EL Pathways Humanities: Planning for Geography Unit: ENTRY 2
Title:
Entry Code:
Level:
Credit Value:
Unit aim:
Volcanoes, earthquakes and tsunamis
6269/E2
Entry 2
4
This unit aims to enable learners to identify areas of the world that are affected by tectonic events
(earthquakes, volcanoes and tsunamis) and know how people are affected by, and respond to, the
hazards posed by the tectonic events.
Learning
Objective
LO1
Know features of
tectonic events
(earthquakes,
volcanoes,
tsunamis)
Learning Outcome
AC1.1
Recognise tectonic
events.
Peter Corr/1 June 2011
Tasks/Activities
Resources
Assessment
Opportunities
Find out about the 3 layers of
the Earth. Complete a labeled
cross-section.
Find out about plate
boundaries. Describe how
and why plates move and
what happens.
Watch video footage of
tectonic events. Talk about
what is happening.
Find out about different types
of natural hazard. Identify
tectonic events from selection
photos showing natural
hazards. List other natural
hazards, e.g. floods,
hurricanes, mud-slides,
avalanches, tornados.
Describe a volcano,
earthquake and tsunami?
Photos of a wide selection of
natural hazards, e.g. floods,
hurricanes, mud-slides,
avalanches, tornados, volcanoes,
earthquakes, tsunamis etc
Key Geography: New
Interactions, p.36, 37,
Geog.1, p.108-109
http://www.sln.org.uk/geograph
y/7-11tectonics.htm
Video footage of volcanic
eruptions, earthquakes and
tsunamis (use Google or
Youtube search or news web
sites like BBC or CNN or
newspapers like Telegraph,
Guardian, Times, Independent
etc)
Colour photos of volcanic
eruptions, earthquakes and
Labeled cross-section
of the Earth.
Labeled to a
diagrams to show
how tectonic hazards
are caused by
movements of the
earth.
Identification of
tectonic hazards from
a long list of natural
hazards.
Labeled diagram or
sketch of a volcano,
earthquake and
tsunami.
Photo montage of
tectonic events.
Volcano, earthquake
and tsunami
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 2
AC1.2
Recognise areas of
the world affected
by tectonic events.
Peter Corr/1 June 2011
Complete labeled diagrams
outlining the features of
these, e.g. crater, vent, focus,
epi-centre
Write short descriptions of a
volcano, earthquake and
tsunami.
tsunamis (search Google
Images)
descriptions.
Complete world maps (with
appropriate titles and keys)
showing the distribution of
volcanoes and earthquakes
Complete world map overlay
showing plate boundaries
Compare the world maps to
the overlay. Identify
similarities.
Use an atlas to identify areas
of the world affected by
tectonic events.
Label Pacific Ring of Fire,
Mid-Atlantic Ridge, Iceland
etc on world map.
Make a list of well known
volcanic eruptions,
earthquakes and tsunamis.
Atlas / Large world map / Globe
The New Wider World
(Foundation), p.202-203
Key Geography Interactions,
p.32-36
Geog.1, p.104-105
http://www.bbc.co.uk/news/worl
d-asia-pacific-12709598 (Japan
2011)
http://www.dailymail.co.uk/new
s/article-1346685/Red-skynight--Sicily-looks-Mount-Etnaerupts-spectacular-fashion.html
(Mount Etna, 2011)
News web sites like BBC or
CNN or newspapers like
Telegraph, Guardian, Times,
Independent etc
www.sln.org.uk/geography
(check out 7-11 Web Links:
tectonics, volcanoes and
earthquakes)
http://www.redcross.org.uk/Wha
World maps
Labels/annotation on
maps
Map overlay
Named examples of a
volcanic eruption,
earthquake and
tsunami
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 2
t-we-do/Teachingresources/Lesson-plans/Japantsunami (Japan tsunami, 2011)
LO2
Know how tectonic
events affect people
and the environment
AC2.1
Identify effects of
tectonic events on
people.
Peter Corr/1 June 2011
Examine how the chosen
tectonic event (volcanic
eruption, earthquake or
tsunami) has impacted on
people. Work in groups. Give
students a collection of cards
outlining the effects of a
major tectonic event. These
should relate to people and
the environment (both natural
and built). Ask students to
sort cards into 3 groups.
Make a list of effects on
people. Discuss each effect.
Rank them in order of
seriousness of impact on
people.
Using the Internet (e.g.
Google to find eye witness
accounts, photos etc),
investigate one chosen event
in closer detail, e.g. 2004
South East Asia tsunami,
2005 Pakistan earthquake or
1991 Mount Pinatubo
Key Geography: New
Interactions, p.38-43
Geog.1, p.109-111 & 115-117
The New Wider World
(Foundation edition), p. 208-211
Internet search engine
News web sites like BBC or
CNN or newspapers like
Telegraph, Guardian, Times,
Independent etc
Card sort
List of effects
Rank order
Written account of
one case study
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 2
volcanic eruption. Write an
account of the effects it had
on people.
AC2.2
Identify effects of
tectonic events on
the environment.
Peter Corr/1 June 2011
Examine how the chosen
tectonic event (volcanic
eruption, earthquake or
tsunami) has impacted on the
environment (use case study
from AC2.1).
Define what is meant by
‘environment’. Draw out
differences between ‘natural
environment’ and ‘built
environment’.
Use the Internet, newspapers
and magazines to investigate
the effects of tectonic events
on the environment, e.g.
destruction of natural
habitats, vegetation cover,
wildlife, pollution,
destruction of homes,
schools, places of
work/worship/entertainment,
transport networks and other
infra-structure.
Collect a selection of photos /
magazine articles on how the
chosen tectonic event has
impacted on the environment.
Geography Matters:3
(Foundation edition), p.98, 99
Investigating Geography C:
(Foundation edition), p. 52-55
The New Wider World
(Foundation edition), p. 208-211
Internet search engine, e.g.
Google Images
News web sites like BBC or
CNN or newspapers like
Telegraph, Guardian, Times,
Independent etc
Oral definitions of
‘natural
environment’ and
‘built environment’
Large poster
Wall display
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 2
Create a large poster or wall
display of the information
collected
LO3
Know how people
respond to tectonic
events
AC3.1
Identify help that is
needed after a
tectonic event.
Peter Corr/1 June 2011
Find out about the different
types of help that people need
after a volcanic eruption,
earthquake or tsunami (use
case study from AC2.1).
Watch TV news footage and
discuss.
Find out about the need for
short term, medium term and
long term help.
For the chosen tectonic event,
identify different forms of
short term, medium term and
long term help, e.g. sort a
bundle of cards/photos
showing the different types of
help.
Create a display of digital
photographs, sourced from
the internet, to identify ways
in which people in the
affected areas can respond to
a tectonic event in the short,
medium and long terms, e.g.
provision of emergency
shelter/medical
Geography Matters:3
(Foundation edition), p.99
Investigating Geography C:
(Foundation edition), p. 56-60
geog.GCSE, p.17, 25
Internet search engine, e.g.
Google Images
News web sites like BBC or
CNN or newspapers like
Telegraph, Guardian, Times,
Independent etc
Oral definitions of
short term, medium
term and long term
help
List examples of
short term, medium
term and long term
help
Card/photo sort
Display of digital
photographs
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 2
supplies/drinking water/food,
clear-up work, replacement of
damaged infrastructure by
building new homes, schools,
hospitals, shops, roads,
railways, airports, water and
sewerage systems, power
supplies, communications
networks etc
AC3.2
Recognise help that
can be given by
people in the UK to
those in the world’s
least wealthy
countries after a
tectonic event.
Peter Corr/1 June 2011
Find out about the work of
Aid Agencies in the UK, e.g.
Oxfam, British Red Cross.
What do they do? Where do
they work? Describe the work
of a chosen Aid Agency.
Pick out a case study to look
at in more detail, e.g. Haiti
earthquake of January 2010,
Japan tsunami of March 2011
Locate places using atlas,
maps at different scales and
globe.
Investigate what Oxfam or
British Red Cross does in
response to a tectonic event:
 Water and sanitation
 Health promotion
 Food security and
nutrition
Internet
http://www.oxfam.org.uk/oxfam
_in_action/
http://www.redcross.org.uk/Wha
t-we-do/Emergencyresponse/Current-emergencyappeals
Atlas
World map
Globe
Account of Aid
Agency’s work
Large poster
Photos / magazine
articles
List of fund raising
events
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 2
 Protection
 Disaster risk reduction
Watch video on British Red
Cross web site on Japan
tsunami.
Create a large poster
outlining ways in which
people in the UK can respond
to humanitarian disaster
resulting from a tectonic
event
Collect a selection of photos /
magazine articles on the work
of people helping after a
tectonic event
Discuss how schools might
help those affected by a
tectonic event. Draw up a list
of possible fund raising
events that could be
organised and run by students
AC3.3
Identify ways of
limiting the damage
caused by tectonic
events.
Peter Corr/1 June 2011
Explain that tectonic events
cannot be prevented but that
the damage done can be
limited.
Outline Predict-Plan-Take
Action model.
Define what is meant by term
‘predict’. Find out what are
Geog.1, p.112, 113, 118, 119
The New Wider World
(Foundation edition), p. 213
Key Geography: New
Interactions, p. 44, 45
http://www.oxfam.org.uk/oxfam
_in_action/impact/success_stori
es/haiti-drr.html
Predict-Plan-Take
Action model
Definitions
List of signs
Star diagram
Names of building
materials
Contents of
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 2
the signs that a volcanic
eruption, earthquake and
tsunami is imminent, e.g.
earth movements, presence of
radon gas, fore-shocks, other
harbingers like movement of
birds and animals. Find out
about seismometers and
seismographs. Write down
signs that a volcanic eruption,
earthquake or tsunami is
about to happen.
Complete a star diagram to
show 4 signs that suggest an
earthquake may be about to
happen.
Investigate how to reduce the
effects of an earthquake
(Plan section of model
above). Choose a case study
from an MEDC, e.g. San
Francisco (USA), Tokyo
(Japan) etc.
Find out how buildings can
be constructed to be more
resistant to earthquakes.
Identify materials to be used.
Create an earthquake
emergency kit. List 10 things
to be included.
Find out what are the most
Peter Corr/1 June 2011
http://www.redcross.org.uk/Wha earthquake
t-we-do/Preparing-for-disasters
emergency kit
Poster
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 2
important things to do when a
big earthquake strikes a city
(Take Action section of
model above). Draw a large
poster outlining what should
be done in the event of an
earthquake
EVALUATION OF THIS UNIT
Peter Corr/1 June 2011
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