Form 6: Rivers

Form 6: Rivers

 

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Lesson objective(s)

Page numbers from course booklet

Possible Activities

Lesson Outcomes

Key Terms and Skill Development

Lesson 1:

Title: The Water Cycle

L.O: To know how the water cycle works

Pgs. 82and83 Starter: YouTube clip shown about the water cycle to help initial introduction. Students create own definition of water cycle

 

Main: Student access card sort from Geoschooley and identify key processes with definitions

Next – Blank diagram exercise provided with students attempting to fill in diagram with correct processes. Students can use PEEL to explain processes

Plenary: What if the water cycle processes didn’t exist? How might it impact upon you locally? Nationally? How might it impact upon the Global Goal?

By the end of this lesson students will know what the water cycle is,

how it works and understand its main processes

HMK/s and c: answer question 4 on pg. 83

Water Cycle

evaporation

condensation

ground flow/water

surface runoff

water table

infiltration

evapo-transpiration

impermeable

percolate

Skill Dev:

Diagram production and process linking

Decision making

Lessons 2,3and4

Title: A Rivers Journey

L.O: To know the course of a river and it’s features

Pgs. 84and85  

 

Starter and Main:

Using GeoSchooley, Students watch short video report on a world famous river and it’s journey, then they match photographs with key definitions

 

Using GeoSchooley download the pop up model instructions for students to create their own river basin models

next – conduct long profile and cross sectional profile role play activity from Geoschooley

Plenary: Rivers Kahoot!

By the end of this lessons students will know the three different courses of a rivers long profile and the different physical features that are found at each course. They will also be able to define river channel and describe how cross sectional profiles change the further a river travels down stream

HMK: explore river processes for next lesson

River basin

watershed

source

valley

tributary

river channel

confluence

floodplain

mouth

long profile

upper course

middle course

lower course

cross sectional profile

Skill Dev:

Diagram annotation

Team work and role play skills

 

Lessons 5and6:

Title: Rivers at work

L.O: To know the three main processes of a river and how they work

 

Pgs. 86and87 Starter: recap work on a river basin

 

main: Students create digital information pack on erosion, transportation and deposition using info from Geoschooley

 

Plenary: Answer exam style questions on the three processes

By the end of this lesson students will know the three main processes of a river and how they operate

HMK: Answer questions 1-5  on pg. 87

s and c: How might river processes be affected by human activity? In what ways might the impacts be positive or negative?

Erosion

Transportation

Deposition

Skill Dev:

independent working

Exam answering technique

Lessons 7and8:

Title: River Landforms

L.O: To know how river processes create different landforms

Pgs. 88and89 Starter: GeoSchooley picture starter exercise

Main: Students provided with blank diagrams of each landform and are asked to attempt to fill in the blank spaces of how the processes form them. students can use course book to help them

 

Plenary: Project model work explained

By then end of this lesson students will know how the different landforms of a river are created by the different processes

HMK/s and c: Students to create own model of a landform of their choice, providing written explanation of its formation

Upper course

middle course

lower course

v-shaped valley

interlocking spurs

waterfalls

gorge

rapids

meanders

ox-bow lakes

floodplain

delta

 

Lessons 9,10and11

Title: Rivers and Us.

L.O: To know how humans interact with rivers focusing on a local case study

Pgs. 90-91 Starter: River landform kahoot

Main: Students using their iPads explore a 5W case study on the Rio Douro on how the Settlement of Porto has interacted with the river. SEEP impacts should be drawn upon.

Plenary. students review and peer assess each others case studies

By the end of this lesson students will have created their own case study investigations on how the population of Porto has interacted with the Douro and vica versa 5W Enquiry

SEEP impacts

interaction

Usage

Skill Dev:

Case study construction

independent investigation (5W Enquiry)

Lessons 12and13:

Title: Water Supply

L.O: To know where our water supply comes from and how we supply it to our towns and cities

 

Pgs. 92and93: Starter: in pairs, come up with ideas of how we supply our settlements with water (think, pair, share).

Main: Read pgs. 92and93 and answer accompanying questions on pg. 93

Plenary: in the same pairs as the starter, review your initial ideas of how you thought water was supplied to our settlements – what have you learnt? Are you surprised?

By the end of this lesson students will know how water is supplied to our settlements

HMK:

Answer the following question: Do you think desalinization is a good idea? Why might it not be good for the Global Goals?

s and c: what if the Rio Douro dried up? What would we do then?

Water supply

water treatment plant

reservoir

aquifier

sewage treatment plant

desalinisation

Skill Dev:

independent working

exam style questioning

Team work

Reasoning

 

 

 

Lessons 14,15 and 16:

Title: Floods

L.O: To know what floods are, what causes and to conduct my own flood case study

 

Pgs. 94 – 97 Starter: pass the globe starter – ideas on what floods are and what might cause floods. Write down in books

 

Main: Students, using GeoSchooley photographs PEEL their ideas on the causes of flooding

students then create story boards of River Thames’s case study

Plenary: Classtools spin the wheel questioning

By the end of this lesson students will know what floods are, why they are caused and have their own storyboard information resource on the River Thames flooding in London in the UK.

HMK: Work on story boards

Flood

flash flooding

factors

antecedent rainfall

river discharge

Skill Dev:

Enquiry

identification

reasoning

PEEL

 

Lesson 17:

Title: Flood protection

L.O: To know the different type of flood protection methods

Pgs. 98and99 Starter: answer question 1 from pg. 98

Main: Using info from GeoSchooley and working in pairs, answer question 2 from pg. 98

Plenary: Students to identify the difference between short term and long term solutions

 

 

By the end of this lesson students will know the different flood protection methods and difference between long and short term solutions

 

HMK/ s and c: design a flood proof home with annotations

Flood protection

long term solutions

short term solutions

Skill Dev:

classification

reasoning

team work

decsion making

Lesson 18:

End of unit summative assessment

All pgs. From unit Students to participate in 40mark summative assessment of unit By the end of this assessment students ts wil have demonstrated knowledge and skill development in the areas mentioned above in the unit As stated above

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