1. WORK IN FOURTH YEAR

2. Abrasion – the effect of erosion on rock, where rock fragments carried
by the seas scrape and grind away at a cliff face
Arch – a rocky opening through a headland, used to be a cave
Attrition – process by which particles of rock being transported by the
sea are rounded and gradually reduced in size by being struck against
one another
Backwash – backward movement of water down the beach after the
wave has broken
Bar – deposit of sand or silt formed in a river channel, or a long sandy
ridge running parallel to coastline. Coastal bars can extend across
estuaries to form bay bars
Bay – an area of sea between two headlands
Beach – material the sea deposits on the coast, can be sand or pebbles

3. Biological weathering – the breakdown of rocks by plants and animals
Cave – an area, which has been hollowed out by the waves at the
bottom of a cliff
Chemical weathering – the breakdown of rocks by chemical action
Cliff – a very steep slope
Coastal deposition – laying down or dumping of material by wave action
Coastal management – attempts by people to maintain or alter the
natural features of the coast to their own advantage
Coastline – the line between the land and sea marked by high tide
Corrasion/abrasion – caused by large waves hurling beach material
against a cliff
Corrosion/solution – salts and other acids in seawater slowly dissolve a
cliff
Deposition – the process of laying down material to form new land
Deposition landform – spit, beach etc.
Destructive waves – high waves, with strong backwashes, which break
frequently causing erosion
Dune – mound or ridge of wind-drifted sand
Erosion – the process by which rocks are worn away
Erosion landform – bay, headland etc.
Fetch-the length of water over which the wind has blown which affects
the size and strength of waves
Fjord – long narrow inlet with high cliff like sides, very deep e.g. Milford
Sound in New Zealand

4. Freeze/thaw – see frost action (physical weathering)
Frost action (freeze/thaw) – a form of weathering where water in cracks
freezes and expands to split or shatter the rock (physical)
Gabions – boulders wired together in a steel mesh box. The stones
absorb the wave energy and are prevented from moving by the wire box
Groyne – wooden or concrete barrier built at right angles to a beach in
order to block the movement of material along the beach by long shore
drift. Groynes are usually successful in protecting individual beaches
Headland – land that juts out into the sea
Hydraulic action – the pounding of a cliff by the weight of water and the
effect of air within cracks being compressed and causing intense
pressure to weaken a cliff face
Landform – a natural feature of the landscape
Long shore drift – the current that transports material along the
coastline in a zigzag movement
Onionskin weathering – the breakdown of rocks by heating and cooling
that can cause the surface layers to peel off (physical weathering)
Process – the way something happens
Revetment – wooden fences built parallel to the sea. The gaps in them
allow wave energy to be absorbed, protecting the base of a cliff
Rias – long winding inlet with low gently sloping sides e.g. the creek in
Dubai
Rip rap – large boulders placed together along the base of a cliff,
designed to absorb wave energy and protect the cliff from erosion
Sea level changes – sea level rises due to melting ice caps, bergs and
glaciers

5. Sea wall – a barrier built behind a beach to protect the coast from the
sea
Sedimentary rock – a rock formed from material laid down millions of
years ago at the bottom of seas and lakes
Slumping – the movement of material downhill under the influence of
gravity, often associated with rocks becoming saturated
Spit – a long ridge of sand and shingle with one end attached to the
land and the other end in the open sea
Stack – a piece of rock surrounded by sea and left standing away from
the coastline
Stump – a stack eventually collapses leaving a stump
Swash – forward movement of water as the wave breaks on the coast
Tombola – spit or ridge of sand or shingle that connects the mainland to
an island, e.g. Chesil bank which extends 19km to sea from Dorset
Transportation – the movement of material by water, ice or wind
Wave – a circular motion of water caused by the wind
Wave cut platform – a gently sloping area of flat rocks exposed at low
tide
Weathering – the breakdown of rocks
YOU COULD ADD IGNEOUS, METAMORPHIC, SEDIMENTARY,
PERMEABLE, IMPERMEABLE, SLATE, GRANITE, SANDSTONE,
BASALT, CHALK, GRAVEL, CLAY, LIMESTONE, MARBLE ETC.

6. 1. ROCKS

7. 8
LANDSCAPE WORKSHEET PUPIL’S BOOK PAGES 26–7
What’s in a rock?
Name ________________________________________________________________________________
68 earthworks 1 teacher’s resource book © JOHN MURRAY
The natural landscape is made
up of rocks, and the soil that lies
above them. All the landforms
that you will study are made of
rock. Rocks give us important
clues about how the landscape
was formed – whether they were
forged by heat deep inside the
Earth, laid down beneath water
on the sea bed, or changed by
intense heat and pressure as
mountains were built.
Igneous rock
Molten rock deep within the Earth can explode from volcanoes as lava, or force its way into rocks just
below the surface. Here it cools and turns from liquid into solid crystals made from different minerals.
This is igneous rock – a hard, solid, crystalline rock.
Different igneous rocks can be identified by their crystal structure and mineral composition. The
more slowly the rock cooled down at the surface, the larger the crystals tend to be. Granite is a
common igneous rock with large crystals of different minerals, giving it a mottled appearance. Basalt is
a dark igneous rock, formed from the cooling lava of volcanoes, with crystals which are too small to be
seen without a microscope.
Sedimentary rock
Sedimentary rocks were originally loose fragments of rock, or dead plants and animals, laid down on
the sea bed. Over millions of years this material, or sediment, was covered by further layers and
squeezed until it turned into solid rock. Sedimentary rock can sometimes be identified, where it is
exposed in cliffs, by the layers which may still be visible. The fragments from which it was made can
range in size from the finest particles of clay to large stones.
Sandstone is a common sedimentary rock which is made from sand grains and is often reddish in
colour. Limestone is made from the broken shells or skeletons of small sea creatures, making it rich in
calcium and often a very light colour.
Metamorphic rock
Rocks can be changed by intense heat or pressure. Such forces can be found in the Earth’s crust where
volcanoes erupt or continents collide. The rocks which come into contact with these forces are changed
into a new type of rock. This is metamorphic rock, which is often very hard as a result of the force it
has endured. Metamorphic rocks vary depending on how close they were to the heat or pressure which
formed them. Slate is a dark metamorphic rock formed from sedimentary mudstone or shale. Although
hard, it has horizontal bands, making it easy to split into flat pieces.
Your task
1. Read the information about igneous, sedimentary and metamorphic rocks.
2. Identify samples of granite, basalt, sandstone, limestone and slate, if your school has a collection of rocks.
3. Explain the shape of the coastline in south-west Wales, using this information about the rocks from which it is
formed.
New sedimentary
rock forms on sea
bed
Sea
Metamorphic rock
formed by heat
and pressure
New igneous rock
from volcanoes
Layers of old
sedimentary rock
Old igneous
rock forms much
of Earth's crust
Hot molten
rock
Earthworks 2 16/8/00 6:33 pm Page 68
ROCKS ROCK!
Granite often forms at destructive plate margins in fold mountains,
whereas basalt often forms at constructive margins in shield volcanoes.
Clay also forms slate and limestone forms marble.

8. NEW WIDER WORLD
INTRUSIVE
EXTRUSIVE
Crystals are large and made up of quartz,
mica and feldspar

10. OLDROCKSFORNEW
lava-Earth'ssurface+basalt-extrusive
magma-belowEarth'ssurface=granite-intrusive
Activities
1.Whatisthedifferencebetweenasedimentaryrockandanigneous
rock?
2.WhattypeofrocksarebeingformedatA,BandConfigureA?
Givereasonstosupportyouranswer.
3.Inthetableonthenextpage,identifythetypeofeachrocklisted,
byplacingatickintheappropriatecolumn.Slatehasbeendonefor
you.

11. Old rocks for new;
1.
2.
3.
Rock Igneous Sedimentary Metamorphic
Slate
√
Limestone
Sandstone
Granite
Chalk
Basalt
Marble

12. NEW WIDER WORLD

13. ROCKSANDRELIEF
Sandstone;impermeable,young,crumbly
Flint;old,verystrong
Limestone;permeable,weakinwater
Clay;impermeable,soft
Chalk;permeable,hard
Slate;impermeable,hard
Granite;impermeable,hard
Basalt;impermeable,hard
Gravel;permeable
Activities;
1.
Definetheseterms;
a)permeable
b)impermeable
2.
a)StudyfigureBwhichshowsthestrengthand
permeabilityofseveralrocks.Whichoftheserocksare
impermeable:granite,chalk,sand,gravel,slate?
b)Whichoftheserocksarehard:sand,gravel,chalk,
granite?
c)Addtwomorepointsonthegraph,oneforclayand
oneforlimestone.Givereasonstoexplainwhyyou
locatedthemwhereyoudid.

14. Rocks and Relief;

15. EXAMPLE

16. EXAMPLE

17. LESSON 1; Look at MyQG or the Internet at
www.open.edu/openlearn/science-maths-
technology/science/geology/geology-toolkit
Click on Landscape Features in the diagram box. Choose
one, e.g. The Giant’s Causeway and produce a poster (A3)
with a description, map and pictures
DATE MARKED:
GRADE: A B C D
MERIT: 1 2
ORDER MARK:
DETENTION:
COMMENT:
TARGET:

18. KEY GEOGRAPHY PLACES

20. 1.
2.

22. 2. WEATHERING

23. NEW WIDER WORLD
Biological weathering is when plants and animals
help to break down rocks. The roots of plants and
trees can get into cracks in a rock. As they grow,
they put pressure on the rock, which can be enough
to split it. Burrowing animals such as rabbits, moles
and even earthworms can also help break down
weaker rocks.
Carbonic acid in rain water causes a chemical reaction
and dissolves the calcium carbonate (old bones and
shells) in limestone and chalk. Chemical weathering
can even break down hard igneous rocks like basalt.
Oxygen turns the iron in the rock into rust e.g. Hawaii.
The rock turns red and crumbly so it is more easily and
quickly weathered and eroded.
3.

24. WEATHERING
Write a definition of weathering, remember to include the fact that the material does not move; in situ or stationary

26. Weathering, rivers and coasts NEW KEY GEOGRAPHY Connections pages 6–7
Weathering
1.1
NEW KEY GEOGRAPHY Connections Teacher’s Resource © Nelson Thornes 200623
១1 Read the statements listed below. Use them as labels, drawing arrows
to show where they belong in the illustration.
១2 Categorise the labels by colouring them as follows:
N Red for chemical weathering.
N Green for biological weathering.
N Blue for freeze–thaw weathering.
១3 How can the building be protected against each type of weathering?
១4 Which side of your home do you think suffers the most from weathering?
Explain your answer.
Everything around us is slowly falling to pieces. Buildings, monuments,
roads, coasts and mountains are all crumbling away. They are being
attacked and broken up by the action of rain, sun, frost and even plants
and animals. We call this weathering.
A Water freezes and can crack roof tiles.
B Drainpipes may rust and leak.
C Rainwater contains small amounts of acid.
D Mosses and plants can make holes in roof felt.
E Insects may burrow into roof timbers leading
to rotting.
F Sunlight and wind will dry and crack paintwork.
G Rainwater can soak into wooden window
frames leading to rotting.
H Wind may blow off roof tiles.
I Rain can get into gaps between bricks and
dissolves mortar.
J Tree roots and rotting plant roots may
weaken house foundations.
K Warmth speeds up chemical changes.

27. Weathering, rivers and coasts NEW KEY GEOGRAPHY Connections pages 6–7
What causes weathering?
1.2
NEW KEY GEOGRAPHY Connections Teacher’s Resource © Nelson Thornes 200624
Weathering is the breakdown of rocks by water, frost and temperature
change. The effects of plants and animals can also break rocks down.
១1 Study the table below. For each cause of weathering, tick whether
you think it is very likely, possible or unlikely to happen around
your school.
១2 Using a copy of the table above, carry out a brief survey of your
school to discover any examples of weathering.
១3 Present your findings in a short written report with the title:
‘Our school is falling to pieces!’ In your report you should use ICT,
maps, sketches and (if possible) photos.
Causes of weathering Very likely Possible Unlikely
Seeds blow into cracks in walls.
Plant and tree roots force cracks to widen.
Water freezes and can crack roof tiles.
Acid in rainwater causes brickwork to rot and crumble.
Wind may blow off roof tiles.
Warmth speeds up chemical changes.
Rainwater can soak into wooden window frames leading to rotting.
Stone is worn away or pitted.
Concrete is repeatedly heated and cooled.
Moist air helps chemical reactions.
Sunlight and wind may dry and crack paintwork.
Heated walls expand at different rates.
Ice crystals expand and help push cracks apart.
Rotting plants corrode brickwork.
Tree roots may weaken school foundations.
to buildings.

28. REMEMBER TITLE AND DATE LESSON 1

29. LESSON 2; Test your Skills;
www.learner.org/interactives/rockcycle/testskills.html
Print out the score and stick it in your packs
DATE MARKED:
GRADE: A B C D
MERIT: 1 2
ORDER MARK:
DETENTION:
COMMENT:
TARGET:

30. 3. EROSION

31. EROSION

33. REMEMBER TITLE AND DATE LESSON 1

34. EROSION
Write a definition of erosion;

35. Weathering, rivers and coasts NEW KEY GEOGRAPHY Connections pages 8–9
How can erosion help shape the land?
1.4
Weathering and erosion work together. Erosion is the wearing away of rock
and its removal by streams, ice, waves and wind. Erosion, transportation and
deposition help shape the land.
១2 Which kind of erosion do you think has been most important
in shaping the land in the UK? Explain your answer.
NEW KEY GEOGRAPHY Connections Teacher’s Resource © Nelson Thornes 200626
១1 In the diagrams below, use arrows to join the three things
to do with erosion by:
N ice in blue
N rivers in green
N the wind in red
N the sea in yellow.
Water moving in rivers
erodes valleys by
removing tiny bits of rock
from bed and banks.
Waves at sea smash into
cliffs and break off rock
particles, which are broken
up into sand.
In deserts, the wind
carries tiny grains of sand
and blasts them into
rocks, eroding them into
strange shapes.
In high mountains, ice
collects and moves down
valleys as glaciers,
grinding away the rock as
it travels.
Valley worn
away in hills.
Rocks worn
into strange
shapes.
Cliffs worn
away.
Deep,
straight
valley in the
mountains.

36. How can erosion help shape the land?

37. LESSON 3; Pack p35/6; How can erosion help
shape the land?
DATE MARKED:
GRADE: A B C D
MERIT: 1 2
ORDER MARK:
DETENTION:
COMMENT:
TARGET:

38. Weathering, rivers and coasts NEW KEY GEOGRAPHY Connections pages 8–91.5
How does erosion shape the land?
Read the model answer below. It has been written to answer activity 3 on
page 9 of the pupil book. Use it to mark either your own answer or the
answer of one of your classmates.
NEW KEY GEOGRAPHY Connections Teacher’s Resource © Nelson Thornes 200627
A
N Rivers wear away the bed and banks of the channel constantly.
N The material is transported downstream by the water.
N Material is deposited when the water slows down.
N Extension: During a flood large boulders can be eroded and
transported downstream.
N Waves attack the coast all of the time.
N Rock at the coast is weakened by the waves and pieces break off.
N Currents transport material away and deposit it elsewhere on
the coast.
N Extension: During a storm each wave has a weight of several
tonnes.
N A glacier is a tongue of ice which moves down the valley.
N Stones and boulders frozen into the ice act like sandpaper on
the rock beneath the glacier.
N As the glacier moves, it transports material down the valley.
N Extension: Glaciers erode both the sides and bottom of a valley.
N Wind picks up tiny particles of sand.
N The wind uses these particles to erode anything that gets in its
way.
N The wind also transports particles of eroded material for many
miles.
N Extension: The wind erodes rock in the desert into strange shapes
by sandblasting.
Type Description

39. 4. COASTS;
a). WAVES
b). EROSION,
c). TRANSPORTATION,
d). DEPOSITION,
e). REVIEW

40. COASTS

41. 4a. WAVES

43. FETCH
The size and power of a wave are determined by the strength of the wind and the
distance over which it blows and the duration of the wind blowing.
What is fetch?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

44. Energy moves, not water!
Waves are created by frictional drag as the wind blows
over the surface of the water. You can see waves on a
lake or pond, not just in the sea! This creates a swell
and a wave is formed. Energy from the wind begins to
rotate the water, turning it in a forward moving circle.
When the water is shallower, friction with the sea bed
slows movement at the base but the top of the wave
continues to move forward and gets higher (remember
tsunamis don't look like anything much out at sea but get
bigger and higher as they approach the shore). When
the wave breaks, only then does energy, as well as
water, plunge forward (swash).

46. CONSTRUCTIVE AND DESTRUCTIVE WAVES
Fill in the table on the next page to show the differences
between constructive and destructive waves

49. 4b.
COASTAL
EROSION

50. NEW WIDER WORLD

56. 7
LANDSCAPE WORKSHEET PUPIL’S BOOK PAGES 24–5
How do cliffs erode?
Name ________________________________________________________________________________
© JOHN MURRAY earthworks 1 teacher’s resource book 67
Your task
1. Look at the drawings below. They show how the sea erodes cliffs.
The top three drawings show how the sea erodes cliffs made of hard
rock, such as limestone.
The bottom three drawings show how the sea erodes cliffs made of soft
rock, such as clay.
2. Write sentences to describe what is happening, in the space below each
drawing. Use the labels in your sentences.
Hard rock forms vertical cliff
High
water
level
Notch cut
by waves in
cliff
Low water level
Cliff now overhangs cave
Cave formed
by waves
eroding cliff
Wave cut platform
New cliff formed
as coastline
retreats
Rocks left
by cliff fall
Soft rock forms sloping
cliff
Rainfall seeps
into rock
High water
level
Low water
level
Cliff top begins to fall
Landslip where
water helps rock
to slide down
New cliff formed as
coastline retreats
Sea washes
soft material away
Earthworks 2 16/8/00 6:33 pm Page 67
N.B. soft rock results in slumping or land slides

57. LESSON 5;
1). Pack p54; How does the sea shape the coast?
2). Pack p55; Coastline erosion
3). Pack p56; How do cliffs erode?
DATE MARKED:
GRADE: A B C D
MERIT: 1 2
ORDER MARK:
DETENTION:
COMMENT:
TARGET:

58. 9
LANDSCAPE WORKSHEET PUPIL’S BOOK PAGES 26–7
What is happening at Flamborough Head?
Name ________________________________________________________________________________
© JOHN MURRAY earthworks 1 teacher’s resource book 69
Your task
1. Label each of the landforms around Flamborough Head, shown in the
sketches below, with the correct label – arch, cave, stack.
2. Compare the three sketches with Diagram E on page 27 in the Pupil’s
Book. Number them in the correct order.
Complete the passage below, to describe how Flamborough Head has
been eroded. Use the words from the box.
Flamborough Head is a ____________________ which juts out into
the North Sea. ____________________ from the sea attack the rock
with great ____________________. As each wave hits the cliff, air is
_________________ into the cracks in the rock. The pressure
________________ the rock so the cracks __________________.
Gradually, the base of the ____________________ is eroded and a
large _________________ forms which is a cave. When the sea wears
right through the headland the cave becomes an _______________.
The rock above the arch is ________________ by frost and rain.
Eventually it may ____________________, leaving a
____________________ of rock standing alone in the sea. This is called a stack.
shatters arch compressed waves collapse pillar cliff widen hollow
weathered force headland
Earthworks 2 16/8/00 6:33 pm Page 69

59. 4c. COASTAL
TRANSPORTATION

63. 1. Put the correct letter in the numbered box
LONGSHORE DRIFT
The sea transports the material it has eroded and deposits it in places
where the water is calm.
The diagram shows the way a pebble moves along a beach with each
wave. It starts in position 1 and moves to position 5 before moving on.
This process of movement is called longshore drift.
a. b.
c.
d. e. f.
1.
2.
3. 4. 5. 6.

65. 17
LANDSCAPE WORKSHEET PUPIL’S BOOK PAGES 33–5
Longshore drift
Name ________________________________________________________________________________
© JOHN MURRAY earthworks 1 teacher’s resource book 77
Your task
1. Look at the three diagrams below. They show how the process of
longshore drift works.
Write your own description of longshore drift in the space provided.
2. Look at the map of the Dorset coast below.
Draw an arrow to show the direction of longshore
drift along the coast.
Explain what effect groynes on the beach at
Bournemouth could have on other parts of the
coast.
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
_________________________________________________________________________________________
________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________________________________
_________________________________________________________________________________________
DORSET
Lyme Bay
Chesil
Beach0 10 km
Weymouth
Portland Bill
Swanage
Bournemouth
Poole Bay
Christchurch
Bay
Isle of Wight
Beach
Key
Scale
Wind direction
Water running
down the beach
Beach
Sea
Wave direction
Beach
Sea
Earthworks 2 16/8/00 6:33 pm Page 77

66. LESSON 6; Pack pages 63, 64 and 65; longshore drift
DATE MARKED:
GRADE: A B C D
MERIT: 1 2
ORDER MARK:
DETENTION:
COMMENT:
TARGET:

67. 4d. COASTAL
DEPOSITION

70. DEPOSITIONAL LANDFORMS

72. EXAMPLE

73. REMEMBER TITLE AND DATE LESSON 1

74. REMEMBER TITLE AND DATE LESSON 1

75. LESSON 8; Find an example of a spit, bar and
tombolo; name, location and picture
DATE MARKED:
GRADE: A B C D
MERIT: 1 2
ORDER MARK:
DETENTION:
COMMENT:
TARGET:

76. 4e. REVIEW

79. Review;

80. Weathering, rivers and coasts NEW KEY GEOGRAPHY Connections pages 16–17
How does the sea shape the coast?
1.13
NEW KEY GEOGRAPHY Connections Teacher’s Resource © Nelson Thornes 200636
The coastline is always changing its shape. Some parts
are being worn away by erosion while other parts are
being built up by deposition.
១1 a Cut out the dominoes below and study the key
words written on them.
b Working in pairs, lay all the dominoes in a
straight line.
c Now arrange the dominoes in the correct
order. You may only put a domino in place if
you can explain to your partner the link
between the words that you are putting
together. There is only one correct order!
១2 Stick the dominoes in your book or file in the
correct order.
START Bangladesh
Wearing away
the land by
rivers, sea,
ice or wind
SPIT
START Bangladesh
An opening
through a
rock
LONGSHORE
DRIFT
START Bangladesh
An area of
land that juts
out into the
sea and usually
ends in a cliff
ARCH START Bangladesh
Movement of
eroded
material by
rivers, sea, ice
or wind
FINISH
START Bangladesh
Current which
carries
material along
the beach
DEPOSITION START Bangladesh
Laying down
of material
carried by
rivers, sea, ice
or wind
BEACH
START Bangladesh
Formed when
cracks in the
rock are
widened by
erosion of the
sea
BAY
START Bangladesh
A wide
curved inlet
of the sea
STACK START Bangladesh
Area of sand
or pebbles,
along a coast
CURRENT START BangladeshSTART EROSION
START Bangladesh
Flow of water
in a certain
direction
START Bangladesh
Long, narrow
tongue of sand
and shingle
which grows
out from the
shoreline
CAVESTART Bangladesh
A pillar of rock
on the sea
coast
separated from
the mainland
by erosion
HEADLANDTRANSPORTATION
Read the dominos below
and study the key words
written on them.
Number or colour code
them in the correct order.

81. NEW KEY GEOGRAPHY Connections Teacher’s Resource © Nelson Thornes 200638
Weathering, rivers and coasts NEW KEY GEOGRAPHY Connections pages 16–17
How the sea shapes the coast
1.15a
The sea is still. The movement of
the air changes the shape of the
coast all of the time.
Storm waves crash against the
coast eroding it away and creating
depositional landforms along the
coast. Waves gather and move
material from one place to another,
which is a process called erosion.
Storm waves deposit material
creating depositional landforms.
Erosional landforms are caused by
water alone that wear away the
coast. This bombardment under-
cuts the cliff causing caves to form
which expand to make cracks.
When the caves erode right
through a bay, an arch is formed.
Further erosion causes the arch to
collapse leaving a pillar of rock
standing out in the sea, which is
known as a pillar.
Soft rock at the coast erodes slowly
and can be seen at the coast as a
large piece of land jutting out into
the sea called a headland. Soft rock
at the coast is eroded away very
slowly. Where this happens a bay is
formed.
Beaches and stacks are both types
of depositional landform that can
be found at the coast. Both are
created by waves that transport and
erode eroded material to create a
build-up of sediment at the coast.
It’s the sea’s ability to erode, move
and deposit material along the
coast that creates the many
interesting and changing landforms
that you find at the coast.
A
Explanation Correction
Beth was asked to write an explanation of how
the sea shapes the land. There are 15 mistakes in
Beth’s homework. Each mistake is underlined. For
each mistake, write an explanation of why it is
incorrect and write the correct answer in the
columns alongside.

82. Name of
landform
Written definition Sketch to show its appearance
arch
Rocky opening through
a headland
cave
beach
cliff

83. headland
stack
Wave-cut
platform

84. Review, answers to pack p19;

85. 5. COASTAL
PROTECTION/
MANAGEMENT

89. and

92. Mappleton;

93. Earthworks

97. 19
LANDSCAPE WORKSHEET PUPIL’S BOOK PAGES 38–9
The cost of coastal protection
Name ________________________________________________________________________________
© JOHN MURRAY earthworks 1 teacher’s resource book 79
Your task
1. Read about different methods of protecting the coast on page 38 of
the Pupil’s Book.
2. Work out the cost of protecting 60 km of the Holderness coast, using
the prices below. Write your answers into the table.
a) sea wall: £7,000 per metre
b) revetments: £1,000 per metre
c) rock groynes: £1,500,000 per groyne (200 m apart)
d) beach feeding: £1,000 per metre
3. Think about the advantages and disadvantages of each method,
including the cost.
Complete the table below. List advantages and disadvantages in the
correct spaces.
Which method/methods of coastal protection would you choose? ________________________________________
_____________________________________________________________________________________________
Give your reasons: ______________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Method Cost Advantages Disadvantages
sea wall per km =
_________________
per 60 km =
_________________
revetments per km =
_________________
per 60 km =
_________________
rock groynes per km =
_________________
per 60 km =
_________________
beach feeding per km =
_________________
per 60 km =
_________________
Earthworks 2 16/8/00 6:33 pm Page 79

98. EXAMPLE

99. REMEMBER TITLE AND DATE LESSON 1

100. LESSON 9; Find 5 pictures of examples of
coastal protection and give the
advantages, disadvantages and
cost of each
DATE MARKED:
GRADE: A B C D
MERIT: 1 2
ORDER MARK:
DETENTION:
COMMENT:
TARGET:

101. 21
LANDSCAPE WORKSHEET PUPIL’S BOOK PAGE 39
Should the coastline be saved?
Name ________________________________________________________________________________
© JOHN MURRAY earthworks 1 teacher’s resource book 81
COASTAL CHRONICLE
SHOULD THE COASTLINE BE SAVED?
Stick map here.
Write your explanation here.
Stick drawings or diagrams here.
Write your views here.Write geographer’s views here.
Write farmer’s views here.
‘NOBODY SEEMS TO CARE!’
Interview with a farmer
‘THE SEA WILL ALWAYS WIN’
Interview with a geographer
WHY IS THE COAST DISAPPEARING?
WHAT CAN BE DONE?
THE ‘CHRONICLE’ SAYS –
Earthworks 2 16/8/00 6:34 pm Page 81

102. EXAMPLE

103. REMEMBER TITLE AND DATE LESSON 1

104. CLIFF COLLAPSE

105. 11
LANDSCAPE WORKSHEET PUPIL’S BOOK PAGES 28–9
The mystery of Holbeck Hall
Name ________________________________________________________________________________
© JOHN MURRAY earthworks 1 teacher’s resource book 71
Joan Turner, owner of
Holbeck Hall
Michael Clements, Director
of Technical Services for
Scarborough Council
James Keld, who lives near
Holbeck Hall
Deirdre Clutterbuck,
geologist at Hull University
Your task
Use this sheet to help you role play the part of people in Scarborough,
for Activity 3 on page 29 of the Pupil’s Book.
My family bought the Holbeck Hall Hotel in 1978. It was originally built in 1887 as a
home for a wealthy family. It had been converted into a hotel in 1930. We had
absolutely no idea that it was in any danger from the sea. If we had known, it is very
unlikely that we would have bought it.
It was a delightful hotel, full of charm and character. It was built in mock Tudor
style with large timber-framed gables and stood, amidst rose gardens and large
immaculate lawns, looking out over the sea. We had almost no warning that the hotel
was about to collapse. In the early hours of the morning on 4th June 1993 there was
a huge landslip in the garden, when part of the lawn fell about 4 metres. We took the
guests out of the hotel as quickly as we could. Within 24 hours it was gone.
My family has lived in Scarborough for generations. Over the years there have been
occasional cliff falls but none as dramatic as this one. The strange thing is that the
sea wall was built to protect the cliff, so this came as a complete surprise.
We moved to this part of town because it is quiet and the houses are larger. We
didn’t expect anything like this to happen. We want the council to reassure us that
they are doing everything possible to prevent another cliff collapse. Otherwise we
would want to move somewhere else. The trouble is, who would want to buy a house if
they thought it might fall into the sea?
The cliff collapse which led to the loss of Holbeck Hall was due to a landslip in the
clay from which the cliffs are made. Water had collected in the clay and made it
easier for the rock to slide down under the force of gravity. We plan to keep the area
closed to the public until we are sure that it is safe.
It is very unlikely that any other properties in the area are going to be affected.
In the long term we will stabilise the cliffs by making drains to take the water away
from the cliff top. We will also strengthen the base of the cliff with large rocks that
will absorb the energy of the waves. I don’t believe that the cliff will collapse again.
In my opinion, it is only a matter of time before many places along the east coast
of England disappear into the sea. We may be able to protect some areas for a bit
longer by building sea walls and draining the cliffs to stop them collapsing. But
within the next hundred years the sea level is going to rise and either we build higher
and higher sea defences or we must allow nature to take its course. I think that we
need to start planning for the future now. We should stop any more building in areas
that are likely to disappear. People who live there now could be given compensation
so that they could afford to move.
Earthworks 2 16/8/00 6:33 pm Page 71

107. Weathering, rivers and coasts NEW KEY GEOGRAPHY Connections pages 20–21
How can coastal erosion be reduced?
1.19
NEW KEY GEOGRAPHY Connections Teacher’s Resource © Nelson Thornes 200643
Protecting coasts is not easy. There are arguments for and against trying to
protect the coastline from erosion.
១1 Attempts to protect the coastline involve engineering.
Read this list of coastal protection schemes and complete
a copy of the table below. It has been started for you.
១2 Some people think that one policy for coastal protection is to do nothing!
They believe that nature will take its course despite coastal defences.
Do you agree with this policy? Would you agree with the policy if you lived
in a coastal home? Explain your answer.
Sea wall: Made with stone or concrete.
May be curved at the top to divert the
force of the waves back out to sea, but
can be undermined by waves. Usual
design life is 50–75 years. It costs
£5,000 per metre to build.
Groynes: A long, low wall built out
into the sea at right angles to the
beach. Many of them have to be built
on one beach several hundred metres
apart. The aim is to prevent the loss
of precious beach sands through
longshore drift. Concrete groynes can
cost £200,000 each. They help widen
beaches and protect cliffs. Wooden
groynes are much cheaper, but they
rot and may be damaged by storms.
Rock armour: A collection
of large interlocking
boulders sometimes fixed
into position to protect the
coast by disrupting the
waves. It costs £3,000
per metre to build.
Revetment: Gently sloping
concrete wall that allows
waves to run up it, therefore
reducing their energy. It costs
£2,000 per metre to build.
Offshore breakwater: A concrete
wall or interlocking boulders built a
little way out from the shore
protects the coastline by disrupting
wave energy and creating an area of
calm water inshore. It is ugly, can
disrupt the marine ecosystem and
costs over £3 million per km.
Stone gabions: Strong steel
cages filled with rocks and
some sand allowing grasses
to grow. The cost to build
is £200 per metre but they
are ugly constructions.
Beach rebuilding: Sand
removed by longshore drift is
replaced artificially every year.
This gives a more natural
appearance, but is expensive –
£300,000 per km per year.
Wooden revetments: Slatted
frame that decreases wave
energy. The cost to build is
£500 per metre, but that
does not include repairs.
Coastal defence scheme Approximate cost Possible effects
Coastal protection methods
Sea wall made with
stone or concrete.
£5,000 per metre.

108. How can coastal erosion be reduced?

109. COASTAL EROSION: SELF ASSESSMENT
Assessing 360° Checklists from Skills Workbook 1 © Heinemann 2004, geography 360° Teacher’s Handbook 1
Understand and
know
Need more
practice and
revision
Do not
understand
I can define and give examples
of the three ways that rocks are
formed
I can explain how rock types
can affect the development of
landforms
I can define weathering and
erosion and give examples
I can describe how different
types of weathering and erosion
happen
I know how freeze-thaw works
I can explain how waves are
formed and what fetch is
I can explain the difference
between constructive and
destructive waves
I understand how waves erode
I can name at least five coastal
landforms resulting from
weathering and erosion
I can describe the causes and
effects of cliff erosion and
collapse
I can explain the process of
long shore drift
I can name at least two
landforms of deposition
I know what groynes are and
why they are built
I can give examples of ways to
protect the coastline
What I enjoyed doing most
What I found most difficult
CHANGING LANDSCAPES AND COASTS

110. CHANGING LANDSCAPES AND COASTS
HOMEWORK
 Lesson 1; Look at MyQG or the Internet at
www.open.edu/openlearn/science-maths-
technology/science/geology/geology-toolkit
Click on Landscape Features in the diagram box. Choose
one, e.g. The Giant’s Causeway and produce a poster
(A3) with a description, map and pictures
 Lesson 2; Test your Skills;
www.learner.org/interactives/rockcycle/testskills.html
Print out the score and stick it in your packs
 Lesson 3; Pack p35/6; How can erosion help shape the
land?
 Lesson 4; Revision; waves
 Lesson 5; 1). Pack p54; How does the sea shape the coast?
2). Pack p55; Coastline erosion
3). Pack p56; How do cliffs erode?
 Lesson 6; Pack pages 63, 64 and 65; longshore drift
 Lesson 7; BBC information and animations;
http://www.bbc.co.uk/schools/riversandcoasts/coasts/cha
nge_coast/index.shtml
and Revise for exam; look in coastal processes review
folder on MyQG for notes etc. that are VERY useful.
 Lesson 8; Find an example of a spit, bar and tombolo; name, location
and picture
 Lesson 9; Find 5 pictures of examples of coastal protection and give
the advantages, disadvantages and cost of each
Extra extension work/independent learning; Doddle -
browse in all resources for energy and resources;
https://www.doddlelearn.co.uk

111. SPARE PAGES

112. SPARE PAGES

113. SPARE PAGES