Virtual Volcanoes and Internet
Earthquakes?
About this unit
Geography
Year 9 – Unit 1
In this unit students learn about the patterns and processes associated with tectonic activity. They are encouraged to use the internet to research the occurrence of tectonic events
and the impact of these processes in countries at different states of economic development.
The unit offers a more analytical approach to the theme than is suggested in unit 2 ‘The restless earth’ (carried out in year 7) and builds on unit 8H ‘The rock cycle’ in the science
scheme of work. It is therefore more suitable for students in year 9.
This unit is expected to take 12–20 hours.
Places
• locate places and environments
• describe and explain physical/human
features
• explore interdependence and global
citizenship

Geographical Enquiry & Skills
•
•
•
•
•
•
•
•
•
•
ask geographical questions
suggest investigation sequences
collect/record/present evidence
analyse evidence and draw conclusions
use extended geographical vocabulary
use atlases/globes/maps
use secondary evidence
draw maps, plans and graphs
communicate, including using ICT
experience decision making
Environmental Change and sustainable development

Examine changes that have occurred in a range of environments at a range of
scales by natural hazards and the way humans attempt to manage these
environments in a sustainable way.
Themes


Study at a range of scales
Study of different parts of the world
including the local area
Patterns and Processes
Pupils will:
• tectonic process
Knowledge and understanding of
environmental change and sustainable
development
Students will study:
• environmental change and management

sustainable development
Future Learning
This unit provides a foundation for GCSE work concerned with knowledge and
understanding of tectonic processes.
Language for Learning
Resources
Through the activities in this unit students understand, use and spell correctly words
relating to:
• volcanoes and earthquakes, e.g. vent, magma, ash, tremor, aftershock, epicentre,
focus, pyroclastics, igneous, lava, active, dormant, extinct, natural hazard, seismic
waves, seismograph, Richter scale, magnitude, tectonic plates, crust, mantle, core,
friction, constructive, destructive, conservative, cause, effect
• words associated with economic development, e.g. more economically developed
countries (MEDCs), LEDCs, sustainable development, social/physical/human cost, aid
agency
• the environment, e.g. Mediterranean, climate, vegetation, physical
Resources include:
• earthquake maps and information, e.g. about the San Andreas Fault at
www.abag.ca.gov/bayarea/eqmaps
• current satellite images, e.g. images of Etna from
www.ssec.wisc.edu/data/volcano/etna.gif
• detailed reports and photos of a variety of recent earthquakes, e.g. from
www.eqe.com/publications/disaster.html
• useful websites, e.g.
– http://volcano.und.nodak.edu/
– www.volcano.si.edu/gvp/ (Global Volcanism program, Smithsonian Institute)
– http://vulcan.wr.usgs.gov/ (Cascades Observatory)
– www.educeth.ethz.ch/stromboli/ (two virtual field visits and numerous volcanoes)
– www.geo.arizona.edu/tools/seismo (students can make their own seismograph on
this site)
– www.fema.gov/mit/ (Federal Emergency Management Agency – site on mitigation)
– www.city.kobe.jp/index-e.html (fixed-point observations of earthquake-damaged
areas)
• supporting video programmes:
– Geographical eye over Asia, programme 5: Indonesia – Story of a volcano (Channel
4 Education)
– Geographical eye – Disasters, programme 1: Earthquakes (Channel 4 Education)
– Geographical eye special – Planet earth, programme 1: Tectonics (Channel 4 Ed)
Prior Learning
Links
It is helpful if students have:
The activities in this unit link with:
• some knowledge and understanding of Mediterranean vegetation and climate
• other geography units – unit 2 ‘The restless earth’, unit 24 ‘Passport to the world’
• previously carried out the components of geographical enquiry
• ICT – producing a web page using multimedia packages, using word-processing and
• studied issues relating to countries at different states of economic development
desktop-publishing packages
• considered environmental issues and sustainable development
• citizenship – global community
• carried out fieldwork activities
• science – work on the rock cycle
• some knowledge and understanding of changes in economic activity
Expectations – At the end of this unit:
Level – L4 some students will not have progressed and will: describe the distribution of the earth’s earthquakes and volcanoes, the physical processes that cause them and how
people respond; They begin to describe how human processes and people’s responses can lead to similarities and differences in countries in different states of development and in
the lives of people who live there; they begin to understand how humans can change the features of places and how these changes affect the lives of people who live there ; begin
to suggest relevant geographical questions to investigate tectonic activity; select and use appropriate skills and secondary sources of evidence, especially ICT; suggest plausible
conclusions and present their findings both graphically and in writing.
L5 most students will: describe and begin to explain the distribution of the earth’s earthquakes and volcanoes, the physical processes that cause them and how people respond;
describe how these processes and people’s responses can lead to similarities and differences in countries in different states of development and in the lives of people who live
there; recognise how people try to manage such environments sustainably; begin to suggest relevant geographical questions to investigate tectonic activity; select and use
appropriate skills and secondary sources of evidence, especially ICT; suggest plausible conclusions and present their findings both graphically and in writing.
L6 Some students will have progressed further and will: describe and explain the distribution of the earth’s earthquakes and volcanoes, the physical processes responsible for them
and how people respond; recognise that these processes interact to produce the distinctive characteristics of ‘active zones’; recognise how conflicting demands on such
environments may arise and describe and compare different ways people try to prepare themselves for hazardous events and for managing such environments sustainably;
suggest relevant geographical questions and appropriate sequences for investigation of tectonic activity; select and use effectively a range of skills and sources of evidence,
especially ICT; present their findings in a coherent way and reach conclusions that are consistent with the evidence
L7 some students will have progressed even further and will: describe and begin to explain interactions within and between the physical processes which cause earthquakes
and volcanoes and how people respond to them; explain how these interactions create geographical patterns of tectonic activity and help change places and environments in
‘active zones’; recognise that human actions may have unintended consequences, especially in less economically developed countries (LEDCs), and that appropriate planning is
essential to save lives and manage such environments sustainably; identify geographical questions and establish their own effective sequence for investigation of tectonic activity;
select and use accurately and effectively a wide range of skills and evaluate critically sources of evidence, especially ICT; present full and coherently argued summaries of their
investigations and reach substantiated
Literacy opportunities
Speaking and listening – through the activities
students could:
• ask different sorts of questions to extend
thinking and refine ideas
Reading – through the activities students
could:
• appraise texts quickly and effectively for
their usefulness
• identify what information is needed, then
use different texts as sources
Writing – through the activities students
could:
• structure paragraphs to develop points, by
using evidence and additional facts
Numeracy opportunities









Collect data
Sorting Data
Record data
Present data
Interpret data
Direction
Distance



The use of the Richter Scale to 
compare magnitude of

earthquakes
The use of social and
economic indicators to identify
a country’s level of
development
Teaching Activities – Abbreviations:
ICT Opportunities

Extrapolate information from
the internet.
Examine the reliability of
sources of evidence
Annotate digital images
Presenting information in a
way that is appropriate to its
audience
Using appropriate software to
present information








ITT – Individual thinking time – students
allowed 30 seconds to consider a question or
issue
A/B – A/B Paired Work
PW – Paired Work
Envoying – Students move around the
classroom working with different students e.g.
students in pairs (A + B)
Snoblng – Snowballing pairs then fours then
fours double up to share ideas with another
group
T. show – thought shower – quick collection of
ideas from whole group
Jig – Jigsawing Home groups – each child has
diff question – go off into expert groups – feed
back to home groups
Rainbow – Rainbow Groups discuss a topic.
Then re-group by number so new groups are
made up of people from each group
KS3 Strategy - Oracy -  = provision
Key Q
T.
show
1
2
3
4
5
6
7
ITT



A/B
GW





Snoblng
Env
Rainbow

Presentation

Key Q
T.
show
ITT
A/B
GW
Snoblng
Env
Rainbow
Presentation
8




National Curriculum 2000 Objectives
Extension Opportunities/G&T
1a,b,c,d,e.f,
2a,c,d,e,f,g
3a,b,c,d
4a,b
5a
6b: i, ii, iii
Timing (suggested)
Key Question 1 – 1 lesson
Key Question 2a – Internet Version = 3 lessons and homework
Key Question 2b – Non Internet Version = 3 lessons and homework
Key Question 3a – Internet Lesson = 1 lesson
Key Question 3b – Non Internet Lesson = 1 lesson
Key Question 4 – 3 lessons
Key Question 5 – 1-2 lessons depending on ability
Key Question 6 – 1 lesson
Key Question 7 – 2 lessons
Key Question 8 – 2 lessons and homework


Increasing the level of challenge:


Use high order questions to extend students further e.g. how? Why? What if?
Push students to justify answers
Activities
Key Question 1 – The students should be encouraged to produce a web page about the
volcano rather than a brochure – MS Publisher can be used for this
Activity 1: Thinkers Keys: Volcanoes and Earthquakes
This is a table containing a range of extension activities for students to complete. The
activities involve a range of thinking skills and follow Bloom’s Levels of Thinking. More
able students should be encouraged to complete the activities towards the bottom of the
table. Please note: These activities are not a substitute for well planned tasks, matched
to the pupils’ next steps in learning, or appropriately planned enrichment and extension
activities. The idea is to fill tiny moments with small enjoyable gems of learning. They
should occupy no more than 10 minutes during a lesson
Activity 2: Individual Project: Develop an action plan for an LEDC to deal with
earthquake hazard
Key Question(s)
Key Question 1

What do
we
already
know
about
volcano
es and
earthqu
akes?
Learning
Objectives
To be able to work
co-operatively with
others
Teaching Activities
1.
Introduction to Geography in Year 9






2.
3.
4.
5.
6.
7.
Internet Earthquakes and Virtual Volcanoes [7 weeks]
The Global Fashion Industry [7 weeks]
What is development?/Comparing Countries [6 weeks]
Tourism [6 weeks]
Local Actions, Global Effects [3 weeks]
Limestone Environments (Malham Fieldtrip) [3 weeks]
Number pages in book and write out class room rules
ITT – What do we know about volcanoes and earthquakes?
PW – What do we already know about volcanoes and earthquakes?
Envoying – What do we already know about volcanoes and earthquakes?
Groups to prepare a 2 minute presentation on Volcanoes and Earthquakes
2 minute group presentation on Volcanoes and Earthquakes
Resources
Stationary
Assessment
Opportunities
N/A
Learning
Outcomes
The students
should be able to:
 Work cooperatively
in pairs and
small groups
 Present
information in a
variety of ways
to students in
the group
Homework
Key Question(s)
Key Question 2a
(internet lesson)

Learning
Objectives
1.
What is
a real
volcano
like?
3.
To be able to
locate a
volcano in an
atlas
To be able to
ask
geographical
questions and
suggest an
appropriate
sequence of
investigation
6.
7.
To be able to
make
decisions
about
appropriate
clothing and
equipment for
a visit to a
volcano
1.
2.
Preparation task: Explain to students that they are to carry out a ‘virtual’ field visit to
Stromboli. The students are to locate the volcano using an atlas. The students are to
produce an annotated sketch map to show the location of the volcano and a brief
description
Inform the students that by using an internet website at
www.educeth.ethz.ch/stromboli/ they are to visit the volcano. The purpose of the
‘visit’ is to gather relevant information to produce an A4-size brochure of Stromboli’s
geographical features for tourists who visit the volcano, or a web page for the same
purpose (G&T).
Resources
Atlas
Outline map
(for SEN)
Geography
Matters Book3
Resource
Book – sheets
6.1a-c
Internet
3.
Ask students to discuss in groups what sort of questions they will need to ask to find
out about the volcano. Ask them to brainstorm headings under which they could find
information e.g. details of altitude, relief, Mediterranean vegetation, hazards,
eruption evidence, settlements and other human features.
4.
Compare these headings to the headings in Geography Matters Book 3 – Resource
sheet – 6.1a
5.
Students use the web site to find out key geographical information about the volcano
and its geography
6.
Remind them that they should plan the contents of a visitor’s rucksack for the time of
year of the visit and to keep a note of potential dangers that tourists will need to be
warned about. Complete sheet 6.1b. First selection is their own. Amended selection
to be completed in pairs. Final selection to be completed in groups. Voting is not
allowed them must draw conclusions through discussion in groups of 3-4.
7.
Virtual fieldtrip: During the visit, at each station, ask students to gather the relevant
information (by copying/pasting into a word-processed document) and to draw
annotated field sketches, e.g. Station 5 – view across Sciara del Fuoco (standard
route) and station 13 – on the Vancori (scenic route). Suggest that students
download and save useful images, e.g. maps and field-sketch photographs. Remind
them to sign the ‘summit guest book’ to receive an e-mail in return. The students can
complete sheet 6.1c from the Geography Matters Photocopiable Resource book
(p151) to help guide them through the fieldtrip
To be able to
select and use
secondary
sources of
evidence
8.
Teaching Activities
To be able to
collect, and
record
available
8.
evidence and
present it in an
appropriate
way
Produce brochure: Discuss with students the target audience for the leaflet and the
appropriate layouts, fonts, language, colour etc that they might consider and that
they will need to include appropriate illustrations. Lower-attaining students are likely
to need more structured guidance, e.g. a brochure template, prompts for writing and
map/sketch outlines – they can use 6.1e & 6.1F
Computers
Assessment
Opportunities
Learning
Outcomes
Formative
marking of
students work
The students
should be able to:
 illustrate and
describe the
geographical
location of a
real volcano

illustrate and
describe the
geographical
features of a
real volcano
 evaluate
decisions
about clothing
and
equipment
 identify the
volcano’s
potential
danger spots
Homework
Students to
complete their
brochures for
home work.
Key Question(s)
Key Question 2b
(non internet
lesson)

What is
a real
volcano
like?
Learning
Objectives
To be able to
identify the main
geographical
features of a real
volcano and
assess its
potential dangers
Teaching Activities
1.
Resources
Preparation task: Explain to students that they are to investigate the volcano Mount
St Helen’s (locate on an atlas map). The purpose of the ‘investigation’ is to gather
relevant information from a video and text to produce an A4-size brochure of Mount
St Helen’s geographical features for tourists who visit the volcano.
TV
2.
ITT – brainstorm 3 questions they would need to answer to complete their brochure
Text books
3.
Ask students to discuss in A/B pairs what sort of questions they will need to ask and
find answers to, e.g. details of altitude, relief, vegetation, hazards, eruption evidence,
settlements and other human features. Remind them that they should keep a note of
potential dangers that tourists will need to be warned about.
4.
Snowballing – two’s become fours – share ideas for questions. Fours become eigths
and share ideas for questions
5.
Data Collection: Students to watch video about Mount St Helen’s. Students attempt
to answer geographical questions which they brainstormed in the preparation
session. Students then use resources materials e.g. text books and newspaper
articles and information downloaded from the internet. Students can also used CDROM’s and the internet to research the topic.
6.
There is a card sort/enquiry (Waugh style) into Mount St Helens which students can
complete at this stage
7.
Produce brochure: Discuss with students possible brochure layouts that they might
consider and that they will need to include appropriate illustrations. Lower-attaining
students are likely to need more structured guidance, e.g. a brochure template,
prompts for writing and map/sketch outlines. Ask them also to evaluate rucksack
contents, to identify good and poor choices and different choices for another time of
year.
Video
Volcano Video
Newspaper
Articles
Assessment
Opportunities
Learning
Outcomes
Formative
marking of
students work
The students
should be able to:

illustrate and
describe the
geographical
location of a
real volcano
 evaluate decisions
about clothing
and equipment
 identify the
volcano’s
potential
danger spots
Homework
Collect
information
from a range
of sources
about Mount
St Helens
Key Question(s)
Key Question 3a
(internet lesson)
Are all volcanoes
identical?
Learning
Objectives


To be able to
use secondary
sources of
evidence,
including ICT
To be able to
identify
characteristic
features of
volcanoes
Teaching Activities
Resources
Note to non-specialist staff: Read p96/7 of Geography Matters Book 3 before you
teach this lesson. It provides a good over view of what you will be delivering. Any
problems see a member of the Geography Department
Annotating a
volcano
(shared
documents)
1. Students to open a document in shared resources and are to identify the main
features of a typical volcano using labeled cross-sections, e.g. to show cone,
crater, vent.
2. (If available – students to use interactive white board to annotate the image)
3. Show the students two images of volcanoes (Shield and a Strato [composite]
volcano) and identify their similarities and differences.
4. ITT: What are the possible reasons for the differences?
5. A/B Pairs: What are the possible reasons for the differences?
6. Student feedback
7. Ask students to consider the key question and to find similarities and differences
between volcanoes, using a range of appropriate web sites textbooks/reference
books, and to identify the main features. The students should use sheet 6.2a to
complete this activity
Geography
Matters Book
3 – p96/7
Internet
Assessment
Opportunities
Learning
Outcomes
Formative
marking of
students work
The students
should be able to:
 draw labeled
diagrams to
identify the
characteristic
features of
volcanoes
 Identify the main
features of
strato
(composite)
and shield
volcanoes
Homework
Collect
information
from a range
of resources
about a recent
earthquake
(this
information
will be
required next
lesson)
Key Question(s)
Key Question 3b
(non-internet
lesson)
Are all volcanoes
identical?
Learning
Objectives


To be able to
use secondary
sources of
evidence,
including ICT
To be able to
identify
characteristic
features of
volcanoes
Teaching Activities
Resources
Assessment
Opportunities
Learning
Outcomes
Note to non-specialist staff: Read p96/7 of Geography Matters Book 3 before you
teach this lesson. It provides a good over view of what you will be delivering. Any
problems see a member of the Geography Department
Annotating a
volcano –
work sheet
Formative
marking of
students work
The students
should be able to:
1. Students to open a document in shared resources and are to identify the main
features of a typical volcano using labeled cross-sections, e.g. to show cone,
crater, vent.
2. (If available – students to use interactive white board to annotate the image)
3. Show the students two images of volcanoes (Shield and a Strato [composite]
volcano) and identify their similarities and differences.
4. ITT: What are the possible reasons for the differences?
5. A/B Pairs: What are the possible reasons for the differences?
6. Student feedback
7. Ask students to consider the key question and to find similarities and differences
between volcanoes, using a range of appropriate textbooks/reference books, and
to identify the main features. The students should use sheet 6.2a to complete this
activity
Geography
Matters Book
3 – p96/7
Internet
 draw labeled
diagrams to
identify the
characteristic
features of
volcanoes
 Identify the main
features of
strato
(composite)
and shield
volcanoes
Homework
Collect
information
from a range
of resources
about a recent
earthquake
(this
information
will be
required next
lesson)
Key Question(s)
Key Question 4
(internet/noninternet lesson)
What is an
Learning
Objectives
Teaching Activities
To be able to use
an extended
geographical
vocabulary
1. As a stimulus show students a video/play a selection of eyewitness
accounts/pictures of earthquake devastation/seismic trace
To be able to use
1. Ask students, in groups, to investigate the nature and effects of a recent earthquake,
using a range of resources (newspaper articles/television reports/textbooks/the
internet). Ensure there are examples from countries in different states of
economic development. Useful websites include:
Kobe at www.city.kobe.jp/index-e.html and
San Francisco at http://quake.wr.usgs.gov/more/1906/got_seismogram.htm
and www.sfmuseum.org/quake/report.html
The students can use Geography Matters Book 3 Resource Pack 6.3a to help
structure their research investigation.
2. Ask students to either write up their findings in the style of a newspaper report,
emphasising the sequence of events, and the effects on buildings, infrastructure
and people.
earthquake? Are
all earthquakes
identical?
secondary sources
of evidence
including ICT
To be able to
identify and
compare the
natures and
effects of
earthquakes
Assessment
Opportunities
Learning
Outcomes
Formative
marking of
students work
The students
should be able to:
Newspaper
Formative
articles
marking of
students work
The students
should be able to:
Resources
Video
Tape
2. Discuss with them what phenomenon is being described/demonstrated/occurring
(and why they think this) and consider what the experience might feel like.
Introduce appropriate terminology, e.g. Richter scale, epicenter, focus, seismic
wave, tremor, aftershocks.
1.
Students to brainstorm ways in which they can identify a country’s level of
economic development
2.
Students to identify what level of development the country they have studied is at
(they can use an atlas to identify the country’s level of development using a range
of development indicators)
3.
4.
Rearrange students in groups to share their findings of the impacts of earthquakes
in countries in different states of economic development. Students to discuss their
findings (level of development against impact). In groups they are to discuss
possible reasons for any differences they find. This can be done by writing LEDCs
and MEDCs on a large sheet of sugar paper. The students can then identify any
similarities they find between the case studies
Write a report to the United Nations explaining the requirements of LEDCs to cope
with earthquakes.
Television
reports
Textbooks
Homework
• use extended
vocabulary
accurately
• describe an
actual
earthquake
The internet
Geography
Matters Book
3 Resource
Pack – sheet
6.3a
Atlas
Formative
marking of
students work
The students
should be able
to
• identify a
countries level
of economic
development
• suggest
reasons why
earthquakes
have varying
impacts in
countries of
different levels
of economic
development
Students to
complete
report for
homework
Key Question(s)
Key Question 5
(internet/noninternet lesson)
Key Question:
Where do
earthquakes and
volcanoes occur?
Learning
Objectives


to be able to
use an atlas to
plot locations
on a world
map using
latitude and
longitude
to be able to
describe
geographical
patterns
Teaching Activities
Resources
1. Recap longitude and latitude. This can be done using the power point presentation.
Internet
2. Demonstrate locating a volcano/earthquake onto the outline map shown on the
power point presentation. Discuss use of appropriate symbols
3. Internet Lesson: Ask students to use internet to obtain locations of recent
earthquakes and volcanic eruptions and to locate these on a world map using
latitude and longitude positions.
Non-Internet Lesson: Using list of recent earthquakes/volcanic eruptions
obtained by teacher (with longitude and latitude information included) the
students are to locate these on a world map using latitude and longitude positions.
4. Ask them to describe the patterns they see and comment on the relationship
between the two (Useful websites are: www.gsrg.nmh.ac.uk/gsrg.html
(recent earthquakes in the UK compared with world earthquakes) and
www.geo.arizona.edu/tools/seismo (real seismic data). For other websites see
‘Resources’). SEN students to complete Where do volcanoes and earthquakes
occur? Work Sheet
5. Students to examine the relationship between volcanoes and earthquakes and plate
margins
Atlas
World map
Text books
SEN Work
sheet – where
do volcanoes
and
earthquakes
occur?
Assessment
Opportunities
Learning
Outcomes
Formative –
informal marking
of class work

compile an
accurate
map of
recent
earthquakes
and volcanic
eruptions
 describe and
explain
patterns
related to
tectonic
activity
Homework
Key Question(s)
Key Question 6
(internet/noninternet lesson)
What causes
earthquakes and
volcanoes?
Learning
Objectives
Teaching Activities
Resources


Internet

to make
relationships
between
patterns on a
global scale
to understand
the causes of
and
processes
involved in
plate
movements


Introduce students to the concept of plate tectonics and the ‘nature’ of plates, their
movement and types of margins (constructive, destructive and conservative).
Students to get into groups of four as jigsaw groups. Each student should be
assigned a number (1-4).
The students then get into expert groups (all the ones together, all the twos etc.)
Group one are to research destructive plate margins (sheet 6.5a can be used to
focus the group), Group two are to research collision plate margins (6.5b), Group 3
are to research conservative plate margins (6.5c) and Group 4 are to research
constructive plate margins (6.5d).
The students then return to their group and take it in turns to describe and explain
what happens at each of the different plate margins.
Atlas
World map
Text books
Geography
Matters Book
3 p102-104)
Geography
Matters Book
3 Resource
Pack 6.5a-d
Assessment
Opportunities
Learning
Outcomes
illustrate, describe
and explain the
processes
responsible for
earthquakes and
volcanic activity at
plate margins
Homework
Key Question(s)
Key Question 7
(internet/noninternet lesson)
How do people
live with
earthquakes and
volcanoes?
Learning
Objectives
to use secondary
sources of
evidence
• to prepare a
presentation
using ICT to
share with other
students
• to analyse and
evaluate
evidence and
draw and justify
conclusions
• to explain how
places are
interdependent
• to consider
human
responses to
hazards posed
by tectonic
activity
• to explore the
idea of
sustainable
development in
the contexts of
volcanoes and
their
environmental
management
Teaching Activities
Resources
The activities listed below may be taken on by different groups of students and shared
through presentations to the rest of the class.
• Help students to examine ways of reducing the hazard of earthquakes by preparing
for them. Ask them to use textbooks/articles to study building techniques and
measures aimed at reducing the likelihood of building collapse. Ask them to compare
measures in countries at different states of economic development.
• Ask students to explore the role of aid agencies in emergency care following
earthquake disasters – see unit 2 ‘The restless earth’ for listed websites. Geography
Matters Book 1 has a good section on Aid and natural disasters.
• Ask students to investigate some strategies aimed at predicting natural hazards
eruption, e.g. scientific monitoring (see Stromboli website and other internet
websites in ‘Resources’).
• How should volcanoes should be managed in the future. You should also examine
the advantages of volcanic activity, e.g. geothermal power, fertile soils. Find
evidence of why people choose to live in active zone areas.
The students could investigate how should Stromboli be managed in the future?
Suggest that students consider prevailing physical, economic and social factors and
the various groups of people who ‘use’ the volcano, e.g. residents of Stromboli and
Ginostra, scientists such as Dr Jurg Alaean, tourists; the sustainability of the natural
environment and Stromboli’s links with the rest of Italy, Europe and the world. Ask
students to examine the advantages of volcanic activity, e.g. geothermal power,
fertile soils. Ask them to find evidence of why people choose to live in active zone
areas.
• The Students are then to present their findings to the class
Textbooks
Articles
Video
TV
Geography
Matters Book
1&3
Key Question
7 Resources
(instruction
sheet)
Assessment
Opportunities
Learning
Outcomes
 describe and
explain why
people
choose to live
in ‘active
zone’ areas
 describe
various
strategies for
living in such
areas and
evaluate their
success
 suggest ways in
which
volcanic
environments
may be
managed
sustainably
plan and write a
piece,
e.g. article,
incorporating
structured text,
maps, and
instructions
Homework
Learning
Objectives
Key Question(s)
Key Question 8
(internet/noninternet lesson)
To know the cause,
effects and human
responses to an
earthquake
What causes
earthquakes, what
are the impacts
and human
responses to
these hazards?
Teaching Activities
Resources


Internet

Discuss enquiry and go over assessment criteria
Students to complete an investigation into the causes, effects and human
responses into an earthquake of their choice. They should use the assessment
criteria to help achieve a good national curriculum level
The students should be encouraged to mark their own work then each others
before a final teacher assessment is awarded
Atlas
World map
Text books
Geography
Matters Book
3
Geography
Matters Book
3 Assessment
mark sheet
(p17)
Assessment
Activity
Key Question
8 Resources
(instruction
sheet)



KQ 5 – Long and Lat
KQ 4 – info on recent earthquake
Background info on Mount St Helens/card sort – to find – was on PC!
Assessment
Opportunities
Learning
Outcomes
Summative
assessment –
NC levels to be
recorded
centrally
The students
should be able to:
 Describe the
cause, effects
and human
responses to
an earthquake
Homework