NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Social Subjects
Contrasting
Student’s Notes
[ACCESS 2]
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Acknowledgement
Learning and Teaching Scotland gratefully acknowledges this contribution to the National
Qualifications support programme for Social Subjects.
© Learning and Teaching Scotland 2010
This resource may be reproduced in whole or in part for educational purposes by educational
establishments in Scotland provided that no profit accrues at any stage.
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© Learning and Teaching Scotland 2010
Contents
Natural hazards
4
Introduction to natural disasters
5
Structure of the Earth
8
Plate tectonics
12
Volcanoes
18
Earthquakes
28
Tsunamis
44
Mini topic investigation
47
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3
NATURAL HAZARDS
Natural hazards
Learning intention
To understand what a natural hazard is.
Success criteria
To be able to give some examples of natural hazards.
What is a natural hazard?
Activity 1
Read this statement:
‘Natural hazards are sudden events that occur in nature.’
Placemat activity
Get into groups of four.
Take an A3 sheet of paper. Draw a circle in the middle and write
‘Natural hazards’ in the centre. Now split your page into four.
 Each person must now write down some
examples of what they think are natural
hazards.
 After 1 minute spin the page round and
look at what each person has written.
 You can then share your ideas as a class.
 One person from each group will write
some examples on the board.
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INTRODUCTION TO NATURAL DISASTERS
Introduction to natural disasters
Worksheet 1
Table 1 below lists the world’s 10 worst natural disasters.
Complete the bar graph (overleaf) to show the number of people killed
in each disaster.
Table 1: Top 10 natural disasters
Rank
Natural disaster type
Location
Year
1
Flood
China
1931
4,000,000
2
Flood
China
1887
2,000,000
3
Earthquake
China
1556
850,000
4
Cyclone
Pakistan
1970
500,000
5
Cyclone
India
1839
300,000
6
Earthquake
Turkey
526
250,000
7
Earthquake
China
1976
240,000
8
Earthquake
China
1920
230,000
9
Earthquake
Haiti
2010
220,000
10
Earthquake (tsunami)
Indian Ocean
2004
210,000
1.
Deaths
In which country have five of the worst disasters taken place?
______________________________________________________
2.
Which type of natural disaster appears six times in the list?
______________________________________________________
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INTRODUCTION TO NATURAL DISASTERS
Worksheet 2
1.
Most of the disasters have taken place in modern times. Discuss
with a partner why you think this is the case.
Activity 2: Complete the bar graph
Top Ten Natural Disasters by Deaths
4500000
4000000
3500000
Number of Deaths
3000000
2500000
2000000
1500000
1000000
500000
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4
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INTRODUCTION TO NATURAL DISASTERS
Checklist
Date show
viewed
Section
Date activity
completed
Learning intention and success criteria
Placemat activity (Activity 1)
Worksheet 1 (Activity 2)
Worksheet 2 (Activity 2)
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STRUCTURE OF THE EARTH
Structure of the Earth
Worksheet 3
With a partner discuss what you think the inside of planet Earth looks
like. Think about what it is made of. Draw and label the different parts
on the diagram below.
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STRUCTURE OF THE EARTH
Worksheet 4
The layers that make up the Earth differ in what they are made of and
the thickness of each layer.
Match up the different layers to their thickness.
1.
2.
3.
Crust – the rigid, rocky
outer surface of the Earth.
The crust is thinner under
the oceans.
A. 2270 km
Inner core – the solid iron–
nickel centre of the Earth,
which is very hot and under
great pressure.
B. 2885 km
Mantle – a rocky layer
located under the crust.
C. 1216 km
4.
Outer core – the molten
iron–nickel layer that
surrounds the inner core.
D. 5–40 km
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STRUCTURE OF THE EARTH
Worksheet 4 (Extension)
The layers that make up the Earth differ in what they are made of and in
thickness.
Match up the different layers to what they are made of and their
thickness.
1.
Crust
2.
Inner core
3.
The rigid, rocky outer
surface of the Earth.
The crust is thinner
under the oceans.
The molten iron–nickel
layer that surrounds
the inner core.
B. 2885 km
A rocky layer located
under the crust.
Mantle
C. 1216 km
4.
Outer core
10
A. 2270 km
The solid iron–nickel
centre of the Earth that
is very hot and under
great pressure.
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D. 5–40 km
STRUCTURE OF THE EARTH
Checklist
Date show
viewed
Section
Date activity
completed
Learning intention and success criteria
Worksheet 3 (Activity 1)
Layers of the Earth (Activity 3)
Named different layers (Activity 4)
Worksheet 4 (Activity 5)
Made a model Earth (Activity 6)
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PLATE TECTONICS
Plate tectonics
Worksheet 5
Answer questions 1 to 3 by putting a cross in the correct box.
1.
Is the Earth’s crust made up of one solid piece?
Yes
2.
How many plates make up the crust?
1
3.
No
7
What do the plates float on?
Crust
4.
20
Inner core
Mantle
Fill in the missing blanks using the words in the box to explain
what plate tectonics means.
crust
moving
plates
colliding
float
inner core
mantle
The Earth’s _______ is made up of seven _______ that are always
_______ apart or ______ with each other. The plates _______ on
the molten _______ which is heated by the ______ ______.
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PLATE TECTONICS
Worksheet 5 (Extension)
Answer questions 1 to 3 by putting a cross in the correct box.
1.
Is the Earth’s crust made up of one solid piece?
Yes
2.
How many plates make up the crust?
1
3.
No
7
What do the plates float on?
Crust
4.
20
Inner core
Mantle
Explain in your own words what plate tectonics means. There are
some words in the box below to help you (you can use some or all
of them).
crust
moving
plates
colliding
float
heat
mantle
inner core
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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PLATE TECTONICS
Worksheet 6
1.
2.
Label the continents and shade them using different colours.
Cut out the different continents and then do Worksheet 7.
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PLATE TECTONICS
Worksheet 7
Stick down the continents in the box below to show how they might have looked millions of years ago before
continental drift took place.
Continental drift
What caused continental drift? (Put a cross in the correct box.)
Plate tectonics
Global warming
The wind
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PLATE TECTONICS
Worksheet 7 (Extension)
Stick down the continents in the box below to show how they might have looked millions of years ago before
continental drift took place.
Continental drift
What caused continental drift? ______________________________________________________________________
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PLATE TECTONICS
Checklist
Date show
viewed
Section
Date activity
completed
Learning intention and success criteria
Plate tectonics video (Activity 1)
Worksheet 5 (Activity 1)
Continental drift (Activity 2)
Continents (Activity 3)
Worksheet 6 (Activity 4)
Worksheet 7 (Activity 5)
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VOLCANOES
Volcanoes
Worksheet 8
1.
My theory on what causes volcanoes:
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
2.
Label the diagram below with the following terms.
Ash cloud – an ash cloud is the cloud of ash that forms in the air
after some volcanic eruptions.
Conduit – a conduit is a passage through which magma (molten
rock) flows in a volcano.
Crust – the crust is Earth’s outermost, rocky layer.
Lava – lava is molten rock; it usually comes out of erupting
volcanoes.
Magma chamber – a magma chamber contains magma (molten
rock) deep within the Earth’s crust.
Side vent – a side vent is a vent in the side of a volcano.
Vent – a vent is an opening in the Earth’s surface through which
volcanic materials erupt.
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VOLCANOES
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VOLCANOES
Worksheet 9
Use the grid below to help evaluate your team’s performance during
your tasks today.
Successful learners
Confident individuals
Show that they are:
Show that they can:









enthusiastic
motivated
determined
creative
able to research information.
work well with others
communicate well
be ambitious
value their own and others’
opinions.
Name:
Name:
Reason:
Reason:
Responsible citizens
Effective contributors
Show that they are:
Show that they are:
 respectful of others
 willing to take part in all
activities
 careful with materials
 able to tidy up.
 eager to share and develop
ideas
 able to work in a team
 able to solve problems
 able to plan with and lead
others.
Name:
Name:
Reason:
Reason:
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VOLCANOES
Worksheet 10
1.
The area I am researching is (put in area you have on your label):
_____________________________
2.
Match up the different classifications of volcanoes to their correct
description.
3.
Erupting or likely to erupt at
any time.
Dormant volcano
Unlikely to erupt again.
Extinct volcano
Temporarily inactive, but
could erupt in the future.
Your task is to find out if your area has any active volcanoes . You
should find out if your area has lots, a few or none. Use class
books and the internet to help you with your research. Below are
some helpful websites:




4.
Active volcano
http://library.thinkquest.org/16132/html/volcanoinfo/maininfo/lo
cationandcauses.html
http://www.cotf.edu/ete/modules/volcanoes/vlocation.html
http://www.geo.mtu.edu/volcanoes/world.html
http://volcano.oregonstate.edu/volcanoes/index.html
Once you have finished your research, complete the following
statement by choosing the correct word in the brackets.
My area has (lots of/a few/no) active volcanoes.
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VOLCANOES
Worksheet 11
Complete the map by shading it using the following colours to show where there are active volcanoes:
Red – lots of active volcanoes
Yellow – a few active volcanoes
Blue – no active volcanoes
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VOLCANOES
Worksheet 12
Draw in the Ring of Fire on the map using a red pen/pencil/crayon.
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VOLCANOES
Worksheet 13
Section A
Decide if the following statements are true or false.
1.
2.
3.
4.
5.
6.
7.
8.
An erupting volcano
An erupting volcano
weather.
An erupting volcano
An erupting volcano
An erupting volcano
chicken pox.
An erupting volcano
An erupting volcano
An erupting volcano
can trigger hot lava.
can trigger hot and sunny
can trigger a tsunami.
can trigger snow falls.
can trigger an outbreak of
can trigger clouds of ash.
can trigger poisonous gases.
can trigger a rainbow.
True/False
True/False
True/False
True/False
True/False
True/False
True/False
True/False
Section B
Circle two people who might live near a volcano because of its benefits:
Diamond miner
Dentist
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Astronaut
Farmer
VOLCANOES
Worksheet 13 (Extension)
Section A
List three things that an erupting volcano can trigger:
1.
______________________________________________________
2.
______________________________________________________
3.
______________________________________________________
Section B
List two benefits of living near a volcano:
1.
_____________________________________________________
_____________________________________________________
2.
_____________________________________________________
_____________________________________________________
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VOLCANOES
Worksheet 14
Cut out the statements and in your group organise them into a diamond
shape. The most important statement should be at the top and the least
important at the bottom.
Dark skies, severe winds
and heavy rains may
follow an eruption for
months afterwards
Creates tourism
One in ten people in the
world live within danger
range of an active
volcano
Spectacular scenery
Lava usually flows quite
slowly from an erupting
volcano
Soil is very fertile
Forms precious stones
Erupting volcanoes can
trigger clouds of ash
Erupting volcanoes can
trigger mud flows
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VOLCANOES
Checklist
Date show
viewed
Section
Date activity
completed
Learning intention and success criteria
Think, pair and share activity (Activity
2)
Worksheet 8 (Activity 3)
Volcanoes video (Activity 4)
Worksheet 8 (Activity 6)
Volcanoes video (Activity 7)
Volcano cartoon activity (Activity 8)
Worksheet 9 (Activity 9)
Worksheets 10 and 11 Carousel activity
(Activity 12)
Worksheet 12 (Activity 14)
What causes volcanoes video links
(Activity 15)
Worksheet 13 – Section A (Activity 16)
Worksheet 13 – Section B
(Activity 18)
Worksheet 14 Diamond mine activity
(Activity 19)
Predicting eruptions video (Activity
20)
Responding to volcano interactive
computer game (Activity 20)
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EARTHQUAKES
Earthquakes
Worksheet 15
1.
My theory on what causes earthquakes:
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
2.
Copy this statement:
‘Earthquakes are sudden movements of the Earth’s crust.’
______________________________________________________
______________________________________________________
3.
Complete the sentence using the word box.
shake
sticking
plates
slide
Earthquakes are caused when two _______ that have been rubbing
and _____________ together, suddenly jerk or ______ past each
other. This causes the ground to _______.
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EARTHQUAKES
Worksheet 16
Cut out the Mercalli scale rates and in your group arrange them into the
correct order.
Not felt.
Slight external damage.
Vibrations like the
passing of a lorry.
Chimneys broken,
people run outside.
Bridges and dams
collapse, railway lines
bend.
People in cars stop,
partial collapse of
buildings.
Broken crockery,
everyone feels it.
Felt when at rest.
Ground surface opens
up, pipes burst.
Objects hurled into the
air, areas devastated.
Landslides, buildings
destroyed.
Cars rock and loose
objects move.
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EARTHQUAKES
Worksheet 17
In your group take turns to mark with a red pen/pencil/crayon where earthquakes occurred this week. Your teacher
will show you a map with the earthquakes’ locations.
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EARTHQUAKES
Worksheet 18
1.
My theory about why earthquakes occur at these locations:
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
2.
Is your theory correct:
Yes/No
3.
Use the internet and class books to help you write a brief
description to explain the terms ‘developed countries’ and
‘developing countries’ (http://en.wikipedia.org).
Developed countries:
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Developing countries:
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
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EARTHQUAKES
Worksheet 19
1. Put the numbers in the boxes
2. Colour the developing countries red
1. Europe
2. North America
4. Africa
5. Middle East
7. Far East
8. South-east Asia
10. South America
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3. Colour the developed countries blue
3. Central America
6. Central Asia
9. Australia
EARTHQUAKES
Worksheet 20
Use Information sheet A to answer the following questions.
Choose the correct word to complete the sentences:
1.
Haiti is a developed/developing country. San Francisco, USA is in
a developed/developing country.
2.
What was the Richter scale measure for each earthquake?
Haiti: _____________
3.
Do you think they predicted the earthquake? Answer yes or no.
Haiti: _____________
4.
San Francisco: ______________
How many people died?
Haiti: ____________
6.
San Francisco: __________________
How many buildings were destroyed or severely damaged?
Haiti: _____________
5.
San Francisco: __________________
San Francisco: _____________
Who coped the best with the earthquake – Haiti or San Francisco,
USA? _____________________
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EARTHQUAKES
Information Sheet A
Haiti
Haiti devastated by massive quake
A massive earthquake measuring 7 on the Richter Scale has struck
the Caribbean nation of Haiti.
A witness said that overnight the capital was in total darkness.
‘You have thousands of people sitting in the streets with nowhere to go.
There are people running, crying, screaming.
‘People are trying to dig victims out with flashlights. I think hundreds
of casualties would be a serious understatement.’
Haiti is the poorest country in the western hemisphere.
EYEWITNESS Carel Pedre, TV and radio presenter, Port-au-Prince
I saw a lot of people crying for help, a lot of buildings collapsed, a lot
of car damage, a lot of people without help, people bleeding.
I saw a movie theatre, a supermarket, a cybercafe, an apartment
building which collapsed.
Now it’s dark outside, there is no electricity, all the phone networks are
down, so there’s no way that people can get in touch with their family
and friends.
I didn’t see any emergency services, the people in the neighbourhood
were trying to help each other.
HAITI COUNTRY PROFILE
 Population of 10 million people
 Most live on less than $2 a day
 High unemployment
 Poor economy
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EARTHQUAKES
2010 Haiti earthquake
From Wikipedia, the free encyclopedia
The 2010 Haiti earthquake measured 7 on the Richter Scale, with an
epicentre near the town of Léogâne, approximately 25 km (16 miles)
west of Port-au-Prince, Haiti’s capital. The earthquake occurred at
16:53 local time on Tuesday, 12 January 2010.
The Haitian Government reports that around 230,000 people ha d been
identified as dead, an estimated 300,000 injured, and an estimated
1,000,000 homeless. They also estimated that 280,000 buildings had
collapsed or were severely damaged.
The earthquake caused major damage. Many landmark buildings were
badly damaged or destroyed, including the Presidential Palace, the
National Assembly building, the Port-au-Prince Cathedral, and the main
jail.
Communication systems, air, land, and sea transport facilities,
hospitals, and electrical networks had been damaged by the earthquake,
which hampered rescue and aid efforts. Port-au-Prince’s morgues were
quickly overwhelmed; tens of thousands of bodies were buried in mass
graves. As rescues tailed off, supplies, medical care and sanitation
became priorities. Delays in aid distribution led to angry appeals from
aid workers and survivors.
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EARTHQUAKES
San Francisco
1989: Earthquake hits San Francisco
A powerful earthquake has rocked San Francisco killing 63 people and
injuring hundreds.
The epicentre of the quake measured 6.9 on the Richter scale.
A massive rescue effort is now underway in what experts believe is the
second biggest earthquake ever to hit the United States.
Officials have reported ‘unbelievable damage to infrastructure’ with
collapsed bridges and freeways, fires, shattered buildings, gaping
cracks in roads and landslides.
The quake struck at 1704 local time (18 October, 0004 GMT), as people
were making their way home after work. Traffic was brought to a
standstill and many homes left without power.
Hospitals have been flooded with injured victims.
1989 San Francisco earthquake
From Wikipedia, the free encyclopedia
The San Francisco earthquake struck the San Francisco Bay Area of
California on October 17, 1989, at 5:04pm local time. The ‘quake killed
63 people throughout northern California, injured 3,757 and left some
3,000–12,000 people homeless. In Santa Cruz, close to the epicenter, 40
buildings collapsed, killing six people.
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EARTHQUAKES
Information Sheet A (Extension)
Haiti
Haiti devastated by massive quake
A massive 7.0-magnitude earthquake has struck the Caribbean
nation of Haiti.
The extent of the devastation is still unclear but there are fears
thousands of people may have died.
Haiti’s worst quake in two centuries hit south of the capital Port -auPrince on Tuesday.
The Red Cross says up to three million people have been affected.
Describing the earthquake as a ‘catastrophe’, Haiti’s envoy to the US
said the cost of the damage could run into billions.
A witness said that overnight the capital was in total darkness.
‘You have thousands of people sitting in the streets with nowhere to go.
There are people running, crying, screaming.
‘People are trying to dig victims out with flashlights. I think hundreds
of casualties would be a serious understatement.’
Haiti is the poorest country in the western hemisphere.
EYEWITNESS Carel Pedre, TV and radio presenter, Port-au-Prince
I saw a lot of people crying for help, a lot of buildings collapsed, a lot
of car damage, a lot of people without help, people bleeding.
I saw a movie theatre, a supermarket, a cybercafe, an apartment
building which collapsed.
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EARTHQUAKES
Now it’s dark outside, there is no electricity, all the phone networks are
down, so there’s no way that people can get in touch with their family
and friends.
I didn’t see any emergency services, the people in the neighbourhood
were trying to help each other.
The streets are narrow and there is lot of traffic and everyone is trying
to reach family and friends. Traffic now is really difficult. People don ’t
know where to go or where to start.
HAITI COUNTRY PROFILE
 Half of Caribbean island of Hispaniola
 History of violence, instability and dictatorship
 Population of 10 million people
 Most live on less than $2 a day
 Democratic rule restored in 2006
 Economy in ruins and unemployment is chronic
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EARTHQUAKES
2010 Haiti earthquake
From Wikipedia, the free encyclopedia
The 2010 Haiti earthquake was a catastrophic magnitude 7.0 M w
earthquake, with an epicentre near the town of Léogâne, approximately
25 km (16 miles) west of Port-au-Prince, Haiti’s capital. The
earthquake occurred at 16:53 local time (21:53 UTC) on Tuesday, 12
January 2010. The Haitian Government reports that around 230,000
people had been identified as dead, an estimated 300,000 injured, and
an estimated 1,000,000 homeless. They also estimated that 280,000
residences and commercial buildings had collapsed or were severely
damaged.
The earthquake caused major damage to Port-au-Prince, Jacmel and
other settlements in the region. Many notable landmark buildings were
significantly damaged or destroyed, including the Presidential Palace,
the National Assembly building, the Port-au-Prince Cathedral, and the
main jail.
Communication systems, air, land, and sea transport facilities,
hospitals, and electrical networks had been damaged by the earthquake,
which hampered rescue and aid efforts. Port-au-Prince’s morgues were
quickly overwhelmed; tens of thousands of bodies were buried in mass
graves. As rescues tailed off, supplies, medical care and sanitation
became priorities. Delays in aid distribution led to angry appeals from
aid workers and survivors.
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39
EARTHQUAKES
San Francisco
1989: Earthquake hits San Francisco
A powerful earthquake has rocked San Francisco killing 63 people and
injuring hundreds.
The number of dead is expected to rise significantly. The two -tier Bay
Bridge and Nimitz freeway both partially collapsed and rescuers are
waiting to recover bodies from cars crushed by the quake.
The epicentre of the quake, which measured 6.9 on the Richter scale, is
thought to have been Loma Prieta, 10 miles north of Santa Cruz on the
San Andreas fault.
A massive rescue effort is now underway in what experts believe is the
second biggest earthquake ever to hit the United States.
Officials have reported ‘unbelievable damage to infrastructure’ with
collapsed bridges and freeways, fires, shattered buildings, gaping
cracks in roads and landslides.
The quake struck at 1704 local time (18 October, 0004 GMT), as people
were making their way home after work. Traffic was brought to a
standstill and many homes left without power.
Hospitals have been flooded with injured victims.
In Context
The final death toll of 63 was well below the 300 expected deaths. Over
3,500 people were injured and 100,000 buildings damaged.
The reason for the lower-than-expected death toll was put down to the
fact that most people had left work early to watch the third of the World
Series baseball games which was being shown on television.
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EARTHQUAKES
1989 Loma Prieta earthquake
From Wikipedia, the free encyclopedia
The San Francisco earthquake struck the San Francisco Bay Area of
California on October 17, 1989, at 5:04pm local time. The quake killed
63 people throughout northern California, injured 3,757 and left some
3,000–12,000 people homeless. Some 12,000 homes and 2,600
businesses were damaged. In Santa Cruz, close to the epicenter, 40
buildings collapsed, killing six people.
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EARTHQUAKES
Worksheet 21
Cut out the statements and in your group organise them into a diamond
shape. The most important statement should be at the top and the least
important at the bottom.
Took place in a
developed country.
Good strong building
design.
Search for people
trapped in buildings.
Supply food.
Supply drinking water.
Access to hospitals and
medicine.
Prepared emergency
services (police, fire
service and ambulance).
Provide new homes for
people.
Fix any electricity and phone
lines damaged by the quake.
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EARTHQUAKES
Checklist
Date show
viewed
Section
Date activity
completed
Learning intention and success criteria
Think, pair and share activity (Activity
1)
Worksheet 15, Q1 (Activity 2)
Earthquakes video (Activity 3)
Worksheet 15, Q2 and 3 (Activity 4)
Earthquakes video (Activity 5)
Worksheet 16 Mercalli scale activity
(Activity 6)
Worksheet 17 Mapping from memory
activity (Activity 7)
Worksheet 18 (Activity 8)
Worksheets 18 and 19 (Activity 9)
Worksheet 20 and Activity sheet A
(Activity 10)
Think, pair and share activity (Activity
11)
Worksheet 21 – Diamond 9 activity
(Activity 12)
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TSUNAMIS
Tsunamis
Worksheet 22
Here are some useful websites to help you with the poster:
 http://news.bbc.co.uk/1/hi/sci/tech/7533972.stm
 http://www.fema.gov/kids/tsunami.htm
Try finding some more of your own.
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TSUNAMIS
Worksheet 23
Use the grid below to help evaluate your team’s performance during
your tasks today.
Successful learners
Confident individuals
Show that they are:
Show that they can:









enthusiastic
motivated
determined
creative
able to research information.
Name:
work well with others
communicate well
be ambitious
value their own and others’
opinions.
Name:
Reason:
Reason:
Responsible citizens
Effective contributors
Show that they are:
Show that they are:
 respectful of others
 willing to take part in all
activities
 careful with materials
 able to tidy up.
 eager to share and develop
ideas
 able to work in a team
 able to solve problems
 able to plan with and lead
others.
Name:
Name:
Reason:
Reason:
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TSUNAMIS
Checklist
Section
Lesson starter (Activity 1)
Learning intention and success criteria
Tsunami video (Activity 2)
Worksheet 22 Tsunami poster (Activity
3)
Tsunami explanation video (Activity
4)
Worksheet 23 (Activity 4)
Walk about talk about (Activity 6)
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© Learning and Teaching Scotland 2010
Date show
viewed
Date activity
completed
MINI TOPIC INVESTIGATION
Mini topic investigation
Learning intentions: To produce a TV news report on a
natural disaster
Success criteria
1.
2.
3.
You should be able to clearly explain two reasons for
investigating your mini topic.
You can use the words ‘location’ and ‘change’ when explaining
your reasons. (For example: I chose to investigate the Haiti
earthquake to understand more about why it happened, it s location
and how the country changed after this.)
Your report should make a contrast. (For example, you may wish
to contrast why so many people died in Haiti compared to the San
Francisco earthquake).
Activity 1
As a class we must decide on the criteria for a good broadcast.
Think, pair and share
Think – on your own, think about what makes a good news story.
Pair – with your partner, discuss your ideas and write them below.
Share – share these ideas as a class.
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MINI TOPIC INVESTIGATION
Example of what makes a good broadcast
A good newsflash should contain the following:







introduction of presenter
headline story with newsflash, eg ‘Bridges collapse!’
location of event
time of event
description of what happened
key facts and figures
eyewitness accounts
A good newsflash should also:
 be presented in a clear voice
 make sense
 is informative.
To enhance your newsflash some of the following may be use d:





accents
props
interviews
a reporter on the scene (in addition to the newsreader in the studio)
music.
Note: All ‘enhancements’ must be discussed with the station manager
(teacher) who may approve or decline requests.
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© Learning and Teaching Scotland 2010
MINI TOPIC INVESTIGATION
Newsflash activity instructions
Working in groups of four, you will
produce a script for a newsflash that
will detail a recent natural disaster.
Each person in the group will have a specific role to
play. Group members will decide on their roles.
The roles
Newsreader
Will read the news report to the whole of the class. Will also help to
decide on what information the report should contain.
Writer
Will produce a script for the newsreader. Will also help to decide on
what information the report should contain.
Director
Will be responsible for ensuring that the news report is produced on
time. Will make sure the report is of the correct length and contains the
required information. Will be responsible for rehearsals and making
sure everyone is working together.
Runner
The runner’s job is very important. They will make sure everyone in the
news team has the materials they need for working, for example paper,
pens, information. The runner will count in the newsreader during the
live report. The runner will also help to decide on what i nformation the
report should contain.
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MINI TOPIC INVESTIGATION
Activity 2
The following should be completed and handed to the station manager
(teacher).
Group name (TV
station name)
Group roles:
Director
Newsreader
Writer
Runner
Have you booked a computer slot? Please tick.
Have you issued any instructions to your runner? Please
tick.
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© Learning and Teaching Scotland 2010
MINI TOPIC INVESTIGATION
Activity 3
Breaking news
Breaking news
Breaking news
Breaking news
You are under pressure to write a newsflash. There has been a major
incident somewhere in the world and your news team will be going live
in 1 hour’s time!
In the next 10 minutes you must do the following.
In the space below complete a spider diagram (mind map) of ideas for
your script and presentation. Place your headline in the circle to begin
your diagram.
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MINI TOPIC INVESTIGATION
Activity 4
Breaking news
Breaking news
Breaking news
Breaking news
The script
It is now that your team really has to work together. Use the checklist
below to chart your progress. Tick the box when you have complet ed
this part of your script.
Introduction
Location
Time
Description of incident
Wider earthquake facts
Eyewitness report
Contrast with another event.
Write your draft script here
Continue overleaf
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MINI TOPIC INVESTIGATION
Group name_________________________
Activity 5
Each group will assess each other’s performance based on the criteria
for a good broadcast that you agree on as a class.
Each aspect of the broadcast should be given a score between 1 and 5 :
1.
2.
3.
4.
5.
Could be better.
Fair
Good
Very good
Excellent
Feature to be
marked
Group
Group
Group
Group
Group
Group
Group
Group
1
2
3
4
5
6
7
8
Introduction
Headline
Key facts eg:
location
time
date
death toll
Description of what
happened
A clear voice
Eyewitness accounts
Extras
Props
Second reporter
Music
Pictures
It made sense
It was informative
The presenter had a
clear voice
CONTRASTING (ACCESS 3, SOCIAL SUBJECTS)
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MINI TOPIC INVESTIGATION
Station manager – Special request form
Group
54
Nature of request
CONTRASTING (ACCESS 3, SOCIAL SUBJECTS)
© Learning and Teaching Scotland 2010
MINI TOPIC INVESTIGATION
Mini topic investigation checklist
Date show
viewed
Section
Date activity
completed
Learning intention and success criteria
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
I choose to investigate
this topic because…
Change
Describe how the event
changed the area.
Location
Describe where the event
took place
The contrast I made
was…
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