The document contains terms related to coastal landforms and features including:
- A coastal town where people holiday is a resort.
- The softest cliffs are made of chalk.
- Where sand or stones have been naturally deposited by the sea is a beach.
- When a clay cliff collapses is slumping.
The document provides a list of 14 coastal landform terms along with letters as clues for homework. Students are instructed to learn to identify each term and test themselves, with extensions including taking notes on each term and drawing a labeled sketch of one from photos. Key coastal landforms listed include beaches, cliffs, estuaries, deltas, wave-cut platforms, bays, coves, and headlands.
The native Maué Indian family wants to maintain their traditional ways and prefer outsiders to stay away from their area, though excessive tree cutting and burning risks attracting removal from their homelands by authorities. The Brazilian government aims to balance local and national economic needs with environmental protection. Settlers from Sao Paulo came for a quiet life but see potential income from sustainable rainforest practices. Oxford students research sustainable development projects worldwide to share best practices and lessons learned for preserving rainforests. Greenpeace independently campaigns and educates to protect the environment and promote conservation.
0008 Talking Essay Kc Adjusted Nicola GambleKevin Cooper
I've just nicked and adjusted the card-sort part of the 'talking essay' idea on the QCA innovating geography site - by Nicola Gamble from Comberton Village College - the idea is for the 6 big idea card to be placed on different tables, then students to be given 1 or 2 of the statements and they have to find the right 'big idea' card to place them... then they do some thinking skill / sorting exercise - 1 group per big idea (e.g. an order of importance etc)
AS geography grey areas and key conceptsKevin Cooper
This document outlines several important concepts in geography related to grey areas, sustainability, and perspectives. It discusses topics such as rivers, cold environments, population, and energy. For each topic, it lists key concepts and processes to understand, including the hydraulic radius and storm hydrograph for rivers, glacial and periglacial landforms in cold environments, population pyramids and policies, and renewable and alternative energy sources. It emphasizes learning specifics for case studies and considering different perspectives.
The document summarizes how the Himalayas and Tibetan Plateau formed through the collision of the Indian and Eurasian tectonic plates starting around 130 million years ago. Sediment deposited on the ocean floor was subducted or squeezed up to form the highest mountains, as evidenced by fossils like ammonites found high in the mountains. The Indian plate drifted northward into Asia, and the continental crust behaved plastically when compressed under pressure, folding and uplifting to create the Himalayan range.
Tsunamis are caused when a large section of the sea floor suddenly moves and displaces a massive amount of water, resulting in waves that can cause devastating damage when they reach land.
The document contains terms related to coastal landforms and features including:
- A coastal town where people holiday is a resort.
- The softest cliffs are made of chalk.
- Where sand or stones have been naturally deposited by the sea is a beach.
- When a clay cliff collapses is slumping.
The document provides a list of 14 coastal landform terms along with letters as clues for homework. Students are instructed to learn to identify each term and test themselves, with extensions including taking notes on each term and drawing a labeled sketch of one from photos. Key coastal landforms listed include beaches, cliffs, estuaries, deltas, wave-cut platforms, bays, coves, and headlands.
The native Maué Indian family wants to maintain their traditional ways and prefer outsiders to stay away from their area, though excessive tree cutting and burning risks attracting removal from their homelands by authorities. The Brazilian government aims to balance local and national economic needs with environmental protection. Settlers from Sao Paulo came for a quiet life but see potential income from sustainable rainforest practices. Oxford students research sustainable development projects worldwide to share best practices and lessons learned for preserving rainforests. Greenpeace independently campaigns and educates to protect the environment and promote conservation.
0008 Talking Essay Kc Adjusted Nicola GambleKevin Cooper
I've just nicked and adjusted the card-sort part of the 'talking essay' idea on the QCA innovating geography site - by Nicola Gamble from Comberton Village College - the idea is for the 6 big idea card to be placed on different tables, then students to be given 1 or 2 of the statements and they have to find the right 'big idea' card to place them... then they do some thinking skill / sorting exercise - 1 group per big idea (e.g. an order of importance etc)
AS geography grey areas and key conceptsKevin Cooper
This document outlines several important concepts in geography related to grey areas, sustainability, and perspectives. It discusses topics such as rivers, cold environments, population, and energy. For each topic, it lists key concepts and processes to understand, including the hydraulic radius and storm hydrograph for rivers, glacial and periglacial landforms in cold environments, population pyramids and policies, and renewable and alternative energy sources. It emphasizes learning specifics for case studies and considering different perspectives.
The document summarizes how the Himalayas and Tibetan Plateau formed through the collision of the Indian and Eurasian tectonic plates starting around 130 million years ago. Sediment deposited on the ocean floor was subducted or squeezed up to form the highest mountains, as evidenced by fossils like ammonites found high in the mountains. The Indian plate drifted northward into Asia, and the continental crust behaved plastically when compressed under pressure, folding and uplifting to create the Himalayan range.
Tsunamis are caused when a large section of the sea floor suddenly moves and displaces a massive amount of water, resulting in waves that can cause devastating damage when they reach land.
This document appears to be a test containing multiple choice or fill-in-the-blank questions as there are blanks labeled a through d and numbers 1 through 8. The test also lists a name, date and has some blank lines, but provides no other context or content to summarize.
Arid Spain uses and management KC AQA AS level GeographyKevin Cooper
Case study of Southern Spain (Andalusia, mainly Almeria) for AQA AS Level Geography Arid Environments option - info presented via pics, with info sheets to give out for groupwork / later feedback... - see 'notes' for each slide for teacher explanation...
A level glaciation millionaire print quizKevin Cooper
To go with millionaire game also uploaded here... to be printed out (I do 3 slides per page with lines for notes - then ask students to explain / justify their answers...)
The document discusses the processes of weathering and erosion. Weathering is when rocks break up, while erosion is when rocks wear away. There are 5 main ways rivers erode: 1) abrasion when sand and stones are bashed against banks, 2) corrosion when acidic water dissolves banks, 3) hydraulic action when water forces cracks apart, 4) attrition when stones knock into each other while being washed along, and 5) corrasion when the river scrapes stones along its bed. Mnemonic devices are provided to help remember the terms.
The document lists 14 coastal landform terms and their definitions. Students were asked to match each term with its description by considering photos, maps, and descriptions provided. The terms included beach, cliff, estuary, delta, wave-cut platform, bays, cove, clay, chalk, resort, harbour, headlands, shingle, and slumping. The student answers each term correctly by working through the activity over time.
Fun game testing learning of some key terms and concepts from AQA AS Geography Glaciers part of Cold Environments option topic - but equally applicable to OCR and WJEC and probably other courses too. See separate upload for written quiz with same questions for printing and distribution for more formal individual testing of learning. Some of the answers you might find a little idiosyncratic to my way of teaching and things I emphasise that you may not wish to (e.g. moraine as a landform, till as the substance) - but you can change any you don't like!! Let me know if you like it and use it - I may produce some more for other parts of course (e.g. fluvio- or peri-glaciation), and I'll definitely upload them and link on the AQA ning if others want to use them. I've written some notes at the bottom of the slides of some of the harder Qs - but ask here or on the ning if anything unclear etc...
Sustainable development in Masoala / MadagascarKevin Cooper
The document discusses sustainable development practices in Madagascar that balance environmental protection and economic opportunities for local communities. The most biologically diverse areas were made into parks where no natural resources can be harmed, and park rangers help enforce this. Nearby accessible areas allow sustainable activities like selective logging and harvesting to provide livelihoods. Examples of sustainable practices discussed include ecotourism lodges that use local materials and support employees, regulated logging that protects some trees, and crops like vanilla and butterflies. The document asks how to achieve sustainable development economically, socially, and environmentally, and which options would be best.
The document discusses environmental problems associated with abandoned factory sites in Detroit, such as heavy metal contamination of water supplies and soils from runoff. It also mentions potential sustainable redevelopment opportunities in Detroit, such as urban agriculture, which could help address issues like unemployment, obesity, and government subsidies. However, redevelopment faces barriers like existing contamination, lack of motivation, and resistance from companies like Walmart.
The document discusses four different names for Korea and orders them A to D. It then lists items and ranks countries' performances, with South Korea generally performing better than North Korea in areas like the World Cup and economic wealth. South Korea is described as the 12th richest country.
This document is an English-Chinese glossary of geographical terms commonly used in teaching geography in secondary schools in Hong Kong. It is divided into two parts, with the first part covering geographical terms and the second part covering GIS terms. The glossary provides Chinese translations for English terms, along with explanatory notes and examples. It is intended to assist teachers, students, and other stakeholders involved in geography education.
Rio de Janeiro is known as the "City of God" due to its natural beauty including mountains, beaches and the iconic statue of Christ overlooking the city. The climate is warm and dry but with enough rain to avoid drought. Locals, called Cariocas, have a reputation for being fun-loving and relaxed. The document discusses the contrasts between wealth and poverty in Rio, noting that the wealthy live in luxury apartments while the poor live in favelas, or hillside slums, with over 100,000 people living in just one favela called Rocinha. It also profiles two hypothetical Cariocas with very different lifestyles.
This document appears to be a test containing multiple choice or fill-in-the-blank questions as there are blanks labeled a through d and numbers 1 through 8. The test also lists a name, date and has some blank lines, but provides no other context or content to summarize.
Arid Spain uses and management KC AQA AS level GeographyKevin Cooper
Case study of Southern Spain (Andalusia, mainly Almeria) for AQA AS Level Geography Arid Environments option - info presented via pics, with info sheets to give out for groupwork / later feedback... - see 'notes' for each slide for teacher explanation...
A level glaciation millionaire print quizKevin Cooper
To go with millionaire game also uploaded here... to be printed out (I do 3 slides per page with lines for notes - then ask students to explain / justify their answers...)
The document discusses the processes of weathering and erosion. Weathering is when rocks break up, while erosion is when rocks wear away. There are 5 main ways rivers erode: 1) abrasion when sand and stones are bashed against banks, 2) corrosion when acidic water dissolves banks, 3) hydraulic action when water forces cracks apart, 4) attrition when stones knock into each other while being washed along, and 5) corrasion when the river scrapes stones along its bed. Mnemonic devices are provided to help remember the terms.
The document lists 14 coastal landform terms and their definitions. Students were asked to match each term with its description by considering photos, maps, and descriptions provided. The terms included beach, cliff, estuary, delta, wave-cut platform, bays, cove, clay, chalk, resort, harbour, headlands, shingle, and slumping. The student answers each term correctly by working through the activity over time.
Fun game testing learning of some key terms and concepts from AQA AS Geography Glaciers part of Cold Environments option topic - but equally applicable to OCR and WJEC and probably other courses too. See separate upload for written quiz with same questions for printing and distribution for more formal individual testing of learning. Some of the answers you might find a little idiosyncratic to my way of teaching and things I emphasise that you may not wish to (e.g. moraine as a landform, till as the substance) - but you can change any you don't like!! Let me know if you like it and use it - I may produce some more for other parts of course (e.g. fluvio- or peri-glaciation), and I'll definitely upload them and link on the AQA ning if others want to use them. I've written some notes at the bottom of the slides of some of the harder Qs - but ask here or on the ning if anything unclear etc...
Sustainable development in Masoala / MadagascarKevin Cooper
The document discusses sustainable development practices in Madagascar that balance environmental protection and economic opportunities for local communities. The most biologically diverse areas were made into parks where no natural resources can be harmed, and park rangers help enforce this. Nearby accessible areas allow sustainable activities like selective logging and harvesting to provide livelihoods. Examples of sustainable practices discussed include ecotourism lodges that use local materials and support employees, regulated logging that protects some trees, and crops like vanilla and butterflies. The document asks how to achieve sustainable development economically, socially, and environmentally, and which options would be best.
The document discusses environmental problems associated with abandoned factory sites in Detroit, such as heavy metal contamination of water supplies and soils from runoff. It also mentions potential sustainable redevelopment opportunities in Detroit, such as urban agriculture, which could help address issues like unemployment, obesity, and government subsidies. However, redevelopment faces barriers like existing contamination, lack of motivation, and resistance from companies like Walmart.
The document discusses four different names for Korea and orders them A to D. It then lists items and ranks countries' performances, with South Korea generally performing better than North Korea in areas like the World Cup and economic wealth. South Korea is described as the 12th richest country.
This document is an English-Chinese glossary of geographical terms commonly used in teaching geography in secondary schools in Hong Kong. It is divided into two parts, with the first part covering geographical terms and the second part covering GIS terms. The glossary provides Chinese translations for English terms, along with explanatory notes and examples. It is intended to assist teachers, students, and other stakeholders involved in geography education.
Rio de Janeiro is known as the "City of God" due to its natural beauty including mountains, beaches and the iconic statue of Christ overlooking the city. The climate is warm and dry but with enough rain to avoid drought. Locals, called Cariocas, have a reputation for being fun-loving and relaxed. The document discusses the contrasts between wealth and poverty in Rio, noting that the wealthy live in luxury apartments while the poor live in favelas, or hillside slums, with over 100,000 people living in just one favela called Rocinha. It also profiles two hypothetical Cariocas with very different lifestyles.
1. 1. Influence of air pressure on the different days?
2. Other than the sun v rain contrast, what other
feature shown has been affected by the air pressure?
3. Explain!
6. 1. How can you tell the air pressure in our area? (like contours)
2. Name a location where it will be very windy. Explain!
3. Name a location where it will be clear and sunny
4. Why do I feel sorry for people taking a spring holiday in Spain?