NGf L CYMRU GCaD
Teacher Notes – Theme 2 Investigating Tectonic Change
These activities do not attempt to cover the whole theme but can be incorporated into other
teaching/learning approaches. There are many materials produced and accessible online for this
topic including still relevant material prepared for the previous specification, e.g. Kay’s geography
http://www.geographer.pwp.blueyonder.co.uk/volcanoes.htm http://www.geogonline.org.uk/
Two different approaches to the WJEC AS specification are provided. A series of activities use a
variety of examples from across the globe. There is also an extensive investigation which uses one
case study, the Sichuan earthquake. This investigation adds to the understanding of all the Key
Questions.
In the table blue underlined gives a direct link to the appropriate file
‘i’ found on the heading of all the frames brings up an information board which guides the user
through the activity
‘?’ found on the heading of some frames gives further questions to address
Investigative Questions,
WJEC AS Geography
specification
2.1 What are the processes
associated with plate
tectonics?
2.2 What are the hazards
associated with tectonic
events?
 Hazards associated
with tectonic
activity.
NGfL Cymru resources
Suggested activity
Volcanic and earthquake features
is a revision activity using a Venn
diagram. It identifies the
processes producing different
features.
Students may complete this
‘dragging words’ activity
individually by first clicking on the
arrow to identify the components
of the Venn diagram.
Teachers, using a whiteboard,
may like to introduce the activity
by placing some words in the
correct place. This would allow
discussion of the possible title to
the Venn components before
completing the activity as a group.
Teachers, using a whiteboard,
could discuss the validity of each
statement with a group.
Comparison of the students’
thoughts with the correct
answers, which give reasons why
some statements are wrong, may
lead to further discussion.
Hazards associated with tectonic
events is a true/false revision
activity. It aims to ensure
understanding of the key
concepts of: hazard; risk;
tectonic; impacts;
primary/secondary hazard.
Classification of tectonic hazards
is an activity using a carousel of
photos to identify understanding
of primary v secondary hazards.
Further activity develops wider
concept of classification.
Students and/or Teachers, using a
whiteboard, classify photos into
primary and secondary hazards by
choosing the correct colour of
border for each photo on a
carousel.
NGf L CYMRU GCaD


Demographic,
economic and
social impacts of
tectonic hazards
Local and regional
impacts of tectonic
hazards
Impacts of tectonic events 1 has
11 case study statements and
photos.
Impacts of tectonic events 2 uses
4 photos of Banda Aceh,
following the Asian tsunami
2004, to develop ideas of
demographic, economic and
social impacts from a real
situation. This activity builds up
students’ ideas of the nature of
impacts before giving definitions.
A further activity encourages
students to research more details
and specific impacts on Banda
Aceh.
2.3 How are tectonic
events perceived and
managed?
 Different
perceptions and
awareness of
tectonic hazards by
groups with
conflicting
interests.
 Strategies to
manage tectonic
hazards
 The effectiveness
of management
strategies
Links to video, audio, pictures
and eye witness accounts of the
Kent earthquake 2007 reaffirms
the understanding of different
types of impact and allows
comparison of scale of impact.
Other available resources e.g.
http://www.juicygeography.co.u
k/montserrat.htm provide case
study material for perception and
management of volcanic hazards.
Individually students may devise
another way of grouping these
photos. Discussion with other
students may reveal different
criterion for classification.
Students and/or Teachers, using a
whiteboard, decide on the type of
impact: positive/negative; long
term/short term;
local/regional/global of real
events.
Students and/or Teachers, using a
whiteboard write words in
appropriate boxes. The ideas are
built up using the 4 photos.
Comparing the ideas from a real
situation to ‘official’ definitions
may lead to further discussion.
Links to video, audio, pictures and
eye witness accounts of the Kent
earthquake forms the basis for a
written answer on the assessment
of impact of an earthquake. It also
allows introduction to comparison
of the scale of impact on different
parts of the world, of different
earthquake events.
2.1, 2.2 and 2.3 are addressed
here through investigation into
the case study of the Sichuan
earthquake, China 2008.
The activity invites the student to
follow a guided investigation,
using secondary data, into the
Sichuan earthquake, China 2008.
A series of resources include:
tectonic causes;
location of hazards;
perceptions;
impacts;
strategies;
effectiveness of management
strategies.
Each resource:
1. asks questions;
2. suggests activities which
can be undertaken to
answer the question;
3. provides a variety of data
from which the answers
may be derived.
NGf L CYMRU GCaD
Students are asked to interpret
photos, satellite images, audio,
cross sections, newspaper
articles, charity reports,
conflicting accounts, to assess
this tectonic event . Students are
guided to video links and
encouraged to develop their own
secondary investigation.