GCSE Geography Specification A
Detailed Scheme of Work
Physical Geography Unit 5
Water on the Land
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AQA GCSE Geography Specification A
Water on
the Land
Key Idea
(Scale)
The shape
of river
valleys
changes as
rivers flow
downstream
due to the
dominance
of different
processes.(
R/L)
Starters
Water on the Land Scheme of Work
Main Activities
Plenaries
Specification
Content
Processes
of erosion –
hydraulic
action,
abrasion,
attrition,
solution;
vertical and
lateral
erosion.
Processes
of
transportatio
n – traction,
saltation,
suspension
and solution.
Deposition
and reasons
for it. Long
profile and
changing
cross profile.
1. Show images of a range of rivers, from
the Nile to local streams. What do they have
in common? Where does the water come
from? Where does it go? What effects does
running water have on the land?
2. How many rivers can you name? Mark
them on world/UK maps. Why are rivers all
of different lengths? Why are they of
different shapes?
3. Show a picture of a local river. Has the
river always looked like this? Is it having any
effect on the land it flows over?
4. Which river is associated with these cities:
New York, London, Glasgow, Liverpool,
Newcastle, Cairo, Paris, New Orleans,
Bristol?
5. Why is a location near a river important?
Why was it important in the past? Are there
any problems being close to a river?
6. Stir some soil into a container of water
and watch as it the sediment settles. What
happens? Is this how rivers work?
7. Play taboo to determine prior knowledge
of key terms.
8. Play dominoes to recap key terms.
9. The two websites listed here give clear
animations of the hydrological cycle which
students can watch and discuss.
www.epa.gov/ogwdw/kids/flash/
flashwatercycle.html
www.sweetwater.org/education/
watercycle.swf
10. The Dynamic Rock Cycle booklet,
contains practical activities which enable
students to investigate real sedimentary
processes in the classroom as a simulation
of a river/sea situation, e.g. sediment grains
are visibly eroded, transported and
deposited in different ways. The Dynamic
Rock Cycle booklet
(pp 6–8), (available FREE from the
Earth Science Education Unit – go to INSET
resources at:
www.earthscienceeducation.com
11. Use a range of resources to illustrate the
processes of erosion and transport e.g.
 Sandpaper rubbing on wall (Abrasion)
 Rocks bashing together (Attrition)
 Vinegar & Alka-Seltzer (Corrosion)
1.
Draw a side view of a flowing river. Show the different
ways in which boulders, pebbles, sand and silt are
transported. Label the processes and annotate fully
2. Draw and label a drainage basin highlighting key terms
e.g. Tributary, source, mouth, confluence, channel, and
watershed
3. Step by step drawing and labelling of river’s long and
cross profile from source to mouth
4. Map work – Pupils use a relief map to delimit the
watershed, source, confluences, tributaries and
drainage basin of the river
5. Students are given an idealised concave long profile of a
river, split into upper, middle and lower course. A
corresponding table underneath is completed using
headings such as type of erosion, gradient, channel
roughness, shape of channel, sediment size and
angularity, erosional features, depositional features,
valley shape,. Typical cross profile diagrams can be
added.
6. Draw a section through a river to show how the
processes of erosion take place
7. Accurately plot the long profile of a local (or other) river
from an OS map. Identify physical and human features
along the river and label accurately e.g. knick points,
confluences, source, waterfalls, estuary
8. Using field data, accurately plot a number of cross
sections (3?) downstream from the source. Describe the
changes in channel dimensions and shape. (This could
be developed further by selecting several other variables
such as velocity and sediment size and analysing the
trends). Draw scatter graphs and plot best fit lines.
Explain why the cross sections change in size and
shape
What is the relationship between the a. roundness of
particles and distance downstream b. Velocity and
distance downstream c. River velocity and area of cross
section d river load and river speed? Explain the links.
9. Choose 3 photographs representing different stages of a
river’s course. Annotate the processes and landforms in
detail
10. The GCSE Bitesize website provides a diagram with the
key terms. It helps understanding if students can identify
these features in their locality – refer to OS maps or the
Infomapper GIS which not only provides maps at a
range of scales but users can also view aerial
photographs separately or as an overlay of the map.
Students should have a note of the key definitions from
one of the listed textbooks.
1. Imagine you are part of the load of a river. Describe your journey
from source to mouth
2. Pupils think of ways to demonstrate the roles of abrasion, attrition
etc. E.g. hydraulic action, directing a hose onto a bank of earth. Do
similar exercise for transport processes, using glass tank or dish with
water, small stones, some larger ones, soil, sugar etc.
3. Give out maps showing a local river and drainage basin. Pupils
identify the source, tributaries, confluences, mouth, watershed,
settlements etc. Work out the length of the river, estimate the area of
the drainage basin, show significant features and landforms.
4 To follow the course of a river downstream, use
http://maps.google.co.uk/maps
http://home.freeuk.com/elloughton13/mouths.htm
A good review can be found under ‘Rivers: From source to mouth’ at
www.gatm.org.uk/geographyatthemovies/rivers.html
Go to Rivers online: http://library.thinkquest.org/C004240/
5. Develop pneumonics for the processes of erosion and transport
e.g. CASH (Corrasion, attrition, solution, hydraulic power) or HACC,
SSST (Solution, suspension etc)
6. Give an explanation for these:
Less than 2% of the water on earth is available as fresh water
Sea water is salty. Why isn’t rain?
There are no rivers in the Sahara or in Antarctica
7. The amount of water in a river channel will vary across the year.
Why? How does the amount of erosion, deposition and
transportation vary with the amount of water in the channel?
8.Further information and animations can be found at the following
websites:
www.slideshare.net/TonyCassidy/pop-river-basin
www.sln.org.uk/geography/Documents/animations/
Watershed2.ppt
www.geographyalltheway.com/igcse_geography/natural_
environments/river_processes/igcse_hydrological_cycle.htm
www.geographyalltheway.com/igcse_geography/natural_
environments/river_processes/igcse_river_erosion.htm
www.ralphallen.org/New%20school%20web%20site/subject%
20areas/Geography%20resources/12Geography_files/Rivers/
WORD%20documents/RIVERS%207.doc
www.earthsci.org/Flooding/unit3/u3-03-03.html
http://www.slideshare.net/geodebs/river-features-map-task
9.Look up these words in a dictionary and give their meanings so
that you understand them:
Discharge (as relates to a river).Floodplain.Levee.Drainage Basin
.Tributary.Channel.erosion.mass movement weathering.deposition.
 Water balloon (Hydraulic Action)
 Tennis ball (transportation processes).
Model each process with props.
12. Watch animations on DVD V.
13. Role-play the key processes.
14. Key word bingo.
15. Key word Pictionary.
Distinctive
landforms
result from
different
processes
as rivers
flow
downstream
.(R/L)
Landforms
resulting
from erosion
– waterfalls
and gorges;
landforms
resulting
from erosion
and
deposition –
meanders
and ox-bow
lakes;
landforms
resulting
from
deposition –
levees and
flood plains.
1. Find someone who.....
Find someone who knows the answer to the
following questions.
You can only get 2 answers from one
person.
You cannot answer the questions yourself.
1/
Name
the
longest
river in
the UK
2/
3/
Name
the
longes
t river
in the
world
Name
a place
in the
UK that
has
flooded
over
the
past 10
years
7/
Name a
poor
country
that has
frequent
floods
Name the
water
company
that
provides
this area
with its
water (its
name is
on water
bills)
12/
Explain
what
groundwa
ter is
5/
6/
Name a
river in
your local
area
Name
a dam,
anywh
ere in
the
world,
used
to
control
a river
Name
one
way in
which
human
s use
river
10/
Give
one
reason
why a
river
may
flood
11/
Give
one
effect
of
floodin
g
9/
Name a
landform
created
by river
erosion
1.
2.
Draw and label cross-section of a meander to show
fastest flow and where erosion and deposition occur.
Label steep bank, gently sloping bank, slip off slope,
erosion causing undercutting, material deposited in slow
flowing water etc.
3.
Using OS map or fieldwork data, investigate a named
river valley of choice. Explanation of key erosional and
depositional features identified and where they occur on
river’s long profile. Use Geography website for pictures
linked to OS map of chosen river.
4.
Construction of annotated diagrams of fluvial landforms.
View video footage or on-line animations of fluvial
landforms and processes
5.
Fieldwork Opportunity – Primary data
4/
8/
Step by step diagrams to show formation of waterfalls
and descriptions. Sequencing exercise
A) Processes – downstream changes in discharge,
channel form and/or bed load characteristics
B)
Features – analysis of meanders, river cliffs, slip off
slopes etc
6.
Pupils use digital images to prepare a PowerPoint
presentation illustrating the formation of a range of fluvial
landforms. See also Geofile 251 (January 1995) Geofile
529 (Sept. 2006) Rivers fieldwork
7.
Opportunities to use secondary sources maps,
photographs to select, sample and analyse. Sketch
mapping, graphic and statistical work
8.
The Essential Mapwork Skills textbook (Ross) provides
three case studies from the River Tees featuring a
waterfall, meanders, floodplain and river mouth. A range
of 1:50 000 OS maps and aerial photos provide
appropriate resources to enable students to identify
changes in the river features and land uses along the
long profile of the river.
9.
The textbooks listed below contain diagrams and related
questions which students can use to create annotated
diagrams of these three landforms. Examples of all
1. Using the board and flashcards, Questions:
-What is a levee, flood plain, meander, ox bow lake, interlocking spur
waterfall?
-Where do you find: waterfalls, levees, flood plains, source, mouth,
flat land, steep land?
2. Play the game “grade or no grade”,
http://www.geography.learnontheinternet.co.uk/activities/rivers.html
And “en garde
http://www.geography.learnontheinternet.co.uk/activities/watercycle_
engarde.html
Walk the plank
http://www.sharegeography.co.uk/riverdomterms2.html
Teacher invaders http://www.sharegeography.co.uk/worldrivers.html
Penalty shootout
http://www.sharegeography.co.uk/riversreviewpen.html
3. Copy statements and correct them where necessary eg:
Waterfalls develop where soft rock lies above hard rock
Downward erosion in a river valley creates a U shape profile
As waterfalls erode the rock, gorges advance towards the river
mouth
Deposition occurs on the outside of a meander, where the river flows
quickly
Oxbow lakes are usually found in mountainous areas
Levees are mainly formed by erosion in upper parts of the river
valley
4. Give students photos of river landforms. They have 5 minutes to
sketch one with labelling. Pupils swap, check each others sketches,
add further labelling, then swap again. (Could be done in groups)
5. River alphabet run. Do an illustrated alphabet run for rivers, with
something for each letter (attrition, bedload, corrosion, delta, estuary
etc)
6 River crossword Students make up a crossword to try out on
others, using what they have learned in this topic
7 Odd One Out
Water on the Land
Decide which is the odd one out and give a reason
PLANTING
TREES
DAM
BUILDING
HEAVY
RAIN
SNOWMELT
EVAPORAT
ION
CONDENS
ATION
URBANIS
ATION
PRECIPITATIO
N
RAISING
RIVER
BANKS
LAKE
URBANISA
TION
TIDAL
WAVES
DEFORESTATI
ON
VEGETATI
ON
DEFORE
STATION
CONCRETE
13/
14/
15/
16/
Name a
landform
created
by a river
depositin
g
material
17/
Explai
n the
meani
ng of
the
water
cycle
18/
Name
one
method
of
controlli
ng
floods
19/
What is
the main
cause of
waterfall
formation
?
Explain
the term
confluenc
e
Name
one
river
that
has a
delta
Give 3
advant
ages of
building
a dam
Name
any river
in North
America
20/
2. Show students two views of different parts
of a river. Ask how are they different? What
makes them so different? Can you pick out
the main physical features? What are the
main human influences? What processes
are taking place?
3. Show students an image of a V shaped
valley and interlocking spurs - ask 'How did
this get like this? Has it always been like
this?' Explain to students how they were
formed due to vertical erosion, mass
wasting, and weathering. Students need to
complete an annotated diagram to describe
and explain how this feature formed.
Possible animation using cleomagicwall
website. 4.Students could sketch an image
and label it
5. Ask students to suggest in which part of
the river’s course each of these is most likely
to occur (Upper. Middle, lower)
e.g. The land is flat on either side of the
river and is flooded at high tide
There is more rainfall in this area and there
is a lot of surface run-off
The valley sides are flatter here
The valley sides are very steep and there
may be a waterfall on this section of the river
The river has formed wide sweeping bends
called meanders.
The river looks as though it is flowing very
fast in this section because the gradient is
steep and the bed of the river has large
angular boulders
The river valley has interlocking spurs
The river is eroding laterally in this part of
the river rather than vertically, the gradient of
landforms listed are provided in GeoActive 330 – River
Landforms on the River Tees. The GATM website
contains an animation of the formation of a waterfall.
Waugh New Wider World (2009) (pp 283–285)
Geog.gcse p68-74, GeoActive Online 330 (2005) Series
16 www.gatm.org.uk/?p=132
10. The Riverside Explorer CD-ROM can be networked to
allow students to discover independently the
characteristics of a river and its valley channel along the
long profile. Students use river data in conjunction with
OS map extracts and photographs to complete a virtual
survey at various sites located along the course of major
rivers in England and Wales, e.g. River Severn. Riverside
Explorer CD-ROM
11. Use lesson plan form ngfl to show the development of
flood plains and meanders http://www.ngflcymru.org.uk/vtc/meanders_floodplain/eng/Introduction/d
efault.htm
12. Use animated geography website to show processes and
landforms along a rivers course
http://whs.moodledo.co.uk/mod/resource/view.php?id=96
5
13. Follow the Tees downstream , with features and
landforms
http://www.bbc.co.uk/tees/features/tees_trail/index.shtml
14. Thinkquest has details on processes and features, and a
case study of the River Rhine
WATERFAL
L
SALTATION
PLUNGE
POOL
THROUGHF
LOW
MEANDER
FLOODPLA
IN
HYDRAULI
C POWER
WATERFA
LL
TRANSPIR
ATION
RAPIDS
DISCHARG
E
DEPOSITIO
N
FLOODED
HOMES
VELOCITY
LACK OF
VEGETATI
ON
BRIDGES
STEEP
RIVER
GRADIENT
STEEP
SIDED
VALLEYS
BUILDING
ON A
FLOOD
PLAIN
WATERSHE
D
PORT
TARMAC
FLOODPLA
IN
HIGH
RAINFALL
DRAINAGE
BASIN
OIL
REFINERY
RAPIDS
POTHOLES
CORRAS
ION
GORGE
ATTRITION
GROUND
WATER
ALLUVIU
M
EROSIO
N
LEVEE
SURFACE
RUNOFF
OXBOW LAKE
INSURAN
CE
CLAIMS
DAM
BUILDIN
G
CONFLU
ENCE OF
MANY
TRIBUTA
RIES
AGRICUL
TURAL
DRAINA
GE
MOUTH
RESERV
OIR
MEANDER
WIDTH
SLIP OFF
SLOPE
ROADS
IMPASSABLE
URBANISATIO
N
HEAVY
STORM
IMPERMEABL
E ROCK
DELTA
FISH FARM
http://library.thinkquest.org/28022/body.html
15. Investigate and research a famous waterfall, focusing on
its formation, as well as location, height, gorge etc.
Include an annotated photo (e.g. Niagara, Victoria, Angel,
Tugela, Yosemite, Iguazu, High Force, Aira Force,
Ingleton, Scale Force)
16. Try making a simple model to investigate channel
efficiency. The idea came from the Magdalen project, also
described in Juicy Geography. The project is much
cheaper to make than the commercially produced flume,
Go to HomeBase. You'll need to spend about £20.00
Purchase a 4m section of gutter - the wider size.
Optionally, you might also purchase a downpipe and end
section. Buy a few bargeboard attachments to stop the
gutter from rolling around while in operation, though other
materials can be used instead. Finally some white spray
paint will complete the look.
Make the model. Step 1 is to spray the gutter white.
8. Thinking skills (MOST LIKELY TO...)
Along the length of a river you might find different features
associated with the physical landscape as well as human activities.
On the river profile label each of the features or processes in the
correct area of the river’s course.
the river is gentler and the channel is wider.
The river is flowing at its fastest at this point
There is weathering on the valley sides
The bed of the river has small rounded
pebbles and fine silt
Tributaries, surface run-off and ground water
have increased the volume of the river
The river is deep here
6.Sequencing task (statements on cards)e.g. meander development. Place in correct
order

Initially, the river winds around an
obstacle.

Once the bend forms it will
continue to develop.

The combination of erosion on the
outside of the bend and deposition
on the inside of the bend makes
the meander bigger.

Erosion forms river cliffs on the
outside of the bend where the
current is fastest, causing the
meander to move sideways.

Deposition of material on the inner
bend forms a gentle slip-off-slope,
which adds to the build up of the
floodplain.

Meanders migrate across the
floodplain and move downstream.
7. Play taboo, where students must describe
a feature but not use certain words e.g.
Meander.. bend.. lower course.. loop.. river
cliff
Oxbow lake..meander..narrow neck..cut-off
Waterfall..hard..soft..plunge pool..differential
erosion
Levee..flood..sediment..deposit..floodplain
Delta..distributary..estuary..deposit..sedimen
t
Hydraulic
action..power.energy..force..weight
Saltation..bounce..sediment..leapfrog..transport
Attrition..sediment..rounded..angular..smaller
Then cut the gutter in half.
Obtain some gravel
Place some gravel in the gutter and spread out roughly.
Add some dye.
Set the model up with a water source (ideally a constant
head) and a drain.
Mix up some dye and add it to the river to measure water
velocity.
Various experiments can be carried out using the dye to
measure the velocity of the water. Try using different size
bedload, adjusting the gradient and comparing two rivers
directly. If you retain a long section of gutter you could
use two or three grades of bedload and time the dye to
pass each section. There are lots of possibilities linked
with the concept of channel efficiency. It would be
possible to carry out micro-measurements to calculate
hydraulic radius.
17. Use the following site for research on all aspects of river
changes downstream from source to mouth:
http://geography.about.com/od/physicalgeography/a/river
s.htm
18. Rivernet has regularly updated information about all
aspects of rivers and their management
http://www.rivernet.org/
19. Set several (4-5) examination questions based on past
papers, each on separate pieces of paper e.g. Explain
how levees form, describe and explain how river cross
profiles change downstream, using diagrams explain the
formation of waterfalls and gorges, describe how
meanders change over time, what processes take place
in the formation of a flood plain. Class is divided into
groups. Each group starts to answer a question, after 5
mins the questions rotate to the next group, they add
further ideas until the question returns to the original
group.
20. Watch video: River Tees source to mouth (BBC class
clips has most of the programme in short segments). Ask
students to make notes and complete a
storyboard/annotated map of how the river is different
from source to mouth. Ask the students why they think
the features are so different? Link to the 4 erosion and 4
transportation processes. Show students an image of a
waterfall - ask what is this? Who can remember what the
WF on the River Tees is called – High Force. How do
they think this formed? Explain that due to differential
MEANDER
ESTUARY
WATERFAL
L
ARABLE
FARMLAND
SHIPPING
TERMINAL
SHEEP/HIL
L FARMING
DAMS AND
RESERVOI
RS
WHITE
WATER
RAFTING
CENTRE
OXBOW
LAKES
ROUNDED
BEDLOAD
RAPIDS
RIVER
BRAIDING
ANGULAR
BEDLOAD
LEVEES/
EMBANKM
ENTS
STEEP
LONG
PROFILE
SLIP OFF
SLOPE
SOURCE
MOUTH
WIDE
FLOODP
LAIN
ROWING
BOAT
HIRE
LATERA
L
EROSIO
N
RIVER
CLIFF
POLLUTI
ON
FINE
DEPOSI
TS
DISTRIB
UTARY
V SHAPED VALLEY
LONG SPAN BRIDGE
VERTICAL EROSION
INTERLOCKING SPURS
HEP STATION
LARGE MATERIAL
MANY TRIBUTARIES
9. WHICH OF THE FOLLOWING STATEMENTS ARE MOST
LIKELY TO HAVE SOMETHING TO DO WITH EITHER:

THE UPPER COURSE OF THE RIVER

THE LOWER COURSE
1. You are near to
the source
13.the river flows
quietly
geology - hard cap rock undercut by soft rock underneath.
Explain how this process works and the features it
produces (possible use of video clip again or
cleomagicwall). Students cut and stick images into
chronological/sequential order. Written description to
describe process
21. Show an image of a bend - what is this? How did it get
like this? Explain how they formed. Students complete a
gap fill exercise and draw a cross-section of a meander
illustrating river cliff and slip off slope. Extrapolate forward
and ask - what will happen in the future? Explain the
formation of ox bow lakes. Again written description of
process is required.
22. Complete descriptions of formation e.g. Stages in the
formation of an Ox bow lake:
(Circle the correct words that are underlined).
1. The river meanders across the valley/ channel/ floodplain;
2. Meander develops with a wide/ narrow neck of land in the
middle;
3. Speed increases/ decreases on outside of bend, which
undercuts the banks/ bed. The neck is very narrow.
4. Flood water breaks through the neck during times of flood/
drought.
5. The old bend (meander) is cut off as the river straightens/
widens.
6. Deposition/ erosion/ transportation seals the ends of the
meander to form an oxbow lake.
7. Oxbow lake silts up and vegetation grows.
23. Find pictures of local waterfalls and gorges on
www.geograph.org.uk and take a virtual fieldtrip from source to
mouth.
24. Create a class collage of upper-, middle- and lower-course
river features
2. Erosion is taking
place
3. You are 20
metres above sea level
4. You are near to
the mouth
5. The river is very
loud
6. The weather is
sunny
7. You cannot see
any hills or mountains
8. You could jump
across the river from
bank to bank.
9. You are near a
town with many houses
10. Deposition is
taking place
11. The river is just
a tributary
12. The fish are
jumping
14. You are close to
the watershed
15. The river is
polluted and there is
rubbish on the banks
16. You are
surrounded by cows and
fields of crops
17. You are 500
metres above sea level
18. The water flows
downhill
19. The river has
some boats on it
20. There are no
houses in sight
21. The river has a
wide range of species
22. You are
surrounded by sheep
23. The river
channel fills up and goes
down with the tide.
24. You would hurt
your feet on jagged rocks
if you paddled in the
water.
10. Conceal and Describe
In pairs, one pupil describes a picture or photograph of a landform to
his/her partner who draws it. The partner should ask questions if
anything is unclear
11. Maps from Memory – thinking skills activity
In groups of 3-4, pupils have to memorise and collectively reproduce
a diagram that is on the teacher’s desk. All pupils should be
numbered from 1-4. The teacher then calls out number ones, pupils
come to the teacher’s desk to look at the map/diagram/ chart for 20
seconds (without making any notes). The teacher signals the end of
20 seconds and pupils return to their groups to reproduce what they
have memorised on sugar paper. Wait for about 30 seconds before
calling out number twos, this gives groups a chance to organise
themselves. Repeat as many times as necessary. A suitable
diagram might be a floodplain with meanders, oxbow lakes, levees,
bluffs, terraces, meander scars etc
12.Name 3 things you would/ would not associate with a waterfall/
gorge
13 Completion of flow map around a meander. Extension: draw new
location of river in 20-30 yrs time.
14. Draw an annotated field sketch of a levee and a floodplain.
15. What is alluvium? How does it get on to a floodplain? What is it
useful for? Draw a cross section of a floodplain and label the
channel, alluvium (or silt), levees, valley bluffs
The amount
of water in a
river
fluctuates
due to a
number of
reasons.(R/
L)
Factors
affecting
discharge –
amount and
type of
rainfall,
temperature,
previous
weather
conditions,
relief, rock
type
(impermeabl
e,
permeable,
porous and
pervious)
and land
use.
1 Draw 2 hydrographs as shown below.
Decide which hydrograph is appropriate to
each of the descriptions.
Most likely to be…..
1. Provide example of a storm hydrograph. Discussion of
discharge and precipitation. Label key features on to graph - rising
limb, falling limb, lag time. Peak discharge
Explain how the following factors influence storm hydrographs








Vegetation cover
Rock type
Presence of lakes or reservoirs
Climate
Slope characteristics of the drainage basin
Soil type and depth
Rainfall intensity and duration
Land use, including the amount of urbanisation
2. Construct hydrograph given key data from recent river in flood.
Work out lag times from hydrographs
1)
2)
3)
4)
5)
6)
7)
8)
9)
Of an urban area.
Of a rural area.
Of a steep slope
Of a gentle slope.
Of a deciduous forest.
Of a coniferous forest.
Of impermeable soil.
Of permeable soil.
Of a river basin with a high
drainage density.
10) Of a river basin with a low
drainage density.
11) Of an area with high monthly
precipitation.
12) Of a river basin during the
summer.
13) Of an arable farm.
14) Of an area affected by soil
erosion.
15) Of sandy soil.
16) Of an area heavy snowfall.
17) Of an area of rapid thawing.
18) Of ploughing on wet land.
19) Of a river where a lot of water has
been extracted for industry. Etc
3. Group mind map of possible factors that
will affect discharge
4. Why do river levels change a. during the
year b. during a 24 hour period? Why are
some river valleys more likely to flood than
others? How can people make the risk of
flooding much higher? How does rock type
affect flood risk?
3. Recap of hydrograph terms - labelling of blank hydrograph
Key question: how do hydrographs differ in urban and rural
drainage basins?
Provide 2 hydrographs - label with key dfferences - lag time, peak
discharge etc
Explain reasons why 2 hydrographs differ. Contrast
flashy and flat hydrograph forms.
Ask pupils why would a graph have a steep rising limb? Elicit high
rainfall, rock type, vegetation cover etc. Complete Most Likely to
exercise
4. Fieldwork opportunities:
Measuring the rate of infiltration at different parts of a slope or
before and after rainfall. Use infiltration ring (could be a piece of
drainpipe) to test different surfaces. Pose questions e.g.
Which land cover absorbed the most rainwater?
Why did concrete not absorb any rainwater?
Why did the sand cover absorb the most water and the quickest?
Why did grass absorb more water than bare soil?
What would happen to the bare soil if it were on a hill?
5. Examine the influence of short and long-term basin and storm
characteristics on the form of storm hydrographs
Discuss and explain the impact of urbanisation and afforestation
on the features of storm hydrographs
6. Pupils could be taught to calculate discharge using velocity
data and cross sectional area data (from
drawn cross sections and/or using spreadsheet package). Use
primary fieldwork data if available
7. Produce a table with 3 headings –flooding factor, human or
physical and how it increases the chance of flooding. Factors
might include heavy rain, antecedent rainfall, long spell of hot dry
weather, steep slopes, impermeable rocks, snow melt,
deforestation, ploughing up and down, urbanization.
1.
Pass the geography buck
Give the pupils a post-it note each at the start of the
plenary. Ask the pupils to write one key point from the
lesson. Once they have written one, the pupils pass their
post-it note to the person sitting behind them or next to
them for that person to add a second point. Ideally, do this
until five points have been written, with the fifth person
coming to the whiteboard to place the post-it.
2.
Rivers Odd One Out
1.
evaporation
18. drought
2.
tarmac
19. stores
3.
grass
20. tidal waves
4.
planting trees
21. slope
5.
watershed
22. lake
6.
heavy rain
23. precipitation
7.
transfers
24. sand
8.
high tides
25. deforestation
9.
monsoons
26. typhoons
10.
vegetation
27. mouth
11.
drainage basin
28. channel.
12.
condensation
29. roundwater
13.
concrete
30. surface water
14.
urbanisation
31. snowmelt
15.
dam building
32. raising river banks
5. Find out the meaning of key terms,
including flood hydrograph, flashy
hydrograph, discharge, impermeable,
porous, pervious, deforestation, infiltration,
percolation etc. Perhaps use flash cards with
illustrations and definition on one side and
the term on the other
8. 2. Discussion about porous V pervious and permeable V
impermeable. Demonstrate with samples of rock types. Simple
experiments could show porosity- weigh several rock samples.
Ideally the weights should be similar (chalk, sandstone, granite,
limestone etc) Immerse in a known quantity/weight of water in a
glass beaker. Leave for a day, then weigh the specimen and the
water. What differences have occurred? Repeat measurements
over several days. Explain the changes. (Porosity levels-Granite: 1
percent Marble: 2 percent Shale: 10 percent Limestone: 15
percent Sandstone: 25 percent Pumice: 50+ percent) Read
more at Suite101: Science Experiments with Rocks that Absorb
Water: An Investigation into the Porosity and Permeability Levels
of Rocks http://www.suite101.com/content/how-to-find-out-if-rocksabsorb-water-a104544#ixzz1EMOxygtP
8. Use the Nelson Thornes text (p109) to plot a typical hydrograph
using statistics for the River Eden. Add labelling to the graph e.g.
lag time, peak discharge
16.
source
17.
tributary
33. throughflow
Task 1
Working with a partner look at the sets of numbers below, which
match the list above. Write the four words in your book. Decide
which of them is the odd one out, circle the word and explain why it
is the odd one out. Also, write a sentence or two to explain what the
other three have in common.
Set A
14
2
13
3
Set B
31
4
15
6
Set C
9
8
27
31
Set D
13
22
10
25
Set E
23
1
12
14
Set F
33
30
11
29
Set G
25
14
20
32
Set H
29
31
20
8
28
17
6
5
16
19
Set I
Set J
22
23
Task 2
Now that you can see a pattern to the sets of words, can you add a
word to each group but keep the same odd one out?
Task 3
Try to put your own group(s) of words with an odd one out. Swop the
words with your partner and see if you can work each others out. It is
sensible to pick sets which have an obvious odd one out for this
task.
Task 4
Now try to sort out all the words from the list on the wordsheet into 4
to 6 groups
Rivers flood
due to a
number of
physical
and human
causes.
Flooding
appears to
be an
increasingly
frequent
event.(N+R)
The effects
of and
responses
to floods
vary
between
areas of
The causes
of flooding:
physical –
prolonged
rain, heavy
rain,
snowmelt,
relief; and
human –
deforestatio
n, building
construction.
The
frequency
and location
of flood
events – in
the UK in
the last 20
years.
A case study
of flooding in
a rich part of
the world
and one
from a
poorer area
1. Use the Environment Agency website to
check out the flood risk for the school area
and other local places. Which places have
the highest risk and why?
For information for local areas about
warnings, risk and prevention activities, see
www.environmentagency.gov.uk/homeandleisure/default.aspx
2. Photographs of recent floods and general
discussion of why rivers flood
3.Photographs of flood risk factors - pupils to
explain whether photograph shows human
or physical factor, and whether factor is high
or low flood risk
4. Show pupils an image of a flood – ask
what has happened? Why do you think this
is?
5. Use GA materials entitled “are you flood
ready?” e.g. Students use the interactive
resource (and accompanying Word
document) to differentiate between the four
causes of flooding in UK homes.
http://www.geographyteachingtoday.org.uk/k
s3-resources/resource/are-you-flood-ready/
gives an understanding of awareness,
preparedness and knowledge of what
actions should be taken in the event of
flooding
6. What usually causes floods in the UK? Do
you think floods in poor countries have
similar causes? Are all floods caused by
river levels rising?
7. If urbanisation increases flood risk, why
are buildings still being put on floodplains in
the UK?
8. What are 3 things that make floods less
likely? E.g. permeable rocks, building
embankments, conservation of water
meadows
9. Why does a flood tend to get bigger
downstream? Draw a typical river basin with
tributaries to illustrate the changes
1. The Defence Dynamics website can be used to study the
causes of river flooding – the floods in Boscastle, Cornwall in 2004
are incorporated as a case study. The lesson style in this resource
is varied and invites application of a variety of geographical
enquiries and skills. www.defencedynamics.mod.uk/
GeoActive 374 examines the causes of flooding on the River Tees.
GeoActive 394 is a useful resource to provide students with a wide
range of impacts relating to the UK floods of 2007. WideWorld
(September 2008) What caused the 2007 Floods?
WideWorld (February 2005) The Boscastle Flood
1. Pose a series of questions - Why do
countries in the rich world react differently
from poor world countries to floods? Can you
name examples of countries that have
frequent flooding? Which parts of the UK
have had flooding problems in recent years?
Why do severe floods in poorer countries
1. Using key questions of where? When? Who? What? Why?
Investigate the causes and effects of a river flood in a rich country.
Possible examples to use - Boscastle 2004. Mississippi 1993,
Carlisle, Severn, Tewkesbury 2007
2. ICT enquiry – news archive searches on flooding. Group work to
identify cause/effect/response – collate and share
Mapping and/or graphing frequency and size of events
2. This SLN web research task can be used to cover the causes of
flooding: http://www.sln.org.uk/geography/enquiry/we30.htm
3. The Environment Agency website has lots of up to date
information on rivers in Britain and flood risks
http://www.environment-agency.gov.uk/
4. Students create a spider diagram of the potential causes of
flooding complete with explanations of how each one works in
connection with a storm hydrograph.
GeoActive (Nelson Thornes) 346 River hydrographs for
information on hydrographs
Creation of Windows Movie-Maker film to present the key causes
of the flood. Presentation of films.
6. Task based on hypothesis – flooding is becoming more
common.
Mapping exercise to locate the major floods of 1990-2000 and
2000-2010. Size of flood to be presented using proportional
circles.
Generation of a conclusion – yes/ no. evidence?
Students predict where next flood will occur.
7. Draw a flashy and a flatter (delayed response) type of
hydrograph on 2 separate sheets of paper. Around each
hydrograph, annotate the factors that affect its shape. E.g. Relief:
steep slopes may cause rapid surface runoff, leading to higher
flood risk. Illustrate with diagrams and sketches
8 Explain how each of these may increase the risk of a river flooddeforestation, ploughing, urbanization.
1. Key Word Bingo Pupils have key words related to flooding on
their bingo cards. The teacher reads out definitions, pupil crosses
out matching key word. The first to cross out all their words shouts
'Bingo' and wins a prize.
2. Make up 10 statements on the causes of flooding, some true
some false. Students hold up true or false cards. Where the
statements are false, ask students to correct them.
3. What are the effects of on flooding of afforestation, dredging the
channel, zonation, building on the floodplain, building dams, contour
ploughing, creating new straighter channels, building artificial levees,
removing peat, dumping rubbish etc?
4. Which physical factors that influence flooding don’t change, and
which ones do? Show these randomly Eg previous (antecendent
rainfall), steep slopes, vegetation cover, snowmelt, size of drainage
basin, shape of drainage basin, intensity of rainfall, impermeable
rocks, period of hot dry weather etc.
5. You have 5 minute to prepare a short report for the local
newspaper describing the causes of a local flood. Make it dramatic.
6. Why is so much building on floodplains? What are the advantages
of locating settlement there? What are the disadvantages? Why has
the flood risk increased in recent years?
7. Why is it difficult to prove that global warming is causing higher
flood risk?
8. Use the Nelson Thornes text (p 112) to show the location of UK
floods from 1998 to 2007. Add the major rivers
1.True or false
th
Boscastle Flood - 16 August 2004
th
When the River Valency flooded on 16 August it was as a result of
a number of unusual circumstances. Mark the correct reasons from
those shown below:
contrasting
levels of
wealth.(N/R/
L)
– the
different
effects of
and
responses to
flooding.
often cause many deaths?
2. Most likely to.... Boscastle
Construct a hydrograph and fit the
statements to different parts of the graph
Most likely to.. Boscastle Flood
44.
Time
10:30:
00
Rainfall
in mm
Discharge
in cumecs
0
0.9
11:00
0
1
11:30
0
1.20
12:00
3
2.5
12:30
15
3.7
13:00
18
5
13:30
14
6.3
14:00
11
8.5
14:30
34
13.1
15:00
26
23.9
15:30
39
58.6
16:00
17
69.3
16:30
8
74.5
17:00
2
105.3
17:30
0
132.9
18:00
0
142.1
18:30
0
110.5
19:00
0
74
19:30
0
43
20:00
0
21
20:30
0
13
21:00
0
7
21:30
0
6
For information on Bangladesh see
www.geobytesgcse.blogspot.com/2006/12/flooding-in-ledc-1998floods-in.html
Teacher information about Bangladesh is available from
www.eb2000.org/short_note_17.htm
3. Students research news reports describing floods around the
world. They investigate causes and effects of different floods and
feedback to the class to get a range of examples.
Newspaper articles can be obtained from, for example:
www.timesonline.co.uk/tol/news/uk/article4514078.ece
www.dailymail.co.uk/news/article-476841/UK-floods-spark-motorinsurance-increase.html
Video and text are available from
http://news.bbc.co.uk/1/hi/uk/7602110.stm
A range of video material is available at
www.gatm.org.uk/geographyatthemovies/rivers.html , although
many of the earlier movies have been removed for copyright
reasons
4.Information about a specific flood given in short statements,
classified into Cause / Effect / Response → Storyboarded
5. Boscastle – read through the Geofile 494 article. Students to
mindmap causes and effects.
6. The Defence Dynamics website can be used to study the
causes of river flooding – the floods in Boscastle, Cornwall in 2004
are incorporated as a case study. The lesson style in this resource
is varied and invites application of a variety of geographical
enquiries and skills. www.defencedynamics.mod.uk/
GeoActive 374 examines the causes of flooding on the River Tees.
GeoActive 394 is a useful resource to provide students with a wide
range of impacts relating to the UK floods of 2007. WideWorld
(September 2008) What caused the 2007 Floods?
WideWorld (February 2005) The Boscastle Flood
7. Thinking skills Classification exercise Boscastle floods
Classify the features of the Boscastle flood under these headings:
General features of the village
Immediate causes,
Factors that contributed to the flood
The flood event
Primary effects
Secondary effects
Short term response
Long term response
At
midday,
on 16th
August
2004,
there
were
heavy
showers
in North
Cornwall
7
helicopt
ers
rescued
100
people
(includin
g6
firefighte
rs)
29
Cornwall
County
Fire
Brigade
stations
were
involved in
the rescue
Residents
moved
into
temporary
shelter
while their
flooded
homes
were dried
out and
repaired.
58
properties
were
flooded, 4
of which
were
destroyed.
1.
A storm came in from the Atlantic and stopped over this
part of North Cornwall.
2.
There was heavy snow melt which increased water flow in
the rivers
3.
There was torrential rainfall, the equivalent of two months
rainfall in a few hours.
4.
There had been heavy rain throughout July and August
and the soil was already saturated.
5.
3 million tonnes of water passed through the village in a
short period.
6.
7.
There had been a drought so that the soil was baked hard.
The soil was a thin layer of peat which could not absorb
extra rain.
8.
Underlying rocks are impermeable and could not absorb
any of the water.
9.
The steep valley sides funnelled water quickly into the
river.
10. The low tide meant that water flowed more quickly through
the village
11. The high tide meant that water could not flow away and
backed up into the village.
12. Trees had been cut from the drainage basin which
reduced vegetation interception.
13. Trees in the valley were uprooted by the flood water and
blocked bridges forcing the water to divert out of the
channel.
14. The river channels were too small to cope with water flow.
15. The underlying rock is limestone, which allows water to
percolate underground
16. The area is heavily urbanised, so there is a great deal of
tarmac and concrete across the whole catchment area
17. Sea breezes along the coast joined forces with the warm
moist unstable air to create a line of slow moving
thunderclouds
18. The catchment area is small, so there was concentrated
flow of water
19. 2 valleys meet here formed by the Rivers Valency and
.
Hydrograph for Boscastle, 16th August 2004
160
140
120
100
80
60
40
20
0
10:30:00
14:30
18:30
90
80
70
60
50
40
30
20
10
0
Rainfal
l in
mm
Discha
rge in
cumec
s
Decide the order of events. Match each
event to a position on the hydrograph.
Note that one or two are after the time
period of the hydrograph
The river reaches bankfull conditions at
about 4pm
Baseflow conditions. Low water level
Cars mangled with debris piled up
alongside the river
3 metre surge of water demolishes
buildings in the village
Silt and other debris collects behind
housing in the lower valley
Rescue helicopters search for stranded
residents
Roads cut off as water level rises
Cars and houses partially submerged
at height of the flood
th
Early morning clear up on August 17
3. The BBC news site has articles on
Bangladesh floods with external links.
http://news.bbc.co.uk/1/hi/world/south_asia/9
53544.stm
4. Classification exercise- Bangladesh floods
Read through these 21 statements
carefully.
Organise the statements into their
The
steep
valley
sides
mean
that soils
are thin,
so not
much
water
stays in
the soil
Three
million
tonnes
of water
was
added to
a tiny
drainage
basin
during
the
storm
The soils
were
already
saturate
d from
heavy
rainfall
earlier in
the week
Boscastl
e is a
popular
tourist
place,
with
thousan
ds of
visitors
in the
summer
Workers
removed
over 1800
tonnes of
mud and
other
debris
after the
flood
After the
flood,
many
hotels
and
guest
houses
closed
for
several
months
Among
the
tourist
attractio
ns are
Craft
shops,
and a
Witches
Museum
Luckily
nobody
was killed
in the
flood.
The
rocks in
the area
are slate
and
sandston
e, which
are hard
and don’t
allow
water to
go
undergro
und
There
was
serious
damage
to the
water,
power
and
telephon
e
services.
Roads
were
badly
damage
d
Water
supplies,
sewers
and
telephone
lines
which
were
repaired.
Thunderst
orms
formed
over the
area and
didn’t
move
anywhere
Over 110
cars were
washed
into
Boscastle
harbour
because
the water
was so
fierce
Boscastle
is in a
steep
sided,
narrow
valley so
the water
travels
quickly
downhill
Jordan. A third river (The Paradise) also flows through
Three
rivers
carried the
water
straight
into
Boscastle.
The
number of
visitors
has
increased
again,
although
not so
many
people
stay
overnight
in
Boscastle
Boscastle
is the only
natural
harbour
for 20
miles
along the
North
Cornwall
Coast.
Damage
to
buildings
and
services
cost North
Cornwall
District
Council
over £2
million.
Raw
sewage
polluted
the water
at
Boscastle
because
300m of
sewer
pipes were
blocked or
washed
away
During the
afternoon
th
of the 16
August,
1400
million
litres of
rain fell in
just 2
hours,
that’s over
200000
litres
falling per
second
Boscastle
20. The water table was low at this time
21. The lower valley consists of a wide flat flood plain so there
was extensive flooding over a large area
22. The steep slopes encouraged the uplift of moist air and
development of storm clouds
2. Two words, headings or categories are stuck on the wall The
teacher reads statements and pupils move to one part of the room:
Agree / Disagree
True / False
Cause/ Effect
For / Against
Natural/ Man made
3. Question Catch
The teacher throws a bean bag when asking questions. You can
give the pupil the option of throwing the ball to someone else if they
don't know the answer. It can also be played in teams. The teacher
throws the bean bag to each team in turn. If the person who catches it
can answer the question, they score 3 points for their team. If they
can't, they throw it to another team to score 2 points, if they can't
answer it is thrown again for 1 point.
4.
Imagine that a flood is predicted. What would be the advice given
to people likely to be affected? Give reasons for the advice. E.g.
put sandbags outside door, buy food, buy torches, move things
upstairs, get camping stove, charge mobile phone, turn off gas,
turn off electricity, put plugs in sinks, turn off water at the mains,
roll up carpets. Which actions are most important?
5.
All students stand up. Each in turn makes a statement about
flooding, then sits down
6.
What kind of help do people need when there is a flood? Who
can help beforehand? (eg environment agency, met office, local
council (sandbags, temporary barriers) Who issues flood
warnings? Who can help afterwards (Government-relief
payments, Environment Agency-review and response, Local
council-clearing up, insurance companies, army RAF, fire
brigade, police, Red Cross etc)
7.
Draw a money bag, with the heading Flooding costs money.
Create a spider map of the responses. Then ask who pays?
8.
Can you think of anyone who benefits from flooding in any way?
How might flooding be an advantage to the environment and to
people?
THREE groups:
Causes - what made the floods
happen?
Effects - what problems did the floods
bring?
Responses and Solutions - what did
people have to do afterwards?
Bangladesh is a very flat country
Heavy monsoon rains fall
Bangladesh is very low-lying
Many bridges and railways were swept
away
Rice crops were ruined
Many people were drowned
The River Ganges is full of soil and
mud
Many parts of Bangladesh have no
flood protection
Drinking dirty water has brought about
many diseases
Many people were made homeless
Many people have been bitten by
poisonous snakes
Many bridges over the River Ganges
have been washed away
The Himalayas provided water for the
rivers in Bangladesh
Trees in the Himalayas have been cut
down
Britain sent boats and helicopters
Plans are made to build 5000
Emergency shelters
The riverbanks were strengthened
Water purification tablets were sent to
Bangladesh
The land is drained before the
monsoon season begins
Millions of pounds was sent to help
people in Bangladesh
The river was divided into sections to
stop future floods
5. Display photographs of recent floods (e.g.
Tewkesbury, Carlisle, Cockermouth,
Boscastle, Sheffield). Ask pupils to produce
suitable headlines to go with each. Discuss
the headlines
.
6. You receive a warning that a major flood
is likely in your area. The river is rising and it
is not safe to stay in your home. You have
one hour to get ready and leave. What will
you do in that hour?
7. A flood has ruined your home. The water
9.
The
land is
mainly
used for
sheep
and
cattle
grazing,
although
there is
some
woodlan
d along
the river
bank
The first
signs of
danger
came at
2 p.m.
on 16th
August,
when
manhole
covers
in the
town’s
streets
began to
shudder
As
evening
fell,
soaked
locals and
holidayma
kers were
given
shelter in
the sports
hall.
Helicopter
s lifted
stranded
people off
the roofs
of their
own
houses.
By midafternoon,
the rivers
had gone
over the
top of
their
banks
At 5 p.m.
the
Clovelly
Clothing
shop was
dragged
50 metres
away from
its site by
floodwater
and then
collapsed
About
1,000
people
live in
Boscastl
e. The
rainfall
happene
d at a
holiday
time of
year.
It was
six
months
before
many
propertie
s were
repaired
so that
people
could
return
home.
A threemetre high
wave of
water
crashed
through
one street
at 80
kilometres
per hour
The ‘Witch
Museum’
had some
of its
contents
damaged.
Fridgefreezers
were
picked up
and swept
out of
kitchens
as water
flowed
through
properties
The river
channel
has been
made
0.5
metre
deeper
to cope
with high
water
levels in
the
future
Flood
walls
have
been
built
next to
car park
An extra
channel
has been
built next
to the
River
Jordan to
take flood
water
Boulders
and trees
were left in
the
streets.
Bridges
were
washed
away
Wire
Screens
have been
placed at
bridges to
collect
large
debris
There
was a
huge
build up
of silt
Old
bridges
held
back the
flow of
Water
speed at
the height
of the
storm was
The rain
lasted for
about 5
hours in
the
The
highest
flow was
about 140
cubic
Give a list of short term and long term effects of flooding at
random. Ask pupils to classify them. .E.g. rise in food prices,
crops lost, grief, precious things lost forever, insurance premiums
up, less to spend on other priorities, tourism down, houses
damaged and destroyed, schools closed, shops closed, stress,
demand for more flood defences
was 1 metre deep. It has drained away but
has left a layer of mud and debris
everywhere. The smell is terrible. Describe
the state of your house, going from room to
room.
and mud
after the
flood
water,
leading
to
sudden
surges
more than
4m/sec
(10mph)
Boscastle
area
metres/se
c
8. How do floods affect people’s homes,
health, work?
The
damage
not only
affected
people in
their
homes,
but also
insuranc
e
compani
es who
had to
pay out
large
amounts
of money
There
was no
proper
flood
control
system
when
the flood
took
place
People
were
trapped in
buildings
by
the
floodwater
& had to
wait on
their roofs
to be
rescued
Roads
were
blocked off
by the
floodwater
, making
emergenc
y access
difficult
except
from the
air.
Flood
water
destroyed
electricity
pylons
which
meant
there was
no power
in the
village
A local
business
man lost
the
whole
front of
his shop
and
£15,000
of stock.
Some
people
lost up
to 60%
of their
income
for the
year,
because
they rely
on
tourism
during
the
summer.
The river
broke its
banks and
went
straight
through
the car
park,
taking
many cars
with it.
Cars were
spotted
floating
down the
coast
several
days later
The river
cut into
the land,
causing
much
erosion
9. What are the short term effects of a flood?
What are the long term effects? What are
the immediate responses to a flood? What
are the long term responses? Why are
responses sometimes slow and inefficient?
Why does it take so long for some people to
return to their homes? What are the specific
problems for people in urban areas? What
problems affect people in rural areas?
10. Read reports of the floods in
Bangladesh(2004) in the Nelson Thornes
text on p 115. State the main cause, give 3
short term and 3 long term effects, 2
immediate and 2 long term responses.
8. A comprehensive account of the Rhine floods in 1995 is on the
Barcelona Field studies Centre site. This case study focuses
on causes http://geographyfieldwork.com/RhineCauses.htm
9. A general description of flooding and a case study of the Great
Stour is on the econet site:
http://www.econet.org.uk/weather/floods.html
10. Select 2 case studies (Bangladesh, UK 2010) Take each case
study in turn. It is possible to complete one all together as a
class over 3 lessons then the other could be completed for
homework over a fortnight. Each case study might cover:
1)
Where the case study is located.
2)
The causes of the flood (human and physical)
3)
The effects (short and long term)
4)
The responses to the flood (i.e. how it can be managed)
11. Structured task based on mix of sources e.g.
Flooding in England 2007.
Floods occurred in Doncaster, Hull and Sheffield. On the map of
the UK locate Doncaster, Hull and Sheffield. (Hint: Use:
www.multimap.com and type in Doncaster, Hull or Sheffield into
the ‘find a place’ box. You may need to zoom in or out).
Log onto:
http://www.telegraph.co.uk/news/main.jhtml?xml=/news/2007/06/2
6/nrain126.xml.
Bullet point 10 different effects of the flood.
For each bullet point describe the effect. What did it look like,
sound like, feel like, taste like, smell like?
Imagine you live in Doncaster or Sheffield and your house is
flooded. You have been evacuated and are now living with only the
bare essentials in a village hall. How do you feel? What are you
missing? Who are you missing?
Richer countries are often prepared for large natural disasters
such as floods. Many people have insurance. Log onto:
http://money.guardian.co.uk/news_/story/0,,2120694,00.html.
What is the total value that insurance claims are expected to
reach for this flood?
How many domestic (home) claims have there been so far?
What is the average value for each domestic claim?
Imagine you own your own home in one of the affected towns or
cities. You believe that if a flood defence scheme was in place
near your house then you would not have been flooded. Write a
letter to the government explaining that you need to have flood
defence schemes in place in your local river to prevent such floods
from happening again in future.
12 A similar card sort exercise for Bangladesh can be tackled:
80% of
Bangladesh
is less than
10m above
sea level
Health
:
Water
suppli
es
conta
minate
d for
¼
million
people
.
Worst
floods this
century.
Airport
flooded –
aid
couldn’t
get in from
abroad.
Trees
have to
be
cleared
for
farmlan
d to
accomm
odate
the
increasi
ng
number
of
people.
The
land is
very flat.
It is the
delta of
the
Ganges
and
Brahma
putra
rivers.
Strong
winds
and high
tides
create
large
tidal
surges
that
wash
over the
Banglad
esh
coastlin
e.
The
amount
of
rainfall
from the
monsoo
ns each
year has
Meltin
g
snow
from
Himal
ayas
added
water
into
rivers
flowin
g
throug
h
Bangl
adesh
23.5
million
people
made
homeless.
6500
bridges
destroyed
2.5 million
farmers
affected.
500
000
cattle
killed.
Rocks,
sand and
mud from
the
Himalayas
is washed
into the
river
channel.
Building of
new towns
in Nepal
and China
has
destroyed
large
areas of
forest.
11000km of
roads
damaged.
80%
of the
countr
y was
covere
d by at
least 1
metre
of
floodw
ater.
Relied/aid
efforts
affected
due to
damage to
road and
rail links.
Many of
the
existing
flood
defences
do not
work.
6500
bridge
s
damag
ed
Heavy
monsoon
rains
between
May and
October
cause
river levels
Some areas
underwater
for over 2
months.
Bangladesh
is heavily in
debt – has
no money to
spend on
flood
prevention
Over 400
factories
closed.
been
increasi
ng.
projects.
Shipping
from main
port was
disrupted.
There is
discussion
about the
costs and
benefits of
hard and
soft
engineering
and debate
about which
is the better
option.(R/L)
Hard
engineering
strategies –
dams and
reservoirs,
straightening
.
Soft
engineering
– flood
warnings,
preparation,
flood plain
zoning, ‘do
nothing’.
The costs
and benefits
of these.
1.
2.
3.
4.
5.
6.
Flood management is divided into
hard and soft methods. What does
this mean?
Show photos of a range of flood
control methods-some obvious
and prominent e.g. dams, levees;
others less so e.g. washlands.
Ask students to explain how they
work and what their advantages
and disadvantages might be.
Group pupils into threes and fours.
Give each group a marker pen
and sugar paper, and ask it to
think of ways to prevent flooding.
Share ideas with the class
Divide class into groups. Each
group takes one approach to flood
control and thinks of its
advantages and disadvantages.
Feedback to the class. Produce a
summary table
Draw a map of a river basin.
Highlight flood management
techniques at different points
downstream and draw them on the
map. Divide them into 3 categories
(Keep the water out of the river
e.g. afforestation schemes, dam
construction, water meadows,
Take the water out e.g. sluices,
diversion channels, sumps on low
value land, Keep the water in e.g.
levees, flood walls, straightening
the channel, dredging, deepening,
meander cutoffs etc)
Show photos of a typical scene in
either Bangladesh or
Mozambique, and another in a
town in the UK. Do you think the
approaches to flood management
to rise.
¼
million
affecte
d by
diarrh
oea.
1040
people
dead in
the floods.
Electricity
supplies
disrupted.
1. Evaluation of flood management strategies - presentation of
wide variety of flood prevention methods. Evaluation to consider
cost, practicality, aesthetics, level of development of country,
longevity
The Environment Agency produces booklets about flood
prevention, e.g. at York, and its website can be used for flood risk:
www.environment-agency.gov.uk
For the Nene, see
http://publications.environmentagency.gov.uk/pdf/GEAN0706BKWR-e-e.pdf?lang=_e
2. Select a UK river and use Google images to search for the
flood-control methods used (both hard and soft engineering), e.g.
on the Thames or the Ouse.
Students produce an annotated map to describe and explain the
advantages and disadvantages of each method of flood control.
3. GeoActive Online 341 is a decision making exercise on flood
management. Students have the opportunity to undertake a range
of activities including categorising the methods of river
management listed in the Learning Intentions before using a range
of sources to complete a decision making exercise. GeoActive
Online 341 (2005)
Series 17
WideWorld (September 2005) Fieldwork Focus – Flooding and
River Management
1.
2.
3.
4.
5.
6.
4. The Mapzone website contains a number of GIS based decision
making exercises – the Flood Damage Control GIS Mission is
relevant to this part of the specification. Students will enjoy this
challenge where ‘only you can stop the floods and save the town’.
www.mapzone.ordnancesurvey.co.uk/ mapzone/giszone.html
5 .GeoActive 383 provides an update on China’s Three Gorges
Dam project, with plenty of information to use in a class debate on
the success or otherwise of this river management project. The
associated activities help students identify the ‘winners’ and
‘losers’
6. More Thinking Through Geography contains a thought
provoking concept mapping exercise entitled ‘Three Gorges Dam –
Disaster or an End to Disaster?
7. The SLN website has a page on floods with good links
7.
8.
9.
Students produce skeleton answers to a range of
questions then share with the rest of the group e.g.
Describe the causes of flooding
Referring to an example explain the effects of flooding
Outline the main differences between soft and hard
engineering
From an example you have studied explain if the flood
control scheme was successful
At the end of an investigation of soft and hard engineering,
pupils draw around their hands. On the one hand … they
fill in the pros of the issue, and on the other hand … they
write the cons
Mastermind
Designate an area of the classroom where pupils (one at a
time or in pairs) -- are seated 'Mastermind' - style and
asked to summarise or recall, or tested on, issues
concerning flooding. Alternatively, create two 'hot spots' in
the room, one positive and one negative, to show the
various impacts of an event.
Just a minute
Pupils talk on the theme of flood management without
hesitation, repetition or deviation for a minute
What’s the question?
Provide pupils with answers to questions about flooding
issues. Ask pupils to come up with suitable questions
Write 15 words on the w/b or on flashcards. Give pupils a
couple of minutes to memorise them then rub out / remove
words. Pupils see how many they can remember. This
should be differentiated by using words varying in
difficulty, both in terms of meaning and spelling. Can be
played in teams with more words.
Explain why the attitudes of different groups of people
towards flood control methods may vary: e.g. resident
householders, Local Authorities and government agencies,
environmental groups.
Create an acrostic. Write FLOOD MANAGEMENT down
one side of the page. Make each letter the fist letter of a
word, phrase or sentence about flooding and flood
management
The real truth about floods is “We have built in the wrong
7.
Rivers are
managed to
provide a
water
supply.
There are a
variety of
issues
resulting
from
this.(N+R/L)
The UK –
increasing
demand for
water; areas
of deficit and
areas of
surplus; the
need for
transfer. A
case study
of a
dam/reservo
ir to consider
resulting
economic,
social and
environment
al issues
and the
need for
sustainable
supplies.
will be the same or different?
Why?
Read the description of the Three
Gorges Dam on page 117 in
Nelson Thornes text. Give one
environmental, social and
economic cost and benefit of the
scheme
1. In the UK, where rainfall is highest,
demand for water is lowest. Why is this?
2. Suggest reasons why people in rich
countries use much more water than poorer
countries.
3. Think of as many ways we use water in a
typical day. Calculate how much is used by
the average family, based on approx figures
e.g. Taking a bath : 80 litres Taking a
shower : 7 litres a minute Flushing a toilet : 7
litres Washing face/hands : 9 litres
Brushing teeth : a running tap uses 6 litres a
minute Washing clothes : 65 litres per load
Dishwasher : 50 litres per load Watering the
garden with a hosepipe : 500 litres/hour
Alternatively use BBC water calculator
http://news.bbc.co.uk/1/hi/in_depth/629/629/
5086298.stm
How can water use be reduced? What can
be done by people in their homes? By
Governments?
4. Study maps of the UK showing rainfall
distribution. Describe location of wettest and
driest areas. Compare with population
distribution and work out areas of greatest
water demand. What do you notice?
http://www.sln.org.uk/geography/Flood2000.htm
8. Cost benefit analysis of a sample acheme
Ability to present a coherent argument-students produce power
point presentations looking at the pros and cons of hard and soft
engineering strategies
9. Log onto the Environment Agency website and research 3 facts
about each soft defence.
Completion of Cost: Benefit table for each soft defence.
10. Research flood plain zoning in the River Rhine, Germany.
State 10 facts about the scheme
11. Use the Environment Agency website to produce a leaflet or
poster on “What to do in the event of a flood”. Include information
on warnings available, how people can get specific information,
and what to do before, during and after a flood in the home.
12. Draw a table with 3 columns headed: Hard engineering
method, Advantages of using it, disadvantages of using it. Fill in
the table –include dams, embankments, flood walls, straightening
and deepening the river, storage areas. Perhaps give suggested
answers mixed up e.g. controls flow, protects land beside the
river, speeds the river flow, creates new useful habitat, floods land
upstream, traps sediment, very expensive, doesn’t look natural,
changes the ecosystem, moves the problem downstream, needs
plenty of spare land.
1. Students produce a matrix of positive and negative impacts of
the Three Gorges Dam Project sub-divided into social, economic
and environmental categories.
Students say whether or not they agree with the Three Gorges
Dam Project using their matrix to back up their point of view.
Information at Channel 4 Changing Climate: Programme 2 The
three gorges dam project.
• More information at GeoActive (Nelson Thornes) 383 The three
gorges dam project.
• Internet search on ‘Three Gorges’ produces many lesson plans,
videos, practical activities, and news stories.
2. Choose suitable case study e.g. Lake Vyrnwy – transferring
water and supplying Liverpool . Research and investigate, using:
Atlas skills
Analysis of statistical information
Completion of a variety of graphs and maps including choropleth,
isoline and proportional symbols
Photographic description and interpretation
Drawing of sketch map case study exemplar. See p 122 in Nelson
Thornes text.
3. Put together a poster/ collage of water uses in the UK
Mind map exercise to highlight the uses of water.
4. Chloropleth mapping exercise to highlight the areas of ‘surplus’
water, ‘deficit’ water and ‘meeting-demand’ water in the UK.
5. Investigation into the Sima Dam, Norway as a case-study into
transferring water from surplus – deficit.
6. Use Google Earth to look at Kielder Water.
10.
11.
12.
13.
places and we are now paying the price” This is the first
sentence of your letter to a national paper about recent
flooding in the UK. Complete the letter
Design a house to cope with floods. You live on a flood
plain in area that suffers from heavy flooding. E.g. high
level storage, no carpets downstairs, building on stilts?
Floods are described as 1 in 10, 1 in 100 etc. What does
this mean? Why is it unlikely that the Environment Agency
would consider protection against a 1 in 400 year flood?
Flood defences cost billions. So we have to pay higher
taxes or higher water bills. Should everyone pay? Should
everyone have automatic assistance from the Government
if flooding occurs? Is it worth protecting all areas? Should
we allow some places to flood and build elsewhere?
Soft engineering is usually cheaper than hard engineering.
Why is hard engineering sometimes necessary however?
1. Noughts and Crosses
Draw a noughts and crosses grid on the w/b and write a number in
each – 1-9. Split class in half and label them noughts or crosses.
Team 1 chooses a number from grid. Teacher reads previously
prepared question/ definition/ task which corresponds with that
number e.g. In which country is the 3 Gorges Dam? Give an
example of an economic effect of building the dam. If pupils respond
correctly, they win their O or X. For incorrect answers, the other
team wins the O or X. It is now team 2's turn. First team to get 3 Os
or Xs in a line wins
2. Consider the impact of damming a river. Discuss in a few
sentences why damming a river may have positive short-term
benefits, but negative long-term consequences.
3.Research how much 1m2 of water costs from the local water
supply website and estimate the cost of filling a bath (2.0m2), a
kettle (0.1m2) and flushing a toilet (0.4m2)
4. What are the major uses of water for humans? How much water
does a human need each day to survive? What percentage of the
human body is water? Only 8% of the planet’s freshwater supply
goes toward personal, household, and municipal water use while
agriculture accounts for 70%. How can/should the issue of
agricultural water waste be addressed?
5. Study the maps on p120 of Nelson Thornes text. What is the
general trend in household use of water? Which areas are expected
to increase usage the most? Explain why.
6. What is meant by water stress? Which parts of the UK have the
most serious water stress? (p121 in Nelson Thornes text)
5. Research statistics about water usage.
Discuss implications. E.g. Each person
needs 80 litres of water per day for health
and hygiene. The average American uses
500 litres per day. To make one small car
requires 450,000 litres of water
6. Think of the many ways that dams and
reservoirs can be used for multi purpose
schemes e.g. power, irrigation, navigation,
fishing, recreation, domestic water supply,
water for industry, flood control
7. Ask students to think of the advantages
and disadvantages of large dams, or use
card exercise (classification) to include
social, economic and environmental
implications
8. Where does the tap water in your home
come from? Where does your family’s used
water go?
What possible pollutants may enter the
water system from your home?
Research Kielder Water website to find 6 positive impacts (2
natural, 2 economic, 2 social) and 6 negative impacts (2 natural, 2
economic, 2 social). http://www.slideshare.net/tudorgeog/l12kielder-water-case-study is a slideshare presentation
http://www.geogonline.org.uk/wlp_kielder_min.html is a quick
online quiz http://www.visitkielder.com/ is the official site for
Keilder Water
Concept mapping exercise – natural, economic, social impacts.
7. Read this BBC article about water supply and security. Highlight
10 important facts. Explain why 80% of world population live in
areas where water security is poor.
http://www.bbc.co.uk/news/science-environment-11435522
Nelson Thornes have produced materials related to this part of the specification (Kerboodle). These resources include:
Interactive activity - Erosion and transport processes
Interactive activity - Traction
Simulation - What causes hydrographs to vary in their shape?
Animation - The formation of meanders and oxbow lakes in rivers
Text and image case study (slide show) - Flooding in Tewkesbury, 2007
Image analysis - Studying river meanders
WebQuests - Will the Gibe III dam mean a brighter future? (Two forms of this interactive activity, one for each tier)
Video - The Boscastle floods, 2004
PowerPoint presentation - Managing water
Worksheets - How does urbanisation affect the drainage basin hydrological cycle? (Two worksheets, one for each tier)
Case study -This case study on an aspect of the topic extends material in the student book and includes activities
Fieldwork investigation - an example of a controlled assessment task that might be set for the water on the land option
‘Test yourself’ - two interactive multiple-choice quizzes (one for each tier)
‘On your marks’ - an example of an AQA examination question on the topic, with detailed advice from an examiner on how to analyse the question and plan the answer, and examiner commentary on a sample answer
Websites
http://www.dreamteach.co.uk/ has a free sample of materials on rivers and flooding. This includes movie clips, powerpoint presentations, thinking skills exercises, flash animations, google earth tours and much more. It
covers several of the Key ideas of this topic effectively
http://www.geointeractive.co.uk/sitesearchresults.htm?cx=017177804356799173133%3A2dgsshjo2rs&cof=FORID%3A9&q=rivers&sa=Search+Contributions+Section#1124. Geointeractive has a wide range of teacher
resources on riuvers and flooding. These include powerpoint presentations, photographs, thinking skills exercises such as mysteries and classification tasks
http://www.geographypages.co.uk/flood.htm A large site featuring Geography resources, images and classified weblinks for GCSE. Includes a useful section on flooding.
http://www.revisionworld.co.uk/gcse/geography/river-landscapes is a useful revision site for allaspects of rivers
http://www.s-cool.co.uk/gcse/geography/rivers is a site with revision material and summaries of the main topics relating to rivers and flooding
http://www.bbc.co.uk/schools/gcsebitesize/geography/riverswater/flooding_mngmentrev1.shtml bbc bitesize has several pages on rivers and flooding, with assessment materials and video clips
http://vcourseware3.calstatela.edu/VirtualRiver/Files/page01a.html online interactive exercise introduces some basic concepts about how rivers work.
http://www.freefoto.com/floods/index.asp This website provides a collection of digital images that can be freely downloaded. It includes a collection of images of flooding in the UK in November 2000.
http://earthobservatory.nasa.gov/NaturalHazards/natural_hazards_v2.php3?topic=flood This site provides information and images of the latest areas of flooding around the world
International River Network http://www.irn.org/pubs/wp/bangladesh.html This link provides a summary of a technical review of Bangladesh’s Flood Action Plan.
http://www.nashvilleflood.net/mississippi-river-flood-1993-case-study.php case study of the Mississippi floods (video)
http://www.environment-agency.gov.uk/homeandleisure/floods/default.aspx The Environment Agency site gives information about flood risk, warnings and maps of vulnerable areas
http://www.geography.org.uk/projects/ks4ict/idea14 The GA website has several links to rivers and flooding including this project on flood risk
http://geography.about.com/od/physicalgeography/a/rivers.htm This website gives detailed notes and diagrams on most aspects of rivers and flooding
Other general sites: Juicy Geography http://www.juicygeography.co.uk/
SLN geography http://www.sln.org.uk/geography/
Global Eye http:/www.globaleye.org.uk/
MapAction http://www.mapaction.org/
Oxfam Education http://www.oxfam.org.uk/education/
Radical Geography http://www.radicalgeography.co.uk/
GeoActive http://geoactive.wordpress.com/