Course: Social
Subjects: Making a
Contrast
Natural Disasters
Level: National 2
April 2015
This advice and guidance has been produced for teachers and other staff who
provide learning, teaching and support as learners work towards qualifications.
These materials have been designed to assist teachers and others with the
delivery of programmes of learning within the new qualifications framework.
These support materials, which are neither prescriptive nor exhaustive,
provide suggestions on approaches to teaching and learning which will
promote development of the necessary knowledge, understanding and skills.
Staff are encouraged to draw on these materials, and existing materials, to
develop their own programmes of learning which are appropriate to the needs
of learners within their own context.
Staff should also refer to the course and unit specifications and support notes
which have been issued by the Scottish Qualifications Authority.
http://www.sqa.org.uk
Acknowledgement
© Crown copyright 2015. You may re-use this information (excluding logos) free of
charge in any format or medium, under the terms of the Open Government Licence.
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Contents
Introduction
4
Section 1: What is a natural disaster?
7
Section 2: What makes a poor or rich country?
10
Section 3: Causes of natural disasters
16
Section 4: A natural disaster in a developed country
24
Section 5: A natural disaster in a developing country
31
Section 6: Making a contrast
40
Section 7: Organising and communicating information
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INTRODUCTION
Introduction
Advice and guidance
This advice and guidance is for staff to consider and reflect on when planning
learning and teaching for the Social Subjects course at National 2 level. The
suggested approaches to learning and teaching contained within this
document may allow learners to develop and exemplify their skills in making a
contrast. The context for learning is based around the natural disasters caused
by earthquakes and volcanoes. It is based on comparing the impact of a
natural disaster on a developed country and a developing country. The
approaches to learning and teaching and example activities contained within
this advice and guidance can be adapted and used with many contexts. It is
for staff and learners to determine the most appropriate context for learning to
establish the best routes for progression.
The Social Subjects National 2 course builds on the social studies experiences
and outcomes within the broad general education.
Skills development
Learners will develop skills through gathering a wide range of relevant sources
related to their chosen context, comparing natural disasters in developed and
developing countries. Learners will develop confidence in identifying key or
important pieces of information to help make decisions linked to the context.
Learners will be able to improve their literacy skills by being able to
understand and interpret ideas from information presented in different ways,
for example using graphs and information charts to help them make reasoned
and informed decisions about the contrasts that exist between developed and
developing countries.
Learners will be able to communicate these selected sources of key
information through a variety of methods. Learners can use a range of
presentation approaches, for example their usual mode of communication,
computer software, photographs or video clips.
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INTRODUCTION
ICT and research skills
Learners will be able to conduct research and gather relevant information from
websites, for example when preparing their natural disasters fact file.
Numeracy skills
Learners will be able to develop their numeracy and problem-solving skills
throughout the course. Learners will develop confidence in using charts and
graphs as well as being able to process limited numerical information, for
example constructing bar graphs when outlining the number of deaths
resulting from earthquakes around the world.
Articulation progression and assessment
The tasks contained within this document suggest ways in which learners can
be exposed to the skills within Geography National 3 should this be an
appropriate progression route. There are direct links with the Human
Environments and Global Issues unit. The document also provides an
example of possible bilevel teaching, where a context from Geography
National 3 (for example the Global Issues unit) is differentiated to exemplify
successful achievement of the learning outcomes for National 2 units. Staff
should refer to the SQA documentation for advice on this. It is important to
choose an appropriate context for learning depending on the abilities of the
learners undertaking the course.
Staff are encouraged to exercise professional judgement in deciding the
specific learning intentions for a learner. It is helpful to be clear and specific
with learning intentions and to make sure learners know whether their
intention is based around a skill or on knowledge, or indeed elements of both.
It is for staff to decide how best learners can engage in recording their learning
and the ways in which they reflect on it.
A suggested approach could be for learners to complete the following activities
as part of the assessment process and to participate in peer and selfassessment along the way. In other cases, it may be more appropriate for staff
to record feedback.
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INTRODUCTION
Social Subjects: Making a Contrast (National 2)
For this unit learners will:
 collect information about a context that allows a contrast to be made
 make a contrast based on the important pieces of information selected.
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SECTION 1: WHAT IS A NATURAL DISASTER?
Section 1: What is a natural disaster?
In this section, learners will learn about the meaning of a natural disaster.
Learning aims
 I can describe what is meant by a natural disaster.
 I can outline the effects of a natural disaster.
What is a natural disaster?
A natural disaster is a major event involving a natural hazard that can have
negative effects on people and the landscape. It can be powerful and
destructive in force.
What is a natural hazard?
A natural hazard is defined as a naturally occurring event that has a negative
effect on people.
The natural hazards we will look at in this unit are:
 earthquakes
 volcanoes.
Activity
Watch the following video clip:
http://video.nationalgeographic.com/video/environment/natural-disaster
Draw a mind map outlining the different types of natural disasters.
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SECTION 1: WHAT IS A NATURAL DISASTER?
Impacts of a natural disaster
There are many negative effects of a natural disaster.
Activity
Match each statement in the information box below with the correct picture.
Buildings are destroyed
Landslides damage the landscape
8
Roads are damaged
There is lots of flooding
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SECTION 1: WHAT IS A NATURAL DISASTER?
Section 1 review
Name: _____________________________ Start date: _____________
How well did I learn?
(traffic light)
Learning aim
I can describe what is meant by a natural
disaster.
I can outline the effects of a natural disaster.
I did my best learning…
I can learn better by…
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SECTION 2: WHAT MAKES A COUNTRY RICH OR POOR
Section 2: What makes a country rich or poor?
In this chapter, learners will learn about what are ‘poor’ countries and ‘rich’
countries.
Learning aims
 I can outline what is meant by a ‘poor’ country and a ‘rich’ country.
 I can identify where poor and rich countries are located by shading in a
map of the world.
 I can identify factors that influence poor and rich countries.
In order to make a contrast we need to explore what is meant by poor and rich
countries.
All countries in the world are different in terms of their standards of living. Rich
countries have a high standard of living whereas poor countries have a low
standard of living.
Figure 2.1 Japan, an example of a rich country.
Figure 2.1 is a photograph of Japan, a very wealthy country and a major
producer of technology.
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SECTION 2: WHAT MAKES A COUNTRY RICH OR POOR?
Figure 2.2 Bangladesh, an example of a poor country.
Figure 2.2 is a picture of farmers in Bangladesh, which is a poorer and less
developed country than Japan.
Rich north and poor south
The location of developed and developing countries leads to them being
referred to as the rich north and poor south.
Activity: World map
With the aid of an atlas identify the locations of the poor and rich countries
listed in the table below.
Shade the rich countries in blue.
Shade the poor countries in red.
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SECTION 2: WHAT MAKES A COUNTRY RICH OR POOR
Rich countries
USA
China
UK
Australia
Poor countries
Brazil
India
Ethiopia
Turkey
Activity
Fill in the labels on the map using the countries in the table above.
UK
U_____
_
C______
_
Turkey
I_______
_
B______
Ethiopia
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Australia
SECTION 2: WHAT MAKES A COUNTRY RICH OR POOR?
How do we know if a country is rich or poor?
To help us understand if a country is rich or poor we can look at many different
factors.
What makes a country poor?
What makes a country rich?
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SECTION 2: WHAT MAKES A COUNTRY RICH OR POOR
Activity
Put each statement under the correct heading.
Each statement describes if a country is poor or rich.
Poor country
Rich country
Better access to doctors
Lack of clean water and food
Lack of medicine
Better diet
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SECTION 2: WHAT MAKES A COUNTRY RICH OR POOR?
Section 2 review
Name: _____________________________ Start date: ____________
How well did I learn?
(traffic light)
Learning aim
I can outline what is meant by a poor country
and a rich country.
I can identify where poor and rich countries
are located by shading in a map of the world.
I can identify factors that influence poor and
rich countries.
I did my best learning…
I can learn better by…
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SECTION 3: CAUSES OF NATURAL DISASTERS
Section 3: Causes of natural disasters
In this section learners will learn about the causes of natural disasters with
reference to earthquakes and volcanoes.
Learning aims
 I can outline the causes of an earthquake.
 I can identify the main layers that make up the structure of the Earth.
 I can outline what is meant by tectonic plates and how they move.
The structure of the Earth
In order to find out what causes earthquakes we need to look at the structure
of the Earth.
The Earth is made up of three main layers. The outer layer is called the crust.
This is the thin layer of the Earth’s surface that we live on. It is made of solid
rock and varies in thickness all the way round.
The mantle is the middle layer of the Earth and is made up of molten rock
called magma. The core is the thickest layer and is made of solid and molten
iron, which is divided into two parts, the inner core and the outer core.
The structure of the Earth is often likened to that of an apple (Figure 3.1).
It is important to
note that the
apple has two
cores
The centre is
known as the
core.
An apple has a
very thin crust.
It has a softer
inside within the
flesh.
Figure 3.1 Section through an apple.
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SECTION 3: CAUSES OF NATURAL DISASTERS
Look at Figure 3.2, which shows the structure of the Earth.
Crust
This is a thin layer
between 4 and 25 miles
thick.
The crust is the solid
rock layer on which we
live.
Outer core
This is the layer
surrounding the inner
core.
It is a liquid layer.
It is extremely hot.
Inner core
This is in the centre and is the hottest part of
the Earth.
It is solid.
The temperature here can be up to 5500°C.
Mantle
This is the widest
section of the Earth.
The mantle is made up
of semi-molten rock
called magma.
Figure 3.2 The structure of the Earth.
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SECTION 3: CAUSES OF NATURAL DISASTERS
Activity
Label the diagram below, identifying the correct layers that make up the
structure of the Earth.
outer core
inner core
crust
mantle
Activity
Fill in the blanks using the words in the information box below.
1.
The Earth is made up of f_________ layers.
2.
The outer layer is called the c___________. This is the thin layer of the
Earth’s surface that we live on. It varies in thickness all the way round.
3.
The m___________ is the middle layer of Earth and is made up of
m_____________ rock called m___________.
4.
The core is made of m___________ and n_____________ iron.
four
mantle
iron
18
molten
nickel
magma
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crust
SECTION 3: CAUSES OF NATURAL DISASTERS
Plate tectonics
The Earth’s crust is broken into many different pieces known as plates. Each
large piece is called a tectonic plate.
Where two plates meet is called a plate boundary. The plates move slowly
past each other and this can cause earthquakes and volcanic eruptions.
Look at Figure 3.3. A simplified map of major plate boundaries
The biggest plate boundary
is the Pacific Ring of Fire.
Most of the world’s major
earthquakes and volcanoes
are found along these plate
boundaries.
Plate boundaries
•
•
•
The lines on Figure 3.3 show the major plate boundaries and the arrows
show the directions the plates are moving in.
All the major earthquakes and volcanoes are found beside plate
boundaries.
The Pacific plate is the biggest and is where the famous Ring of Fire is
found, with over 600 active volcanoes.
Why do plates move?
•
•
Plates are always moving, but they move very slowly (just a few
millimetres each year).
They move because of powerful convection currents that take place within
the mantle as a result of heat, energy and radioactive decay.
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SECTION 3: CAUSES OF NATURAL DISASTERS
Activity
Watch the following video clip.
http://education.nationalgeographic.co.uk/education/media/platetectonics/?ar_a=1
Take notes on the different ways plates can move.
Types of plate boundaries
Plates moving apart
This movement weakens the
crust, allowing magma to rise and
form volcanoes.
Plates colliding
The heavier (Oceanic) plate is
forced under the lighter
(Continental) plate. The friction
and heat caused melts rock, so
magma rises and causes
volcanic eruptions.
Plates sliding
The friction caused by these
movements can trigger
earthquakes (seismic waves)
underground.
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SECTION 3: CAUSES OF NATURAL DISASTERS
Activity
Match each diagram of plate movement with the correct statement below.
Plates move side by side
Causes earthquakes
Plates move together
Causes volcanoes and
earthquakes
Plates move apart
Causes volcanoes and
earthquakes
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SECTION 3: CAUSES OF NATURAL DISASTERS
Activity
Complete the labels on the map using the information box below.
Pacific
South American
African Antarctic
North
American
Plate
Eurasian
Plate
S________
A________
Plate
A_______
Plate
IndoAustralian
Plate
Nazca Plate
A____________
Plate
P____________
Plate
Activity
Complete the following passage using the information box below.
The Earth’s structure helps to explain the causes of earthquakes and
volcanoes. The outer layer is divided into large pieces known as p________.
Most of the world’s earthquakes and volcanoes are located along plate
b____________. This is where two plates meet.
Plates can move in three ways: they can c_________ together, s_________
along each other or move a_______. The biggest plate boundary is the
P__________Ring of Fire, which is home to _____% of the world’s v_______.
slide
volcanoes
plates
earthquakes
boundaries
collide
apart
90 Pacific
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SECTION 3: CAUSES OF NATURAL DISASTERS
Section 3 review
Name: _________________________________ Start date: ________
How well did I learn?
(traffic light)
Learning aim
I can outline the causes of earthquakes and
volcanoes.
I can identify the main layers that make up
the structure of the Earth.
I can outline what is meant by a plate and
how plates move.
I can label a map of the world showing
where earthquakes and volcanoes are
located.
I did my best learning…
I can learn better by…
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SECTION 4: A NATURAL DISASTER IN A DEVELOPED COUNTRY
Section 4: A natural disaster in a developed
country
In this section learners will study a natural disaster in a developed country. We
will look at the Mount St Helens volcanic eruption in 1980. Mount St Helens is
located in the USA.
Learning aims
 I can describe what is meant by the term ‘volcano’.
 I can label different parts of a volcano.
 I can identify the location of Mount St Helens.
 I can outline the effects of the Mount St Helens eruption on people
and the landscape.
What is a volcano?
A volcano occurs when there is a weakness in the Earth’s surface. This allows
hot liquid magma that is found in the mantle to make it through the Earth’s
crust by forcing its way through the main vent and out into the crater.
As magma erupts out of a volcano it can produce lava, lava bombs, dust and
ash. Figure 4.1 – a volcano erupting
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SECTION 4: A NATURAL DISASTER IN A DEVELOPED COUNTRY
Types of volcano
There are three different types of volcano.
Activity
Match each picture with the correct type of volcano.
Active
Mount St Helens
(USA)
Dormant
Arthur’s Seat (UK)
Extinct
Mount Etna (Italy)
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SECTION 4: A NATURAL DISASTER IN A DEVELOPED COUNTRY
Activity: The structure of a volcano
Complete the labels on the diagram below using the words in the
information box.
Layers of ash and gas
L________
C_________
Secondary cone
M_____
v_____
M________ c_______
Main vent
Crater
Magma chamber
Lava
Why do people live near volcanoes?
Figure 4.2 gives reasons why people live near volcanoes.
Figure 4.2 Reasons why people live near volcanoes.
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SECTION 4: A NATURAL DISASTER IN A DEVELOPED COUNTRY
Mount St Helens eruption in 1980
Figure 4.3 A present-day photograph of Mount St Helens.
Fact file
Date and time of eruption
Mount St Helens erupted in on 18
May 1980, at 8:32 am
Location
Mount St Helens is part of the
Rocky Mountains on the West coast
of the USA.
Events leading up to the eruption
Importance of the eruption
For months smoke and steam had
been coming from the crater. Even
the shape of the mountain had
changed as a huge bulge of magma
had built up on the north side of the
mountain. The Mount St Helens
eruption was unique because it
erupted horizontally (sideways)
instead of vertically.
The deadliest and most
economically destructive volcanic
event in the history of the USA.
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SECTION 4: A NATURAL DISASTER IN A DEVELOPED COUNTRY
Activity
Label the map below with the location of Mount St Helens.
Activity
Watch the following documentary about the Mount St
Helens eruption of 1980.
Think about the impacts of the eruption on the people and the landscape.
o–
http://www.discovery.com/tv-shows/discoverypresents/videos/understanding-volcanoes-mt-saint-helens.htm
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Activity
Place the following statements under the correct heading: ‘Impact on people’
or ‘Impact on the landscape’.
Roads and bridges washed away.
Many homes destroyed.
57 people killed.
Ash fell into lakes and rivers.
Farmland covered in ash.
Animals killed.
Trees destroyed.
Impact on people
Impact on the landscape
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SECTION 4: A NATURAL DISASTER IN A DEVELOPED COUNTRY
Section 4 review
Name: _________________________________ Start date: ________
Learning aim
How well did I learn?
(traffic light)
I can describe what is meant by the term
‘volcano’.
I can identify different types of volcano.
I can identify the location of Mount St
Helens.
I can outline the effects of the Mount St
Helens eruption on people and the
landscape.
I did my best learning…
I can learn better by…
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SECTION 5: A NATURAL DISASTER IN A DEVELOPING COUNTRY
Section 5: A natural disaster in a developing
country
In this section learners will study a natural disaster in a developing country.
We will look at the Haiti earthquake in 2010, which caused a great deal of
damage and destruction.
Learning aims
 I can describe what is meant by an earthquake.
 I can identify where Haiti is located on a map.
 I can describe the events after the Haiti earthquake.
 I can outline the effects of the Haiti earthquake on people and the landscape.
 I can outline the difference between short- and long-term aid.
What are earthquakes?
Earthquakes are sudden movements of the Earth’s crust caused when shock
waves are sent up from deep within the crust where two plates are moving in
different directions.
Earthquakes are more devastating than volcanoes because they can occur
with no warning. They kill up to 20,000 people each year because earthquake
zones tend to have large numbers of people living in them.
Earthquakes cannot yet be predicted, but we can work out where they are
likely to occur. The location of earthquakes is similar to volcanoes: next to
plate boundaries.
When we look at earthquakes it is important to understand some key terms.
The epicentre of an earthquake is where the two plates meet deep within the
Earth’s crust. From here shock waves are sent up from the focus of the
earthquake to the crust, where they move outwards, shaking the land.
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Activity
Label the diagram below to show where the epicentre and focus are
found.
Activity
Watch this video about earthquakes.
http://video.nationalgeographic.com/video/101-videos/earthquake101?gc=%2Fvideo%2Fenvironment%2Fnatural-disaster
Take notes on what Earthquakes are.
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SECTION 5: A NATURAL DISASTER IN A DEVELOPING COUNTRY
Case study: Haiti earthquake 2010
Haiti suffered from a devastating earthquake in January 2010. Haiti, which is
located in the Caribbean, is one of the poorest countries in the world. It has
one of the lowest life expectancies and highest death rate amongst children.
There is a large amount of poverty and hunger in the country.
Activity
Label a map to show where Haiti is located.
The effects of the earthquake
The earthquake had devastating effects on the country. An estimated 250,000
people died when the earthquake struck the capital, Port au Prince.
Activity
Watch the following video outlining the effects of the
Haiti earthquake. Take down notes on the impacts on
the people and the landscape.
http://documentary.net/haiti-after-the-quake/
Complete the activity below, matching each statement with the correct
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SECTION 5: A NATURAL DISASTER IN A DEVELOPING COUNTRY
picture.
250,000 people died
Power lines wrecked
Water pipes burst
People made homeless
Hospitals damaged
Road networks destroyed
The role of aid agencies
In the immediate aftermath of the
earthquake the Haitian government
asked for aid from richer countries
and large organisations such as
the British Red Cross, Oxfam and
World Action.
Many people were left homeless, many were injured and there was
limited access to clean water and sanitation.
People were threatened with the spread of disease and
hunger. These organisations played an important role in the
emergency relief effort.
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Activity
Watch the following video clip.
http://news.bbc.co.uk/1/hi/world/americas/8468484.stm
As you watch the video think about the difficulties about distributing aid in the
aftermath of the earthquake.
What is aid?
Aid is when one country or organisation gives resources to another country.
The aid that is given might include:
•
•
•
money in the form of grants or loans that have to be paid back
goods, food, machinery or technology
people with special skills, such as engineers, teachers and doctors.
Different types of aid
There are different types of aid:
•
•
short-term aid is given in the period immediately after a natural disaster
and gives help to the people affected very quickly
long-term aid is given over a longer period to help rebuild communities
after a disaster.
Activity
Organise the following statements under the headings ‘Short-term aid’ or
‘Long-term aid’.
Building a new hospital
Providing medical supplies
Rebuilding schools
Providing clean water supplies
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Short-term aid
Long-term aid
Activity: Role-play exercise
Your task is to participate in a role-play exercise within a small group. Each
person should assume a role. There are four roles:




government official
local businessman
local farmer
local resident
Your challenge is to decide which type of aid is suitable for a natural
disaster like the Haiti earthquake in 2010 – your role will play a major part in
your decision.
Government official
We need long-term aid because we need to rebuild
our country after this disaster. Our schools and
hospitals have been destroyed.
Local businessman
We believe in the need for long-term aid
because our businesses need this country to
recover. We need to rebuild our roads and
transport network.
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SECTION 5: A NATURAL DISASTER IN A DEVELOPING COUNTRY
Local farmer
We need short-term aid as we have no
clean water or food supplies to help
replace livestock and re-plant crops. We
also need emergency shelters as our
homes have been destroyed.
Local resident
We need short-term aid as we have
lost our homes and need shelters to
protect us from tropical storms. We also
need emergency supplies of food and
medicine.
Activity
Using the information above fill in the blanks below.
The government official thinks ______________ aid is needed.
The local businessman thinks ______________ aid is needed.
The local farmer thinks _______________ aid is needed.
The local resident thinks _______________ aid is needed.
Activity
Think about the Haiti earthquake. Which type of aid is more suitable to help
those affected?
Short-term aid
Long-term aid
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Activity
Complete the following missing words passage using the information box
below.
An earthquake is a s________ movement within the Earth’s crust caused
when seismic shockwaves are sent deep from under the crust. This causes
tension, friction and p__________ to be released, triggering a sudden
m____________ near the Earth’s surface.
In the aftermath of the Haiti earthquake in 2010 aid agencies played a vital
role in the relief effort, helping the i___________ and h_____________. They
sent emergency supplies of clean water, food, m___________ and t________
to help those most in need.
sudden
movement
pressure
powerful
homeless
tents
injured
medicine
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Section 5 review
Name: ________________________________ Start date: _________
How well did I learn?
(traffic light)
Learning aim
I can describe what is meant by an
earthquake.
I can identify where Haiti is located on a
map.
I can outline the effects of the Haiti
earthquake on people and the landscape.
I can outline the difference between shortand long-term aid.
I did my best learning…
I can learn better by…
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SECTION 6: MAKING A CONTRAST
Section 6: Making a contrast
In this section learners will learn about contrasting natural disasters in
developed and developing countries.
Learning aims
 I can compare the impacts of an earthquake in a rich country and a
poor country.
 I can examine a bar graph showing the number of people who died
from earthquakes and volcanoes.
 I can learn to prepare against a natural disaster by preparing a
disaster emergency kit.
Impacts of earthquakes and volcanoes in rich and poor
countries
It is important to note that natural disasters can have different effects in rich
and poor countries. Generally, poorer countries suffer higher casualty rates
than richer countries as they are much less prepared to deal with natural
disasters.
Activity
Look at the information in Table 6.1, which shows the number of people who
have died from selected earthquakes in poor and rich countries since 1995.
Figure 6.2 shows the number of deaths in the form of a bar graph.
Questions
1.
Name the country with the highest number of deaths.
2.
Name the country with the lowest number of deaths.
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SECTION 6: MAKING A CONTRAST
3.
Which type of country suffers from the highest death rate?
Rich countries
Poor countries
Table 6.1
Year
Country
1995
Japan
Number of deaths
(estimated
5500
1999
2001
2003
2005
2008
2010
Turkey
India
Iran
Pakistan
China
Haiti
20000
30000
31000
86000
87500
200000
Figure 6.2 Bar graph showing the number of deaths from selected
earthquakes. The blue bars show richer countries. The red bars show poorer
countries.
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SECTION 6: MAKING A CONTRAST
How to protect against a natural disaster
As we have learned, some countries try and protect against a natural disaster
like an earthquake by preparing and planning for disaster events.
Activity
Prepare an emergency disaster kit for a natural disaster.
You have to choose eight items to go into the kit from the table below.
You must give a reason for your decisions.










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Waterproof clothing
Geography homework
Mobile phone
Phone charger
Water purifying tablets
Packets of dried food
Chocolate bars
First-aid kit
Spade
Extra batteries (AAA)









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Cans of food
Bottled water
iPod
Money
PSP
Money
Wind-up radio
Waterproof matches
Compass
SECTION 6: MAKING A CONTRAST
Emergency disaster kit
MY
DISASTER
KIT
Reasons for choosing these items:
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SECTION 6: MAKING A CONTRAST
Comparing rich and poor countries
Put the statements below into the correct column in the table to show the
differences between rich and poor countries.
Rich countries
Poor countries
Higher death rates after
earthquakes as countries do
not prepare for them.
Emergency services such as
ambulance, fire brigade and
police are very well trained.
Lower death rates after earth
quakes as countries plan for
them.
Lack of emergency supplies
and medicine.
Many buildings poorly built.
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Evacuation centres can be
organised.
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SECTION 6: MAKING A CONTRAST
Making a contrast: Compare natural disasters in rich and
poor countries
Based on the information that you have collected you will contrast natural
disasters in rich and poor countries.
You need to use two sources.
Look at the table above and think about the similarities and differences
between rich and poor countries.
Sources used:
1. ____________________________________________________
2. ____________________________________________________
Similarities between rich and poor countries:
1. ____________________________________________________
2. ____________________________________________________
Differences between rich and poor countries:
1. ____________________________________________________
2. ____________________________________________________
The difference between a rich and a poor country is…
Give at least two reasons for your answer.
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SECTION 6: MAKING A CONTRAST
Making a contrast checklist
This section will ensure that you have achieved the outcome(s) and
assessment standards for this unit.
With the help of staff review your work and tick the right-hand column once
you have achieved that outcome.
Outcome (s)
Outcome 1
The candidate will:
Assessment
Collect
information about
a context which
allows a contrast
to be made by:
1.1 Collecting
information from
two different
sources
I can collect information from two different
sources.
1.2 Selecting
two important
pieces of
information from
each source
I can select (at least) two important
pieces of information from each source.
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Achieved
SECTION 6: MAKING A CONTRAST
Outcome 2
Make a contrast
based on the
important pieces
of information
selected by:
2.1 Identifying
one significant
feature from each
important piece of
information
2.2 Identifying
any similarities
between these
features
2.3 Identifying
any differences
between these
features in order to
make a contrast
I can make a contrast by identifying one
significant feature from each piece of
information.
I can identify any similarities between
these features within the sources on
information.
I can identify any differences between
these features in order to make a
contrast.
I can clearly outline a contrast between
these features.
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SECTION 6: MAKING A CONTRAST
Section 6 review
Name: ________________________________ Start date: _________
Learning aim
How well did I learn?
(traffic light)
I can compare the impacts of an earthquake
in rich and poor countries.
I can examine a bar graph showing the
number of people who died from earthquakes
and volcanoes.
I can learn to prepare for a natural disaster by
preparing a disaster emergency kit.
I did my best learning…
I can learn better by…
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SECTION 7: ORGANISING AND COMMUNICATING INFORMATION
Section 7: Organising and communicating
information
In this section learners will be able to choose and research a type of natural
disaster in order to make a comparison and a contrast. This will enable them
to organise and communicate information.
Learning aims
 I can choose and research a type of natural disaster.
 I can gather information about a chosen case study.
 I can organise key information from at least two sources.
 I can choose an appropriate method to communicate key information.
 I can justify why I have chosen a method to communicate information.
In order to communicate and organise information it is important that learners
are clear about the outcomes and assessment standards for the Organising
and Communicating Information unit.
Outcome
Outcome 1
Organise information by:
Assessment objective
1.1 Gathering information about a
context
I can gather information about a
context
1.2 Organising key information about
the context
I can organise information about
the context.
Outcome 2
Communicate information by:
2.1 Selecting a method to
communicate the key information
I can select a method to
communicate the key information.
2.2 Giving a reason for selecting this
method
I can give a reason for selecting a
method to communicate the
information.
2.3 Communicating the key
information about the context
I can communicate the key
information through my chosen
method.
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SECTION 7: ORGANISING AND COMMUNICATING INFORMATION
Researching a topic
In this unit we have studied natural disasters that have taken place in
developed and developing countries. We have focused on earthquakes and
volcanoes.
Your task is to choose a case study of either an earthquake or a volcano in
order to organise and communicate information about that type of natural
disaster.
There are many case studies to choose from and a selection is given in the
table below.
Volcanic eruptions
Earthquakes
Montserrat, 1997
Valdivia (Chile), 1960
Mount Etna (Italy), 1997
San Francisco (USA), 1989
Pinatubo (Philippines), 1991
Kobe (Japan), 1995
Eyjafjallajökull (Iceland), 2010
Kashmir (Pakistan), 2005
Mount Merapi (Indonesia), 2006
Sichuan (China), 2008
Christchurch (New Zealand), 2011
Process of organising and communicating information
Figure 7.1 shows the process of organising and communicating information.
Stage 1
Stage 2
Stage 3
Figure 7.1 The process of organising and communicating information.
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SECTION 7: ORGANISING AND COMMUNICATING INFORMATION
How to gather information
There are many different sources of information that can be gathered to
research your chosen case study. Figure 7.2 shows different sources of
information.
Figure 7.2 Different sources of information.
Remember; you need to select at least two sources of information.
What key information do you need?
In order to research your chosen case study you need to include key pieces of
information.
Key pieces of information

Type of natural disaster: Is it an earthquake or a volcano?

Location and date: Where did the natural disaster take place?


Cause: What caused the natural disaster? (think about plate
boundaries)
Effects: What effects did the natural disaster have on people and
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SECTION 7: ORGANISING AND COMMUNICATING INFORMATION
the landscape?

How many people died or were injured?

Comparison with other natural disasters.

Comparison with other countries, including a comparison
between developed and developing countries.
How should the information be communicated?
You have to choose an appropriate method to communicate this information.
Figure 7.3 shows different methods of communication.
Figure 7.4 Different methods of communication.
You can only choose one method of communication. You will have TO give a
reason for selecting this method. You can choose how to lay out and structure
your project.
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SECTION 7: ORGANISING AND COMMUNICATING INFORMATION
Organising and communicating template
Use the following template to help you prepare your research project.
Name of the case
study being
researched
Type of natural
disaster
Sources used (at
least two)
1.
2.
3.
Key pieces of
information
Outline the key
pieces of
information that you
find out
Method chosen to
communicate
What method did
you choose?
Justify the
method chosen
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SECTION 7: ORGANISING AND COMMUNICATING INFORMATION
Peer-assessment task
It is important to peer assess each other’s work. With a partner, look over the
information you have collected and presented in your research. Using the
table below mark each criteria out of 5.
1
2
3
4
5
Basic information (name of
case study and type of
natural disaster)
Sources used (at least two
good-quality sources)
Key pieces of information
(clearly outlined)
Reasons for choosing the
method to communicate
information
Overall presentation of the
information (clear and
concise)
Total out of 25
What resources could I use?
The list below gives some resources you can use to collect key information
about your chosen case study.
Websites
General information on natural hazards
http://www.bbc.co.uk/schools/gcsebitesize/geography/natural_hazards/
Earthquake case studies
http://environment.nationalgeographic.com/environment/naturaldisasters/earthquake-profile/
http://www.geography.learnontheinternet.co.uk/topics/earthquakes.html
http://handygeography.wordpress.com/gcse/the-restless-earth-revisionmaterials/earthquake-case-study-haiti-poor/
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SECTION 7: ORGANISING AND COMMUNICATING INFORMATION
http://exploregeography.net/earthquake-case-studies-gcse/
http://joeblakey.com/geography/case-study-japan-earthquake-tsunami-110311/
http://www.coolgeography.co.uk/Alevel/AQA/Year%2013/Plate%20Tectonics/Earthquakes/LEDC%20Case%20st
udy.htm
http://www.acegeography.com/re---earthquake-case-studies.html
http://www.ga.gov.au/scientific-topics/hazards/earthquake/capabilties/casestudies
Volcano case studies
http://environment.nationalgeographic.com/environment/naturaldisasters/volcano-profile/
http://www.geography.learnontheinternet.co.uk/topics/volcanoes.html
http://handygeography.wordpress.com/gcse/the-restless-earth-revisionmaterials/volcano-case-study-mt-merapi/
http://www.acegeography.com/volcano-case-studies.html
http://www.coolgeography.co.uk/Alevel/AQA/Year%2013/Plate%20Tectonics/Volcanoes/MEDC%20case%20stud
y.htm
http://geobytesgcse.blogspot.co.uk/2007/01/volcano-case-study-mount-sthelens-1980.html
http://www.explorevolcanoes.com/Volcano%20Eruption%20Casestudy%20Me
rapi.html
http://www.georesources.co.uk/volcanoes.htm
Videos
Earthquakes
http://environment.nationalgeographic.com/environment/naturaldisasters/earthquake-profile/
http://video.nationalgeographic.com/video/earthquake-montage
http://www.bbc.co.uk/science/earth/natural_disasters/earthquake
http://www.discovery.com/video-topics/other/other-topics-earthquake-
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videos.htm
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Volcanoes
http://environment.nationalgeographic.com/environment/naturaldisasters/volcano-profile/
http://video.nationalgeographic.com/video/volcano-eruptions
http://www.bbc.co.uk/science/earth/natural_disasters/volcano
http://www.discovery.com/video-topics/other/other-topics-volcano-videos.htm
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SECTION 7: ORGANISING AND COMMUNICATING INFORMATION
Section 7 review
Name: _________________________________ Start date: ________
Learning aim
How well did I learn?
(traffic light)
I can choose and research a type of natural
disaster.
I can gather information about a chosen case
study.
I can organise key information from at least
two sources.
I can choose an appropriate method to
communicate key information.
I can justify why I have chosen a method to
communicate information.
I did my best learning…
I can learn better by…
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