EL Pathways Humanities: Planning for Geography Unit: ENTRY 3
Title:
Entry Code:
Level:
Credit Value:
Unit aim:
Volcanoes, earthquakes and tsunamis
6269/E2
Entry 3
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
Describe features
of tectonic events.
Peter Corr/1 June 2011
Tasks/Activities
Resources
Assessment
Opportunities
Find out about the 3 layers of
the Earth. Draw a labeled
cross-section.
Find out about plate
boundaries. Describe how
and why plates move and
what happens. Find out the
names of some famous plate
boundaries.
Watch video footage of
tectonic events. Discuss what
is happening. Note key
points.
Find out about different
types of natural hazard,
including tectonic hazards.
Create a power point
presentation about
volcanoes, earthquakes and
tsunamis. Students to agree
Photos of a wide selection of
natural hazards, e.g. floods,
hurricanes, mud-slides,
avalanches, tornados, volcanoes,
earthquakes, tsunamis etc
Key Geography Interactions, p.36,
37,
Geog.1, p.108-109
http://www.sln.org.uk/geography/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
tsunamis (search Google Images)
Labeled crosssection of the Earth.
Labeled diagrams to
show how tectonic
hazards are caused
by movements of the
earth.
Power point
presentation
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 3
on structure and content of
the presentation.
AC1.2
Identify areas of
the world affected
by tectonic events.
Peter Corr/1 June 2011
Draw world maps (with
appropriate titles and keys)
showing the distribution of
volcanoes and earthquakes
Draw world map overlay
showing plate boundaries
Compare the world maps to
the overlay. Describe the
similarities between the
world maps and the overlay.
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.
Use the internet to find the
name / location of recent
major tectonic events.
Make a list of well known
volcanic eruptions,
earthquakes and tsunamis.
Create a poster or leaflet
presenting some details
about one recent major
tectonic event (e.g. date,
location, scale etc)
Atlas / Large world map / Globe
The New Wider World
(Foundation), p.202-203
Key Geography Interactions, p.3236
Geog.1, p.104-105
Internet access
http://www.bbc.co.uk/news/worldasia-pacific-12709598 (Japan
2011)
http://www.dailymail.co.uk/news/a
rticle-1346685/Red-sky-night-Sicily-looks-Mount-Etna-eruptsspectacular-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/Whatwe-do/Teaching-resources/Lessonplans/Japan-tsunami (Japan
tsunami, 2011)
World maps.
World map overlay.
Comparison of maps
and overlay.
List of recent
tectonic events.
Poster or leaflet
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 3
LO2
Know how tectonic
events affect people
and the environment
AC2.1
Describe effects of Examine how tectonic events
tectonic events on (volcanic eruption,
people.
earthquake or tsunami) can
impact on people. Divide
class into 3 groups (volcanic
eruption, earthquake or
tsunami). Each group draws
up a list of effects on people.
Feedback to class and agree
lists of key effects.
In pairs, using the Internet
(e.g. Google to find eye
witness accounts, photos
etc), students should
investigate one chosen event
in closer detail, e.g. 2004
South East Asia tsunami,
2005 Pakistan earthquake or
1991 Mount Pinatubo
volcanic eruption. Make
notes.
Ask the students to imagine
they were there and
experienced the particular
event.
Peter Corr/1 June 2011
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
3 lists of effects on
people
Case study notes
Diary account
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 3
Individually, write a diary
account outlining how the
tectonic event has impacted
on you, your family and your
community, e.g. deaths,
injuries, everyday life and
future prospects
AC2.2
Describe effects of Examine how the chosen
tectonic events on tectonic event (volcanic
the environment.
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.
Peter Corr/1 June 2011
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
Written definitions
of ‘natural
environment’ and
‘built environment’.
Power Point
presentation
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 3
Collect a selection of photos
showing how the chosen
tectonic event has impacted
on the environment.
Create a Power Point
presentation using the
photos. Add in appropriate
commentary or text.
LO3
Know how people
respond to tectonic
events
AC3.1
Select a range of
information on
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.
Rank or prioritise the
different types of help that is
needed after a tectonic event
Produce a mind-map
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
Written definitions
of short term,
medium term and
long term help
List examples of
short term, medium
term and long term
help
Rank order
Mind map
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 3
(include text and images) 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
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
Describe 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? Investigate one
case study in more detail,
e.g. Haiti earthquake of
January 2010, Japan tsunami
of March 2011. Find out
what the chosen Aid Agency
did in response to the
Internet
http://www.oxfam.org.uk/oxfam_i
n_action/
http://www.redcross.org.uk/Whatwe-do/Emergencyresponse/Current-emergencyappeals
Atlas
World map
Globe
Account of Aid
Agency’s work
Location map
Characters / talking
heads
List of fund raising
events
Radio or TV appeal
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 3
tectonic event. Draw location
map.
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
 Protection
 Disaster risk reduction
Watch video on British Red
Cross web site on Japan
tsunami.
Create characters / talking
heads / people from different
backgrounds who live
outside the affected area to
say how they can respond to
such disasters e.g. participate
in rescue work, provide
comfort and care to injured
and bereaved, uphold law
and order, clear damage,
distribute aid, reunite
families etc
Discuss how schools might
Peter Corr/1 June 2011
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 3
help those affected by a
tectonic event. Draw up a list
of possible fund raising
events that could be
organised and run by
students
Produce a 30 second radio or
TV appeal asking people in
the UK to respond to
humanitarian disaster caused
by a tectonic event
AC3.3
Describe some
ways of limiting
the damage caused
by tectonic events.
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 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. Describe. Find out
Peter Corr/1 June 2011
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_i
n_action/impact/success_stories/ha
iti-drr.html
http://www.redcross.org.uk/Whatwe-do/Preparing-for-disasters
Desktop publishing software, e.g.
Microsoft Publisher
Predict-Plan-Take
Action model
Definitions
List of signs
Star diagram
List of appropriate
building materials
Contents of
earthquake
emergency kit
Illustrated leaflet
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 3
about seismometers and
seismographs. Describe the
signs that a volcanic
eruption, earthquake or
tsunami is about to happen.
Draw 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 one 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
important things to do when
a big earthquake strikes a
city (Take Action section of
model above). Using ICT,
e.g. Microsoft Publisher,
produce an illustrated leaflet
outlining what should be
Peter Corr/1 June 2011
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 3
done in the event of an
earthquake
EVALUATION OF THIS UNIT
Peter Corr/1 June 2011
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