SDMEs

SDMEs

Sustainable Decision Making Exercises: coasts, Nigeria, climate change, San Francisco...
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Rivers

Rivers

Upper, middle, lower stages of the River Tay
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COASTAL LANDSCAPES 2: "Where's your head at?"

COASTAL LANDSCAPES 2: "Where's your head at?"

Powerpoint covering headlands and bays along the destructive Holderness coast Starter: use maps to locate Flamborough Head Main activities: sketch bird's eye view diagrams showing before and after erosion has affected a discordant coastline. Followed by a differentiated question: 1-3: How do headlands and bays form? 4-6: What role have chalk and boulder clay played in the formation of Flamborough Head? 7-9: What is wave refraction and how has it affected the Flamborough landscape? Second part gets pupils to annotate a diagram to show the sequence of cave-arch-stack formation using a series of mixed-up pieces of info (so can be done as a card sort or a mystery). Class then feeds back verbally by responding to a series of images and questions Third part: pupils work together to find advantages and disadvantages of headlands and bays using clues from a large scale OS map Plenary: pupils recap learning by describing and explaining features seen in a photo of the chalk at Flamborough
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COASTAL LANDSCAPES 3: "Say hello, wave goodbye"

COASTAL LANDSCAPES 3: "Say hello, wave goodbye"

Powerpoint looking at erosion and transportation along Holderness Starter: the properties of powerful waves, including fetch Main activities: map work to measure the fetch from Holderness to various coasts of the North Sea. Then radar diagrams are introduced, using a wind rose as an example followed by the pupils constructing a radar to show dominant wave patterns. Then the link between the UK's SW prevailing wind and how it causes NNE dominant waves. Differentiated question... 1-3: What makes a sea wave powerful? 4-6: Explain why North Sea waves can be powerful and damaging 7-9: Refer to data which suggests that Holderness is threatened by powerful waves Second part gets pupils to draw and label diagrams to compare the features of constructive and destructive waves. They are then asked to assess photos of Holderness to decide which type of wave is affecting that coastline. Third part looks at the properties of boulder clay and why that soft geology is a problem. Differentiated question: 1-3: Why are the caravan owners worried about the erosion of the cliffs at Hornsea? 4-6: Explain why erosion of the boulder clay is a problem for Holderness 7-9: Explain why the erosion of boulder clay is an economic problem for Holderness businesses Plenary: pupils are asked to show how they think a typical wave moves, then are shown an animation that describes the circular motion of real wave patterns
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REVISION: "Poetry"

REVISION: "Poetry"

Revision notes for the following poems... 'Who so list to hount I knowe where is a hydne' by Sir Thomas Wyatt 'Sonnet 116' by William Shakespeare 'The Garden of Love' by William Blake 'Song (Ae fond kiss)' by Robert Burns 'Remember' by Christina Rossetti 'At an Inn' by Thomas Hardy 'La Belle Dame sans Merci. A Ballad' by John Keats 'Non Sum Qualis Eram Bonae sub Regno Cynarae' by Ernest Dowson 'A Song (Absent from thee)' by John Wilmot, Earl of Rochester 'She Walks in Beauty' by Lord Byron 'The Flea' by John Donne 'To His Coy Mistress' by Andrew Marvell 'The Scrutiny' by Richard Lovelace 'The Ruined Maid' by Thomas Hardy
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COASTAL LANDSCAPES SDME

COASTAL LANDSCAPES SDME

40 mark SDME assessment in the form of a Powerpoint with associated resources Background: Why does Holderness suffer from severe coastal erosion? What are the advantages and disadvantages of halting erosion? Options: Why has hard engineering used to defend Hornsea? Why is soft engineering gaining popularity? Decision: Do nothing, retreat the line, hold the line or advance the line
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COASTAL LANDSCAPES 1: "Little by little and stone by stone"

COASTAL LANDSCAPES 1: "Little by little and stone by stone"

Powerpoint introducing Holderness as a Case Study for coastal processes Starter: use maps to locate Holderness Main activities: comparison of the properties of chalk (through a memorisation activity and differentiated question) and boulder clay (pupils learn one fact then swap info to answer... What is boulder clay? Where did it come from? How did it get to Yorkshire? What has it got to do with our lesson about coastal landscapes? Second part gets pupils to draw a sketch map of Holderness then to annotate features that could be lost if erosion continues (using info researched from the internet) Differentiated question: 1-3: Why are there weaknesses found in chalk? 4-6: Why is Flamborough Head prone to erosion? 7-9: What are the geological reasons for the faults found in the chalk at Flamborough Head? Plenary shows the wide range of origins for sediment found along Holderness
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COASTAL LANDSCAPES 4: "Sand dunes and salty air"

COASTAL LANDSCAPES 4: "Sand dunes and salty air"

Powerpoint covering spit formation, using Spurn as a Case Study Starter: simple (revision) sorting activity to sequence weathering, erosion, transportation and deposition Main activities:YouTube videos and a mystery activity to find out how Spurn Head has formed. Pupils use mystery clues to complete and annotate a base map of southern Holderness and the Humber Estuary. Mini-plenary to recognise associated landforms in aerial photos Second part uses bespoke, high tech (:D) series of diagrams (an animation if you click your mouse quickly enough!) which show why the point of the spit hooks (the role of secondary winds and wave refraction) Final part gets pupils to sketch and annotate diagrams of Marram and Glasswort to show how dune and salt marsh plants and habitats are interdependent. Differentiated question... 1-3: Describe how salt marshes and sand dunes are held in position by plants 4-6: Why are salt marsh and sand dune environments natural sea defences? 7-9: What could happen to the Humber Estuary if the vegetation at Spurn Head is not protected? Plenary: the 250 year cycle of spit formation and destruction at the mouth of the Humber Estuary
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Climate Change 2: "CLIMATE CHANGE EVIDENCE"

Climate Change 2: "CLIMATE CHANGE EVIDENCE"

Powerpoint, worksheet and resource sheets beginning with some strange facts about the climate. Activity finding out how climate data is collected and each method's limitations. A section about climate change denial and the reasons for ignoring the scientific findings. Differentiated questions: 1-3: Choose two of the stakeholders and describe why they might say climate change is not a problem 4-6: Explain one economic reason and one social reason why some people might say climate change is not a problem 7-9: Explain the political and psychological factors which might lead to climate change denial Links to videos which further understanding .
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Hazards 7: "LA NIÑA"

Hazards 7: "LA NIÑA"

Powerpoint and worksheets about the causes, effects and management of the 2011 Brisbane Flood resulting from a La Nina event. Differentiated questions. Links to videos included.
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