Geography - Year 7

Week Beginning - 13th July

What I will be learning about - Decision making on the Hoe

What I will need to know or be able to do by the end of the week -

  • To make decisions about how the area around Plymouth Hoe can be better managed.

Resources I will need to use (above)

Sketch of Tinside Pool area

Tasks to complete:

Lessons thirteen and fourteen: Sustainable management of Plymouth Hoe.

  1. Looking back at the problems identified last lesson; plan how you would sustainably develop Plymouth Hoe.

Remember this includes: This area is also an important historic area and an area of environmental quality that needs to be protected.

  1. Add your improvements to the outline sketch and write detailed labels around the sketch about your improvements explaining why they are sustainable. For example: “I might use wave power to generate electricity that could be used to heat Tinside Pool”. In addition, “I might put in a zip wire course down the cliffs to provide an attraction that would appeal to younger people”. For older people I might……

Plan and present your ideas to the highest quality showing some of the skills that you have practised in Geography this year. Good Luck and have fun!

Week Beginning - 6th July

What I will be learning about - Issues on the Hoe

What I will need to know or be able to do by the end of the week -

  • To present information from secondary data about visitor pressure on the Hoe.

Resources I will need to use (above)

Attractions and Problems identified from the questionnaire

How to draw a bar chart

How to draw a pictogram

Lesson eleven: Why do people visit Plymouth Hoe?

A class of Year 7 Geography students visited the Hoe and carried out a questionnaire asking 50 visitors their reasons for visiting Plymouth Hoe and identifying problems caused by visitor pressure.

  1. Look at the page identifying how to present data in a pictogram. Use the step by step guide to draw your own pictograph showing which attractions people visited. The data for this is found in the Attractions and Problems power point.

  2. Write a paragraph describing the information shown on the graph. Remember to name specific attractions and quote supporting data.

  3. Identify one advantage and one disadvantage of using a pictogram to display information.

 

Lesson twelve: What are the problems caused by visitor pressure on the Hoe?

  1. Look at slide 2 on the resource icon at the top of the page make a list of some of the problems that visitors may face attending these events.

  2. Using the table of problems identified from the questionnaire draw either a pie chart or a bar graph to display this information. A guide on how to draw a bar graph is available in the resource icons.

  3. Describe what your graph shows using supporting data.

  4. Give one advantage and one disadvantage of using your choice of graph to show this data.

 

 

 

 

 

Week Beginning - 29th June

What I will be learning about - The History of Plymouth Hoe

What I will need to know or be able to do by the end of the week -

  • To place historical events on the Hoe into chronological order.

  • To identify key features of the Hoe.

Resources I will need to use (above)

Plymouth Hoe pdfs and PowerPoints

Lesson nine: The History of Plymouth Hoe and the Barbican. 

 

Plymouth Hoe is a famous landmark and a popular tourist attraction. What do you know about this area? 

1.     Make a large copy of the timeline. Read through the information sheet and add labels to the timeline describing the history of the area. Examples have been started for you. 

2.     Colour code each label to show if it is a label about a) The Hoe or b) The Barbican. Remember to put a key. 

3.     Try to find out 3 more interesting facts about this area and write them below your timeline. 

 

Lesson ten: Describing what the Hoe is like and where it is located.

 

Look at the photo of the Hoe taken a few years ago. 

1. Use this photo to add 4 labels to the field sketch identifying natural or physical features. For example: Limestone cliffs. 

2. Add 4 labels to the field sketch identifying human or man-made features. For example: Tinside Pool. Remember to add a key to show which features are man-made and which are natural. 

3. Write out the passage below the sketch and use the word box to fill in the gaps. 

4. Write a paragraph describing the location of Plymouth Hoe. Try to use compass directions, distance and grid references in your answer.

 

 

 

 

 

Week Beginning - 22th June

What I will be learning about - Tourist destinations in SW England

What I will need to know or be able to do by the end of the week -

  • To identify different types of tourist attractions found in SW England.

Resources I will need to use (above)

Leaflet of SW attractions and SW tourism link. https://www.visitengland.com/destinations/south-west-england

Outline map of SW England.

Lesson seven: Tourist attractions in the South-West.

  1. Using an outline map of South-West England, name the counties and seas shown on the map.

  2. Using the link https://www.visitengland.com/destinations/south-west-england and the Somerset map:

  Add at least 4 examples of the following types of tourist attractions to their correct location on your outline map

  • Beaches good for water sports - blue

  • Historic sites or houses open to the public - yellow

  • Theme parks or adventure playgrounds - red

  • Gardens to visit or wild life attractions - green

Remember to label each attraction, put a key and  colour code each type of attraction. You could also download pictures or add drawings to illustrate some of your chosen locations.

 

Lesson eight: Tourist attractions in the South -West.

  1. Produce a tourism leaflet giving the itinerary for places that a young family might want to visit during a 3 day visit to the South West. Explain where you think they should visit, where the attraction is located and why each attraction would appeal to them. Make your leaflet colourful, eye catching and informative.

Week Beginning - 15th June

What I will be learning about - Tourist destinations in South Devon

What I will need to know or be able to do by the end of the week -

  • To have used OS map evidence to identify tourist attractions.

  • To distinguish between physical and man-made tourist attractions.

Resources I will need to use (above)

Skills p.38-39

Slapton photo/link

Outline image

Task to complete:

Lesson five: Tourist attractions in Salcombe.

  1. Using pages 38-39 complete activities 1 and 2.

  2. Use map evidence (symbols, grid references etc) to explain why the seaside town of Salcombe is so popular as a tourist destination. What can holiday makers do and see in the local area? Where can they stay?

 

Lesson six: Slapton Sands in South Devon.

  1. Either use the outline provided or your own drawing; and looking at the photo, add details and colour to the sketch showing what the area is like.

  2. Add labels identifying the key tourist attractions and colour code them green  for natural attractions and yellow for man-made attractions.

For example: Wild birds nesting on the shore of the fresh water lagoon will attract bird watchers. Footpath around the nature reserve will attract walkers

Try to add at least 8 labels. Remember to include a title for your sketch and a key.

Week Beginning - 8th June

What I will be learning about - Key tourist destinations in the UK

What I will need to know or be able to do by the end of the week - To gain familiarity with the location of famous UK landmarks.

Resources I will need to use (above)

KS3 textbook p.14-15 and p.16-19

UK map outline

https://www.loveexploring.com/gallerylist/72078/the-50-best-british-tourist-attractions

Tasks to complete

Lesson three: Tourist attractions in the UK.

  1. Look carefully at the map on page 14 and complete each activity 5-7 from page 15. Remember to write a sentence answer for each question.

Lesson four: Land’s End to John O’Groats.

  1. Using an outline map of the UK, complete activity three from page 19 showing tourist attractions found along the route.

  2. Use the link to research 5 other UK tourist attractions and add them to your map. They do not have to be found along the route from Land’s End to John O’Groats. Remember to label each one, add colour, a key and a title to your map.

Week Beginning - 1st June

What I will be learning about - The UK tourism industry

What I will need to know or be able to do by the end of the week

  • To identify examples of indirect and direct jobs in the tourism industry.

  • To evaluate the impact of tourism on a honeypot site.

Resources I will need to use (above)

Interactions p. 48-49

KS3 textbook p.106-107

Tasks to complete

 

Remember to set your work out with a title, the lesson number and the date.

Lesson one: What is the tourist industry?

  1. Complete the activities shown on page 49. Remember to write full sentence answers.

 

Lesson two: What are the effects of tourism in the UK?

Using pages 106-107 answer the following questions, writing full sentence answers:

1. Give 3 facts about the UK tourism industry.

2. Explain why the tourism industry is growing rapidly.

3. Give 3 examples of jobs that benefit directly from tourism.

4. Give 3 examples of jobs that benefit indirectly from tourism.

5. Choose one job that you identified in Q.3 and one job from Q.4. For each job explain how each links to tourism, using a diagram like the one shown on page 107.

6. What is a seasonal job? Give an example.

7. Suggest an advantage and a disadvantage of having a seasonal job.

8. Using the ideas from page 106, write an argument either for or against the further development of the tourist industry in the South West.

Week Beginning - 18th May

A Coastal Landscape – in a Box 

Your task is to produce a model showing your favourite coastal landscape. You could include details about its location or the coastal processes at work or coastal landforms that you have identified. It could even include a picture of you and your family on the beach. However, it must all fit inside a small box! 

 Send a photo of your finished model to your Geography teacher. Have fun! We can’t wait to see your brilliant ideas. 

Week Beginning - 11th May

What I will be learning about - 

Ways of protecting our coastline.

Dealing with the threat of erosion along the Holderness coastline.

What I will need to know or be able to do by the end of the week

  • Ways of protecting our coastline - To identify different types of coastal defences and to give the advantages and disadvantages of each.

  • Dealing with the threat of erosion along the Holderness coastline - To make decisions about how a stretch of coastline can be managed.

Resources I will need to use (above)

Ways of protecting our coastline.

https://www.bbc.co.uk/bitesize/guides/z6qtyrd/test

https://www.bbc.co.uk/bitesize/clips/zk7vr82

 

Resource book pages 62-63

Outline table of sea defences

Dealing with the threat of erosion along the Holderness coastline.

https://www.bbc.co.uk/bitesize/clips/zdqygk7

Resource book pages 20- 21

Week Beginning - 4th May

What I will be learning about - Coastal landforms caused by deposition.

What I will need to know or be able to do by the end of the week

  • To describe the formation of spits and bars.

Resources I will need to use (above)

https://www.bbc.co.uk/bitesize/guides/zxj6fg8/test

https://www.youtube.com/watch?v=3XBqEbPzgds

 

Resource book page 61- Deposition landforms

Resource book page 20-21-Hurst Castle Spit

Online Learning tasks for week 4 / Week beginning 4th May

 

Week four: Coastal landforms caused by deposition. Lesson 7.

Watch the first part of the video cliphttps://www.youtube.com/watch?v=3XBqEbPzgds and use the resource page 61 from the resource icon - Coastal deposition landforms.

Answer the following questions:

1.What is a storm beach?

2. Where do beaches get their sand or pebbles from?

3.What is a spit?

4.What conditions are needed for spits to form?

5. Draw, colour and label 2 or 3 diagrams to explain how spits form.

 

Case study of a spit. Lesson 8.

Look at resource icon: Hurst Castle Spit.

  1. Complete activities 1 and 2 about Hurst Castle spit in Hampshire.

 

  • : Either research an example of a spit that has extended right across a bay to attach two headlands. This is called a bar or barrier beach. What can you find out about Slapton Sands in South Devon?

 

  • research an example of a tombolo like the Isle of Portland, where an island is joined to the mainland by a spit.

If you have time: Try the Bitesize KS3 Geography test on Coastal landforms. https://www.bbc.co.uk/bitesize/guides/zxj6fg8/test

Week Beginning - 27th April

What I will be learning about - How the sea transports material along the coastline.

What I will need to know or be able to do by the end of the week

  • To have used photo evidence to show my understanding of coastal processes.

  • To explain longshore drift.

Resources I will need to use (above)

https://theromneymarsh.net/longshoredrift

Resource book page46-47 and pages 48-49

Week Beginning - 20th April

What I will be learning about - Coastal landforms caused by erosion.

What I will need to know or be able to do by the end of the week

  • To describe the stages in the formation of:

a) cliffs and wave cut platforms

b) headlands and bays

c) caves, arches and stacks

Resources I will need to use (above)

https://www.bbc.co.uk/bitesize/clips/zjtc87h

Resource book page 60

Coastal landforms diagram

Week Beginning - 14th April

What I will be learning about - How the sea shapes the land.

What I will need to know or be able to do by the end of the week

  • To know the meaning of key terms like erosion, transportation and deposition.

  • To identify the features of constructive and destructive waves.

Resources I will need to use (above)

https://www.youtube.com/watch?v=BwyXFbSLNOo

https://www.bbc.co.uk/bitesize/guides/zmwxsbk/test

Resource book page 59

Question sheet: Lesson 1 Coasts.

Other useful learning resources

Click the link below to download your Knowledge Organiser. 

Year 7: Home study - Settlement

Lesson 1:

How do settlements change with time?

Task:

Use the resource below to complete activities 1 to 5 on page 67.

Lesson 2:  

Traffic in urban areas, why is it a problem?

Task:

Use the resource below to complete activities 1 to 4 on page 81.

Lesson 3:  

Traffic in urban areas, is there a solution?

Task:

Use the resource below to complete activities 1 to 6 on pages 82-83.

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