Geography · Year 12

Active learning ideas

Drainage Basin as an Open System

Active learning helps students visualize the dynamic nature of drainage basins. Working with physical models and simulations makes abstract concepts like inputs, outputs, and flows concrete and memorable.

• National Curriculum Attainment Targets
• A-Level: Geography - Water and Carbon Cycles
• A-Level: Geography - Hydrology and Drainage Basins

• 25–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 50 min · Small Groups

Inquiry Circle: The Carbon Budget Audit

Groups are assigned a specific 'store' (e.g., the oceans). They must research how much carbon it holds, how it enters and leaves the store, and whether it is currently a carbon 'sink' or 'source'.

Explain how a drainage basin functions as an open system.

Facilitation Tip

During the Collaborative Investigation, assign each group a different drainage basin to research so students see multiple examples of system inputs and outputs.

What to look for

Provide students with a simplified diagram of a drainage basin. Ask them to label three distinct inputs, three distinct outputs, and two different water stores. Then, ask them to draw arrows indicating two types of water flow.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: The Future of Energy

Students compare the carbon intensity of coal, natural gas, and wind power. They discuss with a partner which energy mix is most realistic for the UK to reach 'Net Zero' by 2050 and share their plan.

Analyze the various inputs and outputs within a drainage basin.

Facilitation Tip

For the Think-Pair-Share activity, provide a short scenario about water management so students apply the open system concept to a real-world problem.

What to look for

Pose the question: 'How does the concept of an open system help us understand the challenges of managing water resources in a specific UK river basin, like the Ouse?' Encourage students to reference specific inputs, outputs, stores, and flows in their responses.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Simulation Game
• 45 min · Small Groups

Simulation Game: The Sequestration Game

Students act as government advisors choosing between different carbon capture technologies (e.g., reforestation vs. CCS). They must weigh up the cost, scale, and permanence of each method to create a national strategy.

Differentiate between different types of water stores and flows within a basin.

Facilitation Tip

In the Simulation activity, circulate with colored markers and sticky notes to help students adjust their models as they test different precipitation and infiltration rates.

What to look for

Students create a concept map illustrating the drainage basin as an open system. They then exchange maps with a partner. Each partner checks for the inclusion of all key components (inputs, outputs, stores, flows) and the clarity of connections, providing written feedback on one area for improvement.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

A few notes on teaching this unit

Teachers find success by starting with a local case study, such as the Thames Basin, to ground the concept. Avoid overwhelming students with too many terms at once; focus first on inputs and outputs before introducing stores and flows. Research shows that students grasp system dynamics better when they manipulate physical or digital models themselves.

Students will confidently identify and explain the four key components of an open system in a drainage basin. They will also trace at least two pathways of water movement, using accurate terminology.

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Watch Out for These Misconceptions

• During the Collaborative Investigation, watch for students who confuse the greenhouse effect with the carbon cycle.

  Have students create a simple two-column table in their investigation notes. In one column, they list processes from the carbon cycle, and in the other, they list effects of the greenhouse effect. Then, they draw a line between related entries to show how carbon movements influence warming.

• During the Simulation activity, watch for students who think planting trees is the only way to remove carbon from the atmosphere.

  Provide a ‘sink sorting’ card set with images and descriptions of different carbon sinks (oceans, soils, CCS). Students must categorize each card as either a natural sink, human-made sink, or temporary storage during the simulation debrief.

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Methods used in this brief

• Inquiry Circle
• Think-Pair-Share
• Simulation Game