Year 9 Geography – Internet Earthquakes and Virtual Volcanoes Lesson Plans
Key Stage 3
Group
Date
Period
Year 9
Unit number: 13
Course Title: Internet Earthquakes and Virtual Volcanoes
Lesson Plan – 1
Key Question – What do we already know about volcanoes and earthquakes?
Learning Objectives:
To be able to work co-operatively with others
Time
Main activities of lesson
2
1. Register
3
2. Introduction to Geography in Year 9

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]
5
10
1
4
5
10
5
5
3. Discuss expectations etc / classroom rules
4. Students to number their pages and outline the classroom rules
5. ITT – What do we know about volcanoes and earthquakes?
6. PW – What do we already know about volcanoes and earthquakes?
7. Envoying – What do we already know about volcanoes and earthquakes?
8. Groups to prepare a 2 minute presentation on Volcanoes and Earthquakes
9. 30 second group presentation on Volcanoes and Earthquakes
Conclusion/consolidation & recap (Q&A)
Homework:
Resources:
Exercise Books
Differentiation:
Extension:
Extension
Teacher assist lower ability students
Differentiated resources
CSA work with targeted students (where
applicable)
Mixed ability pairs and groups
Literacy
Numeracy
Identifying and understanding key
curriculum vocabulary. Use of a variety of
Calculation of time to manage time targets
strategies to identify unfamiliar words.
for each task.
Using language of comparison
ICT
SMSC
Working co-operatively in pairs and groups
Evaluation
Internet Geography – http://www.internetgeography.co.uk
1
Year 9 Geography – Internet Earthquakes and Virtual Volcanoes Lesson Plans
Key Stage 3
Group
Date
Year 9
Unit number: 13
Course Title: Internet Earthquakes and Virtual Volcanoes
Lesson Plan – 2a – Internet Lesson
Key Question – What is a real volcano like?
Learning Objectives:
Time
5
2
3
10
5
1
19
5
Period
1.
To be able to locate a volcano in an atlas
2.
To be able to extract a range of information from a web site
3.
To be able to ask geographical questions and suggest an appropriate
sequence of investigation
Main activities of lesson
1. Lesson starter
2. Register
3. Lesson recap and outline: Explain to students that they are to carry out a ‘virtual’
field visit to Stromboli. 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).
4. 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
5. 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.
6. Compare these headings to the headings in Geography Matters Book 3 –
Resource sheet – 6.1a
7. Students use the web site to find out key geographical information about the
volcano and its geography
Conclusion/consolidation & recap (Q&A)
Homework:
Resources:
Atlases
Computers
Internet
Differentiation:
Extension:
Extension
Search for further information about the
Teacher assist lower ability students
volcano using a range of other sources e.g.
Differentiated resources
CD Rom (Encarta) or search engines on the
CSA work with targeted students (where
Internet. They should also seek images and
applicable)
save them into their “My Work/Documents”
Mixed ability pairs and groups
area
Literacy
Numeracy
Identifying and understanding key
curriculum vocabulary. Use of a variety of
Calculation of time to manage time targets
strategies to identify unfamiliar words.
for each task.
Using language of comparison
ICT
SMSC
Use of ICT to extract information
Working co-operatively in pairs and groups
Use of a search engine
Evaluation
Internet Geography – http://www.internetgeography.co.uk
2
Year 9 Geography – Internet Earthquakes and Virtual Volcanoes Lesson Plans
Key Stage 3
Group
Date
Year 9
Unit number: 13
Course Title: Internet Earthquakes and Virtual Volcanoes
Lesson Plan – 2b – Non - Internet Lesson
Key Question – What is a real volcano like?
Learning Objectives:
Time
5
2
3
10
1
2
7
15
5
Period
1.
To be able to locate a volcano in an atlas
2.
To be able to extract a range of information from a video
3.
To be able to ask geographical questions and suggest an appropriate
sequence of investigation
Main activities of lesson
1. Lesson starter
2. Register
Lesson recap and outline: 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.
4. 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
5. ITT – brainstorm 3 questions they would need to answer to complete their brochure
6. 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.
7. Snowballing – two’s become fours – share ideas for questions. Fours become
eights and share ideas for questions
8. 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.
Conclusion/consolidation & recap (Q&A)
Homework:
Resources:
Atlases
Video
Differentiation:
Extension:
Extension
Search for further information about the
Teacher assist lower ability students
volcano using a range of other sources e.g.
Differentiated resources
text book (Investigating Geography) or on
CSA work with targeted students (where
the Internet.
applicable)
Mixed ability pairs and groups
Literacy
Numeracy
Identifying and understanding key
curriculum vocabulary. Use of a variety of
Calculation of time to manage time targets
strategies to identify unfamiliar words.
for each task.
Using language of comparison
ICT
SMSC
Use of ICT to extract information
Working co-operatively in pairs and groups
Use of a search engine
Evaluation
3.
Internet Geography – http://www.internetgeography.co.uk
3
Year 9 Geography – Internet Earthquakes and Virtual Volcanoes Lesson Plans
Key Stage 3
Group
Date
Period
Year 9
Unit number: 13
Course Title: Internet Earthquakes and Virtual Volcanoes
Lesson Plan – 3a – Internet Lesson
Key Question – What is a real volcano like?
Learning Objectives:
1. To be able to make decisions about appropriate clothing and equipment
for a visit to a volcano
Time
5
2
3
5
5
5
20
5
2.
To be able to select and use secondary sources of evidence
3.
To be able to collect, and record available evidence and present it in an
appropriate way
Main activities of lesson
1. Lesson starter
2. Register
3. Lesson recap and outline: Explain to students that they are to carry out a ‘virtual’
field visit to Stromboli. 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).
4. Inform 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.
5. Amended selection to be completed in pairs.
6. 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
Conclusion/consolidation & recap (Q&A)
Homework:
Resources:
Atlases
Computers
Internet
Differentiation:
Extension:
Extension
Produce brochure: Discuss with students the
Teacher assist lower ability students
target audience for the leaflet and the
Differentiated resources
appropriate layouts, fonts, language, colour
CSA work with targeted students (where
etc that they might consider and that they
applicable)
will need to include appropriate illustrations.
Mixed ability pairs and groups
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
Literacy
Numeracy
Identifying and understanding key
curriculum vocabulary. Use of a variety of
Calculation of time to manage time targets
strategies to identify unfamiliar words.
for each task.
Using language of comparison
ICT
SMSC
Use of ICT to extract information
Working co-operatively in pairs and groups
Use of a search engine
Evaluation
Internet Geography – http://www.internetgeography.co.uk
4
Year 9 Geography – Internet Earthquakes and Virtual Volcanoes Lesson Plans
Key Stage 3
Group
Date
Period
Year 9
Unit number: 13
Course Title: Internet Earthquakes and Virtual Volcanoes
Lesson Plan – 3b – Non - Internet Lesson
Key Question – What is a real volcano like?
Learning Objectives:
1. To be able to select and use secondary sources of evidence
2.
Time
5
2
3
10
25
5
To be able to sort, collect, and record available evidence
Main activities of lesson
1. Lesson starter
2. Register
3. Lesson recap and outline: 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.
4. In pairs the students complete the card sort/enquiry (Waugh style) into Mount St
Helens which students should complete at this stage. How did Harry Trueman Die?
5. Students complete write up activity
Conclusion/consolidation & recap (Q&A)
Homework:
Resources:
Atlases
Produce Brochure
Computers
Internet
Differentiation:
Extension:
Extension
Produce brochure: Discuss with students
Teacher assist lower ability students
possible brochure layouts that they might
Differentiated resources
consider and that they will need to include
CSA work with targeted students (where
appropriate illustrations. Lower-attaining
applicable)
students are likely to need more structured
guidance, e.g. a brochure template, prompts
Mixed ability pairs and groups
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.
Literacy
Numeracy
Use language of comparison. Describe
events and processes making connections
between them. Language of
causality/reason, e.g. because, therefore, in
Calculation of time to manage time targets
the light of, thus, however. Read
for each task.
increasingly complex non-fiction text,
selecting essential points and using
inference and deduction.
ICT
SMSC
Use of word processor to produce 2 minute
Examine the social implications of the
news article.
eruption
Evaluation
Internet Geography – http://www.internetgeography.co.uk
5
Year 9 Geography – Internet Earthquakes and Virtual Volcanoes Lesson Plans
Key Stage 3
Group
Date
Period
Year 9
Unit number: 13
Course Title: Internet Earthquakes and Virtual Volcanoes
Lesson Plan – 4a Internet Lesson
Key Question – 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
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
Time
5
2
3
5
1
3
6
20
5
Main activities of lesson
1. Lesson starter – Students to open a document in shared resources and are to
identify the main features of a typical volcano using labelled cross-sections, e.g. to
show cone, crater, vent.
2. Register
3. Lesson recap and outline: (If available – students to use interactive white board to
annotate the image) Explain to students that they are to investigate volcanoes. Ask
about the different states they can be in (active, dormant and extinct). Are there
any other differences?
4. Show the students two images of volcanoes (Shield and a Strato [composite]
volcano) and the students are to identify their similarities and differences.
5. ITT: What are the possible reasons for the differences?
6. A/B Pairs: What are the possible reasons for the differences?
7. Student feedback
8. 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
Conclusion/consolidation & recap (Q&A)
Homework:
Resources:
Collect information from a range of
resources about a recent earthquake (this
information will be required next lesson)
Differentiation:
Extension
Teacher assist lower ability students
Differentiated resources
CSA work with targeted students (where
applicable)
Mixed ability pairs and groups
Literacy
Use language of comparison. Describe
events and processes making connections
between them. Language of
causality/reason, e.g. because, therefore, in
the light of, thus, however. Read
increasingly complex non-fiction text,
selecting essential points and using
inference and deduction.
ICT
Use of appropriate web sites to extract
information
Evaluation
Annotating a volcano (shared documents)
Geography Matters Book 3 – p96/7
Internet
Extension:
Numeracy
Calculation of time to manage time targets
for each task.
SMSC
Working co-operatively in pairs and groups
Internet Geography – http://www.internetgeography.co.uk
6
Year 9 Geography – Internet Earthquakes and Virtual Volcanoes Lesson Plans
Key Stage 3
Group
Date
Period
Year 9
Unit number: 13
Course Title: Internet Earthquakes and Virtual Volcanoes
Lesson Plan – 4b Non - Internet Lesson
Key Question – 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
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
Time
5
2
3
5
1
3
6
20
5
Main activities of lesson
1. Lesson starter – Students to complete sheet on identifying the main features of a
typical volcano using labelled cross-sections, e.g. to show cone, crater, vent.
2. Register
3. Lesson recap and outline: (If available – students to use interactive white board to
annotate the image) Explain to students that they are to investigate volcanoes. Ask
about the different states they can be in (active, dormant and extinct). Are there
any other differences?
4. Show the students two images of volcanoes (Shield and a Strato [composite]
volcano) and the students are to identify their similarities and differences.
5. ITT: What are the possible reasons for the differences?
6. A/B Pairs: What are the possible reasons for the differences?
7. Student feedback
8. Ask students to consider the key question and to find similarities and differences
between volcanoes, using Geography Matters Book 3 and to identify the main
features. The students should use sheet 6.2a to complete this activity
Conclusion/consolidation & recap (Q&A)
Homework:
Resources:
Collect information from a range of
resources about a recent earthquake (this
information will be required next lesson)
Differentiation:
Extension
Teacher assist lower ability students
Differentiated resources
CSA work with targeted students (where
applicable)
Mixed ability pairs and groups
Literacy
Use language of comparison. Describe
events and processes making connections
between them. Language of
causality/reason, e.g. because, therefore, in
the light of, thus, however. Read
increasingly complex non-fiction text,
selecting essential points and using
inference and deduction.
ICT
Use of appropriate web sites to extract
information
Evaluation
Annotating a volcano – work sheet
Geography Matters Book 3 – p96/7
Internet
Extension:
Numeracy
Calculation of time to manage time targets
for each task.
SMSC
Working co-operatively in pairs and groups
Internet Geography – http://www.internetgeography.co.uk
7
Year 9 Geography – Internet Earthquakes and Virtual Volcanoes Lesson Plans
Key Stage 3
Group
Date
Period
Year 9
Unit number: 13
Course Title: Internet Earthquakes and Virtual Volcanoes
Lesson Plan – 5a Internet Lesson
Key Question – What is an earthquake? Are all earthquakes identical?
Learning Objectives:

To be able to use an extended geographical vocabulary

To be able to use secondary sources of evidence including ICT
Note to teacher: It is suggested that you pre-prepare a list of recent earthquakes for the students to
choose from to complete their investigation. These should be a mixture of countries at different levels
of development.
Time
Main activities of lesson
5
1. Lesson starter – PowerPoint Activity – Volcanoes: Odd one out
2
2. Register
3
3. Lesson recap and outline:
5
5
20
5
5
4.
As a stimulus show students a video/play a selection of eyewitness
accounts/pictures of earthquake devastation/seismic trace
5. 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.
6. 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.
7. 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.
Conclusion/consolidation & recap (Q&A)
Homework:
Resources:
Newspaper articles
Television reports
Textbooks
The internet
Complete report ready for next lesson
Geography Matters Book 3 Resource Pack
– sheet 6.3a
PowerPoint Activity – Volcanoes: Odd one
out
Differentiation:
Extension:
Extension
Teacher assist lower ability students
Differentiated resources
CSA work with targeted students (where
applicable)
Mixed ability pairs and groups
Literacy
Numeracy
Use language of comparison. Describe
events and processes making connections
between them. Language of
causality/reason, e.g. because, therefore, in
Calculation of time to manage time targets
the light of, thus, however. Read
for each task.
increasingly complex non-fiction text,
selecting essential points and using
inference and deduction.
ICT
SMSC
Use of appropriate web sites to extract
Working co-operatively in pairs and groups
information
Evaluation
Internet Geography – http://www.internetgeography.co.uk
8
Year 9 Geography – Internet Earthquakes and Virtual Volcanoes Lesson Plans
Key Stage 3
Group
Date
Period
Year 9
Unit number: 13
Course Title: Internet Earthquakes and Virtual Volcanoes
Lesson Plan – 5b Non-Internet Lesson
Key Question – What is an earthquake? Are all earthquakes identical?
Learning Objectives:

To be able to use an extended geographical vocabulary

To be able to use secondary sources of evidence including ICT
Note to teacher: It is suggested that you pre-prepare a list of recent earthquakes for the students to
choose from to complete their investigation. These should be a mixture of countries at different levels
of development. It is also advised that you print off a range of additional materials for those students
who do not complete their homework as a back up.
Time
Main activities of lesson
5
1. Lesson starter – PowerPoint Activity – Volcanoes: Odd one out
2
2. Register
3
3. Lesson recap and outline:
5
5
20
5
5
4.
As a stimulus show students a video/play a selection of eyewitness
accounts/pictures of earthquake devastation/seismic trace
5. 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.
6. 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.
7. 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.
Conclusion/consolidation & recap (Q&A)
Homework:
Resources:
Complete report ready for next lesson
Differentiation:
Extension
Teacher assist lower ability students
Differentiated resources
CSA work with targeted students (where
applicable)
Mixed ability pairs and groups
Literacy
Use language of comparison. Describe events
and processes making connections between
them. Language of causality/reason, e.g.
because, therefore, in the light of, thus, however.
Read increasingly complex non-fiction text,
selecting essential points and using inference and
deduction.
ICT
Use of appropriate web sites to extract
information
Evaluation
Newspaper articles
Television reports
Textbooks
The internet
Geography Matters Book 3 Resource Pack –
sheet 6.3a
PowerPoint Activity – Volcanoes: Odd one out
Extension:
Numeracy
Calculation of time to manage time targets
for each task.
SMSC
Working co-operatively in pairs and groups
Internet Geography – http://www.internetgeography.co.uk
9
Year 9 Geography – Internet Earthquakes and Virtual Volcanoes Lesson Plans
Key Stage 3
Group
Date
Period
Year 9
Unit number: 13
Course Title: Internet Earthquakes and Virtual Volcanoes
Lesson Plan – 6 Non-Internet Lesson for all
Key Question – What is an earthquake? Are all earthquakes identical?
Learning Objectives:

To be able to use an extended geographical vocabulary

To be able to use secondary sources of evidence including ICT

To know how a country’s level of development can affect the
impact of earthquakes
Note to teacher: It is suggested that you pre-prepare a list of recent earthquakes for the students to
choose from to complete their investigation. These should be a mixture of countries at different levels
of development. It is also advised that you print off a range of additional materials for those students
who do not complete their homework as a back up.
Time
Main activities of lesson
5
1. Lesson starter – PowerPoint Activity – Key Terminology: Earthquakes Word Game
starter
2
2. Register
3
3. Lesson recap and outline:
5
5
10
15
5
Students to brainstorm ways in which they can identify a country’s level of
economic development
5. 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) . They are to describe and explain their reasoning
6. 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
7. Write a report to the United Nations explaining the requirements of LEDCs to cope
with earthquakes.
Conclusion/consolidation & recap (Q&A)
Homework:
Resources:
Atlas
PowerPoint Activity – Key Terminology:
Earthquakes Word Game starter
Differentiation:
Extension:
Extension
Teacher assist lower ability students
Differentiated resources
CSA work with targeted students (where
applicable)
Mixed ability pairs and groups
Literacy
Numeracy
Use language of comparison. Describe
events and processes making connections
Calculation of time to manage time targets
between them. Language of
for each task.
causality/reason, e.g. because, therefore, in
The use of the Richter Scale to compare
the light of, thus, however. Read
magnitude of earthquakes
increasingly complex non-fiction text,
The use of social and economic indicators to
selecting essential points and using
identify a country’s level of development
inference and deduction.
ICT
SMSC
Use of appropriate web sites to extract
Working co-operatively in pairs and groups
information
Evaluation
4.
Internet Geography – http://www.internetgeography.co.uk
10
Year 9 Geography – Internet Earthquakes and Virtual Volcanoes Lesson Plans
Key Stage 3
Group
Date
Period
Year 9
Unit number: 13
Course Title: Internet Earthquakes and Virtual Volcanoes
Lesson Plan – 7a Internet 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
Time
5
2
3
10
10
10
5
5
Main activities of lesson
1. Lesson starter – PowerPoint Activity – Volcanoes and earthquakes word
association game
2. Register
3. Lesson recap and outline:
4.
Recap longitude and latitude. This can be done using the power point
presentation. Demonstrate locating a volcano/earthquake onto the outline map
shown on the power point presentation. Discuss use of appropriate symbols
5. 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.
6. Students 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
7. Students to examine the relationship between volcanoes and earthquakes and
plate margins
Conclusion/consolidation & recap (Q&A)
Homework:
Resources:
Internet
PowerPoint Presentation:
location_of_volcanoes_and_earthquakes
Atlas
World map: world_country.pdf
Key Geography Matters Book 3
SEN Work sheet – where do volcanoes and
earthquakes occur?
Differentiation:
Extension:
Extension
Teacher assist lower ability students
Differentiated resources
CSA work with targeted students (where
applicable)
Mixed ability pairs and groups
Literacy
Numeracy
Use language of comparison. Describe
events and processes making connections
between them. Language of
Calculation of time to manage time targets
causality/reason, e.g. because, therefore, in
for each task.
the light of, thus, however. Read
The use of longitude and latitude to locate
increasingly complex non-fiction text,
places
selecting essential points and using
inference and deduction.
ICT
SMSC
Use of appropriate web sites to extract
Working co-operatively in pairs and groups
information
Evaluation
Internet Geography – http://www.internetgeography.co.uk
11
Year 9 Geography – Internet Earthquakes and Virtual Volcanoes Lesson Plans
Key Stage 3
Group
Date
Period
Year 9
Unit number: 13
Course Title: Internet Earthquakes and Virtual Volcanoes
Lesson Plan – 7b Non-Internet 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
Time
5
2
3
10
10
10
5
5
Main activities of lesson
1. Lesson starter – PowerPoint Activity – Volcanoes and earthquakes word
association game
2. Register
3. Lesson recap and outline:
4.
Recap longitude and latitude. This can be done using the power point
presentation. Demonstrate locating a volcano/earthquake onto the outline map
shown on the power point presentation. Discuss use of appropriate symbols
5. 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.
6. Students to describe the patterns they see and comment on the relationship
between the two. SEN students to complete Where do volcanoes and earthquakes
occur? Work Sheet
7. Students to examine the relationship between volcanoes and earthquakes and
plate margins
Conclusion/consolidation & recap (Q&A)
Homework:
Resources:
PowerPoint Presentation:
location_of_volcanoes_and_earthquakes
Atlas
World map: world_country.pdf
Key Geography Matters Book 3
SEN Work sheet – where do volcanoes and
earthquakes occur?
Differentiation:
Extension:
Extension
Teacher assist lower ability students
Differentiated resources
CSA work with targeted students (where
applicable)
Mixed ability pairs and groups
Literacy
Numeracy
Use language of comparison. Describe
events and processes making connections
between them. Language of
causality/reason, e.g. because, therefore, in
Calculation of time to manage time targets
the light of, thus, however. Read
for each task.
increasingly complex non-fiction text,
selecting essential points and using
inference and deduction.
ICT
SMSC
Use of appropriate web sites to extract
Working co-operatively in pairs and groups
information
Evaluation
Internet Geography – http://www.internetgeography.co.uk
12
Year 9 Geography – Internet Earthquakes and Virtual Volcanoes Lesson Plans
Key Stage 3
Group
Date
Period
Year 9
Unit number: 13
Course Title: Internet Earthquakes and Virtual Volcanoes
Lesson Plan – 8
Key Question – What causes earthquakes and volcanoes?
Learning Objectives:

to make relationships between patterns on a global scale

to understand the causes of and processes involved in plate
movements
Note to teacher: The tectonics video shows a five minute clip on each plate margin. This can be shown
to each of the groups during the lesson
Time
Main activities of lesson
5
1. Lesson starter – PowerPoint – Classification Starter
2
2. Register
3
3. Lesson recap and outline:
5
20
10
5
Introduce students to the concept of plate tectonics and the ‘nature’ of plates, their
movement and types of margins (constructive, destructive and conservative). This
can be done by showing the first 2 mins of the tectonics video. Students to get into
groups of four as jigsaw groups. Each student should be assigned a number (1-4).
5. 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).
6. 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.
Conclusion/consolidation & recap (Q&A)
Homework:
Resources:
PowerPoint – Classification Starter
Internet
Video – Tectonics – Video 37
Atlas
World map
Text books
Geography Matters Book 3 p102-104)
Geography Matters Book 3 Resource Pack
6.5a-d
Differentiation:
Extension:
Extension
Teacher assist lower ability students
Differentiated resources
CSA work with targeted students (where
applicable)
Mixed ability pairs and groups
Literacy
Numeracy
Use language of comparison. Describe
events and processes making connections
between them. Language of
causality/reason, e.g. because, therefore, in
Calculation of time to manage time targets
the light of, thus, however. Read
for each task.
increasingly complex non-fiction text,
selecting essential points and using
inference and deduction.
ICT
SMSC
Use of appropriate web sites to extract
Working co-operatively in pairs and groups
information
Evaluation
4.
Internet Geography – http://www.internetgeography.co.uk
13
Year 9 Geography – Internet Earthquakes and Virtual Volcanoes Lesson Plans
Key Stage 3
Group
Date
Year 9
Unit number: 13
Course Title: Internet Earthquakes and Virtual Volcanoes
Lesson Plan – 9
Period
Key Question – How do people live with earthquakes and volcanoes?
Learning Objectives:

to analyse and evaluate evidence and draw and justify conclusions
Note to teacher:
Time
Main activities of lesson
5
1. Lesson starter – Play the theme tune to Ready, Steady, Cook – provide students
with a shopping bag of ingredients (plastacine , lolly pop sticks and string) tell the
groups they have five minutes to plan an activity in which they will teach the
processes at their plate margin.
2
2. Register
3
3. Lesson recap and outline: Inform students that they are to work in groups to
investigate managing natural hazards
35
The activities listed below may be taken on by different groups of students and shared
through presentations to the rest of the class.
4. Group 1: 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.
5. Group 2: 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.
6. Group 3: students to investigate some strategies aimed at predicting natural
hazards eruption, e.g. scientific monitoring (see Stromboli website and other
internet websites in ‘Resources’).
7. Group 4: Students to investigate 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. Ask them to find evidence of why people choose to live in active
zone areas.
5
Conclusion/consolidation & recap (Q&A)
Homework:
Resources:
Textbooks
Articles
Video
TV
Geography Matters Book 1 & 3
Key Question 7 Resources (instruction
sheet)
Student self assessment sheets
plastacine , lolly pop sticks and string
Differentiation:
Extension:
Extension
The Students are then to present their
Teacher assist lower ability students
findings to the class
Differentiated resources
CSA work with targeted students (where
applicable)
Mixed ability pairs and groups
Literacy
Numeracy
Use language of comparison. Describe
events and processes making connections
between them. Language of
causality/reason, e.g. because, therefore, in
Calculation of time to manage time targets
the light of, thus, however. Read
for each task.
increasingly complex non-fiction text,
selecting essential points and using
inference and deduction.
ICT
SMSC
Use of appropriate web sites to extract
Working co-operatively in pairs and groups
information
Evaluation
Internet Geography – http://www.internetgeography.co.uk
14
Year 9 Geography – Internet Earthquakes and Virtual Volcanoes Lesson Plans
Internet Geography – http://www.internetgeography.co.uk
15
Year 9 Geography – Internet Earthquakes and Virtual Volcanoes Lesson Plans
Key Stage 3
Group
Date
Year 9
Unit number: 13
Course Title: Internet Earthquakes and Virtual Volcanoes
Lesson Plan – 10
Period
Key Question – How do people live with earthquakes and volcanoes?
Learning Objectives:

to analyse and evaluate evidence and draw and justify conclusions

to be able to present information in an appropriate way
Note to teacher:
Time
Main activities of lesson
5
1. Lesson starter – Alphabet challenge lesson starter
2
2. Register
3
3. Lesson recap and outline: Inform students that they are to work in groups to
investigate managing natural hazards
10
4. The groups are to complete preparing their presentations
25
5. Students complete presentations. Other students assess the presentations using
assessment sheets
5
Conclusion/consolidation & recap (Q&A)
Homework:
Resources:
Textbooks
Articles
Video
TV
Geography Matters Book 1 & 3
Key Question 7 Resources (instruction
sheet)
Student self assessment sheets
PowerPoint Presentation: Alphabet
Challenge starter
Differentiation:
Extension:
Extension
Teacher assist lower ability students
Differentiated resources
CSA work with targeted students (where
applicable)
Mixed ability pairs and groups
Literacy
Numeracy
Use language of comparison. Describe
events and processes making connections
between them. Language of
causality/reason, e.g. because, therefore, in
Calculation of time to manage time targets
the light of, thus, however. Read
for each task.
increasingly complex non-fiction text,
selecting essential points and using
inference and deduction.
ICT
SMSC
Use of appropriate web sites to extract
Working co-operatively in pairs and groups
information
Presenting information to peers
Evaluation
Internet Geography – http://www.internetgeography.co.uk
16
Year 9 Geography – Internet Earthquakes and Virtual Volcanoes Lesson Plans
Key Stage 3
Group
Date
Year 9
Unit number: 13
Course Title: Internet Earthquakes and Virtual Volcanoes
Lesson Plan – 11
Period
Key Question – What causes earthquakes, what are the impacts and human responses to these
hazards? - Assessment Activity
Learning Objectives:

to analyse and evaluate evidence and draw and justify conclusions

to be able to present information in an appropriate way
Note to teacher:
Time
Main activities of lesson
5
1. Lesson starter – the students are to list five things about volcanoes and
earthquakes that they did not know before studying the unit
2
2. Register
3
3. Lesson recap and outline: Inform students that they are to work in groups to
investigate managing natural hazards
5
4. Discuss enquiry and go over assessment criteria
35
5. 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
5
Conclusion/consolidation & recap (Q&A)
Homework:
Resources:
Internet
Atlas
World map
Text books
Geography Matters Book 3
Geography Matters Book 3 Assessment
mark sheet (p17)
Key Question 8 Resources (instruction
sheet)
Differentiation:
Extension:
Extension
The students should be encouraged to mark
Teacher assist lower ability students
their own work then each others before a
Differentiated resources
final teacher assessment is awarded
CSA work with targeted students (where
applicable)
Mixed ability pairs and groups
Literacy
Numeracy
Use language of comparison. Describe
events and processes making connections
between them. Language of
causality/reason, e.g. because, therefore, in
Calculation of time to manage time targets
the light of, thus, however. Read
for each task.
increasingly complex non-fiction text,
selecting essential points and using
inference and deduction.
ICT
SMSC
Use of appropriate web sites to extract
Working co-operatively in pairs and groups
information
Presenting information to peers
Evaluation
Internet Geography – http://www.internetgeography.co.uk
17