Rocks, Weathering, Soil and Mass… · SHS3 Geography

Lesson notes

Learning Objectives

Indicator: 3.1.2.LI.1 - Discuss mass wasting and the factors that influence it

By the end of the lesson, learners can:

Define mass wasting in their own words and distinguish it from other geomorphic processes such as weathering and erosion.
Explain at least four factors that influence mass wasting, using local and national examples.
Analyse a given scenario or picture and identify which factors of mass wasting are at work, justifying their reasoning.
Discuss the relationship between slope, water, vegetation, and human activity in triggering mass wasting events.
Work collaboratively in mixed groups to brainstorm, share ideas, and present findings on factors influencing mass wasting in Ghana.

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Curriculum details

Strand: The Earth and Its Neighbourhoods (Strand 1)
Sub-strand: Rocks, Weathering, Soil and Mass Wasting (1.2)
Content standard: 3.1.2.CS.1 - 3.1.2.CS.1 Demonstrate knowledge of mass wasting as a geomorphic process 3.1.2.LO.1 Examine the factors, types and effects of mass wasting
Indicator: 3.1.2.LI.1 - Discuss mass wasting and the factors that influence it
Suggested placement: Semester 1, Week 4 (Week 4 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 99

Exemplars (from the NaCCA curriculum)

Digital learning: Watch videos and pictures on mass wasting. Learners share their observation.
Talk for learning: Using brainstorming define and account for the factors influencing mass wasting. Learners should realise that they can accomplish their goals with hard work, persistence, and good strategies.

Assessment (3.1.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.

Teaching and Learning Resources:
- Use pictures, videos, field observations and other learning resources to show evidence of mass wasting.