Section A Physical Environments: Coastal Environments SOW

Lesson Lesson title and YBATs Course content Activities Skills Homework

1 What is physical geography? Introduce teacher, handout books, give out Research and bring
course overview and topic overview. Glue into to next lesson
 Define physical geography books. information
 Identify physical geographical regarding the
topics. Starter: Series of images, which are physical different processes
 Make links between physical and which are human geography. that shape the coast.
geography processes. 1. Define physical geography.
2. With partner create a list of topics that
link to physical geography.
3. Choose 8 topics from your list and put
them randomly on A3 piece of paper.
With your partner create concept map
to show how each topic links to the
other. (draw arrows between topics
and explain the link on the arrow).

Plenary: odd one out (physical and human

topics)
2 What processes shape our coastline? Starter: Spot the difference on different images
(waves) of wave type.
1. Video clip showing the two different
 Describe the two different types types of waves (BBC clip).
of waves and factors that 2. Draw own annotated diagrams of a
influence them. constructive and a destructive wave.
 Define the different types of 3. Draw annotated diagram of the
weathering. structure of a wave.
4. Define key terms linked to waves
(fetch, wave length, wave height, crest,
trough).
5. Write down definition of erosion and
weathering
6. Complete matching exercise of types
of weathering
Plenary: thumbs up/ down definitions

3 What processes shape our coastline? Starter: Image of eroding cliff with warning
(erosion + weathering) sign. Why is it so dangerous? (Barton – on –
sea)
  Define the four main types of
erosion.
 Define the different types of
weathering.
 2.
4 What processes shape our coastline?
(transportation + depositon)
 Identify the four main types of
transportation.
 Explain the process of longshore
drift.
 Explain the process of wave
refractin
5 What processes shape our coastline?
(mass movement)
 Describe the processes of mass
movement – sliding and
slumping.
 Recognise different types of
mass movement.
 Explain the characteristics of
1. Image of a cliff area with waves
attacking it. What effect are these
having on the cliff?
Kung Fu erosion – with actions.
Students write own definition of the 4
main types and add illustration.
3. Draw diagrams and define 4 types of
transportation – saltation, suspension,
traction + solution.
4. Statements of weathering. Which is
which? Get down in books.
Heads and tails activity on the different
types of weather.
5.
Starter: image of a groyne section – what has Create a storyboard
happened here? to show what
happens in the
1. Draw diagrams and define 4 types of process of wave
transportation – saltation, suspension, refraction.
traction + solution.
2. Blind drawing of what happens in
longshore drift.
3. Put image on board, students to make
their own diagram and annotate it.
(swash, backwash, prevailing wind)
4. Explain in a paragraph the processes of
longshore drift, including key terms.
5. Annotated image and video clips of
wave refraction.
Plenary: Image on the board – how will this
coastline change in the future?
Starter: Image of Barton-on-sea – what has
happened here?
1. What is mass movement? Define it.
2. On post it notes write down different
things that could lead to mass
movement. Rank them in order of
severity.
3. Handout image of mass movement.
 mass movement
6 How does geology affect the coastline?
 Compare the different properties
of rocks.
 Explain the difference between a
concordant and discordant
coastline.
 Analyse the differences in rock
structure and the role of this in
shaping the coast.
7 How does vegetation affect the
coastline?
 Define key terms
 Explain the formation of sand
dunes.
 Explain the formation salt
marshes
8 What role do people have on our
coastline?
 Identify how humans use the
coastline.
Stick in book.
4. Describe several different types of
mass movement. (slumping, rock fall).
Plenary: On a post it note name and describe
one type of mass movement.
Starter: Image of sandstone cliff and Cornwall
cliff. What’s the difference and why?
1. Card sort on different properties of
sedimentary, igneous and metamorphic
rocks.
2. Look at geological map of the UK and
identify different areas of geology.
Show images of corresponding coastal
areas – how and why are these
different – link to rock properties.
3. Define the terms concordant and
discordant.
4. Look at geological map of Isle of
Purbeck to illustrate this. Identify the
different landforms found in this area.
Draw a rough outline map of the area
to draw this into.
Plenary: true or false statements linked to rock
type.
Starter: image of a salt marsh – how and why
has this vegetation developed?
 Blind drawing of sand dune
succession.
 Give students printed copy of diagram
– get them to annotate around and
include key terms – definitions.
 Video clip of how a salt marsh
develops.
 Cut and stick activity to show
formation.
Plenary: same as starter, but now should have
the answer.
Starter: Aerial image of dockland area
(Felixstowe). What uses can you identify here?
1. Define the terms goods and services.
These are main uses of coastal areas.
2. List of ideas on the board. Thumbs
  Evaluate the importance of the
coastline areas.
9 How is climate change affecting the
coastal environment?
 Examine the role of global sea
level change.
 Explain the characteristics of
features as a result of sea level
change.
 Assess the role of future sea
level rise on low lying areas
(Tuvalu).
10 + 11 What coastal landforms are created by
erosion?
 Suggest the different
characteristics of landforms
created by erosion.
 Explain the formation behind
Headlands and Bays, cliffs and
wave cut platforms, caves,
arches, stacks and stumps.
12 UK Example: The Dorset coastline has
landforms created by erosion and
deposition.
up/down for whether it is a good or
service.
3.
Starter: How and why is sea level changing? Write a report on:
Answers on MWB. Assess the role of
1. View map of global sea level change future sea level rise
predicitions. How might this affect on low lying areas. 1
coastal areas? A4 page.
2. Define eustatic and isostatic changes in
sea level. Look at what is happening to
the UK.
3. Identify submergent and emergent
features.
4. Read news article on Tuvalu/ video
clip.
5. Set up hwk task with success criteria.
Starter: MWB four types of erosion with a
definition of each.
1. Images of different landforms. Which
ones are created by erosion? On big
board.
2. Name and identify different ones
created by erosion.
3. Carousel activity on the formation of
different erosional landforms.
Complete on A3 sheet. Create
annotated sequence of diagrams to
show how they are formed. Include
making a note of specific UK
examples.
4. Identify erosional landforms on a
Swanage A3 laminated maps. Assess
how they might change in the future.
5. Break down and complete the
following exam question: Use on
distinctive coastal landform to
illustrate the erosive power of the sea.
(6 marks).
Plenary: true or false statements about erosional
landforms.
Starter: Describe the location of the Purbeck
area of Dorset in 15 words.
1. Complete map quiz on Swanage maps
(yr 9 quiz), and some from textbook
  Interpret a 1:25000 OS map to
identify different coastal
landforms found in Dorset.
 Consider how the landscape may
change in the future.
13 + 14 What coastal landforms are created by
deposition?
 Draw and annotate the beaches
profile, identifying different
features.
 Suggest the characteristics of
landforms created by deposition.
 Explain the formation of
beaches, sand dunes, spits and
bars.
15 What are the worlds global coastal
ecosystems like?
too.
2. Image of Old Harry Rocks and
Studland beach – why are these
landforms important?
3. Each student has a laminated Studland
map. Under different landform
headings students need to list the
different landforms including a 6 figure
grid reference for each.
4. Answer questions from text book page.
5. Using map evidence students need to
consider how the landscapes may
change in the future. Written answer
in exercise book.
Should also consider the wider impact
of this.
Plenary: share written answers on table and
then as a class. Why will these changes
happen?
Starter: Show photos of different coastal
deposits. Why are the pebbles round? Where
did the sediment come from? Why is sand so
small? Why do some have sand and others
shingle?
1. What is the beach profile. Draw and
annotate a diagram showing the
different sections of the beach. Define
each term.
2. Compare images of a pebble and a
sandy beach. Draw and complete a
table to show the differences.
3. Why do beach profiles change? Look
at different factors and how time of
year affects the beach profile.
4. Explain and complete notes and
diagrams showing the formation of
different beach formations. Sand
dunes = a card sort activity. Also do
beaches and bars and bars.
5. Spit OS map tasks from pg125 of
Cambridge textbook.
Plenary: Advantages and disadvantages of
coastal deposition with image to prompt
Starter: map of world biomes. Identify coastal 1.
ones.
  Locate the worlds coastal
ecosystems.
 Describe the nutrients cycle of
coastal ecosystems.
 Identify goods and services
provided by a coastal ecosystem.
16 What are the different features of
mangrove swamps?
 Describe what mangrove
swamps are like and where they
are located.
 Identify the threats to mangrove
swamps.
 Explain the importance of
mangrove swamps (locally and
globally).
17 Bangladesh Mangroves
 Locate the mangroves in
Bangladesh
 Describe and categorise the
opportunities provided by the
Mangroves.
 Explain the importance and the
threats to the mangroves.
1. Map of coastal biomes. Describe
location of coastal biomes – coral
reefs, mangroves.
2. Image of the nutrient cycle of a coastal
ecosystem. Define key terms
(biomass, litter) and look at energy
flows.
3. Define and give examples of coastal
food chain and food web.
4. Colour code sheet of goods and
services provided by coastal
ecosystem.
5. What threats are there to the coastal
ecosystems? List of ideas, rank them.
Explain two in books (primary –
secondary – decline).
Starter: Map to show global distribution of Summary of class
coastal ecosystems. On a post it describe the discussion.
location of Mangroves.
1. Read information on mangroves. In
books describe/ mind map of main
characteristics. Highlight biotic and
abiotic features.
2. Using data create a pie chart to show
the different threats to swamps.
3. Class discussion on the arguments for
and against protecting mangroves for
human use. Think locally and
globally. Students to make notes on
this as it will be homework to write up.
Plenary: Most important reason for protecting
mangroves, each student to give one as they
leave classroom.
Starter: recap discussion in groups why Research and record
mangroves are important. what has been done
1. Describe the location of mangroves in to help protect the
Bangladesh. mangroves.
2. On a separate post it note write down
the opportunities provided by
mangroves in Bangladesh. Combine
with the rest of your table. Then, rank
these in order of importance.
3. In books explain the most important
opportunity.

18 What conflicts are there between
people at the coast?
 Examine the different elements
that make up the coastal system.
 Identify the threats that humans
pose to the coast.
 Evaluate the conflicts at the
coast from the perspective of
different stakeholders (role play)
19 How are small and large scale
ecosystems threatened by people and
their activities? (Developed country -
Australia)
 Describe the threats to the
ecosystems.
 Explain the long and short term
consequences of these threats.
20 How are small and large scale
ecosystems threatened by people and
their activities? (Developing country -
India)
 Describe the threats to the
ecosystems.
 Explain the long and short term
consequences of these threats.
21 What are the causes of coastal
flooding?
 List the causes of coastal
4. As a group come up with the threats to
the mangroves. Explain why these are
problems.
Starter: What are the different elements that Which two of the
make up the coastal system? coastal stakeholders
1. Annotate diagram of coastal system to do you think are in
show how the different elements are most conflict. Give
linked. reasons.
2. Define the term equilibrium and why
this is important at the coast.
3. As a table create a mind map of threats
humans pose to coastal areas. In a
different colour develop these to
explain why they are a threat.
4. In books fully develop 2/3 ideas.
5. Set up role play activity. In pairs give
the opinions of different stakeholders
re. developing coastal areas (local
residents, employers, farmers,
fishermen, port authorities, transport
companies, tourists, developers)
6. Feedback to class.
http://www.worldbank.org/en/news/feature/
2012/10/11/protecting-indias-coastline
Starter: Why do coastal areas flood?
1. Add to list from starter and explain the
following causes; global warming,
storm surges and tsunamis. Show short
 flooding.
 Examine the factors that make a
place more vulnerable to
flooding.
 Assess the severity of types of
coastal flooding.
22 How can we reduce the effects of
coastal flooding? (Prediction and
prevention)
 Describe how coastal flooding
can be predicted.
 Explain how coastal flooding
can be prevented.
 Define the three main strategies
of coastal management in the
UK.
23 What are the costs and benefits of hard
engineering?
 Define the term hard
engineering.
 Analyse the costs and benefits of
different hard engineering
strategies.
video clips of each.
2. Create a table with storm surges and
tsunamis at the top. Into the table
insert ideas that mean an area is more
vulnerable to flooding. Provide
students with some ideas, but also
encourage them to come up with their
own ideas too.
3. Using examples of these events assess
which is the most sever type of coastal
flooding (japan tsunami, typhoon
Haiyan, global warming on Tuvalu).
Come up with a criteria to assess this.
What are strengths and weaknesses of
this method.
Starter: concept map with causes of flooding
and effects. Create links between items.
1. Read info on how coastal flooding can
be predicted. Answer questions in
books.
2. Come up with ways on post it notes
that coastal flooding could be
prevented. Rank ideas. Compare list
to teacher list on the board.
3. In groups of 3 each person becomes an
expert on one strategy used in UK. 8
mins to become expert, then feedback
to group.
Starter: mindmap – why do we need coastal
protection? Images of storms battering the
coastline to help.
1. Define in books definition of hard
engineering.
2. Create a table to show describe what
each strategy is and the advantages and
disadvantages of each (sea wall,
groynes, gabions, rock armour).
3. Using data from the textbook complete
the maths task comparing how much it
would cost to defend a 1km stretch of
coastline using each strategy.
4. Does one strategy work on its own or
would more than 1 be more beneficial.
Plenary: Which do you think is the most

24 Case study: Lyme Regis, Hard
engineering
 Compare different sources to
identify the need for
management at Lyme Regis.
 Analyse the effectiveness of
strategies being used at Lyme
Regis
 Evaluate the effects and
conflicts arising from the
management.
25 What are the costs and benefits of soft
engineering?
 Define the term hard
engineering.
 Analyse the costs and benefits of
different hard engineering
strategies.
26 Case Study: Abbotts Hall Farm, soft
engineering
 Describe why Abbotts Hall farm
needed coastal management.
effective strategy for defending the coast.
Starter: sketch of aerial image of Lyme Regis,
annotate with ideas why it needs protecting.
1. Introduce Lyme Regis with pictures
and newspaper headlines about coastal
erosion at Lyme Regis. Why is it
necessary? Make sure geology of the
area is looked at. Show video clips.
2. Go through the four phases of coastal
management at Lyme Regis.
3. Stick in map of different management
strategies at LR. Annotate it to show
the effectiveness of the strategies.
4. Complete a cost benefit analysis to
evaluate the effectiveness of the
strategies and any conflicts arising
from them.
5. Exam question practice: to what extent
can the coastal management at Lyme
Regis be considered successful? (6
marks)
Plenary: Exam Question
Starter: How else could coastlines be protected?
1. Define the term soft engineering.
2. Show video clips of different strategies
and examples of soft engineering –
beach regeneration, dune regeneration
and fencing. Advantages and
disadvantages of each.
3. Images of East Head, and the strategies
they are using. Annotate map to show
and explain what each does.
4. What is managed retreat – Abbotts
Hall farm video clip to help explain
what it is. Questions from textbook to
answer for details.
Plenary: Discuss whether hard and soft
engineering may be appropriate for different
parts of the coastline. Think of examples.
Starter: Write definition of soft engineering and
examples of it in the back of books.
1. Watch video clips/ coast clip of
Abbotts Hall farm.
2. Describe why coastal management was
needed there.
  Assess the effectiveness of the
coastal management strategies in
place.
27 What is a shoreline management plan?
 Define what a shoreline
management plan is.
 Examine the role these play in
protecting the coastline.
 Identify the advantages and
disadvantages of shoreline
management plans.
28 Case Study: Norfolk shoreline
management plan.
 Describe the vulnerability of the
Norfolk coastline.
 Identify the features of the SMP
for this part of the coastline.
 Assess whether the SMP is
being effective.
3. Identify the strategies used here.
4. Complete cost benefit analysis to see
how effective the strategies have been.
5. Write a detailed conclusion regarding
the effectiveness of strategies.
Starter: Map to show outline of SMPs in the
UK. What is the map showing? What else does
this map link to that you have learnt about?
1. Define what a shoreline management
plan is.
2. Read info regarding SMPs and answer
questions linked to them.
3. On a large piece of a paper as a group
come up with the advantages and
disadvantages of SMPs. What factors
are taken into account when creating
SMPs.
http://www.climateprepared.com/index.php/
coastal_change
Use the above link to create an information page
on one of the SMPs shown.
Where is it?
What are the main strategies being used?
Are they being successful?