Unit 4: Rivers and coasts

Recommended prior knowledge

Learners may have some previous knowledge of river and coastal processes and the factors that cause flooding and coastal erosion. They may
also appreciate that natural environments present challenges and opportunities. It is helpful for learners to have a good general knowledge
particularly of events in the news such as floods. This can provide invaluable material for up to date case studies.

Context
It is recommended that this is the fourth unit to be studied. Case studies of the opportunities and hazards presented by a river and a stretch of
coastline and how these are managed are incorporated as appropriate. The skills gained in this unit will have useful applications throughout the
course and there are lots of opportunities to address the skills required for Paper 2 as well as provide opportunities for practical fieldwork.

Outline
This scheme of work allows learners to explain river/coastal processes and landforms. It also helps learners to appreciate that natural
environments offer challenges as well as opportunities. Learners continue to understand ways in which we can attempt to manage the natural
environment to reduce the impact of hazards such as flooding and erosion. The use of topical events shows learners that Geography is a
current, real and dynamic subject. Textbook references are included in the scheme of work which provide a wide range of resource materials.
They also include tasks and activities to complement the suggested activities in the scheme of work. Formative assessment activities are shown
as are links to past questions which provide opportunities for summative assessment.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

Topic Candidates should be able Past/specimen examination

to: papers are available at
[Link]
2.2 Rivers Explain the main Learners draw a pie chart to show the sources of Textbooks:
hydrological characteristics water on earth to introduce the hydrological cycle. Cambridge IGCSE Geography
and processes which What do they notice about fresh water? (Link to 3.6.) (Belfield et al) page 80
operate within rivers and Provide learners with a diagram on the global
drainage basins hydrological system and discuss. (I)(Basic) Cambridge IGCSE Geography
(Sibley and Cambers) page 70
Focus on the drainage basin part of this diagram and
introduce the concept of ‘a system’. Could exemplify IGCSE Geography (Phillipson)
with reference to a simple and familiar system like pages 100–102
the human body. Learners define key words ‘input’,
‘output’, ‘store’ and ‘transfer’, and add to key word New Wider World (Waugh) pages
glossary. (W/I)(Basic) 278–279

Learners label a diagram to show the drainage basins

system with
Syllabus ref Learning objectives Suggested teaching activities Learning resources

key characteristics and inputs, stores, transfers

and outputs. Colour code the labels to show Online:
[Link]/schools/gcsebite
which are ‘inputs’, ‘flows’, ‘stores’ and ‘outputs’.
(I) size/g
eography/water_rivers/backgrou
Complete card sorting activity to define each one. nd_riv ers_rev1.shtml
(P)
Whole class discussion on the factors affecting [Link]/schools/
processes within a drainage basin – can be gcsebitesize/g
revisited when discussing the causes of flooding eography/water_rivers/river_pr
later – learners record factors and description in a ofiles_r [Link]
table. Learners can use drainage basin diagram
to show information in a new format – produce a [Link]/schools/
systems diagram for a drainage basin. (W/I) gcsebitesize/a udio/geography/
(Challenging)
Illustrate key features of the drainage basin such [Link]
as watershed, confluence and tributary with [Link]. uk/topics/[Link]
photographs and locate examples on a map
using grid references. Learners also sketch and [Link]/schools/
label a drainage basin features from a gcsebitesize/g
photograph. Update key word glossary with new eography/water_rivers/river_pr
terms. ofiles_vi [Link]
Opportunity for skills activity: describing the relief and
drainage of an area. (W/I) This could incorporate how [Link]-
height is shown on a map also. [Link]/riverfieldwork/
downstrea
m_changes/[Link]
Learners label diagram to show the long profile of
a river and label each section. Define ‘source’ and [Link]/scotland/
‘mouth’ and add to key word glossary. Provide a education/int/
diagram of the Bradshaw model – learners work geog/rivers/drainage/[Link]
in pairs to describe the main changes that occur l
with distance downstream – width, depth, and
speed of flow/velocity, etc. (P)(Basic) [Link]/geography/
rivers_and
_coasts.htm – ideas for whole
unit
Explanations for these changes will be studied as 0460 past examination
part of the next section. Begin to annotate the papers: Nov 2012 Paper 13
 long profile diagram to show characteristics of Q3ai and ii Nov 2011
each stage. (I) Paper 12 Q3ai, ii and iii
Opportunity for mapwork activity: looking at stream 0460 Specimen Paper:
patterns, drainage density and gradients or sizes of Paper 1 Q4ai and ii
streams.
2.2 Rivers Demonstrate an Introduce the key words ‘erosion’, ‘transport’ and Textbooks:
understanding of the work ‘deposition’ and add to key word glossary. Cambridge IGCSE Geography
of a river in eroding, Learners can illustrate these by drawing
Syllabus ref Learning objectives Suggested teaching activities Learning resources

transporting and depositing a simple cartoon to show the processes in a (Belfield et al) pages 80–81
familiar context.
(I)(Basic)
Cambridge IGCSE Geography
Learners complete card sorting activity to define the (Sibley and Cambers) pages
four processes of erosion – ‘corrosion’, 70–71
‘corrasion’,’hydraulic action’ and ‘attrition’. (P)
Complete Geography for
Discuss the difference between ‘vertical’ and ‘lateral Cambridge IGCSE (Kelly and
erosion’ and define key words. (W) Fretwell)
pages 122–123
Cambridge IGCSE Geography
Draw and fully annotate a diagram to show the four (Guinness and Nagle) page 72
types of transportation and the link to the size of the
material – ‘traction’, ‘saltation’, ‘suspension’ and Online:
‘solution’. (I) Define ‘load’ and show photographs to [Link]
show how the size and shape of load will change [Link]. uk/topics/[Link]
downstream – learners describe changes and work in
pairs to suggest reasons for this. (W/P)(Challenging)
[Link]/schools/
In pairs, discuss why and under what conditions a gcsebitesize/g
river might deposit material and note down ideas – eography/water_rivers/river_pr
discuss and confirm in whole class discussion. ocesse s_rev1.shtml
Learners annotate previous long profile diagram to
show where erosion, transport and deposition take [Link]/schools/
place in a river. (P/I) gcsebitesize/g
eography/water_rivers/
river_processe s_video.shtml
Revisit Bradshaw model diagram and whole class
discussion as to why width, depth and speed change 0460 past examination
with distance downstream – learners answer papers: Nov 2012 Paper
questions to explain the changes. (W/I)(Challenging) 13 Q3aii and iv Nov 2011
Paper 13 Q4a
Learners could also be provided with data to show Jun 2011 Paper 11 Q3a and 3b
changes downstream – draw graphs, river and valley
cross sections, describe and explain changes, 0460 Specimen Paper:
produce scatter graphs to show the relationship Paper 1 Q4bi
between data sets – write up as a mini investigation.
Alternatively, this information could be collected
through fieldwork – see note below.
Fieldwork opportunity: investigate changes in a river
downstream to include measurements of channel width,
depth, velocity, size and shape of bed load.
Syllabus ref Learning objectives Suggested teaching activities Learning resources

2.2 Rivers Describe and explain the Recap long profile diagram and the three stages of a Textbooks:
formation of the river. Learners analyse photographs to show the Cambridge IGCSE Geography
landforms associated shape of the river valley in cross section at each of (Belfield et al) pages 82–84
with these processes these stages – annotate to show main characteristics
or produce appropriately labelled sketches. (P/I)(Basic) Cambridge IGCSE Geography
(Sibley and Cambers) pages
Learners identify and describe river valleys from a 71–75
map extract using key terminology as suggested in
the syllabus. (W/I)(Challenging) Complete Geography for
Cambridge IGCSE (Kelly and
Provide learners with diagrams to show the formation Fretwell) pages 124–130
of a river valley – they work in pairs to sequence the
diagrams and then match explanations to each IGCSE Geography (Phillipson)
diagram to explain the formation of a river valley. pages 103–108
Learners repeat these activities to describe the
features of and explain the formation of a waterfall. Cambridge IGCSE Geography
(P)(Challenging) (Guinness and Nagle) pages 70–
71, 73–74
Learners independently research the formation of
potholes, write up and feedback to the whole class. New Wider World
(I/W) (Waugh) pages 282–
285
Fieldwork opportunity: measuring valley profiles with varying
distance downstream. Online:
[Link]
Mapwork opportunity: learners identify and describe valleys [Link]. uk/topics/[Link]
on a map extract.
[Link]/schools/
Provide some data to show the varying depths across gcsebitesize/g
a meander. Learners draw a cross section. Label key eography/water_rivers/river_lan
characteristics – fastest flow, outside, erosion, river dforms
cliff, inside, slow flow, river beach, shallow, etc. In _rev1.shtml
pairs, discuss the reasons for the variation in river
depth across a meander. Learners draw fully [Link]/schools/
annotated sketches to show a river cliff and a river gcsebitesize/g
beach – describe and explain their formation. eography/water_rivers/river_lan
dforms
Learners produce a presentation to describe and _video.shtml
explain the formation of an oxbow lake, delta, levees
and flood plain – for each there should be a fully [Link]/education/
labelled photograph, named example, annotated topics/zncqx nb
diagrams and an explanation of how the feature is 0460 past examination
formed. (I)(Challenging) papers: Nov 2012 Paper
13 Q3bi and ii Nov 2011
Paper 12 Q3b
Syllabus ref Learning objectives Suggested teaching activities Learning resources

All diagrams should be well annotated and Nov 2011 Paper 11 Q3a
appropriate reference made to examples (not case Nov 2013 Paper 11 Q3a and 3b
studies) for river landforms. 0Nov 2011 Paper 13 Q4b
Mapwork exercise: learners identify and locate features
on a map extract(s). They could also measure river 0460 Specimen Papers:
gradients at different stages. Learners describe the form Paper 1 Q4aiii
of a river at different stages and how it changes with Paper 1 Q4bii and 4c
distance downstream. (W/I)(Challenging)
Fieldwork opportunity: measuring a cross section
through a meander, field sketches and photographs of
river features.
2.2 Rivers Demonstrate an Learners define ‘flood’ and add to key word Textbooks:
understanding that glossary. Learners draw a flood hydrograph, add Complete Geography for
rivers present hazards labels, define key words and answer questions to Cambridge IGCSE (Kelly and
and offer opportunities interpret what it shows. (I)(Challenging) Fretwell)
for people pages 131–132
Link back to previous work – contrasting drainage
basins – discuss the characteristics of a drainage IGCSE Geography
basin that is more likely to flood – show contrasts (Phillipson) pages 109–
between the two as a table. Learners plot and 110
describe a flood hydrograph for a river that has
flooded – use this to introduce causes. (W/I) Online:
(Challenging) [Link]/schools/gcsebite
size/g
Learners brainstorm the causes of flooding and eography/water_rivers/river_floo
show as a mind map – colour code into physical ding_ management_rev1.shtml
and human factors. (G)(Basic)
Choose two physical and two human factors and [Link]/scotland/
explain how they cause flooding in more detail – education/int/
focus on development of ideas. Whole class geog/rivers/hydrographs/
discussion of the causes of flooding and river
erosion. (W/I)(Challenging) 0460 Specimen Paper:
Paper 1 Q4aiv
Show photographs of the effects of various river
floods – discuss in pairs the hazards that this
presents for people. (W)(Basic)
Learners write headlines and short newspaper
articles to show the range of effects. Repeat for
river erosion. (I)(Challenging)
Provide cards showing the advantages offered by
a river, delta and floodplain – learners sort them
into categories – some may go into more than one
category. Reinforce with photographs. Write up as
a short report – advantages of each ensuring that
ideas are fully developed. (I)(Challenging)
Syllabus ref Learning objectives Suggested teaching activities Learning resources

2.2 Rivers Explain what can be Select a type of river management and show a Textbooks:
done to manage the photograph – learners ask questions that they Complete Geography for
impacts of river want to be answered – what, where, when, why, Cambridge IGCSE (Kelly and
flooding who is affected, etc. Whole class discussion. (W) Fretwell) page 137
(Basic)
New Wider World (Waugh) page
Introduce ways in which rivers can be managed – 291
could be a card sorting activity – categorise into
soft and hard engineering. For each, learners Online:
write a short description of how each reduces the [Link]/schools/gcsebite
flooding hazard with possible advantages and size/g
disadvantages. eography/water_rivers/river_floo
Learners could be provided with a scenario – a ding_ management_rev1.shtml
river that has flooded and a budget - they have
to decide how the river hazard is going to be [Link]/education/
managed. topics/zncqx nb

Decision making activity in groups followed up

by a justification of their choice of scheme. This
could also be followed up by a role play –
different viewpoints on the chosen scheme. (G)
(Challenging)

Extended writing activity: Should rivers be

allowed to flood? Learners present and explain
their ideas. (I)
Syllabus ref Learning objectives Suggested teaching activities Learning resources

2.2 Case Know a case study of the Learners should know a case study of: Textbooks:
study opportunities presented by The opportunities presented by a river, the hazards Cambridge IGCSE Geography
a river, the hazards associated with it and their management. (Named (Belfield et al) pages 84–87
associated with it and their river – can be LEDCs or MEDCs context).
management Cambridge IGCSE Geography
Name and locate river – learners draw labelled sketch (Sibley and Cambers) pages
map with appropriate named places. 104–105

Provide stimulus information about the benefits Complete Geography for

provided by the river (and floodplain/delta if Cambridge IGCSE (Kelly and
appropriate) – learners write up as an advertisement Fretwell)
– reasons to live in this location. pages 133–137

Photos and video clips of flood events and erosion – IGCSE Geography
learners write up as newspaper article with (Phillipson) pages 111–
appropriate development of ideas and place specific 114
information. Can use more than one case to illustrate
hazards. Cambridge IGCSE Geography
(Guinness and Nagle) pages 99–
Named examples of how the flood is managed (short 101
term aid and longer term responses) with a
description of the scheme and an explanation of how New Wider World
it has managed the hazard – short presentation to the (Waugh) pages 286–
class. 289, 293–295

Online:
[Link]
[Link]. uk/topics/[Link]

[Link]/schools/
gcsebitesize/g
eography/water_rivers/river_fl
ooding_
management_rev1.shtml

0460 past examination papers:

Nov 2012 Paper 13 Q3c
Nov 2011 Paper 11 Q3c
Nov 2011 Paper 13 Q4c
Syllabus ref Learning objectives Suggested teaching activities Learning resources

2.3 Coasts Demonstrate an Show learners photographs of different coastlines to Textbooks:

understanding of the work set the scene – define the term ‘coast’ and add to Cambridge IGCSE Geography
of the sea and wind in key word glossary. Introduce the concept of ‘waves’ – (Belfield et al) pages 88–89 and
eroding, transporting and explain how waves are formed and the factors that 92
depositing affect the strength of a wave – learners note take
from whole class presentation. (Basic)(W/I) Complete Geography for
Cambridge IGCSE (Kelly and
Learners work in pairs to complete a card sorting Fretwell)
activity to understand the difference between pages 139–144
constructive and destructive waves and use this
information to complete annotated diagrams of each. IGCSE Geography
They should link these to beach profiles and answer (Phillipson) pages 118–
questions to explain the impact of the type of wave 120
on the profile of the beach – describe and explain. (P)
(Challenging) Cambridge IGCSE Geography
(Guinness and Nagle) pages 75
Recap erosion and the four types of wave erosion – and 77
link back to work from rivers and place in the context
of the coast. (Basic) New Wider World (Waugh) page
300
Introduce transport and define the term ‘longshore
drift’ – learners sequence diagrams to show how the Online:
process operates. Add descriptions to each stage and [Link]/schools/gcsebite
write their own short explanation of the process. (W/I) size/g
eography/coasts/coastal_proces
Discuss deposition on the coast. Introduce the role of ses_r [Link]
the wind erosion on the coast, transport and
deposition and link to the formation of sand dunes. [Link]/schools/
(W) gcsebitesize/a udio/geography/

[Link]/schools/
Fieldwork opportunity: measuring beach profiles, measuring gcsebitesize/g
the size and shape of pebbles and tracking movement of
eography/coasts/coastal_proce
pebbles along a coastline (longshore drift investigation).
sses_vi [Link]

www.s–
[Link]/gcse/geography/coas
ts

[Link]/gcse–
revision/geography/coastal–
landscapes
0460 past examination
papers: Nov 2011 Paper
13 Q3bi and ii Jun 2013
Paper 12 Q3aiii
Syllabus ref Learning objectives Suggested teaching activities Learning resources

2.3 Coasts Describe and explain Shows photographs of examples of features of Textbooks:
the formation of the erosion – cliffs, wave–cut platforms, caves, Cambridge IGCSE Geography
landforms identified arches, stacks, bay and headland coastline. For (Belfield et al) pages 90–93
with these processes each, share appropriate named examples.
Learners should complete fully annotated Cambridge IGCSE Geography
diagrams and explanations to show the formation (Sibley and Cambers) pages
of each type of landform. (W/I)(Challenging) 78–81

Introduce the features of deposition (beaches, Complete Geography for Cambridge

spits and sand dunes) again using photographs IGCSE (Kelly and Fretwell)
and named examples – learners produce fully pages 144–149, 151–153, 159–
annotated diagrams and explanations to show the 161
formation of each type of landform. Link beach
profiles to earlier work on types of waves. (W/I) IGCSE Geography
(Challenging) Learners can also use sequence (Phillipson) pages 120–
diagrams to show formation – include a transect 125
through a sand dune system also.
Cambridge IGCSE Geography
Mapwork opportunity: learners identify coastal features (Guinness and Nagle) pages 77–
from a map. Learners describe a stretch of coastline from 81
a map. Could make a link to later unit on tourism – the
human and physical attractions of a stretch of coastline New Wider World
and tourist facilities. (Waugh) pages 300–
303

Online:
[Link]/schools/gcsebite
size/g
eography/coasts/erosional_landf
orms_ [Link]

[Link]/schools/
gcsebitesize/g
eography/coasts/erosional_land
forms_ [Link]

[Link]/schools/
gcsebitesize/g
eography/coasts/depositional_la
ndfor ms_video.shtml
[Link]/learningzone/
clips/topi
cs/primary/geography/seaside_
and_co [Link]
www.s–
[Link]/gcse/geography/coas
ts
Syllabus ref Learning objectives Suggested teaching activities Learning resources

[Link]/gcse–
revision/geography/coastal–
landscapes

0460 past examination papers:

Jun 2012 Paper 13 Q3a
Nov 2012 Paper 11 Q3aii, iii,
iv and 3bii
Jun 2013 Paper 12 Q3aiv
Jun 2013 Paper 11 Q3a and 3bi
2.3 Coasts Describe coral reefs and Learners analyse maps to describe the Textbooks:
mangrove swamps and distribution of coral reefs and mangrove swamps. Cambridge IGCSE Geography
the conditions required (Basic)(I/W) (Belfield et al) pages 96–97
for their development
Use this to introduce the conditions needed for Cambridge IGCSE Geography
each through whole class presentation or provide (Sibley and Cambers) pages
data tables and statistics for learners to analyse 82–83
and draw conclusions from. Learners annotate a
photograph of each to describe a coral reef and Complete Geography for
mangrove swamp and also the conditions that are Cambridge IGCSE (Kelly and
required for their development. For coral reefs, Fretwell)
learners should sketch the different types of reef pages 162–163
and describe – atoll, fringing and barrier. Make
use of appropriate examples throughout. (W/I) IGCSE Geography
(Challenging) (Phillipson) pages 130–
132
Illustrate with reference to a named example for
each. Cambridge IGCSE Geography
(Guinness and Nagle) pages 82–
83

0460 past examination papers:

Jun 2012 Paper 13 Q3b
Nov 2012 Paper 11 Q3bi
Jun 2013 Paper 12 Q3b
2.3 Coasts Demonstrate an Revisit the photographs that were shown to Textbook:
understanding that learners at the start of the unit and also the map New Wider World (Waugh) page
coasts present hazards extract. Learners work in groups to list all of the 304
and offer opportunities different opportunities that the coast might offer
and then develop these to explain the benefits of
each – for example, sandy beaches encourage
tourism such as water sports, sunbathing and this
encourages tourism which provides jobs,
income, etc.
Syllabus ref Learning objectives Suggested teaching activities Learning resources

(G)(Basic)

Extended writing activity: Explain what

opportunities are offered by the coast. Develop
each idea and use evidence from photographs
and maps. (I)(Challenging)

Using photographs or visual clips or headlines

from newspaper articles, learners work in small
groups again to identify the hazards found on the
coast. Present as a mind map. (G)(Basic) Focus on
coastal erosion and tropical storms but discussion
may also generate other valid ideas. Extend each
branch of the mind map with suggested impacts
of each.
(I)(Challenging)
2.3 Coasts Explain what can be done Provide learners with information about different Textbooks:
to manage the impacts of types of coastal protection (including photographs Cambridge IGCSE Geography
coastal erosion or diagrams). Learners discuss the information in (Sibley and Cambers) page 81
pairs and complete a table to show how each
works and the advantages and disadvantages of IGCSE Geography (Phillipson)
each. (P)(Basic) pages 126–127

Provide a scenario about a stretch of coastline Online:

and a budget to work with and learners work in [Link]/schools/gcsebit
small groups to complete a decision making esize/g
activity – which stretch of coastline should be eography/coasts/coastal_manag
protected and why? How shall we protect that ement
stretch of coastline and why? Present their ideas _rev1.shtml
to the class – other learners take notes of ideas
about different schemes and peer assess the www.s–
presentations. Follow up with role play – overall [Link]/gcse/geography/coas
class vote for a scheme and then how different ts
groups of people would feel about this scheme
and why. (G)(Challenging) [Link]/gcse–
revision/geography/coastal–
Set up a whole class debate – should we protect landscapes
the coastline? Write up as an extended piece of
writing presenting both viewpoints. (G/I)
(Challenging)
 Syllabus ref Learning objectives Suggested teaching activities Learning resources

2.3 Case Know a case study of Learners should know a case study of: Textbooks:
study the opportunities The opportunities presented by an area Cambridge IGCSE Geography
presented by an of coastline, the hazards associated with (Sibley and Cambers) pages 78–
area of coastline, the it and their management 79
hazards associated
with it and their Name and locate a stretch of coastline – Complete Geography for Cambridge
management identify on a map extract and can use IGCSE (Kelly and Fretwell) page
satellite images/Google earth too. 150
Learners produce an annotated sketch
map to name places and identify key New Wider World
features – place specific reference. (Waugh) pages 306–
313
Provide background information about
the coastline – for example on geology – Online:
learners complete a factfile. [Link]/schools/gcsebites
ize/g
Analyse information to show how the eography/coasts/coastal_flooding
coastline is used – show as a mind map _rev
with photographs, sketches, examples [Link]
and annotation. Discuss the
opportunities created by each.

Learners research hazards along the

coast – write up as TV broadcasts or
newspaper reports (causes and effects).
Need to include erosion and tropical
storms. More than case study can be
used to illustrate hazards.

Learners produce a presentation about

how this stretch of coastline is managed
– to include named examples of coastal
management schemes. The scale of
case study is important. The area needs
to be of a sufficient size to demonstrate
an awareness of opportunities, hazards
and management. It should be less than
the size of a country unless it is a very
small country or the whole country is
affected by one of the hazards.

Unit 5: Weather and climate

Recommended prior knowledge
Learners will have some knowledge of weather elements. They will also have experience of some of the graphical techniques suggested in the
scheme. It is useful to have a good general knowledge, particularly of environmental issues such as rainforest destruction.

Context
It is recommended that this is the fifth unit to be studied. Case studies of an area of desert and rainforest are included. There are several
opportunities to address the skills required for Paper 2 as well conduct practical fieldwork/investigations.

Outline
This unit introduces learners to aspects of the weather – how these can be recorded and how we can show the data in diagrammatic and
graphical form. It allows learners to explore the relationships between climate, soils, vegetation and wildlife in two contrasting environments – a
hot desert and a tropical rainforest. It also focuses upon the impact of human activity on the natural environment through the study of tropical
rainforest destruction. Textbook references are included in the scheme of work which provide a wide range of resource materials. They also
include tasks and activities to complement the suggested activities in the scheme of work. Formative assessment activities are shown as are
links to past questions which provide opportunities for summative assessment.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

Topic Candidate should be able Past/specimen examination

to: papers are available at
[Link]
2.4 Weather Describe how weather Learners define the term ‘weather’ and draw a Textbooks:
data is collected mind map of weather elements from observation Cambridge IGCSE Geography
and using clips of weather forecasts or (Belfield et al) pages 102–107
photographs. (P)(Basic)
Cambridge IGCSE Geography
Learners to understand how the weather is (Sibley and Cambers) page 86
measured – draw a fully labelled diagram and
description of the weather instruments shown in Complete Geography for
the syllabus and how they are used to measure Cambridge IGCSE (Kelly and
each aspect of the weather. Include siting factors Fretwell) pages 168–184
as appropriate and the optimum site for each
instrument – learners should be able to explain IGCSE Geography
the site for each instrument. Illustrate a method (Phillipson) pages 142–
for identifying cloud types and the amount of 146
cloud – use practical observation skills to practise
the method and identify cloud type. Learners
conduct independent research to draw sketches
or print photographs of different cloud types and
write a description for each one. Learners
Syllabus ref Learning objectives Suggested teaching activities Learning resources

could also keep a daily record of cloud type Cambridge IGCSE Geography
and cover from observations. (I) (Guinness and Nagle) pages
84–87
Show examples of instruments if available and Online:
provide opportunities for learners to record [Link]/schools/gcsebite
elements of the weather using them – for size/g
example, keeping a daily weather diary. (I) eography/weather_climate/clim
ate_rev
[Link]
Fieldwork opportunity: observing the weather, using
simple instruments to measure and record weather over a [Link]/weather/
period of time.
Introduce the idea of a Stevenson Screen – show if [Link]
you have one in school – or show [Link]. uk/topics/[Link]
photographs/sketches. Learners annotate a
diagram to show a Stevenson Screen, its [Link]/
characteristics and their purpose and how it is
used. Learners describe and explain the siting of [Link]
a Stevenson Screen and how this helps to ensure
accurate readings. (I)(Challenging) [Link]

enson
_screen
Follow up with a decision making exercise –
provide a sketch map of various sites around [Link]/bitesize/ks3/
school. Learners work in pairs to decide where to geograph y/physical_processes/
site the Stevenson Screen – mark location on the
map and write up notes to explain their choice. (P)
(Challenging)
0460 past examination papers:
Could be done as a practical activity with learners Jun 2013 Paper 13 Q3a
observing characteristics of each site in the field. Nov 2013 Paper 12 Q3a
(G) Jun 2011 Paper 12 Q3aiii
and iv Jun 2011 Paper 11
Provide examples of simple digital instruments Q3a and 3b
that can be also used to measure the weather –
learners complete a card sorting activity to show
the advantages and disadvantages of using digital
instruments for weather observations. (P)(Basic)
Record ideas in a table.
Syllabus ref Learning objectives Suggested teaching activities Learning resources

2.4 Weather Make calculations using Learners either use data that they have collected Textbooks:
information from themselves or secondary data provided by the Complete Geography for
weather instruments teacher about elements of the weather. Work in Cambridge IGCSE (Kelly and
pairs to analyse the data (describe trends) and Fretwell) page 176
make calculations such as annual total, daily
total, mean, median, mode, range, maximum, Cambridge IGCSE Geography
minimum, etc. (P)(Challenging) (Guinness and Nagle) page 88

0460 past examination paper:

Jun 2011 Paper 12 Q3ai and ii
2.4 Weather To use and interpret Learners use either their own data or secondary Textbooks:
graphs and other data to draw graphs and diagrams of weather Cambridge IGCSE Geography
diagrams showing data. Describe what each graph shows – looking (Sibley and Cambers) page 87
weather and climate for trends, giving evidence, identifying anomalies.
data Include graphs/diagrams such as bar graphs, line Cambridge IGCSE Geography
graphs, scattergraphs, wind rose, dispersion (Guinness and Nagle) page 88
graph, isolines maps, radial graphs, etc. (I)
(Challenging) Online:
[Link]/schools/gcsebite
Scattergraphs can be used to show relationships size/g
between different types of weather – for example, eography/weather_climate/clim
precipitation and air pressure – learners describe ate_rev
the relationship. [Link]

Introduce the term ‘climate’ and update key word www.s–

glossary – ensure learners can state the [Link]/gcse/geography/weat
difference between weather and climate. her– and–climate
Introduce the skill of constructing a climate graph
– learners produce an accurate climate graph
using climate data for the place where they live.
(W/I)(Basic)

Follow up with questions to analyse – for

example, minimum and maximum, annual total,
range, annual distribution of rainfall and
temperature, etc. (I)(Challenging) – this could be
done as a true/false activity (see Appendix:
True/False) for assessment for learning. Living
graph activity – learners place labels at points on
the climate graph to test their understanding.
2.5 Describe and explain the Learners name hot deserts on a map using an Textbooks:
Climate characteristics of two atlas. (I)(Basic) Cambridge IGCSE Geography
and climates: equatorial and (Belfield et al) pages 108–111,
natural hot desert. Describe the distribution of hot deserts from 114–
vegetati the map. 119
on Describe and explain the (P)(Challenging)
characteristics of tropical Cambridge IGCSE Geography
Provide climate data – learners use this to draw (Sibley
and analyse a
Syllabus ref Learning objectives Suggested teaching activities Learning resources
rainforest and hot desert climate graph for a case study area of hot desert. and Cambers) pages 88–89, 92–
ecosystems. (I)(Basic) 93,
Whole class presentation to explain the factors 94–95
affecting the hot desert climate (i) in general (ii)
highlight those specific to case study region – Complete Geography for
learners write up as a report with appropriate Cambridge IGCSE (Kelly and
labelled diagrams. (W)(Challenging) Fretwell) pages 205–214, 223–
224
Introduce the term ‘ecosystem’ and associated
key words. Learners label a food web for a hot
IGCSE Geography (Phillipson)
desert – answer questions to explain the links
pages 162–171
between different parts of the food web. (I)
(Challenging) Link to case study region. Cambridge IGCSE Geography
Provide a simple soil profile – learners explain the (Guinness and Nagle) pages 89–
link between the soil type and the ecosystem. 94
Learners work in pairs to analyse photographs to
identity how vegetation and animals have New Wider World (Waugh) pages
adapted to the hot desert climate and produce 212, 215, 232, 234
annotated sketches to explain how the adaptation
helps them to survive. Explain the limitations of Cambridge IGCSE Student World
desert soil for plant growth as part of this. (P) Atlas pages 14 and 15
(Challenging) Link to case study region.
Oxford International Student Atlas
Extension activity: learners design their own plant pages 14–15, 32.
or animal and explain how it is adapted to desert
conditions. Online:
2.5 Case Know a case study of Learners should know a case study of: [Link]
study an area of hot desert An area of hot desert – this can be covered [Link]. uk/topics/[Link]
and a tropical rainforest through this section by naming and locating
(sketch map) a specific area, ensuring that the [Link]
climate data matches this area and that learners [Link].
can identify the specific factors that have uk/topics/[Link]
influenced the hot desert climate for their case
study area. Food web – named species of plants www.s–
and animals, soils and adaptations. Ensure place [Link]/gcse/geography/wea
specific reference. ther– and–climate
Learners mark areas of tropical rainforest onto a
world map using an atlas (Basic) and describe the www.s–
[Link]/gcse/geography/eco
distribution. (Challenging)
Learners produce and analyse a climate graph
and research the factors that have affected the system s
climate. Show as a short presentation to their
peers – include labelled diagrams to support. (I/W) [Link]/schools/
(Challenging) Climate graph for named area to gcsebitesize/a udio/geography/
match case study.
Syllabus ref Learning objectives Suggested teaching activities Learning resources

Learners match cards to layers of the rainforest to

name each layer and describe – annotate a [Link]/schools/
diagram to show the layers of the gcsebitesize/g
rainforest – name and describe each layer. eography/ecosystems/
Learners can include photographs to illustrate. (G)
(Basic)
[Link]/schools/
Learners answer questions to explain the structure gcsebitesize/g
of the rainforest. eography/video/ecosystems/
(Challenging)
Annotate a diagram in pairs to show nutrient 0460 past examination papers:
cycling in the rainforest to explain the Jun 2013 Paper 13 Q3b
relationships between vegetation and the soil. Jun 2013 Paper 12 Q3a
Introduce a simple soil profile for learners to label and 3b Jun 2011 Paper 12
and make the link to the ecosystem. (P)(Basic) Q3ai and ii Jun 2011
Learners use photographs to identify how the Paper 11 Q4a and c Nov
vegetation has adapted to the climate. Link to 2011 Paper 13 Q4a and
case study region. 4bi Nov 2012 Paper 11 Q4
Nov 2012 Paper 13 Q3a and 3b
Write up as a short report with labelled sketches
as appropriate to describe and explain each
adaptation. (I)(Challenging)
Learners independently find an example of a
typical food chain or food web in the rainforest
and answer questions to explain the links
between each level. Introduce the concept of
‘biodiversity’ and update key word glossary. (I)
Link to case study.
Learners should know a case study of:
An area of tropical rainforest – use the climate
data appropriate to the area being studied for the
case study. Locate case study area – sketch map
and description. Food web example – named
species of plants and animals, soils and
adaptations. Ensure place specific reference.
For each case study: analysis of both climates to
include: mean temperature of hottest month,
mean temperature of coolest month, annual
range and the amount and seasonal distribution
 of rainfall. Ensure the link is made between
vegetation and the type of climate and soil in
each ecosystem.
2.5 Describe the causes Learners analyse headlines and other resources Textbooks:
Climate and effects of such as photographs, statistics, clips and other Cambridge IGCSE Geography
and deforestation of the sources to mind map the causes of rainforest (Sibley and Cambers) pages
natural tropical rainforest. destruction in case study area. (G)(Basic) 90–91
vegetati
on
Syllabus ref Learning objectives Suggested teaching activities Learning resources
Write a short newspaper report which includes Cambridge IGCSE Geography
maps, clearance
rates, photographs and reasons for clearance in the (Belfield et al) pages 112–113
case study
area. Provide place specific reference. Discuss the
reasons why the
deforestation continues. (I)(Challenging) Complete Geography for
Cambridge
IGCSE (Kelly and Fretwell)
pages
Whole class discussion on any other reasons for 215–222
clearance not
covered by the case study. (W)
IGCSE Geography (Phillipson)
pages
Learners revisit the nutrient cycling diagram that 165–166
they produced in
the previous section and work in pairs to redraw the
diagram after
rainforest clearance. Learners work in small groups to New Wider World (Waugh) pages
analyse each
other’s diagrams and add details/ideas. (G) 236–237, 240
(Challenging)
Provide a card sorting activity on the effects of Online:
clearance which
learners first need to sort into local and global effects [Link]
and then into [Link].
those that affect people and those that affect the uk/topics/[Link]
environment. (P)
(Basic)
www.s–
Follow up: learners write a letter to explain why [Link]/gcse/geography/
rainforest clearance ecosystem
should stop in their case study area. (I)(Challenging) s

Rainforest role play: viewpoints of how the [Link]/schools/

clearance will affect gcsebitesize/g
different groups of people. Could also follow up with a eography/ecosystems/
whole class
debate. (G/W)
[Link]/schools/
gcsebitesize/g
Link to 3.7 – how deforestation causes soil erosion. eography/video/ecosystems/
Deforestation
as a cause of enhanced global warming.
[Link]
lesson_plan
Link to 3.7 – solutions to enhance global warming s/lisa_algee/[Link]
– reducing
deforestation and afforestation.
[Link]/schools/
It is helpful to select a case study that includes the full gcsebitesize/g
range of local eography/rural_environments/
and global effects as this section is predominantly using_tr
taught through the case study. Please ensure opical_rural_areas_rev1.shtml
stimulus material provides
appropriate place specific reference. [Link]
in_depth/sci
_tech/green_room/
Links to 3.7 – demonstrate the need for sustainable
development
and management. Learners research and mind [Link]/schools/
map ways to manage rainforests and write up as a gcsebitesize/g
report for a geographical
Syllabus ref Learning objectives Suggested teaching activities Learning resources

journal. Include examples and photographs to eography/sustainability/

illustrate. sustainable_us
es_environments_rev1.shtml

[Link]/what_we_do/
forests/

0460 past examination papers:

Jun 2011 Paper 11 Q4b
Nov 2011 Paper 13 Q4a
Nov 2012 Paper 13 Q4ai,
ii, iii, 4b Nov 2012 Paper
13 Q3c
2.5 Case Know a case study of Learners should know a case study of: Online:
study an area of tropical A an area of tropical http://
rainforest and an area rainforest An area of [Link]
of hot desert hot desert m
/tag/rainforest/
This has been covered in the previous section.
Please ensure case study area is named and 0460 past examination paper:
located and at an appropriate scale. Specific Nov 2012 Paper 13 Q4c
information needs to be available to learners to
provide place specific reference.