Geography – Thursday 22nd October

LI: To understand how a meander is formed.

Success Criteria:

  • Discuss what you know about the river processes from last week
  • Look at key vocabulary – a meander
  • Know that water in a river flows at different rates
  • Draw and label a river

How they think the processes we learned about last week may have helped form these bends or meanders?

  • Water twists and turns around stones and other obstructions resulting in areas of slower and faster water movement.
  • The river starts to flow from side to side in a winding course but still in a relatively straight channel.
  • Water moving faster has more energy to erode. This occurs on the outside of the bend and forms a river cliff.
  • The river erodes the outside bends.
  • Water moves slowly on the inside of the bend and the river deposits some load.
  • Continuous erosion on the outer bank and deposition on the inner bank forms a meander in the river.

Watch the video at


Use geographical vocabulary to draw and label a meander explaining how it is made.  You will need to show:

  • Erosion
  • Deposition
  • Flow of water

Challenge: What do you think will eventually happen to the meander and why do you think this?

Geography Home Learning

LI: To understand river processes

Success criteria:

  • Discuss the flow of a river
  • Discuss each of the three processes in turn to determine what each does
  • Draw three simple diagrams showing the processes
  • Write what each one does under the diagrams

Last week, we looked at the three courses of the river.  Can you remember what they are and what characterises them?

upper course – this is the beginning of a river (which starts at the source), when it flows quickly with lots of energy. The river here is smaller and usually has a rapid, tumbling flow that cuts a narrow channel through rocky hills or mountains.

middle course –  when a river gets wider and slows down. Rivers often meander (follow a winding path) along their middle course. The current of the river no longer has the force to carry stones or gravel. This material drops to the riverbed, where it forms bars of sand or gravel or builds islands.

lower course – this is when the river reaches the end of its journey. Here, the river is deep and wide and the flow is much slower. The end of the river is called the mouth.  At the mouth, there is often a river delta, a large, silty area where the river splits into many different slow-flowing channels that have muddy banks.

This week, we will look at what happens in the river as it flows from its source to the mouth.

Rivers don’t run in straight lines because there may be obstacles to avoid as they flow downhill. Another reason is due to the following processes.

There are three processes that happen as a river flows: erosion, transportation and deposition. 

These three processes can change the shape of a river. 

What do you think erosion means?  Discuss with a partner.

  • When a river is fast-flowing, its energy causes erosion to take place. Erosion involves the wearing away of rock. Rivers break rock down into small, rounder and smoother pieces. The bed and banks can be eroded making it wider, deeper and longer. Vertical erosion can cause waterfalls to be formed.

Once material has been eroded, there is then the process of transportation.  What do you think this involves?

  • Transportation is when material that has been loosened by erosion (e.g rocks, stones and soil) is picked up by the river and moved or transported downstream.

Finally, deposition happens.  What do you think this might be?  Discuss the root of the word if this helps.

  • Deposition is when the river drops its load. This is usually when the river loses energy towards the end of its course. (draw the cross-section diagram below to show the materials deposited).


Research more on these processes at home and then draw your own three simple, labelled diagrams showing erosion, transportation and deposition. Write a few lines explaining each process.


How do you think these processes can also create meanders (bends in the river)?

Geography 2: Air – Water – Soil Pollution… What do I remember?

Yesterday, we have been looking at a general quiz about pollution. Today, I would like to challenge you with three different and specific Kahoot questionnaires aimed at the air, water and soil pollution.

Are you ready for your first quiz on “Air Pollution”?

Air pollution: A threat to your heart and longevity? - Harvard Health


What do I remember about water pollution?

Preventing Pollution in the Sea with Sensors


…and what do I know about soil pollution?

What is soil pollution? Causes, effects and solutions - Iberdrola

Searching for Solutions to Soil Pollution: Underlying Soil ...


Did you find the quiz interesting, informative? How did you do? Is there anything else that you need to recap? Do you think you could create a quiz yourself and test your adults and sibling?


Geography 1: What Do I Remember About Pollution?

We are almost at the end of the academic year, and it would be nice to find out how much we remember about pollution, how much I know for sure, and what I need to recap or extend.

Air Pollution and Your Health

Clyde: Is it possible to un-invent plastic? - Salisbury Post ...
I would like to challenge you with some quiz where you can test your knowledge!

The first questionnaire is with “Quizizz” where you can practice or play live:


The next one is on the National Geographic website and it is really good as you can carry out some extra reading!


Did you find the quiz interesting, informative? How did you do? Is there anything else that you need to recap? Do you think you could create a quiz yourself and test your adults and sibling?





The Importance of Saving The Oceans

8 tips you can do to help SAVE OUR OCEAN! - OceanZen Bikini

Let’s start the lesson by showing photos of coral reefs

Why there's still hope for our endangered coral reefs

Deepwater Coral Reefs Unlikely to Welcome Shallow-Water Animals ...

Why reefs matter - UNC Marine Sciences

What is this?

Why am I showing you the coral reefs?

Why do coral reefs connect to do the cleaning of the oceans?

If you are at home, please watch this video:

LI: To understand the importance of coral reefs.

So that I can save the ocean with my invention.


The coral reef is one of the major marine biomes. Although it is a relatively small environment, around 25% of the known marine species live in coral reefs.

What is a coral reef?

At first glance, you may think that coral reefs are made up of rocks, but they are actually live organisms. These organisms are tiny little animals called polyps. Polyps live on the outside of the reef. As polyps die, they become hard and new polyps grow on top of them causing the reef to grow.

Does the coral reef eat?

Since polyps need to eat to stay alive, you can think of the coral reef as eating, too. They eat small animals called plankton as well as algae. This is why coral reefs form close to the surface of the water and in clear water where the sun can feed the algae.

Coral reefs need warm, shallow water to form. They form close to the equator near coastlines and around islands throughout the world.

A significant portion of the world’s coral reefs are located in Southeast Asia and near Australia. The largest coral reef is the Great Barrier Reef located off of Queensland, Australia. The Great Barrier Reef stretches for 2,600 miles.

Major coral reef sites are seen as red dots on this world map ...


Children will summarise key points about the coral reefs and why it is important to save this environment.


To write their impression about the importance of coral reefs for humans and animals. What else can be done to save them?