ࡱ>  @bjbj 8     4448l`4WgbNNNfffffff$iklf N,,"NNf  6g$ $ $ N  f$ Nf$ $ Wp]HAI+TY6f'g0WgYm6mlp]p]bm ]NN$ NNNNNff$ NNNWgNNNNmNNNNNNNNN : Locational KnowledgePlace KnowledgeKey questions and ideasTeaching and learning activitiesResourcesExtend locational knowledge and deepen spatial awareness of the worlds countries with reference to Russia, China, Iran, Thailand, South Africa, Senegal, India, NamibiaCoastal features in Africa (South Africa, Senegal, Namibia) and Asia (Thailand, China) What is a coast? What do different coastal features look like? How might coastal features change over time? Why might coastal features change over time? Starter: Students are shown a number of images of different coasts. Working in pairs they devise a definition to answer the questions What is a coast? Students feedback their definitions and as a class identify common ideas to create a class definition. Main: Students are then given a blank world map and a sheet with photographs of different coastal features (NB this sheet should be stuck into students exercise books as they will also need to refer to it in lesson 2). From a list they have to name the different features. Once features are named from a list on the board, students use atlases to locate these features on their maps. On the maps they then draw a diagram of each feature next to the labeled country. Plenary: Students are asked to choose a coastal feature and think about how that feature might change over time and why those changes might occur? Peers are asked if they agree or disagree and must justify their answers.Downloads: Coastal features PDF | MSWORD What is a coast? (PPT) You will also need: A3 outline of world mapAssessment opportunitiesStudents can be asked to write down their explanation of how and why their chosen coastal feature might change over time. After lesson two they can self-assess their answer based on their further understanding of coastal processes. Their original answer can be revised and added to. Human and Physical GeographyGeographical Skills and FieldworkPlaced based examples of different coastal features at two different scales, national and globalBuilding on students knowledge of maps and atlases  Lesson 1: More than just a day at the seaside Web links:  HYPERLINK "http://thebritishgeographer.weebly.com/coasts-of-erosion-and-coasts-of-deposition.html" http://thebritishgeographer.weebly.com/coasts-of-erosion-and-coasts-of-deposition.html Lesson 2: Coastal features and processes: the what and how of coasts Locational KnowledgePlace KnowledgeKey questions and ideasTeaching and learning activitiesResources What is longshore drift? How are arches, caves, stacks and stumps formed? What is solution? What is abrasion? What is attrition? What is hydraulic action? Starter: Students are shown a clip of longshore drift as demonstrated by a YouTube clip of a lego man being swept out to sea. Students are asked what happened to the lego man and why they think he moves along the beach. Process is reinforced by reference sheet that is handed out to students Main: Students watch YouTube animation to explain coastal processes of solution, abrasion, attrition, hydraulic action. Referring back to the image of a cave, arch and stack in Pembrokeshire in the first lesson, students are asked to use the new vocabulary to explain how a cave forms. Students are then divided into small groups or pairs and given some plasticine or clay. Students use the plasticine and apply their knowledge of coastal features and processes to create a model of a cave, arch, and stack. Models are placed in the middle of a sheet of A3 paper and annotated, using subject specific vocabulary to explain how the feature was formed. If allowed, students can take photos of their 3D diagrams on their mobiles and then print out the image or alternatively, photographs can be taken with a digital camera. Images can be displayed either on the classroom wall on in students exercise books. Plenary: Students are told that there is a final part which is missing from of the cave, arch, stack formation; a stump. Students attempt to model a stump and explain how it occurred. Interactive: Plasticine A3 paper Digital camera Downloads: Reference sheet diagram of longshore drift PDF | MSWORD Reference sheet coastal erosion PDF | MSWORD Video:  HYPERLINK "https://www.youtube.com/watch?v=j1wBgnULDk8" https://www.youtube.com/watch?v=j1wBgnULDk8  HYPERLINK "https://www.youtube.com/watch?v=nQexri3W1yA" https://www.youtube.com/watch?v=nQexri3W1yA Assessment opportunitiesFrom models and annotations, teacher can assess students depth of understanding of coastal processesHuman and Physical GeographyGeographical Skills and FieldworkUnderstand key processes in physical geography relating to coasts, erosion and transportationWeb links: HYPERLINK "http://www.bbc.co.uk/learningzone/clips/coastlines-caves-arches-and-stacks/8432.html" http://www.bbc.co.uk/learningzone/clips/coastlines-caves-arches-and-stacks/8432.html  HYPERLINK "http://geothecoast.blogspot.pt/2013_05_01_archive.html" http://geothecoast.blogspot.pt/2013_05_01_archive.html Lesson 3: London-on-Sea Locational KnowledgePlace KnowledgeKey questions and ideasTeaching and learning activitiesResourcesExtend locational knowledge and deepen spatial awareness of the worlds countries including Russia, China, Iran, Thailand, South Africa, Senegal, India, Namibia Understand geographical similarities, differences and links between places through the study of human and physical geography. How can coasts be physically different? How are coasts used differently? How can people benefit from living on a coast? How can people be disadvantaged from living on a coast? How would London benefit from being located on a coast? What problems might London face if it was located on a coast? Would you choose to live in a coastal city? Starter: Using the same images from the starter in lesson 1 (PowerPoint renamed Different coasts and their uses), students are put in pairs to analyse the photos to identify the differences between different coasts. They should look at how the coasts are physically different and how they are used differently. Pairs then join to make a group of four to discuss their ideas. Main: As a group of four, students take each difference they have identified and suggest how that might be a benefit or problem for people living in coastal areas. These benefits and problems should be categorised into economic and social. In their groups students then apply their ideas to answer the questions: How would London benefit from being located on a coast? and what problems would it face? Students then produce a flow diagram to show their answers see assessment opportunities. Plenary: Would you choose to live in a coastal city? Students are given post-it notes to write their answers on. They must justify the answer they give. Students are given an opportunity to read each others responses. The teacher selects particular answers and asks students to respond or students can be encouraged to select answers and seek more information from their peers. Links:  HYPERLINK "http://www.google.com/maps" www.google.com/maps Downloads: Different coasts and their uses (PPT) You will also need: AtlasesAssessment opportunitiesStudents produce a flow diagram to show the benefits and problems London would face if it was a coastal city. This assessment encourages and supports students extended thinking skills. Human and Physical GeographyGeographical Skills and FieldworkKey processes in physical geography relating to coasts Links to urbanisation and economic activity Build on knowledge of maps and atlases Web links:  HYPERLINK "http://www.google.com/maps" www.google.com/maps Lesson 4: Man vs Coast Locational KnowledgePlace KnowledgeKey questions and ideasTeaching and learning activitiesResourcesExtend locational knowledge and deepen spatial awareness of the worlds countries with a focus on Africa and the Middle East Key physical coastal characteristics of Ghana and Abu Dhabi Physical geography within a region of Africa What impact is human activity having on Ghanas coastline? What was Ghanas coastline like before the Akosombo dam was built? Why is the town of Keta under threat from coastal erosion? What has been done at Keta to protect the coast from coastal erosion and how might this help? What are the main reasons for land reclamation in the United Arab Emirates? What impact is this human activity having on the coastline in Abu Dhabi and Dubai? How were the new man-made islands created? What negative impacts have Abu Dhabi and Dubai experienced as a result of land reclamation to build new islands? Starter: The class is divided into six groups. In their groups, students work together to generate answers to the question, How can humans change a coastline? Reference can be made to any images used in the unit so far. Groups feedback to the class and the teacher picks up and expands on any answers relating to coastal erosion or land reclamation to link into the main task. Main: Jig-saw activity. Three of the six groups are given information about one of the case studies; either longshort drift on the coast of Ghana or land reclamation in the UAE. Using the case study template students collate the relevant information to form their own case study. One student from each group then moves to a group who studied the other case study and teaches that group about their researched case study. Students in the receiving group complete another case study template sheet so that by the end of the task they have two different case studies. When the teaching student returns to their group, the students in their group take them through the new case study they have learnt about. Plenary: Case study review. Groups who originally researched Ghana are put together and groups who originally researched UAE are put together to review their findings. Students should be encouraged to ask questions of each other to further their understanding of the two case studies. Students are asked to share one new thing they have learnt about either case study. Downloads: Land reclamation in UAE case study template Land reclamation in UAE resource sheet Longshore drift in Ghana case study template Longshore drift in Ghana resource sheet (All PDF | MSWORD) Links:  HYPERLINK "http://www.google.com/maps" www.google.com/maps You will also need: Atlases Assessment opportunitiesHomework task research a different case study of how human impact has affected a coastline. Case study should follow the same structure as those studied in class.Human and Physical GeographyGeographical Skills and FieldworkKey processes in physical geography relating to coasts Interaction of human and physical processes to influence and change landscapes and environmentsBuild on knowledge of maps and atlases Interpret aerial photographs Web links:  HYPERLINK "https://www.fig.net/pub/fig2009/papers/ts04e/ts04e_boateng_3463.pdf" https://www.fig.net/pub/fig2009/papers/ts04e/ts04e_boateng_3463.pdf  HYPERLINK "http://www.legos.obs-mip.fr/almar/ICS2014_LaibiBightofBenincoast_29_11_13_Revised.pdf?lang=en" http://www.legos.obs-mip.fr/almar/ICS2014_LaibiBightofBenincoast_29_11_13_Revised.pdf?lang=en  HYPERLINK "http://www.google.com/maps" www.google.com/maps Lesson 5 and 6: Planning coastal fieldwork Locational KnowledgePlace KnowledgeKey questions and ideasTeaching and learning activitiesResources Why is fieldwork important? How can I investigate that longshore drift is occurring? What evidence is there that longshore drift is occurring? How would I benefit from carrying out fieldwork? Starter: Whole class discussion about the importance and benefits of carrying out fieldwork. Students given Planning coastal fieldwork sheet detailing how to carry out the task. Opportunity given for students to ask questions regarding task. Main: Students given outline of the fieldwork they are going to carry out: an investigation into longshore drift. Students watch YouTube clip of waves hitting a groyne. Whist this is playing the teacher asks questions to identify what technique could be used to investigate if longshore drift is occurring. Teacher then explains how to gather evidence of longshore drift and carry out fieldwork. Working individually students use google maps to identify any area of coastline that can be visited from their school within a day (Essex or Kent coastlines most likely) AND that has evidence of groynes. Students then complete the Planning coastal fieldwork sheet. To end the task, students have to write and present a pitch to persuade the headteacher to allow the students to travel to their chosen locations to complete their fieldwork. Pitches are made to the class and ideally with the headteacher or another member of SMT present. Plenary: Students discuss the importance of fieldwork and how they feel they would personally benefit from carrying out more fieldwork. Downloads: Planning coastal fieldwork PDF | MSWORD Video:  HYPERLINK "https://www.youtube.com/watch?v=uRL3DAc4su4" https://www.youtube.com/watch?v=uRL3DAc4su4 Assessment opportunitiesStudents pitches form the final assessment for this module. 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