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This Unit Concentrates on the Massive Limestone Deposits of the Midlands and Northern England

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This Unit Concentrates on the Massive Limestone Deposits of the Midlands and Northern England This unit concentrates on the massive limestone deposits of the Midlands and Northern England. Students will be introduced to: • The geomorphological features found in limestone deposits in the Midlands and the North of England. • The need to appreciate the fragile nature of certain geological features • The debates surrounding quarrying in National Parks and Areas of Outstanding Natural Beauty Limestone Landscape 1 Barbara Marsh Teacher introduction and overview This scheme concentrates on the massive limestone deposits of the Midlands and Northern England. Students will be introduced to: • The geomorphological features found in limestone deposits in the Midlands and the North of England. • The need to appreciate the fragile nature of certain geological features • The debates surrounding quarrying in National Parks and Areas of Outstanding Natural Beauty Problem solving and observational skills: • Using clues left in the landscape to determine events requires a methodical approach to problem solving, a useful skill in a rage of subjects and situations. Interpretative and discursive skills. • The use of maps and photographs of the various areas under discussion encourage group work, particularly in response to questions dealing with the responsible use of primary resources. • A role play activity will encourage students to share ideas, listen and draw conclusions from evidence presented. The basic structure is: Lesson One How was the limestone formed? • Chemical reaction for the precipitation of calcite • Preservation of fossils Homework: Students compile their own scrapbook about fossils. Lesson Two: Above and below ground - what features are typical of limestone landscapes? • Virtual walking tour of Lathkill Dale using a guide available from English Nature and Ordnance Survey and Geological maps • Alternative tour for Malham outlined briefly Homework: Students prepare a brief for a quarry company planning to restore an area of limestone. Lesson Three: What features are typical of limestone landscapes? • The Ice Age in Britain. • The formation of limestone pavements • Why protect them? Homework: Using the National Snow and Ice Data Center (USA) website students create a storyboard to illustrate the formation of limestone pavements. Lesson Four: Why is limestone quarried? • This lesson will consider quarrying in the Yorkshire Dales, an area with extensive Carboniferous limestone deposits. • Using information available from various Internet resources students plan a role play exercise to consider the wide ranging debate surrounding quarrying in National Parks. Presentation of the roleplay will take place in the following lesson. • Homework: Preparation for the roleplay presentations. As an alternative students could plan the roleplay in class and then write up their roles as a homework exercise. Lesson Five: Roleplay presentations. Homework: Who got the vote? Unit 13 Limestone landscapes of England Geography Year 8 About the unit Key aspects This unit develops pupils’ knowledge and understanding of the patterns and processes Geographical enquiry and skills associated with massive limestone landscapes (rather than softer limestones such as Pupils will: oolitic limestone and chalk). Pupils are involved in two problem-solving activities: one that • ask geographical questions asks them to consider the impact of quarrying on the local community; the other to • suggest investigation sequences consider sustainable development as the way forward. • collect/record/present evidence This unit focuses on specific landforms above and below ground in the Yorkshire Dales • analyse evidence and draw conclusions National Park, although other areas could be substituted. • appreciate values and attitudes Throughout the unit pupils are encouraged to work collaboratively, to discuss issues and • communicate appropriately solve problems. There are also numerous opportunities for pupils to develop literacy • use extended geographical vocabulary skills. • use atlases/globes/maps • use secondary evidence This unit is expected to take 8–11 hours. • draw maps, plans and graphs Knowledge and understanding of places Pupils will: • locate places and environments • describe scale contexts • describe and explain physical features Knowledge and understanding of patterns and processes Explored through: • geomorphological processes Knowledge and understanding of environmental change and sustainable development Pupils will study: • environmental change and management • sustainable development © QCA 2000 Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Geography - Unit 13 Limestone landscapes of England 1 Expectations Language for learning At the end of this unit Through the activities in this unit pupils will be able to understand, use and spell most pupils will: know about the different types of limestone landscapes and where they correctly: are to be found in England; describe and begin to explain how physical processes • words relating to rock formation, eg sedimentary, limestone, Karst, clints, grikes, interact to form massive limestone landscapes and a selected limestone landform stalagmites, stalactites, pervious, permeable/impermeable, chemical weathering, (above/below ground) and their formation; recognise how conflicting demands on an swallow holes, joints, bedding planes, caves, caverns, calcium carbonate environment may arise because of the need for an important industrial resource; • other separate vocabulary: appreciate that different values and attitudes result in different approaches for – evaporate, minerals, crystallise, waterfall, moor, springs managing such an environment sustainably, and that these may have different effects Speaking and listening – through the activities pupils could: on the environment and people living there; begin to suggest relevant geographical • discuss and respond to initial ideas and information, carry out tasks and refine ideas questions and a sequence of investigation into limestone landforms and related issues; Reading – through the activities pupils could: select and use appropriate skills and sources of evidence; suggest plausible • undertake independent research using knowledge of how texts, databases, etc, are conclusions and present their findings both graphically and in writing organised and of appropriate reading strategies some pupils will not have made so much progress and will: know about some of the different types of limestone landscapes and where they are to be found in England; Resources recognise and describe how physical processes create a selected limestone feature Resources include: (above/below ground); begin to understand ways in which a human activity/process like • useful websites, eg quarrying causes changes to a limestone environment, how it can affect the lives and – www.holdenhurst.co.uk/mothershipton/index.htm (information about Mother Shipton’s activities of people living there, and the different views people hold about it; recognise how people try to manage such an environment sustainably; suggest suitable Cave and the Petrifying Well) geographical questions and sequences of investigation; use a range of skills and – www.education.leeds.ac.uk/~edu/technology/yorkshire/a9.htm (information about sources of evidence and communicate their findings using appropriate vocabulary Gaping Gill) – www.yorkshirenet.co.uk/ydales/index.html (information about the Yorkshire Dales) some pupils will have progressed further and will: distinguish between the different • OS maps of this area at a variety of scales types of limestone landscapes, where they are to be found in England and why they • atlases are there; describe and explain the physical processes which create massive limestone • supporting video programmes: landscapes and selected limestone landforms (above/below ground); understand that many factors, including people’s values and attitudes, influence decisions about – Geographical eye over Europe, series 3: Yorkshire – Limestone Landscapes (Channel extraction of a valuable industrial resource in such an area and how people who live 4 Education) there may be affected; appreciate the need for considerations of sustainable – Geography in animation series (BBC), programme 9 on ground water hydrology, The development in the planning and management of similar environments in the future; secret of Mother Shipton’s Well, provides additional case study material, including suggest relevant geographical questions and sequences for investigation into landform limestone features formation, Gaping Gill and the Petrifying Well, as do the teacher’s formation and environmental issues; select and use effectively a range of skills and notes that accompany this series. The teacher’s notes also contain a 1:10,000 OS sources of evidence; begin to evaluate critically sources of evidence, present well- map extract of the Gaping Gill area argued reports and begin to reach substantiated conclusions Future learning Prior learning These studies may lead on to studies of other areas of massive limestone, within or It is helpful if pupils have: outside England. Equally, another type of limestone, eg chalk, could be explored and • used thematic maps in an atlas pupils’ understanding deepened by comparing and contrasting the features. Considering • sent and received e-mail messages people’s interaction with the environment lays the foundation for more detailed work on • used OS maps at 1:10,000 scale sustainable development and the complex issues of how to balance the
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