Topic 5 Year 9 Geography
| Geography | |||
| Topic | UK Physical landscapes - Rivers | ||
| No of lessons | 15 | ||
| When is it happening | Term 3 - 6 weeks | ||
| What will students learn | Processes will be explained to show how particular fluvial landforms change and are formed over time. Students will explain the risk of flooding and it's impacts. Students will assess different flood management strategies with a particular focus on Cockermouth, Cumbria. | ||
| Key Knowledge that students should know at the end of 'Topic' | This is the knowledge that students will meet for the first time in this topic | Understand how a river's characteristics change along it's long profile; focus on the River Tees. Explain how specific processes of erosion, transportation and deposition result in the formation of named fluvial landforms. Understand the causes and impacts of river flooding and how these can be managed - focus on Cockermouth Cumbria. |
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| This is knowledge that students may have met before but will need to deepen their understanding | Students already have basic knowledge of how rivers shape the land and the causes and impacts of river flooding. | ||
| Key Skills that students should be able to demonstrate at the end of 'Topic' | This is the skills that students will meet for the first time in this topic | Recognising river landforms and landscapes on OS maps | |
| This is skills that students may have met before but will need to develop | Explaining how landforms are created in a logical manner using the SME acrostic (start, middle, end). Reading topographical maps; using a variety of map skills. | ||
| Key vocabulary that students should know and understand | River course, load, channel, banks, bed, waterfall, V-shaped valley, floodplain, erosion, hydraulic action, abrasion, transportation, deposition, cross-section, migration, flooding, geology, relief, deforestation, afforestation, settlement, permeable/impermeable surfaces, precipitation, run off, discharge, velocity, impacts (social, economic, environmental), flood management, reservoirs and dams, refuge points, upper/middle/lower course, long profile, vertical/lateral erosion, discharge, gorge, interlocking spurs, meanders, ox-bow lakes, levees, estuary, source, mouth, watershed, tributary, river basin, confluence, solution, attrition, traction, saltation, suspension, sediment, migration (of meanders), salt marshes, mudflats, hydrographs, lag time, falling/rising limb, peak discharge, base/storm flow, ground water, percolation, interception, hard/soft engineering, embankments, culvert, flood plain zoning, dredging. | ||
| The Big Question | How have fluvial processes resulted in distinctive landscapes and landforms? How can the risks/impacts of flooding be reduced? | ||
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Key questions that students should be able to answer at the end of the 'Topic'
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What are the basic features of a river? | ||
| What are the features of a river's long profile? | |||
| What are the river processes that cause change? | |||
| How do we recognise features of a river valley? | |||
| How is a waterfall formed? | |||
| How is an ox-bow lake and floodplain formed? | |||
| How are landforms created by deposition? | |||
| What features are along the River Tees? | |||
| Why do some places flood? | |||
| Why are hydrographs important? | |||
| What are the impacts of flooding? | |||
| How can we cope with floods? |
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| What management would you use at Cockermouth? |
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| What flood management was used at Cockermouth? |
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