NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Social Subjects
Contrasting
Teacher’s Notes
[ACCESS 2]
The Scottish Qualifications Authority regularly reviews
the arrangements for National Qualifications. Users of
all NQ support materials, whether published by
Learning and Teaching Scotland or others, are
reminded that it is their responsibility to check that the
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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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CONTRASTING (ACCESS 2, SOCIAL SUBJECTS)
© Learning and Teaching Scotland 2010
Acknowledgements
The publishers gratefully acknowledge permission to use the following
sources: ‘1989 Earthquake hits San Francisco’ from
http://news.bbc.co.uk/onthisday/hi/dates/stories/october/17/newsid_2491000/
2491211.stm, ‘Haiti devastated by massive earthquake’ from
http://news.bbc.co.uk/1/hi/8455629.stm, web link to volcano erupting in
Chile, Clip 6356 www.bbc.co.uk/learningzone/clips/volcano-erupts-inchile/6356.html, web link to BBC video of Earthquake in Costa Rica - Clip
6046 http://www.bbc.co.uk/learningzone/clips/6046, web link to BBC video
of A Geological Explanation of Earthquakes - Clip 6736
http://www.bbc.co.uk/learningzone/clips/a-geological-explanation-ofearthquakes/6736.html, web link to BBC video of Haiti earthquake footage
from http://news.bbc.co.uk/1/hi/8455629.stm, web link to BBC Slideshow of
Audio Gallery: Tsunami disaster from http://news.bbc.co.uk/1/hi/world/asiapacific/4156329.stm, web link to BBC video of t he causes and effects of the
2004 Asian Tsunami – Clip 3195
http://www.bbc.co.uk/learningzone/clips/the-causes-and-effects-of-the-2004asian-tsunami/3195.html, web link to interactive game The Super Volcano
Game from
http://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.shtml, web
link to BBC for an animated guide of how volcanoes are formed
http://news.bbc.co.uk/1/hi/sci/tech/4972366.stm, web link from BBC
Learning Zone showing plate tectonics from
http://www.bbc.co.uk/learningzone/clips/new-zealand-plate-tectonicstheory/3059.html; web link to BBC news article ‘Award for tsunami warning
pupil’ from http://news.bbc.co.uk/1/hi/uk/4229392.stm, all © BBC; ‘1989
Loma Prieta eathquake’ from
http://en.wikipedia.org/wiki/1989_Loma_Prieta_earthquake, ‘2010 Haiti
earthquake’ from http://en.wikipedia.org/wiki/2010_Haiti_earthquake both ©
Wikipedia Licensed from http://creativecommons.org/licenses/by-sa/3.0/; web
link to cartoon volcanoes video clip from
http://magma.nationalgeographic.com/ngexplorer/0405/quickflicks , web link
to Volcano quiz from National Geographic
http://kids.nationalgeographic.com/Games/PuzzlesQuizzes/Quizyournoodle volcanoes both © National Geographic Society; web link to video of maua lua
volcano erupting in Hawaii from
http://video.google.com/videoplay?docid=7454889662266170860#docid=604
5629037291356283 © Dailymotion; web link to Understanding volcanoes:
lava flow http://dsc.discovery.com/videos/understanding -volcanoes-lavaflow.html; web link to video of motorcycle at 120mph
www.youtube.com/watch?v=0CzAwDteT5Q; web link to How Science Works
- Journey to Etna www.teachers.tv/video/37806; web link to video of The
Great San Francisco Earthquake of 1989 from
http://www.youtube.com/watch?v=6GfHkRNnZDE; web link to interactive
map showing names of continents
http://www.sheppardsoftware.com/world_geography/world_GL_1280_800.ht
ml; web link to interactive continent naming game
http://www.sheppardsoftware.com/world_geography/world_G0_double2.html ;
CONTRASTING (ACCESS 2, SOCIAL SUBJECTS)
© Learning and Teaching Scotland 2010
3
web link to website showing earthquake locations
http://tsunami.geo.ed.ac.uk/localbin/quakes/mapscript/show_map.pl?mode=full_extent&layer=plates&layer=b
ackground&layer=newquake © University of Edinburgh; Diagram of 20
Diamond Nine Ranking Activity from
http://smtltd.wetpaint.com/page/20+Diamond+Nine+Ranking+Activity ©
Wetpaint; map of the work showing where active volcanoes are located from
http://earth.rice.edu/MTPE/geo/geosphere/hot/volcanoes/volcanoes_map.gif
© From the ‘Earth Update’ software, courtesy Space Update, Inc and Rice
University http://earth.rice.edu/erthupdate/; diagram showing continental drift
from http://mediatheek.thinkquest.nl/~ll125/en/fullcondrift.htm © Dorling
Kindersley; world map showing continents from
www.nationsonline.org/bilder/continents_map.jpg; diagram showing layers of
the earth from http://www.myschoolhouse.com/courses/C/4/images/earth.gif
© MySchoolhouse.com; Diagram showing cross section of a volcano from
http://www.geography.learnontheinternet.co.uk/images/nathaz/volcanoxsec.gi
f © www.internetgeography.net/images/nathaz/volcanoxsec.gif ; web link to
show structure of the earth from http://scign.jpl.nasa.gov/learn/plate1.htm ©
NASA, map showing Active Volcanoes, Plate Tectonics and the Ring of Fire
from http://www.opc.ncep.noaa.gov/volcano/ © NOAA/OPC; map courtesy of
www.theodora.com/maps, used with permission; web link to Discovery
Channel for an interactive diagram of tectonic plates from
http://dsc.discovery.com/convergence/pompeii/interactive/interactive.html;
web link to an interactive map that shows the links between plate boundaries
and volcanoes from http://www.teachersdomain.org/asset/ess05_int_tectonic/
© 2006 WGBH Educational Foundation; image of hot spot volcano in the
middle of a plate www.usbornequicklinks.com/uk/uk_entity_pages/uk_download_image.asp?lib=874&linkid
=508201, image of one plate forced under another – subduction zone from
http://www.usbornequicklinks.com/uk/uk_entity_pages/uk_download_image.asp?lib=874&linkid
=508202, plates move apart to form spreading ridges http://www.usbornequicklinks.com/uk/uk_entity_pages/uk_download_image.asp?lib=874&linkid
=508200 all © Usborne Publishing Ltd; image of diamond mining at volcano
site from www.the-clarityproject.com/images/commitment_fair_diamonds.jpg; drawing of a tourist at a
volcano from http://library.thinkquest.org/17457/volcanoes/advantages.php ©
ThinkQuest; drawing showing layers of the earth from
http://urbanext.illinois.edu/earth/images/05.gif © University of Illinois
Extension, http://urbanext.illinois.edu/; Microsoft clipart © Microsoft
Corporation, 2010
Every effort has been made to trace all the copyright holders but if any have
been inadvertently overlooked, the publishers will be pleased to make the
necessary arrangements at the first opportunity.
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© Learning and Teaching Scotland 2010
Contents
Introduction
6
Introduction to natural disasters
8
Structure of the Earth
11
Plate tectonics
14
Volcanoes
17
Earthquakes
22
Tsunamis
27
Mini topic investigation
30
Checklist
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INTRODUCTION
Introduction
The PowerPoint presentation and student workbook are to be used in
conjunction with each other. The PowerPoint presentation provides a
suggested order for the related exercise and contains prompts to direct
the teacher and students to the relevant worksheet in the student
workbook. A plenary slide with question prompts is provided (slide 83)
and can be used at the end of each lesson.
This unit will cover the following topics:
1.
2.
3.
4.
5.
6.
7.
What are natural disasters?
Structure of the Earth
Plate tectonics
Volcanoes
Earthquakes
Tsunamis
Mini topic investigation (news report).
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INTRODUCTION
Curriculum for Excellence
By completing this unit, students have the opportunity to develop as:
Effective contributors
Confident individuals
With:
 improved interpersonal skills
 knowledge and experience of
the wider environment
 sound environmental practices
and principles
 knowledge and skills that add
value to learning for work
 problem-solving abilities.
Where:
 practical achievement underpins
confidence and self-esteem is
raised
 reflective self-assessment and
improved self-image
 improved personal effectiveness
is attained
 positive behaviour is
established.
Successful learners
Responsible citizens
Developing:
 research skills
 knowledge and skills that add
value to classroom experiences
 group work skills
 improved literacy and
communication skills
 the ability to listen and follow
instructions
 the ability to question, compare
and contrast information
 a range of
technical/environmental
terminology
 motivation to learn.
Who:
 share their experiences with
others
 appreciate how learning and
understanding is used to help
predict and prepare for natural
hazards
 through the variation in
learning and teaching
approaches can be afforded the
chance to establish a more
enterprising attitude.
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INTRODUCTION TO NATURAL DISASTERS
Introduction to natural disasters
Background
The aim of this section is to introduce students to the concept of natural
hazards and natural disasters.
Resources
For this topic you will need the following resources to complete the
suggested activities:
 Introduction to Natural Hazards PowerPoint presentation (slides 1 –
11)
 Student workbook (pages 4–7)
 A3 paper for placemat task.
Outcomes
1.
2.
3.
Students will be able to list a number of different natural hazards.
Students will know the difference between natural disasters and
natural hazards.
Students can correctly complete a bar chart given a set of data
(numeracy).
Outcome 1
Requirements
Students should know that volcanoes, earthquakes and tsunamis are
natural hazards and potentially natural disasters.
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INTRODUCTION TO NATURAL DISASTERS
Outcome 2
Requirements
Students can correctly state when a natural hazard becomes a natural
disaster.
Outcome 3
Requirements
Students can correctly and accurately plot data on a graph.
Teacher notes
1.
2.
3.
4.
5.
Introduce topic by sharing the learning intention and success
criteria with students.
Activity 1. Establish student prior knowledge by setting placemat
activity. Group activity will promote discussion. Students will
also have to show confidence by sharing ideas with class and by
coming to the front to write information on the board (white, black
or interactive).
The teacher may wish at this stage to show students a range of
images of the devastation that natural hazards can cause.
Activity 2. The purpose of this task is to introduce to students the
idea that natural hazards have caused many human deaths
throughout history. The table provides data on the type of hazard,
when it took place and how many people died. The questions that
go with this table can elicit discussion on the types of hazard that
cause the most damage, where they took place and why they cause
such damage to these countries. Students will also be given the
opportunity to practice some geographic and numeracy skills by
completing the bar chart.
Plenary. Go over the learning for the topic by referring to the
learning intention and success criteria. At this point check that
students have completed their checklist for this topic.
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INTRODUCTION TO NATURAL DISASTERS
Assessment is for learning
The following activities in this topic support Assessment is for
Learning:
 Activity 1: Group work and sharing with class for feedback.
 Activity 2: Partner work.
 Shared learning intentions and plenary session.
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STRUCTURE OF THE EARTH
Structure of the Earth
Background
The aim of this unit is to introduce students to the internal structure of
the Earth and provide them with basic knowledge about the different
layers.
Resources
For this topic you will need the following resources to complete the
suggested activities:






Structure of the Earth PowerPoint presentation (slides 12–19)
student workbook (pages 8–11)
individual ‘show me’ whiteboards and pens for each student
four different colours of plasticine
dinner knives
Post-it notes.
Outcomes
1.
2.
Students can name the different layers that make up the Earth.
Students are able to demonstrate knowledge of the relative
thickness and order of each layer.
Outcome 1
Students can name the different layers that make up the Earth.
Requirements
Students can name the different layers of the earth accurately.
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STRUCTURE OF THE EARTH
Outcome 2
Students are able to demonstrate knowledge of the relative thickness
and order of each layer.
Requirements
(a) Students can identify the correct thickness for each layer.
 Students can make a model of the Earth that shows the correct
order and relative thickness of each layer.
Teacher notes
1.
2.
3.
4.
5.
6.
7.
12
Introduce the topic by sharing the learning intention and success
criteria with students.
Activity 1: Establish students’ existing knowledge by getting
students to draw what they think the inside of the Earth looks like
in partner groups (Worksheet 3). Organising students into partner
groups for this activity promotes discussion and sha ring of
knowledge.
Activity 2: Get students to share their drawings and discuss them.
Question prompts are on the PowerPoint presentation.
Activity 3: Teach and show the different layers of the Earth by
linking to the website link on the PowerPoint presentation.
Activity 4: Show students the unlabelled diagram of the Earth on
the PowerPoint presentation and get them to write down the names
of each layer on their whiteboards as a ‘show me’ activity. This is
a teacher observation point for assessing learning.
Activity 5: Link to the website on the PowerPoint presentation
with the class. Focus on what the layers are made of and the
thickness of the layers. The most important learning point is that
students understand the relative thickness for each layer, ie the
crust is really thin compared to the mantle. Follow this up by
getting students to complete Worksheet 4 from their student
workbook. There is an extension sheet to provide extra challenge .
Activity 6: In pairs, students make a spherical model of the earth
using plasticine. They should use different colours to show the
different layers and show a difference in thickness of the layers.
Students should cut the model in half and have their model peerassessed for correct thickness of layers using ‘Three stars and a
wish’ on Post-it notes.
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STRUCTURE OF THE EARTH
8.
Plenary session. Go over the learning for the topic by referring to
the learning intention and success criteria. At this point check that
the students have completed their checklist for this topic.
Assessment is for Learning
The following activities in this topic support Assessment is for
Learning:




Activity
Activity
Activity
Activity
a wish’.
1:
2:
4:
6:
Partner work.
Sharing with class for feedback.
Using student whiteboards for ‘show me’ activity.
Partner work and peer assessment using ‘Three stars and
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PLATE TECTONICS
Plate tectonics
Background
The aim of this unit is to introduce students to the concept of plate
tectonics and how this caused continental drift.
Resources
For this topic you will need the following resources to complete the
suggested activities:





Plate tectonics PowerPoint presentation (slides 20–26)
student workbook (pages 12–17)
coloured pens/pencils/crayons
scissors
glue sticks.
Outcomes
1.
2.
Students are aware of what plate tectonics is.
Students are able to demonstrate what continental drift is.
Outcome 1
Students can explain in simple terms what plate tectonics is.
Requirements
(b)
Students are aware that the Earth’s crust is made up of several
plates that move.
Students can explain in simple terms what plate tectonics is.
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(a)
© Learning and Teaching Scotland 2010
PLATE TECTONICS
Outcome 2
Students are able to demonstrate what continental drift is.
Requirements
(a)
(b)
(c)
Students can name and identify the continents.
Students are aware that continental drift was caused by plate
tectonics.
Students are aware that continental drift moved the continents and
can demonstrate how the world might have looked before
continental drift.
Teacher notes
1.
2.
3.
4.
5.
6.
Introduce the topic by sharing the learning intention and success
criteria with students.
Activity 1: Explain what plate tectonics is. There is a simple
explanation on Slide 21. Focus on the layers of the Earth that
students learned about in the previous topic – you can refer to the
diagram on Slide 21 to refresh memories. Link to the short video
clip from the BBC Learning Zone, which provides an explanation
on plate tectonics. Follow this up by getting students to complete
Worksheet 5 from their student workbook. There is an extension
sheet to provide extra challenge.
Activity 2: Teach and show what continental drift is by linking to
the website link on the PowerPoint presentation. There is a simple
explanation on Slide 22.
Activity 3: Teaching the continents. Link to the first website on
PowerPoint presentation. You can encourage students with prior
knowledge of continents to help name them at this stage. Follow
this up with the interactive naming game link.
Activity 4: Get students to complete Worksheet 6. Once they have
completed their sheet, allow students to self-correct their work
using the map.
Activity 5: Get students to complete Worksheet 7. Before they
start discuss with the students what continents were originally
stuck together, encouraging them to focus on shape and current
locations. There is an extension sheet to provide extra challenge .
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PLATE TECTONICS
7.
Plenary. Go over the learning for the topic by referring to the
learning intention and success criteria. At this point check that
students have completed their checklist for this topic.
Assessment is for Learning
The following activities in this topic support Assessment is for
Learning:
 Activity 3: Interactive class game.
 Activity 5: Self correction of worksheet.
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© Learning and Teaching Scotland 2010
VOLCANOES
Volcanoes
Background
The aim of this unit is to teach students about what causes volcanoes
and to compare the hazards and benefits they present.
Resources
For this topic you will need the following resources to complete the
suggested activities:







Volcano PowerPoint presentation (slides 27–48)
student workbook (pages 18–27)
A3 paper
coloured pens/pencils/crayons
Post-it notes
label stickers
scissors.
Outcomes
1.
2.
3.
Students are aware of what causes volcanoes.
Students are aware of where volcanoes are most likely to be
located.
Students can compare the hazards and benefits that volcanoes
present.
Outcome 1
Students are aware of what causes volcanoes.
Requirements
(a)
Students can label a simple volcano structure diagram.
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VOLCANOES
(b)
Students can explain in simple terms how a volcano erupts. They
should use the key words: surface plates, mantle, crust, magma
and lava.
Outcome 2
Students are aware of where volcanoes are most likely to be located.
Requirements
(a)
(b)
(c)
Students understand the relationship between plate tectonic theory
and where volcanoes are located.
Students should be able to identify the ‘Ring of Fire’.
Students should be aware of magma theory and the ‘hot spot’ in
Hawaii.
Outcome 3
Students can compare the hazards and benefits that volcanoes present.
Requirements
(a)
(b)
(c)
Students can identify the dangers of living near an active volcano.
Students can identify some benefits of living near an active
volcano.
Students can compare the hazards and benefits that an active
volcano presents to people and the environment.
Teacher notes
1.
2.
3.
18
Introduce the topic by sharing learning intention and success
criteria with students.
Activity 1: Introducing where the word ‘volcano’ comes from.
Activity 2: Establishing existing knowledge. ‘Think, pair and
share’ activity with the class to find out what they know about
volcanoes and how they are formed. Teacher should not correct
answers and just listen to students and encourage them to question
each other on their different ideas. This will help them with their
next activity, where they have to make their own theory on what
causes volcanoes.
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VOLCANOES
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Activity 3: Individually, students complete Worksheet 8 on what
they think causes volcanoes.
Activity 4: Link to the video, which introduces volcanoes. Discuss
with students the main facts they have learned from the video and
relate them back to their own theory.
Activity 5: Explains what a volcano is and provides diagrams as
support. A diagram of the structure of the Earth is on this slide to
help refresh students’ learning and to relate this to how the
different layers present themselves in a volcano. Direct students’
attention to the labelled diagram of the volcano.
Activity 6: Students to label the volcano diagram in Worksheet 8
of their student booklets. As a class, correct the sheet; the
PowerPoint will display the answers one by one by clicking.
Activity 7: Link to the animated guide of volcanoes to recap on
what they are and how they are formed.
Activity 8: Divide class into groups of four. The task is to make a
cartoon strip showing the different stages of a volcano forming
and erupting. This should be completed on A3 paper. Students
should label the diagram and include all of the key words listed in
the PowerPoint slide (lava, volcano, surface plates, mantle, hot,
crust, erupt and magma).
Activity 9: Students should peer-assess how they contributed to
the activity and their learning in their groups. Each group should
complete the SCRE (Successful learners, Confident individuals,
Responsible citizens and Effective contributers – Curriculum for
Excellence four capacities) peer-assessment grid in Worksheet 9
of their booklets.
Activity 10: Groups should be provided with Post-it notes. Get the
groups to swap their cartoon posters with another group and peer assess their work using ‘Three stars and a wish’ on the Post-it
notes. Encourage students to link their assessment back to the
original object of the task (prompts are provided on the
PowerPoint slide to assist with this). Once this has been
completed, give each group their original poster back and allow
time for them to make improvements based on the feedback they
received on the Post-it notes.
Activity 11: Introducing the three different ways to classify a
volcano: active, dormant and extinct. Brief explanations are
provided on the slide.
Activity 12: Organise students into groups of seven to carry out a
‘carousel activity’, which will help them learn where active
volcanoes are most likely to be located. Instructions on how to do
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VOLCANOES
14.
15.
16.
17.
18.
19.
20.
20
this are given on the slide. Students will need Worksheets 10 and
11, access to the internet and class books that contain information
on the location of volcanoes. If the school has limited or no books
with this information, go to the websites listed on Worksheet 10,
print off some of the relevant information and use this as reference
information for students to research. For classes that need
additional support the teacher can print off the website
information and highlight the key facts that are needed for
students to complete their worksheets. When the groups reform to
complete Worksheet 11, remind them that they all need to share
the information to be able to complete the map. Using a timer
through this activity would be beneficial to help keep students on
task.
Activity 13: Share the map on the slide with the class and discuss
with students where all the active volcanoes are likely to be found.
Encourage students in the class discussion to relate this to what
they found in their own research – were they correct or not?
Activity 14: Introducing the ‘Ring of Fire’. Key points are
included on Slide 41. Students should use this to help them
complete Worksheet 12.
Activity 15: Teaching what causes volcanoes in certain areas and
links to plate tectonic theory and magma theory. Video links, key
information points and diagrams are included on Slide 42 to assist
with this task. Class can complete the online quiz at end of this
slide; there is a link provided.
Activity 16: Teaching the dangers of a volcano. Video links and
key points on Slide 43 should be explained and discussed before
students complete Section A of Worksheet 13 in their workbooks.
There is an alternative extension sheet to provide extra challenge .
Activity 17: Explanation of the dangerous elements in an eruption.
There is a link to a motorcycle travelling at speeds of 120 mph so
students can gain an insight as to how fast the rocks and ash can
travel down the slopes on Slide 44.
Activity 18: Teaching the benefits of living near a volcano. Key
points on Slide 45 should be explained and discussed before
students complete Section B of Worksheet 13 in their workbooks.
There is an alternative extension sheet to provide extra challenge.
Activity 19: This ‘Diamond 9’ activity is used to encourage
students to discuss and contrast the advantages and disadvantages
of living near a volcano. Students should be organised into groups
and use one set of the statement cards provided in Worksheet 14
of their booklets. Students can then report back on how they
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© Learning and Teaching Scotland 2010
VOLCANOES
21.
22.
organised their cards. There may be some differences in how they
have placed their cards but the main points should be organised
correctly.
Activity 20: Explain how knowledge helps people to understand
volcanoes and predict when they will erupt to make it safer for
those who live nearby. Show the video link then allow students to
play the game
(http://www.bbc.co.uk/sn/tvradio/programmes/supervolcano/game.
shtml). This can be carried out as a class activity or individually
on separate computers.
Plenary session. Go over the learning for the topic by referring to
the learning intention and success criteria. At this point check that
students have completed their checklist for this topic.
Assessment is for Learning
The following activities in this topic support Assessment is fo r
Learning:
 Activity 2: Think, pair and share activity.
 Activity 6: Self-correction of volcano diagram using answers on
slide.
 Activity 8: Group working
 Activity 9: Group peer assessment using SCRE grid.
 Activity 10: Group peer assessment using ‘Three stars and a wish’
and opportunity to improve work using ‘Three stars and a wish’
feedback.
 Activity 12: Carousel learning activity.
 Activity 19: Diamond 9 group activity.
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EARTHQUAKES
Earthquakes
Background
The aim of this unit is to teach students about the causes of earthquakes
and to compare how we respond to them.
Resources
For this topic you will need the following resources to complete the
suggested activities:




Earthquake PowerPoint presentation (slides 49–62)
student workbook (pages 28–43)
scissors
red and blue pencils/crayons/pens.
Outcomes
1.
2.
3.
Students are aware of what causes earthquakes.
Students are aware of where earthquakes are most likely to be
located.
Students can compare how developed and developing countries
respond to earthquakes.
Outcome 1
Students are aware of what causes earthquakes.
Requirements
(a)
(b)
22
Students can complete a simple sentence to explain what causes
earthquakes using key words.
Students understand how earthquakes are measured and can put
the Mercalli scale rates in order.
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EARTHQUAKES
Outcome 2
Students are aware of where earthquakes are most likely to be located.
Requirements
(a)
(b)
Students can show on a map where most earthquakes take place.
Students can come up with a simple explanation as to why
earthquakes take place at these locations.
Outcome 3
Students can compare how developed and developing countries respond
to earthquakes.
Requirements
(a)
(b)
(c)
(d)
(e)
Students can compare the difference between a developed and
developing country by writing a brief description for each.
Students can identify developed and developing countries on a
map.
Students can compare the differences in preparation and response
to the earthquakes of Haiti in 2010 and San Francisco in 1989.
Students can understand why there were differences between the
impacts of the earthquakes in Haiti and San Francisco.
Students can discuss and understand what the most important
factors are in increasing the survival rates during and after an
earthquake.
Teacher notes
1.
2.
Introduce the topic by sharing the learning intention and success
criteria with students.
Activity 1: Establishing existing knowledge. ‘Think, pair and
share’ activity with the class to find out what they know about
earthquakes and their causes. Teacher should not correct answers
but listen to the students and encourage them to question each
other on their different ideas. This will help them with their next
activity, where they have to make their own theory on what causes
earthquakes.
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EARTHQUAKES
3.
4.
5.
6.
7.
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Activity 2: Individually, students complete Q1 of Worksheet 15 on
what they think causes earthquakes.
Activity 3: Link to the video, which introduces earthquakes.
Discuss with students the main facts they learned from the video
and relate these back to their own theory.
Activity 4: Link to the video, which explains what causes
earthquakes. Students complete Q2 and Q3 of Worksheet 15 on
what causes earthquakes individually.
Activity 5: Introducing how we measure earthquakes and the
Mercalli scale. A brief description is provided on the slide.
Organise the class into groups of three and get them to cut out the
cards in Worksheet 16 of their booklet. Students should discuss
the cards in their group and arrange the 12 stages in the correct
order. The class should then share their results. Slide 56 shows the
cards in the correct order and students can check if they managed
to put them in the correct order.
Activity 6: Organise the class into groups of four for this mapping
from memory exercise. Students should use the blank map
provided in Worksheet 17 of their booklet and mark it to show
where earthquakes took place over the last week. In order to do
this the teacher needs to have a map of earthquakes in the last
week from the website http://tsunami.geo.ed.ac.uk/localbin/quakes/mapscript/show_map.pl?mode=full_extent&layer=plat
es&layer=background&layer=newquakes&x=17&y=11. This map
can either be shown on a discreetly placed computer in the room
or printed out ready for this activity. The students in each group
should be numbered 1 to 4. The teacher should then call out all the
number 1s from each group to look at the discreetly placed
completed map for a set time (about 30 seconds to 1 minute). They
then return to their group and try to complete as much as they ca n.
Then all the number 2s should be called out for the same thing and
so on till the groups have completed their maps. This exercise
encourages all students to look closely at the map to identify the
locations and to share and discuss this information with their
group members. After they have all completed their maps you can
get the groups to swap their maps with one another and check their
locations using the link to the answer on the slide.
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EARTHQUAKES
8.
9.
10.
11.
12.
Activity 7: In their groups the students should discuss why they
think the earthquakes are located in these positions. They should
then individually complete Worksheet 18 with their own theory
(Q1). The slide provides a brief answer and this can be discussed
after all the students have created their own theory. Students
should then complete Q2 of this worksheet and decided whether or
not their original theory was correct.
Activity 8: Students should write a brief description in Worksheet
18 of what developed and developing countries are. A website is
given on the worksheet and students can use this to help them
formulate their answers. Relevant class books and teacher support
should be provided at this time. Students should then complete
Worksheet 19 by colouring in the map to highlight the locations of
developing and developed countries. The completed map is
displayed on Slide 59 to help them with their maps. Key countries
and cities should be pointed out to show where they are in the
developed/developing world map (pay particular attention to Haiti
and San Francisco as students will be investigating them in the
next activity).
Activity 9: Students are encouraged to find and compare the facts
about the earthquakes that took place in Haiti in 2010 and San
Francisco in 1989. This slide introduces the three Ps (preparation,
prediction and protection) and includes brief notes. There are two
video links that show footage and pictures from both earthquake
sites. These should be viewed to help students see the differences
in both locations. Following this students should be referred to
Worksheet 20 and Information sheet A. Working independently,
students should use their information sheet to complete their
worksheet. Further challenge can be provided to students by
providing them with the alternative extension Information sheet A.
Activity 10: A question is provided on this slide to encourage
students to contrast the differences between the earthquakes in
Haiti and San Francisco and understand why there were
differences in the death and injury rates. This should be conducted
as a think, pair and share exercise.
Activity 11: This ‘Diamond 9’ activity is used to encourage
students to discuss and contrast the factors that help increase the
survival rates during and after an earthquake. Students should be
organised into groups and use one set of the statement cards
provided in Worksheet 21 of their booklets. Students can then
report back on how they organised their cards. There may be some
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EARTHQUAKES
13.
differences in how they have placed their cards but the main
points should be organised correctly.
Plenary session. Go over the learning for the topic by referring to
the learning intention and success criteria. At this point check that
students have completed their checklist for this topic.
Assessment is for Learning
The following activities in this topic support Assessment is for
Learning:
 Activity 1: Think, pair and share activity.
 Activity 5: Group working activity.
 Activity 6: Group mapping from memory activity, followed by group
peer assessment of completed maps. Groups are then given the
opportunity to use peer assessment and access to the correct map to
correct and improve their own maps.
 Activity 7: Group work and self-correction of own hypothesis.
 Activity 11: Diamond 9 group activity.
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TSUNAMIS
Tsunamis
Background
The aim of this unit is to teach students what tsunamis are and what
causes them.
Resources
For this topic you will need the following resources to complete the
suggested activities:









Tsunami PowerPoint presentation (slides 63–70)
student workbook (pages 44–46)
student ‘show me’ whiteboards and pens
A3 poster paper
pens/crayons/pencils
scissors
glue sticks
access to the internet
resource books with information on tsunamis and/or information
printed from internet
 flipchart paper
 three different coloured marker pens
 Post-it notes.
Outcomes
1.
2.
Students are aware of what a tsunami is.
Students are aware of what causes a tsunami.
Outcome 1
Students are aware of what a tsunami is.
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TSUNAMIS
Requirements
(a)
(b)
Students have described in their poster presentation what a
tsunami is.
Students have included a diagram or picture in their poster to
support their explanation of a tsunami.
Outcome 2
Students are aware of what causes a tsunami.
Requirements
(a)
(b)
(c)
Students have described in their poster presentation what causes a
tsunami.
Students have included key words learned throughout the natural
hazards topic to explain how tsunamis are formed.
Students have included a diagram or picture in their poster to
support their explanation of how a tsunami is formed.
Teacher notes
1. Activity 1: A lesson starter to reinforce previous learning in natural
hazards. Students should use their whiteboards to label the diagram
then ‘show’ the teacher when prompted. This feedback can be used
to assess whether additional reinforcement of knowledge of the
Earth’s layers is required before moving on with this topic.
2. Introduce topic by sharing the learning intention and success criteria
with students.
3. Activity 2: Show video of tsunami. Allow the class to discuss the
video and establish what they know about tsunamis.
4. Activity 3: Split class into groups of about six to make posters.
Point out that students should be using key points and language
learned throughout the natural hazards topic to help them with their
explanations. Worksheet 22 contains useful websites which will help
students with their research. Students should also be given access to
school resource books that contain information about tsunamis
and/or relevant information that has been printed from a source such
as the internet. The groups will require access to poster paper, glue
sticks and coloured pens/crayons to complete this activity. Before
students present their posters they should swap them with another
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TSUNAMIS
group to get peer assessment using ‘Three stars and a wish’ on Postit notes. Groups should then be given time to use their feedback to
improve their posters before they present them to the class.
5. Activity 4: Show the students the video link and discuss with the
class how it compared to their poster explanations. Students should
then assess their contribution to group learning by completing
Worksheet 23 of their booklet in their groups.
6. Activity 5: Show the link to the BBC news report and allow students
to question why learning is important.
7. Activity 6: Have three flip chart sheets with the headings: ‘What are
tsunamis?’, ‘What are the effects of tsunamis?’ and ‘Why is it
important to learn about tsunamis?’ Split the class into three groups
and carry out a walkabout talkabout activity for this. The slide
provides class instructions for this. This activity should be used to
identify whether the class has grasped the main learning points and
identify any inaccurate answers.
Assessment is for Learning
The following activities in this topic support Assessment is for
Learning:
 Activity 1: ‘Show me’ lesson starter activity.
 Activity 3: Group work activity followed by group peer assessment
using ‘Three stars and a wish’. Opportunity to use feedback to
correct and improve their work.
 Activity 4: Group peer assessment using SCRE grid.
 Activity 6: Walkabout talkabout group activity.
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MINI TOPIC INVESTIGATION
Mini topic investigation
Background
The aim of this unit is for students to be able to make a contrast
between aspects of the topic. In creating a mock newsroom , students are
encouraged to be active and enterprising in their approach to learning.
Recordings of their news reports can be used as evidence in support of
the outcomes of this unit.
Resources
 PowerPoint presentation to guide students through the tasks (slides
71–82).
 Student workbook (pages 47–55).
 Video camera.
 Projector (to view recordings).
 Computers with internet access for research and creation of displays .
 BBC News website (to give idea of news report format).
Outcomes
1.
2.
3.
Students should be able to clearly explain two reasons for
investigating their mini topic.
Students can use the words ‘location’ and ‘change’ when
explaining their reasons.
Student reports should make a contrast.
Outcome 1
Requirements
(a)
As a group, students must choose a recent natural disaster to
investigate.
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MINI TOPIC INVESTIGATION
Outcome 2
Requirements
(a)
(b)
Students must use the word ‘change’ in their report to describe
conditions before and after the event.
Students must use the word ‘location’ to describe where the event
took place.
Outcome 3
Requirements
(a)
Students’ reports should contrast one aspect of their event to what
happened in another event. This could be how many deaths there
were, the effects of the hazard, responses to the hazard etc.
Teacher notes
1.
2.
3.
4.
5.
Introduce the topic by sharing the learning intentions and success
criteria with students.
Activity 1. Think, pair and share. This task is to allow students to
discuss and decide on what would make a good news broadcast.
The elements should be agreed by the class and used as the basis
for peer assessment. An example sheet has been included. Each
student should each be given a copy of this to use as a tick sheet
for planning his or her broadcast.
Ideally, students should be split into groups of four for this task.
Each group should be given a copy of the sheet explaining the
group roles. The group or the teacher can decide who should take
which role. Each group should decide on a group name (TV
station) and complete the sheet headed Activity 2.
Activity3 – Newsroom simulation. Each group should be handed a
‘Breaking news’ sheet. They must work under a deadline to
produce a ‘spider’ diagram detailing their ideas for the broadcast.
Students should be instructed to write a headline in the circle, ie
the recent natural disaster they wish to report on. They should
then mind-map their ideas for their broadcast.
Students should then present these story outlines to the rest of the
class.
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MINI TOPIC INVESTIGATION
6.
7.
8.
9.
10.
11.
Using their specified roles, students must plan and research their
news broadcast. They may use the internet to get information on
their event or use resources supplied by the teacher, such as
newspapers.
Activity 4. Students must work through the checklist and ensure
each element is contained in their report, ie they have an
introduction, they mention the location and time, and they can
describe the event, etc.
Students should be given time to rehearse their broadcasts.
Filming day. A student or teacher may film the newscasts. A
runner should be given the important role of counting in the
presenter.
Activity 5 – Playback. Each group will watch the recording of
their broadcast and assess each other based on the agreed criteria.
After the peer assessments scores may be totalled and a News
Team of the Year award given to the winning group. Various other
categories of prize may be awarded, eg best newsreader.
Assessment is for Learning and Numeracy and Literacy
The following activities in this topic support Assessment is for
Learning:
1.
2.
3.
4.
5.
active learning
student autonomy in setting research topic
group work
peer assessment
literacy across the curriculum (script writing and presentation
skills).
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CHECKLIST
Checklist
The following checklist should be used to record your observation of
students in each of the areas listed.
Teacher observation checklist
Student name _____________________________________________
Class ____________________________________________________
Introduction to natural disasters
Students should demonstrate the following:
Initials
Date
Initials
Date
Completed placemat activity and took part in
class discussion on natural hazards
Successfully completed bar chart and subsidiary
questions
Structure of the Earth
Students should demonstrate the following:
Correctly named the different layers of the
Earth on their whiteboard (Activity 4)
Model of the Earth shows correct number of
layers and correct relative thickness for each
layer
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CHECKLIST
Plate tectonics
Students should demonstrate the following:
Initials
Date
Initials
Date
Initials
Date
Correctly named and identified the continents in
the interactive computer game (Activity 3)
Volcanoes
Students should demonstrate the following:
Made a contribution to the volcano cartoon
activity (Activity 8 and 10)
Made a contribution to the Diamond 9 activity
(Activity 19)
Earthquakes
Students should demonstrate the following:
Made a contribution and produced a logical
order for the Mercalli scale (Activity 5)
Made a contribution and correctly identified and
marked the earthquake sites in the mapping
from memory activity (Activity 6)
Made a contribution to the Diamond 9 activity
(Activity 11)
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CHECKLIST
Tsunamis
Students should demonstrate the following:
Initials
Date
Correctly named the different layers of the
Earth on their whiteboard (Activity 1)
Made a contribution to the poster activity
Correct explanation of what a tsunami is and its
causes using key words(Activity 3)
Made a contribution to walkabout talkabout
activity
Correct answers on posters (Activity 6)
Unit completion date: _____________________________________ ___
Signature: ______________________________________________ ___
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