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Wildern Geography DepartmentKS4 SOW – Specification OCR B
Theme 3 –Tectonic Hazards
April 2013
Key Question &
Learning Objectives
Time
Learning & Teaching Activities
Resources
Differentiation
Learning Focus &
Keywords
Assessment
Welcome to GCSE
Geography!
1hr.
Starter: Images of famous Geographers –
Intro to GCSE PPT.
A3 paper
Pens, pencils etc.
New exercise books
Course Summary Sheet
Progress Trackers
World Maps
Success Predictors
MA – bonus rounds
for adding more
locations to the
world map from
memory.
Outline rules and
expectations.
Informal:
Keywords:
Continents
Population
Area
Reflection
Home Study –
Create a video
clip that
promotes what
Geography
means to you!
See PPT for
success criteria.
results.
Why did I choose
GCSE Geography?
What will I study at
GSCE?
What do these people have in common?
Who is the odd one out?
Introduce students to the OCR B course –
outline your expectations and explain the
key components (exams and controlled
assessment)
Hand out new books, course summary
sheet, progress trackers, world maps for
case studies.
Success Predictors – spend some time
setting challenging targets.
Main: Time Capsule Task – students
reflect on what Geography means to them
and what they would like to achieve in the
future.
GTKU – Geography Quiz – put your
geographical knowledge to the test!
Plenary: Results from Quiz – compare
world maps from round 2!
Geography Quiz
Help we’re cracking up!
Wildern Geography DepartmentKS4 SOW – Specification OCR B
Theme 3 –Tectonic Hazards
April 2013
Key Question &
Learning Objectives
Where do volcanoes
and earthquakes
occur?
Time
Learning & Teaching Activities
1
less 1.
on
2.
To know where major
earthquakes and
volcanoes occur
To identify patterns and
volcano and
earthquake distribution.
3.
4.
5.
6.
Distribute key word sheet and unit
overview sheet – students to glue in
books.
What do students remember from KS3
Tectonics? - hand out prompt sheet ask students to annotate.
Use Ipads to browse ‘Quake App’ and
find out where the most recent
earthquakes have occurred.
Maps from Memory – organise students
into groups of 3 – there should only be
one pencil/rubber/A3 sheet of paper per
team. See teacher instructions.
Students will then plot the distribution of
volcanoes and earthquakes onto a
world map.
Written description of location of V&E –
teacher to challenge support use of
directions & place names to describe
patterns. Students to then suggest
reasons for the distribution.
Resources
●
●
●
●
●
●
Teacher instructions for
memory map task
Memory map
A3 paper, Pencils,
Rubbers
Unit overview
Prompt Sheet
Book Ipads
Textbooks showing V&E
distribution:
PPT – page 77
KG 1 – p 52
WW – p210
OCR B Textbook P 19
Differentiation
Learning Focus &
Keywords
Assessment
Informal:
Through memory
map task
OCR Content:
MA – challenge
students to plot
3.4.3a – Global
other hazards on
distribution of hazards
Formal:
their maps such as
tropical storms etc… Lesson focus:
Marking of
and to describe the What is a hazard?
students own
pattern.
Where do volcanoes map and written
description of the
and earthquakes
distribution
occur?
Keywords:
Hazard, volcano,
earthquake, plate
boundaries,
hurricane, flood,
drought, forest fires,
ring of fire.
Help we’re cracking up!
Wildern Geography DepartmentKS4 SOW – Specification OCR B
Theme 3 –Tectonic Hazards
April 2013
7.
Key Question &
Learning Objectives
What happens at plate
boundaries?
To understand how
movements at plate
margins cause
volcanoes and
earthquakes.
To consider the power
of the earth.
Time
3-4
2
lesso
ns
Record keywords on unit overview
sheet
Learning & Teaching Activities
Resources
Lesson 1
● Structure of the earth – teacher to
challenge pupils – use terms
lithosphere, asthenosphere, etc…
whilst working through explanation
PPT
● To complete annotated diagrams of
the 4 plate margins. Teacher to
ensure extension by using key
terms…intrustive/extrusive features,
fold mountains etc…
*Clip from Iain Stewart ‘How earth made
us’
Resources Lesson 1:
MA – to develop
● Textbook - PPT page 75 explanations to
include
(for the most able) or
OCR orange textbook intrusive/extrusive
features and more
● Blank plate margins
diagram worksheet to complex vocab
label
● There is a PPT named LA – copies of
‘4 plate margins’ on the diagrams provided
VLE for this lesson
for students to
accurately label
Lesson 2:
● Play doh
● Volcano PPT on VLE
● Volcano Youtube
movies on VLE
● Types of volcano
worksheet
Lesson 2
● Use play-doh as lesson starter to
model the 4 tectonic processes as a
review
● Focus on volcano formation and
eruption through using a choice of 3
teaching aids – 2 movies or a PPT all
on VLE
● Students to complete the worksheet
Differentiation
Learning Focus &
Keywords
Assessment
OCR Content:
Informal:
Through verbal
3.4.3b – What natural questions in
starter/ plenary
processes cause
different natural
Formal:
hazards?
Diagrams and
written
Lesson Focus:
explanations to
The causes of
be marked for
volcanoes and
accuracy and
earthquakes
attitude
Keywords:
Plate margin
(boundary),
constructive,
conservative,
collision, destructive,
convection currents,
mantle, magma,
subduction, crust,
core,
intrusive/extrusive
Homework:
Make a revision
file card on plate
margins
Help we’re cracking up!
Wildern Geography DepartmentKS4 SOW – Specification OCR B
Theme 3 –Tectonic Hazards
April 2013
cut and match ‘what are the types of
volcano’
● Plenary – Keywords King competition
– who can complete the most
definitions on unit overview sheet
Key Question &
Learning Objectives
What are the effects of
an eruption and
earthquake?
To know the primary
and secondary effects
of a hazard in a MEDC
and LEDC
To be able to identify
the difference between
primary and secondary
effects.
Time
Lesso
ns 5-8
4
availa
ble
Learning & Teaching Activities
Resources
2 Lessons on MEDC case study –
Japanese EQ & Tsunami 2011
OCR Content:
Informal:
MA – students to
explain why the
3.4.3c How do natural Through
effects of hazards hazards affect people discussion
are often worse in and places in the
LEDC’s. More
world with different
Formal:
detailed
levels of
Teacher marking
investigation of
development?
of case study.
tsunami
Attitude grade
http://www.youtube. Lesson Focus:
given
com/watch?v=DuRE MEDC case study LrpytWI&feature=rel Japan EQ 2011
Homework:
ated
LEDC – Haiti EQ
Set up 2 class
wallwishers –
one for Japan
http://www.youtube.com/
and 2nd for Haiti.
Keywords:
watch?v=DnRk8W5Yhro
Students to post
Effect, primary,
facts to walls
secondary, LEDC,
Newspaper laminated
MEDC, tsunami,
reports
economy, socialy,
environmental,
http://www.youtube.com/
Japan:
1. DVD – Ben made and
passed round a copy to
Students need to be aware of the following everyone before Easter
2. 3 xYouTube movies on
when compiling their case studies:
the VLE
3. 3x news articles on the
Causes
VLE
Location
Guardian breaking news
Key data (Facts)
video
Primary effects
Secondary effects
Great YT Video on Japan Response
how let back to radiation
areas!
2 lessons on LEDC case study – 2010
Haiti EQ
Differentiation
Learning Focus &
Keywords
Assessment
Help we’re cracking up!
Wildern Geography DepartmentKS4 SOW – Specification OCR B
Theme 3 –Tectonic Hazards
April 2013
development
watch?v=tU1dLutdRAM&f
eature=related
Haiti:
1. DVD – Haiti EQ (2
copies in cupboard)
2. Newspaper articles
made by SLB (?)
3. Haiti starter movie –
YouTube clip on VLE
Key Question &
Learning Objectives
Why live in a danger
zone…are you mad?
To understand why
people live in
hazardous areas such
as in earthquake zones
or in the shadow of a
volcano
To consider the
economic benefits of
volcanoes
Time
9-10
2
lesso
ns
Learning & Teaching Activities
Resources
Starter: Photo-montage images of
●
Phuket
Pair share task – to each discuss why this
place would be popular for settlement
Students to answer the question – why live
●
here (Kagan opp)
Main – These activities require pre●
booking LRC
Set pupils the research challenge to
answer the Key Question using the LRC.
Pupils can either ‘tweet’ their responses
(Kate has 6 generic twitter accounts set
up) or they can record a voxpop using the
flips or the easi-speaks.
Differentiation
Learning Focus &
Keywords
OCR Content:
3.4.3d
People continue to live
and work in places that
are prone to natural
hazards
Iceland volcano – news
3.4.3e – How economic
article (1 set laminated
activity can effect the
LA:
more
teacher
in cupboard)
support for plenary impact of natural
Iceland volcano
hazards
Photo montage of
Phuket on VLE
MA: to be
challenged to think
about how hazards
impact on the
environment
YouTube movie clip
Lesson focus Smoking can kill!
Keywords:
Costs, benefits,
Assessment
Informal:
Completion of
card sort
Formal:
Marking of main
map in book to
look for links and
use of keywords
Homework:
Begin revision
suggest
compiling flash
cards for
Help we’re cracking up!
Wildern Geography DepartmentKS4 SOW – Specification OCR B
Theme 3 –Tectonic Hazards
April 2013
If time in Lesson 2 - Volcano Iceland
Using resources – discuss the impacts of
the volcano on countries and the
economy. Students to make a flow
diagram to show the links
Key Question &
Learning Objectives
How can we predict,
prepare and protect
against hazards?
To identify the ways in
which people can
predict and prepare for
hazards.
To that hazard
prediction and
preparation can be
difficult and is not
reliable
Time
11-12
2
lesso
ns
Learning & Teaching Activities
Resources
Lesson 1 – Carousel lesson
●
Use resources to take notes to make a
decision- ‘What is the best way to predict, ●
prepare and protect against hazards?’
Clue packs to include:
- DVD clip of measuring sulphur levels
●
- DVD Clip how seismographs are used
- Leaflet from San Fran on PPP
- Photographs of EQ proof buildings like
Transamerica
- Article explaining how tsunami warning
systems work
Lesson 2
Review knowledge from lesson 1 –
students to record an answer the key
question. Challenge students to question
the sustainability of these methods
- Prediction – how do prediction methods
work? Include seismographs, tilt meters,
measuring sulphur levels
Carousel clue packs
(Velcro San Fran)
Dantes Peak clips – clip
of eruption & hot
springs! (KEB has)
Earthquake forecasting
laminated help sheet (1
set of 15 copies in
cupboard)
Differentiation
fertile, lahars,
pyroclastic flow,
economic.
Volcano & EQ
case studies
Learning Focus &
Keywords
Assessment
MA – to develop
thinking by
OCR Content:
describing the roles 3.4.3e – hazard
of international
management
agencies in giving
aid
Lesson Focus:
Prediction methods
LA – use the cut & and how to prepare
paste PPP activity and respond to
(from old unit)
hazards
Keywords:
Prediction,
seismographs,
protect, simulators,
preparation, tilt
meters, GPS
Informal:
Cut and paste
task
Earthquake proof
design
Formal:
Notes from
lesson 1 to be
marked for
accuracy and
attitude.
Homework:
Ongoing revision
Help we’re cracking up!
Wildern Geography DepartmentKS4 SOW – Specification OCR B
Theme 3 –Tectonic Hazards
April 2013
Key Question &
Learning Objectives
To review and revise
the unit
To develop revision
skills
Time
13-15
3
lesso
ns
Learning & Teaching Activities
Resources
Lesson 1 & 2
●
Use all/any of these activities in order to
consolidate what has been taught/learnt ●
during this unit:
● End of unit review sheet and keywords ●
sheet
● Revision file cards (get students to
bring in their own beforehand)
● Mind mapping
● Making hazard dominoes from
keywords etc…
Lesson 3
Practice exam question – 30 minutes (5 for
reading time)
Peer assessment
Differentiation
Students to bring in file Via outcome
cards made at home
Colouring pencils, pen,
coloured card etc…
Practice exam question
from spec paper
Learning Focus &
Keywords
Assessment
OCR Content:
Review of theme
3.4.3 – natural
hazards.
Informal:
Check end of
unit review
complete and
revision file
cards
● Location
● Causes
● Effects
● Responses
Formal:
Formal GCSE
grade given for
exam question
by teacher