Geography · Year 7

Active learning ideas

Erosion and Deposition

Active learning lets students see erosion and deposition in action, rather than just hear about them. When students manipulate models of rivers, wind, and ice, they connect abstract processes to visible change. This hands-on approach builds lasting understanding of how Earth’s surface evolves through transport and energy changes.

• National Curriculum Attainment Targets
• KS3: Geography - Physical Processes: Geological Processes

• 35–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Case Study Analysis
• 45 min · Small Groups

Flume Modelling: River Erosion and Deposition

Provide trays with sand layered by colour, pour water at varying speeds to erode channels and deposit sediment downstream. Students measure bank retreat and fan shapes, sketch before-and-after profiles. Discuss velocity's role in transport.

Compare the erosional and depositional features created by rivers, glaciers, and wind.

Facilitation Tip

During the Flume Modelling activity, circulate with pre-cut ‘rock’ samples of chalk, sandstone, and slate to show how hardness affects abrasion.

What to look for

Provide students with images of three different landforms: a meander, a U-shaped valley, and a sand dune. Ask them to identify the primary agent of erosion responsible for each and write one sentence explaining how it was formed.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 02

• Case Study Analysis
• 35 min · Pairs

Fan Simulation: Wind Dune Building

Use hairdryers or desk fans to blow dry sand across trays, observing ripple marks and dune migration. Add obstacles like pebbles to form deflation hollows. Groups record wind direction effects and predict long-term patterns.

Explain how human activities can accelerate or mitigate erosion.

Facilitation Tip

In the Fan Simulation, have students tilt the tray incrementally to demonstrate how wind speed controls dune shape and migration.

What to look for

Ask students to stand up if they agree with the statement: 'Wind erosion is most effective in areas with high rainfall.' Then, ask a volunteer to explain their reasoning, referencing specific landforms or processes.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 03

• Case Study Analysis
• 50 min · Whole Class

Ice Block Demo: Glacier Landforms

Freeze sand-water mix in trays, place weights to simulate flow, melt to reveal striations and moraines. Whole class observes via projector, draws cross-sections. Compare to real photos of Scottish glens.

Predict the long-term impact of coastal erosion on human settlements.

Facilitation Tip

Use the Ice Block Demo to freeze small rocks into ice cubes so students can see how plucking works when the ice moves across the tray.

What to look for

Pose the question: 'If you were a local council member responsible for a stretch of coastline experiencing rapid erosion, what are the pros and cons of building a sea wall versus allowing natural processes to continue?' Facilitate a brief class debate.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 04

• Case Study Analysis
• 40 min · Pairs

Coastal Jenga: Erosion Prediction

Stack blocks as cliffs, 'erode' with water sprays and waves, add defences like sea walls. Pairs time collapse, calculate setback rates, link to Holderness data.

Compare the erosional and depositional features created by rivers, glaciers, and wind.

Facilitation Tip

During Coastal Jenga, ask students to predict which block removal will cause the tallest collapse before testing their hypothesis.

What to look for

Provide students with images of three different landforms: a meander, a U-shaped valley, and a sand dune. Ask them to identify the primary agent of erosion responsible for each and write one sentence explaining how it was formed.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

A few notes on teaching this unit

Teach this topic through cycles of modelling, observation, and explanation. Avoid lectures longer than 10 minutes before a hands-on task. Research shows that students grasp energy changes best when they measure velocity, slope, or particle size themselves. Use misconceptions as stepping stones: when students predict incorrectly, let the model reveal the gap, then guide them to revise their thinking.

Students will explain how agents of erosion shape landforms by linking process to outcome. They will use evidence from models to predict where sediment will accumulate or be removed. Discussions and quick checks will show whether they can apply concepts beyond the activity setup.

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Watch Out for These Misconceptions

• During Flume Modelling, watch for students who assume only soft clay erodes in water.

  Provide a tray with pre-marked chalk, granite, and limestone cubes. Have students time how long each material lasts under the same flow before discussing hardness and joint patterns.

• During Fan Simulation, watch for students who think wind deposits material randomly.

  Use graded sand in three colours, pouring it through a funnel onto the tray. Ask students to note where each colour settles as speed decreases, linking deposition to energy loss.

• During Ice Block Demo, watch for students who believe glaciers only erode by melting rock.

  Freeze coarse sand into the bottom of an ice block and drag it across a waxed tray. Students will see striations and hear grit scraping, showing abrasion as a key process.

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Methods used in this brief

• Case Study Analysis