GCSE Scheme of Work · Web viewEdexcel AS and A Level Geography Scheme of Work . ... ideas and...

Edexcel AS and A Level Geography Scheme of Work

Area of study 1: Dynamic Landscapes Topic 1: Tectonic Processes and Hazards

IntroductionOur specifications offer an issues-based approach to studying geography, enabling students to explore and evaluate contemporary geographical questions and issues such as the consequences of globalisation, responses to hazards, water insecurity and climate change. The specification content gives students the opportunity to develop an in-depth understanding of physical and human geography, the complexity of people and environment questions and issues, and to become critical, reflective and independent learners.

AS and A Level qualifications that are co-teachableCentres co-teaching AS and A Level can deliver Area of study 1: Dynamic Landscapes and Area of study 2: Dynamic Places in the first year, allowing students to be entered for the AS at the end of year 12.

Confidence in geographical skills and fieldworkContent is framed by enquiry questions that encourage an investigative and evaluative approach to learning. We have signposted where and how geographical skills and fieldwork should be embedded in teaching. Our A Level assessment will integrate the assessment of geographical skills with knowledge and understanding.

Holistic understanding of geographyThis specification will encourage students to make links between different geographical themes, ideas and concepts through synoptic themes embedded in the compulsory content.

Overview of Area of study 1: Dynamic Landscapes Dynamic Landscapes is examined on Paper 1 and is worth 50% of the marks at AS Level and 30% of the marks at A Level. The paper is marked

out of 90 All students are required to study Topic 1: Tectonic Processes and Hazards, and either Topic 2A: Glaciated Landscapes and Change or Topic

2B: Coastal Landscapes and Change You need to allow roughly 44 hours to teach Area of Study 1; 18 hours to teach Topic 1 and 20 hours to teach Topic 2, with 6 hours of fieldwork

lessons and, in addition, one day of fieldwork. The suggested hours of teaching should be sufficient to teach students the required content and skills for this topic. The allocation of hours does not take into account individual schools’ approaches to delivering the course, revision, school mocks, topic tests or assessment feedback.

The sample assessment materials can be used for question practice to enable students to build up their confidence and skills as part of their revision and exam practice.

Scheme of Work for Area of study 1: Dynamic Landscapes, Topic 1: Tectonic Processes and HazardsTectonic hazards – earthquakes, volcanic eruptions and secondary hazards such as tsunamis – represent a significant risk in some parts of the world. This is especially the case where active tectonic plate boundaries interact with areas of high population density and low levels of development. Resilience in these places can be low, and the interaction of physical systems with vulnerable populations can result in major disasters. An in-depth understanding of the causes of tectonic hazards is key to both increasing the degree to which they can be managed, and putting in place successful responses that can mitigate social and economic impacts and allow humans to adapt to hazard occurrence.

Lessons Learning objectives

Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)

Place exemplification

Integrated skills

Teaching resources and synoptic links

Enquiry question 1: Why are some locations more at risk from tectonic hazards?Lesson 1(1 hour)

Key idea 1.1 The global distribution of tectonic hazards can be explained by plate boundary and other tectonic processes.

Suggested learning objectivesUnderstand the global distribution of tectonic hazards.

Understand different plate boundaries and what causes them.

1.1a The global distribution and causes of earthquakes, volcanic eruptions and tsunamis. 1.1b The distribution of plate boundaries resulting from divergent, convergent and conservative plate movements (oceanic, continental and combined situations).1.1c The causes of intra-plate earthquakes, and volcanoes associated with hot spots from mantle plumes.Key wordsSubductionMantle plumeIntra-plateConvection

Global distribution mapsLocalised examples

(1) Analysis of hazard distribution patterns on world and regional scale maps.

(2) Interpreting world maps.

StarterStudents write down 3–5 facts that they know about volcanoes and 3–5 facts about earthquakes. This could be used as a building block for teachers to develop students’ understanding and to get an appreciation of where students are in terms of understanding.Alternatively, this could be done via picture analysis on PowerPoint.Elicit what students understand about tectonics and plate boundaries via discussion and pointed questions.

MainUsing PowerPoint and resources on plate boundaries and explanations of how and why plates move, look at global distribution of geophysical hazard maps.Look at case studies or get students to act out plate boundaries in groups. Description of plate boundary hazards and potential threats.Describe distributions of various boundaries.

PlenaryStudents fill in a table of each plate boundary where they

© Pearson Education Ltd 2016. Copying permitted for purchasing institution only. This material is not copyright free.2




Integrated skills


SeismicSlab pull

draw a block diagram of it, write down the main hazards and give examples where possible.

Students may wish to research a given plate boundary as part of their homework, for example: Constructive – Iceland, East African Rift ValleyDestructive – Philippines, MexicoCollision – HimalayasConservative – California, Haiti, Christchurch (New Zealand)Hotspots – Hawaiian Islands

Resources could include:http://www.unisdr.org/eng/library/lib-terminology-eng%20home.htm - hazard key terms glossaryhttps://www.usgs.gov/ - United States Geological SurveyGeo-Active Online www.edb.gov.hk – has an excellent case study of the Tohoku earthquake and tsunami for teachers.

Lesson 21 hour

Key idea 1.2 There are theoretical frameworks that attempt to explain plate movements.

Suggested learning objectivesUnderstand the development and evidence for tectonic theory.

1.2a The theory of plate tectonics and its key elements (the earth’s internal structure, mantle convection, palaeomagnetism and sea floor spreading, subduction and slab pull).1.2b The operation of these processes at different plate margins (destructive, constructive, collision and transform).

Global distribution mapsInternal tectonic structures maps

(2) Use of block diagrams to identify key features of different plate boundary settings.

StarterIn pairs or small groups, students write down key terms used in the previous lesson that they then ask their partner to define. If each student writes at least three to five, this should take 5–10 minutes.

MainTeacher hands out on small pieces of paper a tectonic history of events and important people – for instance Wegener, Hess, and Hutton. Students read these and put them into a timeline along the desk.


http://www.edb.gov.hk/

https://www.usgs.gov/

http://www.unisdr.org/eng/library/lib-terminology-eng%20home.htm

http://www.unisdr.org/eng/library/lib-terminology-eng%20home.htm




Integrated skills


Understanding the key processes at different plate boundaries.

Key wordsPalaeomagnetismSea floor spreadingBasaltAndesiteRhyolite

Teacher goes through the timeline of development of tectonic theory and maps of Pangaea and movement of plate boundaries over geological timescales. (Several videos of this available online.)In-depth look at the science behind movement. (Potential discussion of the Wilson Cycle to help explain movement of continents – Tethys Sea may make alternative case study.)Processes involved at each individual boundary shown through explanation and PowerPoint.

PlenaryFinally, a discussion-based agreement about whether or not the continents will eventually come together. Students should be able to support their points with evidence from what they have learnt.Homework could be essay-based or exam question-based.

Lesson 3(1 hour)

Key idea 1.2 There are theoretical frameworks that attempt to explain plate movements.

1.3 Physical processes explain the causes of tectonic hazards.

1.2c Physical processes impact on the magnitude and type of volcanic eruption, and earthquake magnitude and focal depth (Benioff zone).1.3a Earthquake waves (P, S and L waves) cause crustal fracturing, ground shaking and secondary hazards (liquefaction and landslides).

Global and continental

Global and continental

StarterSplit students into groups; one group to consider shockwaves from earthquakes, another to think about secondary impacts from earthquakes, another (potentially the higher ability students) to think about volcano explosivity and a final group to think about volcano secondary impacts.

MainTeacher to run through the importance of gas content within volcanoes and discuss the





Integrated skills


Suggested learning objectivesUnderstand that physical processes can determine the magnitude and type of volcanic eruption.

Be able to describe the importance of the Benioff zone in determining the outcome of an earthquake.

Explain the difference between S and P waves and the hazards they create.

Key wordsBenioff zonePrimary and secondary wavesLiquefaction

importance of boundary type in deciding the magnitude of eruption or earthquake, and why the science isn’t exact and theory and reality are often blurred (silica content in some volcanoes in Iceland, for example).If available, use rock samples and loupes to investigate types of rock that are emitted from volcanoes, and interpretation of these (basalt, andesite, rhyolite).Another technique could be the use of a ‘Slinky’ to show how S and P waves are created.Exemplification of how geology of the land creates liquefaction (Christchurch, New Zealand and areas of California), while in some areas landslides are more common (California and Nepal).

PlenaryAsk students: what human element could make people more vulnerable to hazards such as landslides and liquefaction?

Resourceshttps://www.iris.edu/hq/ – Incorporated Research Institutions for Seismologyhttps://www.usgs.gov/ – Table of eruptive behaviour (USGS)http://www.bgs.ac.uk/ – British Geological Survey has excellent resources available for teacher and student.Various videos available online.

Lesson 41 hour

Key idea 1.3 Physical Processes explain the causes of tectonic hazards.

1.3b Volcanoes cause lava flows, pyroclastic flows, ash falls, gas eruptions, and secondary hazards (lahars, jökulhlaup).

Case study exemplificationGlobal and local

(3) Analysis of tsunami time-travel maps to aid prediction.

StarterStudents to work in pairs and consider all hazards that volcanoes produce.

Main


http://www.bgs.ac.uk/


https://www.iris.edu/hq/




Integrated skills


Suggested learning objectivesMany secondary hazards are produced from tectonic events and many of these can have deadly consequences.

Describe how an earthquake can generate a tsunami and the speed at which it travels outwards from the epicentre.

1.3c Tsunamis can be caused by sub-marine earthquakes at subduction zones as a result of sea-bed and water column displacement.

Key wordsWater displacementColumnOblique reverse faultsPyroclastic flowsJökulhlaups

Introduction through case-study exemplification of events that have had devastating secondary impacts in the past (historically from Pompeii onwards). Examples could come from Eyjafjallajökull, Iceland, and Mexico or Mount St Helens for pyroclastic flows, Lake Nyos (Cameroon) or Japan’s Mount Ontake 2014.Tsunamis could be introduced with video footage from the Boxing Day or Japanese events.Students could draw up a timeline from earthquake to wave hitting land. Look at the ideas of wavelength and water displacement.

PlenaryResearch the implications and devastation caused by an event or research other tsunamis or secondary hazards.Alternatively, draw up a table within which each hazard is explained and exemplified.

Resourceshttp://www.noaa.gov/ – has many resources and videos (YouTube based) on tsunami – e.g. 10 years on from Sumatrahttps://www.usgs.gov/http://www.tsunami-alarm-system.com/ – tsunami-based websitehttp://geology.com/articles/east-africa-rift.shtml – good website for information on the EARV

Enquiry question 2: Why do some tectonic hazards develop into disasters?

Lesson 51 hour

Key idea 1.4 Disaster occurrence can be explained by the relationship

1.4a Definition of a natural hazard and a disaster, the importance of vulnerability and a community’s threshold

Consideration of two countries from different levels of development, for

StarterStudents try to define the difference between a natural hazard and a natural disaster. What makes one place suffer more than another?


http://geology.com/articles/east-africa-rift.shtml

http://www.tsunami-alarm-system.com/


http://www.noaa.gov/




Integrated skills


between hazards, vulnerability, resilience and disaster.

Suggested learning objectivesExplain what is meant by a natural hazard and disaster.

Evaluate how important resilience and risk are in determining the outcome of a hazard.

There are distinct reasons why some countries suffer more impacts than others (PAR model).

for resilience, the hazard risk equation.1.4b The Pressure and Release model (PAR) and the complex inter-relationships between the hazard and its wider context.

Key wordsMega-disasterSocio-economicSpatial predictability Dynamic pressuresResilience

example Haiti and New Zealand. Main

Teacher goes through the main parts of hazard, resilience and vulnerability with key definitions.The video http://www.insidedisaster.com/experience/offers three experiences of the Haiti earthquake. Teacher could have prepared questions that students need to answer while watching the video. (This could be done in IT lab with students split into three groups.) Then, with the use of Venn diagram perhaps to have students add in what they feel make up parts of each (an empty Degg’s Model might work for this).The PAR model and its constituent parts to be explained. After seeing the video, students could fill in empty ones to consider why Haiti suffered so badly from the earthquake in 2010. If time allows, this could be compared with Christchurch 2010, which suffered less.

PlenaryTeacher shows pie chart available from previous specification on number of deaths, people affected and economic costs within different countries. Students should try to list the main reasons for the effects.

Resourceshttp://www.disasterassessment.org/section.asp?id=20 – list of different disaster-management types


http://www.disasterassessment.org/section.asp?id=20

http://www.disasterassessment.org/section.asp?id=20

http://www.insidedisaster.com/experience/




Integrated skills


Lesson 61 hour

Key idea 1.4 Disaster occurrence can be explained by the relationship between hazards, vulnerability, resilience and disaster.

1.5 Tectonic hazard profiles are important to an understanding of contrasting hazard impacts, vulnerability and resilience.

Suggested learning objectivesDescribe why some countries suffer more than others.

Explain and contrast the impacts of tectonic hazards on countries at different levels of development.

Understand the need for different scales to measure both seismic and volcanic hazards.

1.4c The social and economic impacts of tectonic hazards (volcanic eruptions, earthquakes and tsunamis) on the people, economy and environment of contrasting locations in the developed, emerging and developing world.1.5a The magnitude and intensity of tectonic hazards is measured using different scales (Mercalli, Moment Magnitude Scale (MMS) and Volcanic Explosivity Index (VEI)).

Key wordsCommunity adaptationVulnerabilityMercalliMoment magnitude

Distinct case studies from different levels of development

StarterStudents consider whether the PAR model explains why Haiti suffered so badly, or whether any other factors contributed to the disaster.

MainTeacher to review learning from last lesson to make sure the PAR model is understood.Then three separate earthquake case studies might be handed out; good examples might be Northridge California, Sichuan and Haiti; to be compared in terms of social and economic impacts.Students might decide individually why these had the outcomes they did, and evaluate them in terms of the economic and social impacts.Teacher may wish at this point to introduce the different scales of measurement for earthquakes and volcanoes (Richter, MMS, Mercalli and VEI).

PlenaryStudents rank the different scales, drawing out the positives and negatives of each one and deciding which one is best. Can the class can agree on which one is most suitable?





Integrated skills


Lesson 7 1 hour

Key idea 1.5 Tectonic hazard profiles are important to an understanding of contrasting hazard impacts, vulnerability and resilience.

Suggested learning objectivesAppreciate that hazard profiles are a good way to help in preparing for hazards.

Be able to draw up and assess the impacts of contrasting hazards.

Understand that level of development often underpins the level of disaster impact.

1.5b Comparing the characteristics of earthquakes, volcanoes and tsunamis (magnitude, speed of onset and areal extent, duration, frequency, spatial predictability) through hazard profiles.1.5c Profiles of earthquake, volcano and tsunami events, showing the severity of social and economic impact in developed, emerging and developing countries.

Key wordsHazard profilesMitigation

(4) Use of correlation techniques to analyse links between magnitude of events, deaths and damage.

StarterStudents consider how they would manage a hazard, what factors they would need to take into account (the idea being that they will discuss some of the parts of the hazard profile), linking these to specific hazards. This could develop into a ranking exercise where the significance of these factors could be considered and then whether or not this would change, depending on the hazard type.

MainUsing blank hazard profiles, students draw up profiles for their case studies and compare them (e.g. Tohoku earthquake and tsunami v Haiti, or Eyjafjallajökull v Christchurch). Such comparisons are not easily drawn and students must evaluate the impacts against the profiles; anomalies could be discussed.Students could also review level of development as a key factor in developing hazard-management techniques and why the impacts are often much harsher. (A good example might be comparing Christchurch v Haiti.)

PlenaryCreate three positives and three negatives of hazard profiles.

Lesson 81 hour

Key idea 1.6 Development and governance are important in understanding disaster impact

1.6a Inequality of access to education, housing, healthcare and income opportunities can influence vulnerability and resilience.

Development of contrasting case studies from countries at various levels of development

(5) Statistical analysis of contrasting events of similar magnitude to

StarterGiven a simplified table of social and economic impacts of three un-named countries, students should try to decide a) what the hazard might be, b) what level of development the country is at, c)





Integrated skills


and vulnerability and resilience.

Suggested learning objectivesTo understand and explain why the impacts vary in different countries for different reasons relating to the physical and human geography of the area.

To describe the reasons for these events to cause loss of life or financial hardship.

1.6b Governance (P: local and national government) and geographical factors (population density, isolation and accessibility, degree of urbanisation) influence vulnerability and a community’s resilience.1.6c Contrasting hazard events in developed, emerging and developing countries to show the interaction of physical factors and the significance of context in influencing the scale of disaster.

Key wordsMultiple-hazard zonesFocal depthSpearman’s Rank correlation

compare deaths and damage.

what the country (or place) is.

MainPresentation on three contrasting case studies from countries at various levels of development, for example China, Haiti, Japan. Could be used to look at the ways these countries try to manage hazards and the problems they face. Students could draw up case study summaries that allow them to compare the before, during and after effects of these hazards (this may take more than one lesson). There are many choices of case studies to use here, but modern ones would be best.Students could carry out a Spearman’s Rank correlation on the relationship between magnitude and number of fatalities: for instance the greater the magnitude of the earthquake, the greater the impact in terms of number of fatalities, or a null hypothesis that there is no significant relationship between the number of fatalities and the magnitude of an earthquake.Data can be found using the USGS website:http://earthquake.usgs.gov/earthquakes/eqarchives/year/byyear.php

PlenaryUsing examples, explain why the impacts of earthquakes are often seen to be unequal and unfair. (8)


http://earthquake.usgs.gov/earthquakes/eqarchives/year/byyear.php

http://earthquake.usgs.gov/earthquakes/eqarchives/year/byyear.php




Integrated skills


Resourceshttp://www.em-dat.net/ - the CRED database of natural hazard trendshttps://www.usgs.gov/ - United States Geological Survey

Enquiry question 3: How successful is the management of tectonic hazards and disasters?

Lesson 91 hour

Key idea 1.7 Understanding the complex trends and patterns for tectonic disasters helps explain differential impacts.

Suggested learning objectivesIdentify a range of reasons why disasters are having larger impacts.

Understand that data is not always reliable.

Evaluate two different case studies of mega-disasters.

1.7a Tectonic disaster trends since 1960 (number of deaths, numbers affected, level of economic damage) in the context of overall disaster trends. (6) Research into the accuracy and reliability of the data to interpret complex trends.

1.7b Tectonic mega-disasters can have regional or even global significance in terms of economic and human impacts. (2004 Asian tsunami, 2010 Eyjafjallajökull eruption in Iceland (global independence) and 2011 Japanese tsunami (energy policy).)

Key words

Case-study related

(6) Interrogation of large data sets to assess data reliability and to identify and interpret complex trends.

StarterConsider graphs of disasters since the 1960s from EM-DAT in terms of numbers affected, deaths and financial cost. Consider the reasons for these changes.

MainUse of the EMDAT database to critically examine trends in reported hazards.Geo-Factsheets may offer assistance on certain hazards in terms of figures or case studies if available. Teacher may wish to consider research-based tasks in terms of discussions as to whether data is reliable and from what sources (e.g. TV news headlines, Guardian, Times, Facebook and Twitter). Events of a disaster from first information to end, as various news filters through. It’s important that students recognise that data comes in many formats and they should be able to interpret different sets to form a conclusion. Through presentation and analysis, teacher may discuss mega-disasters and their global and regional impacts. Examples include those






Integrated skills


Rapid and slow onsetHydro-meteorological

mentioned.

PlenaryStudents design a case study summary sheet that includes before, during and after, and which can be filled in throughout the course to develop a more synoptic approach to their work. These may need to be designed by the teacher (the previous GEO4 tectonics specification had some that were downloadable from http://newedexcelgeog.ning.com/ ). These are ideal to develop learning and can be used as homework.

Resourceshttp://www.em-dat.net/ – the CRED database of natural hazard trendshttps://www.usgs.gov/ – United States Geological Surveywww.worldmapper.com – Distribution mapping websitewww.bbc.co.uk – good for news on specific events

Lesson 101 hour

Key idea 1.7 Understanding the complex trends and patterns for tectonic disasters helps explain differential impacts.

Suggested learning objectives

1.7c The concept of a multiple-hazard zone and how linked hydrometeorological hazards sometimes contribute to a tectonic disaster (the Philippines).

Philippines StarterGiven a specific hydrometeorological hazard such as a storm, strong winds and intense cold, students have to decide how these hazards would impact on a geophysical event and whether it would increase the intensity, or impact on immediate search and rescue.

MainCase study analysis of a disaster hotspot such as the Philippines. Possibly students may produce a



http://newedexcelgeog.ning.com/




Integrated skills


Describe and explain the complex patterns of tectonic hazards and contrast the differential impacts.

Evaluate the trends in tectonic disasters.

Assess why some countries suffer from multiple hazards and appreciate the impacts this can have on a country.

factsheet on the Philippines hazard distributions, risk and level of vulnerability, combining PAR model, hazard profiling and risk equation within their work.

PlenaryHow could the Philippines reduce its hazard risk?

ResourcesGeography Review articles on Philippines

Lesson 111 hour

Key idea 1.8 Theoretical frameworks can be used to understand the predication, impact and management of tectonic hazards.

Suggested learning objectivesExplain why predicting a tectonic hazard is not an exact science.

Evaluate the

1.8a Prediction and forecasting (P: role of scientists) accuracy depend on the type and location of the tectonic hazard.1.8b The importance of different stages in the hazard management cycle (response, recovery, mitigation, preparedness). (P: role of emergency planners)

Case-study based StarterIn pairs, students write down all the ways as they can think of in which governments and scientists can predict tectonic hazards.

MainConsider case studies such as California and Japan as two areas where science and government work together to produce disaster-management plans. Contrast these with Haiti and Nepal, looking at the problems that helped make for more disastrous impacts.Students could use the disaster management cycle and apply it to the case studies. They could act as planners, using hazard profiles, datasets and other research to decide how an area should protect itself.





Integrated skills


different techniques used and their usefulness in prediction.

Describe and explain the importance of different hazard-management strategies.

Debate-based analysis as students take the roles of planners, scientists and governments in different societies to help decide on the policies that can be used.

PlenaryQuestion: Why does planning not always work?

Resourceshttp://www.unisdr.org/ – use of the International Strategy for Disaster Reduction and the Hyogo Framework Excellent article on prediction in Geography Review on Soufrière Hills, Montserrat

Lesson 121 hour

Key idea 1.8 Theoretical frameworks can be used to understand the predication, impact and management of tectonic hazards.

Suggested learning objectivesAssess the importance of Park’s Model in helping to examine the impacts and quality of response to a hazard.

1.8c Use of Park’s Model to compare the response curve of hazard events, comparing areas at different stages of development.

StarterGive students a table listing individuals, local government and national and international organisations, students think of at least three different responses each group can come up with once a hazard has struck.

MainIntroduction to Park’s Model and exemplification of two distinct case studies (e.g. Haiti and Christchurch or the two recent tsunamis). Review the reasons why the disasters had various outcomes, consider the reasons for this and evaluate the potential problems this might bring for the long-term development of countries.

PlenaryDraw Park’s Models for two different countries, annotating it to show reasons.

Resources


http://www.unisdr.org/




Integrated skills


Blank Park’s ModelLesson 131 hour

Key idea 1.9 Tectonic hazard impacts can be managed by a variety of mitigation and adaptation strategies, which vary in their effectiveness.

Suggested learning objectivesExplain the importance of modification as a strategy.

Assess the role of different players in hazard preparation and response.

Explain the difference between mitigation and adaptation.

1.9a Strategies to modify the event include land-use zoning, hazard-resistant design and engineering defences, as well as diversion of lava flows. (P: role of planners, engineers) (7)

1.9b Strategies to modify vulnerability and resilience include hi-tech monitoring, prediction, education, community preparedness and adaptation. (F: models forecasting disaster impacts with and without modification)

Key wordsZonationLand-use zoningModificationRetro-fitting

For example:CaliforniaIcelandJapanPhilippines

(7) Use of Geographic Information Systems (GIS) to identify hazard risk zones and degree of risk related to physical and human geographical features.

StarterGiven a list of management types, both mitigation and adaptation, students select three of these for a particular case study and justify why they have done so. The cost and level of development of the case studies used MUST be taken into account.

MainPlanning to reduce risk and modify vulnerability takes time and money. Students could use several different resources including GIS maps (or even create their own using GEGraph, for example). Use case study information and examples to create a range of different scenarios for different planners.Investigate the role of hazard modelling and techniques that individuals, communities, governments and IGOs can use to help reduce risk.

PlenaryPresented with various mitigation and adaptation strategies, students have to decide which one is which.

Lesson 14 1 hour

Key idea 1.9 Tectonic hazard impacts can be managed by a variety of mitigation and adaptation

1.9c Strategies to modify loss include emergency, short- and longer-term aid and insurance (P: role of NGOs and insurers) and the actions of affected

StarterResponses to hazards vary and are often based on acceptance, adaptation or domination (Kates Model). Given definitions of these, students decide how they differ for different case studies (at different levels of development). This could be





Integrated skills


strategies, which vary in their effectiveness.

Suggested learning objectivesExplain the variety of different techniques to reduce vulnerability to hazards.

Describe different techniques for countries at different levels of development.

communities themselves

Key wordsHazard managementModifying the loss

done in table form in pairs, or as a small group.

MainTeacher to introduce the roles of different stakeholders in disaster management, such as planners, governments, local governments and individuals. Students should list the kind of techniques that each of these could use to reduce the impact of disasters; they should also consider the viability of some of the actions taken and why some countries continue to rely on others rather than invest in their own protection. The Tohoku earthquake and tsunami in Japan is an excellent example of problems with an ageing population that no one considered beforehand. During the Indian Ocean tsunami only 7 out of 83,000 people died on Simeulue Island (100 miles from the epicentre), thanks to local knowledge passed down over generations. In Kashmir, houses built using traditional dhajji dewari methods generally remained standing.

PlenaryKey terms test

Resourceshttp://www.http://www.slideshare.net/fozzie/hazard-perception-and-response-kateshttp://www.iitk.ac.in/nicee/wcee/article/WCEE2012_2691.pdf dhajji dewari housing

Lesson 15

Key idea Complete any

StarterTeacher could create a checklist of all information


http://www.iitk.ac.in/nicee/wcee/article/WCEE2012_2691.pdf

http://www.iitk.ac.in/nicee/wcee/article/WCEE2012_2691.pdf

http://www.slideshare.net/fozzie/hazard-perception-and-response-kates

http://www.slideshare.net/fozzie/hazard-perception-and-response-kates




Integrated skills


1 hour missing work. from the specification that students should know; students fill in their own copies.

MainCompletion of any work and structural review of unit through highlights and questions.In groups, students develop key questions they feel they may need to review or key areas where they feel less strong.Groups could be separated and questions generated by those who may not fully understand an area and answered by other members of the class, with the teacher facilitating where necessary.Key ideas could be concluded with the use of case-study information and further development if necessary.

PlenaryStudent- or teacher-developed quiz questions to end unit and test students’ knowledge and understanding.

Independent learning/homework1.1 Homework Students draw up and annotate all plate boundaries with given examples of each, along with any specific tectonic hazards

that occur.1.2 Review, essay or

independent research

For example: revision for test based on key words and key ideas learnt so far AS Level: ‘Outline the evidence that supports the theory of plate tectonics.’ (15)


A Level: ‘Assess the evidence that supports the theory of plate tectonics.’ (15) students research tectonic history of the earth, using several resources, and produce an A4 or A3 poster that they are

able to discuss in class a selection of short-answer questions.

1.3 Independent learning

AS Level: ‘Create a table of all secondary hazards with exemplifications and causes.’ A Level: ‘Using named examples from the developed and the developing world, say to what extent secondary hazards

are more of a danger than primary ones.’1.4 Group work AS and A Level: ‘Create a presentation to give in class on a disaster, its causes and its impacts.’

1.5 Homework Both AS and A Level students create an essay question and a mark scheme for hazard profiles which can be used as homework, a starter activity or revision later in the year.

1.6 Revision Students create short-answer questions worth 1–6 marks, up to the value of 20; they should have all resources and mark schemes to be handed in. These are to be used for the homework the following week.

1.7 Homework Short-answer based questions that students wrote the previous week (taking the best questions from them all up to a value of 20).

1.8 Homework AS Level: ‘Describe how tectonic management and prediction can help in reducing the impacts of tectonic events.’ A Level: ‘To what extent is an understanding of tectonic processes key in determining our response to them?’

1.9 Revision Revise for end-of-topic assessment.


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