different techniques to use to help reduce the impacts.

Some areas of the world face an uncertain future.

2B.9c Climate change may increase coastal flood risk (frequency and magnitude of storms, sea level rise), but the pace and magnitude of this threat is uncertain. (F: this risk is creating an uncertain future and needs mitigation and adaptation)

UK and some global

Starter5 reasons for coastal retreat4 reasons for storm surges3 types of depositional coastline explained2 types of sea level rise explained1 explanation for raised beaches

MainStudents could begin to note down the impacts climate change will have on the coast, this could be done via a mind map, links could then be found between the different parts and examples linked in.Explanation of mitigation and adaptation.

Enquiry question 4: How can coastlines be managed to meet the needs of all players?

Lesson 14(cont.)

Key idea 2B.10 Increasing risks of coastal

2B.10a Economic losses (housing, businesses, agricultural land,

StarterStudents begin to list the impacts of flooding in Social, Economic and Environmental categories. Teacher may wish


http://www.metoffice.gov.uk/learning/learn-about-the-weather/weather-phenomena/storm-surge

http://www.metoffice.gov.uk/learning/learn-about-the-weather/weather-phenomena/storm-surge




Integrated skills


recession and coastal flooding have serious consequences for affected communities.

Suggested learning objectivesLosses from coastal flooding and retreat can have devastating impacts on communities.

There are different ways to measure losses.

Local losses can lead to political problems.

infrastructure) and social losses (relocation, loss of livelihood, amenity value) from coastal recession can be significant, especially in areas of dense coastal developments (Holderness, North Norfolk).

to present students with different scenarios in terms of low to high economically valuable land and low to high levels of population density, as well as the importance of biodiversity.

MainFurther analysis of case study for this area such as Holderness or North Norfolk coastline and the implications for the wider area could be pursued via political issues they may create for the region (e.g. lack of investment, unemployment, for instance Jaywick in Norfolk).

PlenaryIs management the best way forward, or are we just deferring the inevitable?ResourcesHolderness is well resourced on the internet:http://www.bgs.ac.uk/research/climatechange/environment/coastal/coastalErosion.html – British Geological SurveyGeo Factsheet 141http://copranet.projects.eucc-d.de/files/000164_EUROSION_Holderness_coast.pdf. – good teacher resource in depth case study of Holderness.North Norfolk:http://www.bgs.ac.uk/landslides/happisburgh.html – British Geological Surveyhttp://geographical.co.uk/uk/uk/item/798-norfolk-s-disappearing-village – Geographical Magazine

Lesson 15(1 hour)

Key idea 2B.10 Increasing risks of coastal recession and coastal flooding have serious consequences for affected

2B.10b Coastal flooding and storm surge events can have serious economic and social consequences for coastal communities in both developing and developed countries

StarterStudents draw from memory the case study coastline they studied last lesson and then in pairs or groups add in what they might have missed.

MainUnderstanding the reasons why economic cost of coastal flooding in the developed world is higher but the relative


http://geographical.co.uk/uk/uk/item/798-norfolk-s-disappearing-village

http://geographical.co.uk/uk/uk/item/798-norfolk-s-disappearing-village

http://www.bgs.ac.uk/landslides/happisburgh.html

http://copranet.projects.eucc-d.de/files/000164_EUROSION_Holderness_coast.pdf

http://copranet.projects.eucc-d.de/files/000164_EUROSION_Holderness_coast.pdf

http://www.bgs.ac.uk/research/climatechange/environment/coastal/coastalErosion.html

http://www.bgs.ac.uk/research/climatechange/environment/coastal/coastalErosion.html




Integrated skills


communities.

Suggested learning objectivesStudents should be able to assess the impacts of climate change and storm surges on coastlines of countries at different levels of development.

Understand that numbers of environmental refugees will rise if sea level rise continues.

(the Philippines, Bangladesh and the Netherlands).2B.10c Climate change may create environmental refugees in coastal areas (Tuvalu Islands).

Key wordsEnvironmental refugees

cost in the developing world can be significantly worse.Students separate into groups, one representing a developing community, another a developed community and one as ‘Arbitrator’. They have to discuss and generate ideas for a debate on who is the worst affected, based on the impacts they felt and what is important to them.The idea here is to develop an awareness of lack of insurance, jobs and livelihood, well-being etc. Each group could be given a list of facts to consider, such as management in place, building safety etc. Students may come up with their own. These lists might differ between countries.Finally, teacher could introduce the idea that when all else fails, environmental refugees may well be left without a home, as on Tuvalu Island in the Pacific Ocean.

PlenaryWhat should be done to islands that are suffering from sea level rise – who is responsible and who should help?

Resourceshttp://www.tuvaluislands.com/ – the islands websitehttp://www.smithsonianmag.com/travel/will-tuvalu-disappear-beneath-the-sea-180940704/?no-ist – Smithsonian magazine articlehttp://news.nationalgeographic.com/2015/02/150213-tuvalu-sopoaga-kench-kiribati-maldives-cyclone-marshall-islands/ – National Geographic article

Lessons 16 and 17(1 hour each)

Key idea 2B.11 There are different approaches to managing the risks associated with coastal recession and

2B.11a Hard engineering approaches (groynes, sea walls, rip rap, revetments, and offshore breakwaters) are economically costly and directly alter physical processes and systems.

(8) Interrogation of GIS of management cells to ascertain land use values and develop

StarterHow to stop what – a list of processes that affect the coast and a list of management techniques; students have to put them in the right order.

MainBuilding on case-study information, students do a


http://news.nationalgeographic.com/2015/02/150213-tuvalu-sopoaga-kench-kiribati-maldives-cyclone-marshall-islands/



http://www.smithsonianmag.com/travel/will-tuvalu-disappear-beneath-the-sea-180940704/?no-ist

http://www.smithsonianmag.com/travel/will-tuvalu-disappear-beneath-the-sea-180940704/?no-ist

http://www.tuvaluislands.com/




Integrated skills


flooding.

Suggested learning objectivesThere are many different ways of managing our coastlines.

That management of coasts can impact on physical systems, that hard and soft approaches have a variety of positives and negatives attached to them.

(A: actions by different players may have unforeseen consequences)

2B.11b Soft engineering approaches (beach nourishment, cliff regrading and drainage, dune stabilisation) attempt to work with physical systems and processes to protect coasts and manage changes in sea level.

Key wordsBeach nourishmentCliff regradingDune stabilisationRevetmentsTerminal groyne effect

cost/benefit analysis to inform the choice of coastal management strategy.(9) Photo interpretation of a range of approaches to management to assess environmental impact.

cost/benefit analysis on different techniques and to look at problems (e.g. terminal groyne effect) created by different players.The use of soft engineering has its positives and negatives. Using case studies, try to see when it is best to use them and how beneficial are they as part of an SMP. The UK has many small-scale examples that could be used here, e.g.Abbotts Hall Farm (Essex), management of the Sefton Sand dunes (North West), Portobello Beach (Scotland).Many of the skills can be incorporated into this and subsequent lessons.

PlenaryAdvantages and disadvantages of hard v soft engineering.

Resourceshttp://www.snh.org.uk/publications/on-line/heritagemanagement/erosion/appendix_1.7.shtml –Scottish Natural HeritageThere are many different resources in this area.

Lesson 16 and 17 (1 hour)

2B.11 There are different approaches to managing therisks associated with coastal recession and flooding.

2B.11a Hard engineering approaches (groynes, sea walls, rip rap, revetments, and offshore breakwaters) are economically costly and directly alter physical processes and systems. (A: actions by different players may have unforeseen consequences)

2B.11b Soft engineering approaches (beach

Starter/MainStudents split into two/four teams and given two different coastlines, e.g. Holderness and Black Water Estuary. Alternatively, they could be given two scenarios: one where the social and economic value of the coastline is high and one where the environmental value of a coastline are high.For each one, students think of different forms of management and how they would go about assessing their necessity in the field.In addition, an exam-style question could be set, such as:‘Evaluate the fieldwork and research you carried out investigating the value of sustainable and integrated approaches to coastal management.’ (9)


http://www.snh.org.uk/publications/on-line/heritagemanagement/erosion/appendix_1.7.shtml

http://www.snh.org.uk/publications/on-line/heritagemanagement/erosion/appendix_1.7.shtml




Integrated skills


nourishment, cliff regrading and drainage, dune stabilisation) attempt to work with physical systems and processes to protect coasts and manage changes in sea level.

or‘Assess the fieldwork and research you undertook to investigate the effectiveness of coastal management schemes.’ (9)In groups, students come up with different fieldwork and research techniques and justify the reasoning behind them.Groups swap their work and each assess what the other has done. More able students may be able to design and assess a whole set of activities to undertake, while less able students may be able to explain some and exchange ideas.

Lesson 18(1 hour)

Key idea 2B.11 There are different approaches to managing therisks associated with coastal recession and flooding.

2B.12 Coastlines are now increasingly managed by holistic integrated coastal zone management (ICZM).

Suggested learning objectivesSustainable management of our coasts relies on our

2B.11c Sustainable management is designed to cope with future threats (increased storm events, rising sea levels) but its implementation can lead to local conflicts in many countries (Maldives, Namibia). (F: mitigation and adaptation will both be needed for future stability)

2B.12a Coastal management increasingly uses the concept of littoral cells to manage extended areas of coastline. Throughout the world, countries are developing schemes that are sustainable and use

StarterCan coastal management ever be totally sustainable?

MainStudents list the ways in which coastline management could try to be sustainable but where management is going to rely on hard choices and may create conflicts. Examples here can come from the specification as well as local ones. Is mitigation or adaptation the best way forward?Students to be introduced to the idea of ‘Inter-Coastal Zone Management’ (ICZM) and how this works within sediment cells. (Often this is an area where students struggle with the concept and its relation to SMPs.)Development of concept through use of case studies such as Holderness ICZM and the subsequent SMP and stable bays.

PlenaryStudents produce a pyramid of questions, e.g.Level 1 – things you have learnt todayLevel 2 – things you have been reminded about (that you





Integrated skills


understanding of our coastlines.Piecemeal approaches to coastal management are being replaced by ICZMs.

holistic ICZM strategies.

Key wordsInter-Coastal Zone Management Shoreline management plan

already knew) todayLevel 3 – questions you want an answer to for next lessonSave pyramid questions for next lesson.

Resourceshttp://www.scopac.org.uk/smps.html – useful website for SMPshttp://planningguidance.communities.gov.uk/blog/guidance/flood-risk-and-coastal-change/why-it-is-important-to-apply-integrated-coastal-zone-management/ – Government website on ICZMs

Lessons 19 and 20(2 hours)

Key idea 2B.12 Coastlines are now increasingly managed by holistic integrated coastal zone management (ICZM).

Suggested learning objectivesThere are four distinct approaches to coastal management.

That decisions on what approach to use are often based on difficult decisions.

That inevitably there are

2B.12b Policy decisions (No Active Intervention, Strategic Realignment and Hold The Line Advance The Line) are based on complex judgements (engineering feasibility environmental sensitivity, land value, political and social reasons) (7); Cost Benefit Analysis (CBA) and Environmental Impact Assessment (EIA) are used as part of the decision making process.2B.12c Policy decisions can lead to conflicts between different players (homeowners, local authorities, environmental pressure groups) with perceived winners and losers in countries at different levels of development

StarterSplit students into groups as they enter and let them take the role of a different player along a coastline, e.g. Holderness or Happisburgh. Players could be any group of people who have an interest in the coast (locals, small businesses, planners, councils, large companies, farmers, environmentalists etc.). They could be given a map of the area with their specific needs shown, they then have 5–10 minutes to formulate their arguments regarding what they would like done to the coast and they then debate it.

MainThe debate should or could raise several questions about what needs doing and how each group’s chosen protection impacts on others down the coast.Agreements have to be made about what is best, and these generally take the form of CBA and EIA.The conflicts that appear should be highlighted and a conclusion drawn regarding why certain areas benefit at the cost of others and the implications this has for a stretch of coastline.

PlenaryWrite down three questions to ask other people in the class


http://planningguidance.communities.gov.uk/blog/guidance/flood-risk-and-coastal-change/why-it-is-important-to-apply-integrated-coastal-zone-management/



http://www.scopac.org.uk/smps.html




Integrated skills


perceived winners and losers in decision-making.

That policies rely on cost and benefits and EIAs as well as looking at the coastline holistically.

Skills objectivesReview of fieldwork techniques

(developed and developing or emerging countries) (Happisburgh and Chittagong). (A: attitudes of differing players may vary)

Key wordsStrategic realignmentHolistic approach

about today’s lesson.

Fieldwork preparationUsing the data from lessons 16/17 Given a list of various techniques to use when undertaking field work, students should consider the value of each one and assess the positives and negatives of using them in the field, for example: field sketches photographs cost/benefit analysis websites questionnaires.(These are just a few examples; there are many more.)Alternatively, techniques could be drawn on cards and sorted according to which ones may be used for a given question.This might be done as a speed game in small teams of up to four students.

Lesson 21(1 hour)

Skills objectives To understand risk assessment and fieldwork safety.To understand how to calculate risk for your study

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

StarterStudents identify the potential risks of doing fieldwork at the coast in small groups. Given the title of a field investigation, they must decide what precautions might need to be taken.

MainStudents go through their lists with the teacher, who can then hold a discussion on the problems of fieldwork and both the physical and human risks when in the field.Students can be given a blank school risk assessment and begin to fill it in.Being prepared: teacher to explain the issues associated





Integrated skills


with poor-quality clothing, weather or inappropriate behaviour, as well as the tools they will require to carry out the work. Students must list the items they should take and the behaviour rules for a specific trip to the coast.Students also plan an itinerary for the day’s work in time order.

PlenaryGiven another coastal investigation, students must plan their activities, how they will avoid any associated risk and what equipment they may need to complete the task.

Lesson 22(1 hour)

Skills objectivesTo understand sampling and bias.To select and use various and appropriate sampling techniques.

(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.

StarterStudents are given a scenario such as questionnaires to ask people at the beach about the quality of the defences. Students are then asked to decide:

how many people they should ask how they will select the people they will ask how to avoid bias in their results.

MainTeacher to explain the benefits of sampling, why we use it as a fieldwork technique and the importance of making it as good as we can.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.Students are then asked how bias might come into their





Integrated skills


work and how best to avoid it. The teacher may wish to use different scenarios to show why one technique would be better than another, such as land use, stone size, beach profiles, etc.Teacher gives students a set of data and goes 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).

Lesson 23(1 hour)

Skills objectivesTo understand why certain tests are better than others when looking at erosive coastlines, e.g. use of Ollier’s scale of rock friability.How to measure wave energy and rock hardness in the field.How to calculate wave length.

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

StarterStudents are asked to consider different ways of testing rock. (Some will have been mentioned towards the beginning of the course.)Ollier’s scale of rock friability is a 5-point scale that will allow students to rank a rock’s resilience to attack.

MainStudents will benefit from an understanding of rock hardness through the simple measures that are usable in the field. The teacher may also wish to introduce Rahn’s Index of Weathering.The teacher could then ask when these tests might be applicable and what they could prove about the coastal landscape.Through discussion the teacher can then suggest that wave energy obviously targets weaker rock, and then in the field can explain how wave energy can be measured through wave height and wave length. Worked calculations of this





Integrated skills


may be appropriate.Additionally, the teacher could explain other techniques in terms of phase difference and wave steepness, which is also calculable in the field.

PlenaryStudents list the materials they would need to carry out these tests and the risks associated with this work.

Resourceshttp://www.geomorphology.org.uk/sites/default/files/geom_tech_chapters/1.3.2_RockStrengthHardness.pdf – rock hardness testshttp://www.envf.port.ac.uk/geo/inkpenr/graveweb/methods.htm – Rahn’s Index of Weathering

Lesson 24(1 hour)

Skills objectivesTo be able to use different types of fieldwork equipment such as ranging poles, tape measures and clinometers.To understand the purpose for using each type of equipment

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

(7) Show the ability to write up field results clearly and logically, using a range of presentation methods and apply existing knowledge, theory and concepts in order to understand field

StarterReview what students know about: How do we measure heights of cliffs? How can we measure the angle of a beach? How can we measure the angle of longshore drift?

MainTeacher to run through how beach profiles, longshore drift and cliff height are measured, then with all the necessary equipment undertake simple fieldwork inside or outside to show how this would be done in the field.Teacher to take students outside if they have the necessary equipment available, and explain how it works. (This can be modified for indoor use, but longshore drift can only be measured in situ.)


http://www.envf.port.ac.uk/geo/inkpenr/graveweb/methods.htm

http://www.envf.port.ac.uk/geo/inkpenr/graveweb/methods.htm

http://www.geomorphology.org.uk/sites/default/files/geom_tech_chapters/1.3.2_RockStrengthHardness.pdf

http://www.geomorphology.org.uk/sites/default/files/geom_tech_chapters/1.3.2_RockStrengthHardness.pdf




Integrated skills


observations and make a well argued case.

Key wordsCliff heightBeach profilesLongshore drift

Using worksheets, students work out the angle of rise across a selected area and the height of a selected building.This can be added to graph paper back in the classroom.

PlenaryStudents list the problems they could encounter at the coast which might influence their results.

Resourceshttp://www.rgs.org/OurWork/Schools/Fieldwork+and+local+learning/Fieldwork+techniques/coasts.htm – beach profiles

Lesson 25(1 hour)

Skills objectiveTo understand statistical techniques for analysing data.

(5) Demonstrate knowledge and understanding of the techniques appropriate for analysing field data and information and for representing results, including GIS, and show ability to select suitable quantitative or qualitative approaches and to apply them.

(6) Demonstrate the ability to interrogate and critically examine field data in order to comment on its accuracy and/or the extent to which it is representative, and use

InformationMean, Mode and Median(Many students struggle with mathematical formulae, and it is often difficult to engage them here, so using data that they may find more interesting can help.)Using data from the football season often helps to engage students into understanding mean, mode and median. This then allows the teacher to use geographical data once students grasp the principles.Using graphsMap analysis of UK music festivals can be converted into analysis of or creation of proportional symbols for coastal protection around the coast.Development of these could also lead onto the use of Google Earth and Google Earth Graphs (GE Graph) a free add-on to Google Earth which allows students to put data directly onto Google Earth.


http://www.rgs.org/OurWork/Schools/Fieldwork+and+local+learning/Fieldwork+techniques/coasts.htm






Integrated skills


the experience to extend geographical understanding. Resources

http://www.rgs.org/NR/rdonlyres/6E734373-2509-4842-9809-ACB3F488B140/0/FW_NW_CreatingbarchartsusingGEGraph.pdfhttp://naturalinfo.co.uk/wp-content/uploads/2012/12/How-to-use-GE-Graph.pdfhttp://stats.football.co.uk/ – football statshttp://www.footstats.co.uk/

Lesson 26(1 hour)

Skills objectiveTo create a full fieldwork study.

(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.

InformationThis lesson is based around the idea that students should be ready to be able to use what they have learnt to create their own investigation in the field. They can begin by sharing ideas and form groups of like-minded students who wish to investigate the same thing.A Level students can begin by being given a fieldwork proposal form (doctored for purpose) (see p.96 Specification) and begin to fill this in, creating:

a) A hypothesis/ sub-questionsb) A small simplified risk assessmentc) A list of equipmentd) A focuse) A methodology/ timeframef) Expected outcomes.

AS students will approach it differently, and though they may do it as above they will concentrate on:

a) Planningb) Fieldwork and research techniquesc) How they intend to present their results


http://stats.football.co.uk/

http://naturalinfo.co.uk/wp-content/uploads/2012/12/How-to-use-GE-Graph.pdf

http://naturalinfo.co.uk/wp-content/uploads/2012/12/How-to-use-GE-Graph.pdf

http://www.rgs.org/NR/rdonlyres/6E734373-2509-4842-9809-ACB3F488B140/0/FW_NW_CreatingbarchartsusingGEGraph.pdf






Integrated skills


d) The methods they may employ to analyse thesee) What conclusions they may or may not expect to

drawf) Evaluation of their fieldwork from hypothesis to

outcomes.The teacher can guide them on expectations, but the idea is that students will be able to understand what they are doing and why they would need to do it.(This may take more than one lesson.)

Independent learning/homeworkLesson 1 Homework What physical factors impact on the coast and why – essay-based possible resource.Lesson 2 Homework Short-answer questions based on SAM.Lesson 3 Revision Key terms revisionLesson 4 Independent

learningBased around the question ‘Explain how geological structure affects the development of coastal landforms.’

Lesson 5 Homework Resource-based question on vegetation succession.

Lesson 6 Research Students to further research the ideas of sediment cells.

Lesson 7 Homework Exam-based question: ‘Explain how the sediment cell concept contributes to the understanding of coastal systems.’ (8) (This could be changed for A Level students to ‘Assess’ or ‘To what extent does the sediment cell concept contribute to the understanding of coastal systems?’) (8)

Lesson 8 Independent learning

Students consider the main causes of mass movement and link it to specific case studies via creation of case-study summary sheets or listing the social and economic issues created by mass movement at the coast, for example Holderness or Happisburgh.

Lesson 9 Research Students consider various types of classification of coastline and decide which one they think is academically better through evaluation of at least three (e.g. Johnson, Inman & Nordstram, Shepard and Valentin). Example website:


http://geology.uprm.edu/MorelockSite/morelockonline/digbk/CstSys.pdf Lesson 10

Independent learning

n/a

Lesson 11

Homework Exam-based essay question: AS: ‘Using examples you have studied, describe the way in which people prepare to face storm surges and explain how successful these have been.’ (12)A Level: ‘Using examples you have studied, evaluate the way in which people prepare to face storm surges and assess how successful these have been.’ (12)

Lesson 12


Using an example of a stretch of coastline they have studied, students assess the success of management schemes.

Lesson 13

Homework Exam-based short-answer questions.

Lesson 14


n/a

Lesson 15


Students research Inter-Coastal Zone Management (ICZM) and should have at least three clear points for next lesson.

Lessons 16 and 17

Homework Essay based on management (exam-based question) + revision for assessment on unit, e.g. ‘Using examples you have studied, explain why management relies on a spectrum of approaches and then assess the reasons for this.’ (12)‘Assess the value of Inter-Coastal Zone Management in the protection of coastline you have studied.’ (12)The data collected during the lesson could be put into essay form or alternatively bullet-pointed into two areas with an assessment of each, which should be available to use in Lessons 19 and 20.

Lesson 18

Complete tasks Complete all research tasks for review in final lessons. (This material will be used as part of the last lessons.)

Lessons 19/20

Essay Based on material learnt, e.g. ‘Examine the role of different players in the protection of the UK coastline.’ (12)

Lessons 26/27

Homework Complete the fieldwork done in class.



Documents

GCSE Scheme of Work · Web viewTo understand that geology ... Vegetation cover and geomorphological processes in operation ... (Some will have been mentioned towards the beginning