Rivers and Coasts

National Institute of Education, Singapore

Assignment cover sheet

Course code and title: QCG523 Developing Understanding in Teaching and Learning Geography

Assignment title: Geography Lesson Plan

Student’s (official) name: Yee Jie Ying Jeannie

Student’s matriculation number: 093306J23

Tutor’s name: Patricia Lee

Declaration

I have read and understood the ELL/NIE guidelines on academic dishonesty available on the NIE Student Portal, and declare that this assignment is my own work and does not involve plagiarism or collusion. The sources of other people’s work have been appropriately referenced. I have not submitted any part of this assignment for another module (unless this assignment specifically requires it).

Student’s signature: Date:

Lesson Plan
Rivers and Coasts

Designers: Jeannie Yee

Theme: Rivers and Coasts / Topic: Coasts – Resultant Landforms
Level/Student Profile: Secondary Three Express Mainstream
Rationale:
The process of erosion along the coast leads to the formation of resultant landforms. Students need to understand that different landforms are created through a mix of different erosion processes and be able to explain the steps it is formed. Within the unit of rivers and coasts, landforms are vital as they represent the product of an ever-changing environment and how nature can alter the system. Students can also apply prior knowledge of concepts learnt about rivers previously to understand the idea of coasts and the resultant landforms.
Essential Understandings (Unit) :
·  The river and coast, its processes and resultant landforms are part of a system.
·  Moving water (including waves and currents) are inputs in the system and agents of change.
·  River and coastal processes shape its physical environment over time.
·  River and coastal processes can be affected by place.
·  Human action and management will lead to changes in the river or coastal system. / Essential Questions (Unit) :
·  How and why did different river and coastal processes alter and shape the river or coastal landforms over time and space?
·  How and why did humans affect rivers and coasts?
·  To what extent is the effectiveness of man’s measures/management to protect rivers and coasts?
Essential Understandings (Lesson) :
·  Coastal Processes shape the coast.
·  Different coastal processes results in different landforms.
·  Resultant landforms are created through a series of processes over a period of time. / Essential Questions (Lesson) :
·  What are the erosion processes that help to shape the coast?
·  How do different erosion processes create coastal features?
·  What are the different steps involved over time that forms the coastal landforms?
Learning Outcomes: Knowledge
·  Students will be able to state the processes that lead to resultant landforms.
·  Students understand that different processes lead to different landforms.
·  The landform creation occurs over a period of time. / Learning Outcomes: Skills
·  Students are able to illustrate and label diagrams of the landforms.
·  Students are able to identify resultant landforms through processes that occur.
Key Concepts:
·  Headlands
·  Bays
·  Cliffs and Wave-Cut Platforms
·  Cliff Erosion
·  Spit
·  Bar
·  Tombolos
Performance Tasks:
While performing the task, students need to activate social skills in while sharing the same station during round robin learning.
Tasks are designed to suit multi learning methods. Visual, Audio/Aural, Reading and Kinesthetic are all covered in the activity.
Students need to think and process through information given to them and then write it on the worksheet.
Students need to be able to draw out diagrams and label them. / Assessment Evidence:
Worksheet provided will only have the names of landforms, so additional information has to be derived from the resources given.
The understanding of resources will be reflected through the information they record down.
When groups are doing clarifications and filling in of worksheet, observation will be done.
Questioning done at the end of the lesson will also give direct feedback to the teacher.
Prior Knowledge:
Students have gone through the topic of rivers previously and should understand the use of concepts such as erosion processes, and wind and water as agents of change. They have also understood the transportation and depositional processes that goes on along the coast. They can also identify wave characteristics and the resulting changes they make to the environment. Students are equipped with the appropriate concepts, terms and ability to illustrate diagrams to explain features.
Time Frame / Content / Activity / Rationale / Resources
5mins / Recap of erosion processes previously done during the topic of rivers.
- Hydraulic Action
- Corrasion
- Attrition
- Solution
- Wind Action
- Waves and their Characteristics / Activate prior knowledge through questioning. Students are asked at random the various factors that cause the change of coastal environment. Concepts they raise are written on the whiteboard to serve as a reminder. / Students are to understand the different resultant landforms in this lesson. In order to do that they need to activate their existing schema and be aware that it applies to what they will be learning. / Geography room
Whiteboard
5mins / Students are divided into groups. / Students are divided into half. (20 per group). Within the 20, students are further divided into groups 1 to 4. (5 per group)
Similarly, the geography will also be halved. Each half of the room will have 4 stations. The 4 stations on both sides have the same materials. / Too large a class will actually hinder the learning process as resources will be shared among many at the same time. Through dividing the students and doubling resources, each group of students will be given a fair amount of time to learn. / 8 Stations set up.
25mins / 4 stations that the students are to visit are follows:
Station 1:
Videos on Cliffs and Wave-cut platforms
Additional Information and write-ups.
Station 2:
Headlands and Bays animation.
Diagrams on the formation of Headlands and Bays
Experiment on the formation of Headlands and Bays. This is done through tying alternating pieces of rock and styrofoam in order to replicate alternating bands of hard and soft rock.
Station 3:
Animation of Spit and Bar formation,
Diagrams.
Station 4:
Diagrams and Write up on the formation of Tombolos. / Students are to visit all the 4 stations in their half of the classroom in a clockwise rotation. They watch the videos, animations, look through diagrams and read the accompanying text. At the same time they then fill in the coastal processes worksheet. / This activity is designed in order to let students absorb a considerable amount of knowledge that are hard to understand through teacher-centered and classroom teaching. This method caters to students with different learning abilities. The videos, animation and diagrams stimulate visual learners, while the sound helps aural/audio learners. Students also need to read certain texts and to write down information acquired. Kinesthetic learners can walk around the classroom and fiddle with experiments or gadgets to get information they need. / Animation Resources:
Cliffs and Wave-cut platforms
Cliff Erosion
Additional Information and Write-ups
Animation Resource:
Headlands and Bays (Overview 8)
Diagrams and write up.
Alternating rock and styrofoam model.
Animation Resource:
Spit and Bar formation
Diagrams and write up.
Diagrams and write up.
(Refer to Appendix 1 for diagrams)
15mins / What was covered in the stations above.
/ Students sit down within in their round-robin groups and discuss their individual findings. They clarify their doubts and gain a collective understanding of the information. They refine their worksheet details. / Individual students have different understandings of the resources provided. Through the clarifications process, the teacher can analyze how students understand concepts given to them and whether they can reconstruct them.
10mins / What was covered in the stations above. / Teacher conducts a discussion as part of wrapping up the lesson. Through pin-pointing different groups and asking them to explain the processes and concepts, or asking them to draw diagrams on the board, students do collective class clarification of doubts and rectify errors in their worksheet. The worksheet will be a form of assessment at the end to their individual processing of information, group discussion and in the end, class discussion. The worksheet will also be the ‘guidebook’ to the topic of costal landforms.

Appendix 1

5a. Cliffs

5b. Headlands and Bays

5c. Spit and Bar

5d. Tombolos

Reference: http://geobytesgcse.blogspot.com/2007/08/coastal-erosion-landforms-features-and.html

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