I have been a Geography teacher for many years and enjoy reshaping schemes of learning and creating corresponding lessons. I hope to share these with others who need them! Please ask any questions and rate my resources for others to see! :)
I have been a Geography teacher for many years and enjoy reshaping schemes of learning and creating corresponding lessons. I hope to share these with others who need them! Please ask any questions and rate my resources for others to see! :)
LOs: To give three hazards environmental impacts of seismic hazards.
To describe possible ways of increasing preparedness for a seismic hazards.
To assess whether secondary impacts caused by seismic hazards are more dangerous than the primary impacts.
Locational Knowledge + causes of earthquakes using maps.
Research task requires students to have internet access.
Exam Question structured at the end:
Assess whether the secondary impacts caused by seismic hazards are more dangerous than the primary impacts. (9 marks)
LOs: To know what the focus of an earthquake is.
To outline differences between the Richter Scale and Mercalli Scales.
To assess the trend between magnitude and frequency.
Revisits GCSE content of how earthquakes are formed and scales in which we measure them.
AFL and research tasks embedded.
LOs: To describe the primary and secondary impacts of Hurricane Katrina.
To assess if the authorities, both national and local, were efficient in dealing with this event, both before and after the storm had affected New Orleans.
Requires students to have access to internet for research.
‘The impacts of tropical storms are always more severe in less developed countries.’
To what extent do you agree with this view. [20 marks]
Exam Question Embedded.
LOs: To outline the characteristics of a tropical storm.
To describe social and economic impacts of tropical storms.
To evaluate the role of adaptation in reducing the impacts of tropical storms.
Addresses what a tropical storm is, their conditions needed to form, their characteristics, distribution and common impacts.
Applies mitigation and adaptation to a 9 mark exam question.
LOs: To describe conditions that can lead to wildfires.
To understand how natural causes can result in wildfires.
To evaluate responses to a fire.
Teaches types of wildfire, common causes and responses.
Better if students have internet access for extended research.
Question Embedded: To what extent are long-term responses more efficient at reducing the impacts of forest fires. (9 marks).
LOs: To outline why central Italy is prone to earthquakes.
To know the details of the L’Aquila earthquake 2009.
To assess how the character of place you have studied has been changed by its hazardous setting.
Addresses the fault lines in Italy and impacts upon specific cities. Focus upon L’Aquila.
Addresses how the character of the place has changed and applies to an exam question.
Question: Assess how the character of a place you have studied has been changed by its hazardous setting. (9 marks)
LOs: To name social and economic impacts of tropical storms and volcanic eruptions in the Philippines.
To be able to evaluate human responses to occupying places that experience a range of hazards.
Teaches the hazards that can occur in the Philippines and offers specific examples of significant events in history.
Applies knowledge to an exam question:
Question: Evaluate human responses to occupying places that experience a range of hazards. (9 marks)
How are they responding in the Philippines- long and short term?
Are these new strategies decreasing hazard risk? – compare to past and modern examples.
What are the limitations to current strategies?
Gives students scope to plan their own presentation on a natural hazard case study of their choice.
Gives a mark scheme that teachers and peers can use.
Fits in with my A Level natural hazards scheme of learning.
LOs: To know what a hazard is in a geographical context.
To identify connections and interrelationships between different aspects of geography.
To know types of hazards: atmospheric, hydrological and geophysical.
Engaging content which introduces different types of hazard, common characterisitics of them and starts to question why people continue to live there.
LOs: To know the common characteristics of hazards.
To understand the terms ‘risk’ and ‘vulnerability’.
To be able to identify and understand factors influencing the perception of natural hazards.
Address peoples perception of hazard risk and vulnerability.
Uses Iceland as an example of tourism and economic benefits when addressing why people continue to live in these areas despite the risk.
LOs: To understand the difference between primary and secondary (short term and long term) impacts of natural hazards.
To understand key ideas relating to the management of natural hazards.
To explain the Park Response Model and the Hazard Management Cycle.
Interactive tasks with diagrams, opportunities for oracy and AFL.
LOs: To know the causes and effects of the Volcanic eruption in New Zealand 2019.
To describe the spatial and temporal setting of the event.
To analyse the effectiveness of short and long-term responses.
To evaluate the technology and responses used to respond.
Maps New Zealand, addresses the case study and then followed by application to a case study.
Main task is completed with students having access to the internet- independent lead.
LOs: To know the nature of vulcanicity and its relation to plate tectonics.
To understand forms of volcanic hazard: nuées ardentes, lava flows, mudflows, pyroclastic and ash fallout, gases/acid rain, tephra.
To analyse spatial distribution, magnitude, frequency, regularity and predictability of hazard events.
Addresses types of margins with volcanoes.
Teaches primary and secondary hazards from volcanoes: pyroclastic flows, volcanic gases, Tephra, Mudflows, acid rain and climate change.
Engaging tasks. Research made better if students have access to the internet.
LOs: To know the structure of the Earth.
To understand plate tectonic theory of crustal evolution: tectonic plates; plate movement; gravitational sliding; ridge push, slab pull; convection currents and seafloor spreading.
To understand magma plumes and their relationship to plate movement.
Utilises maps to show plates and boundaries.
Teaches 3 theories:
Convection Currents.
Slab Pull.
Ridge Push.
Students produce a fact sheet for the theories.
Addresses Iceland and its changing landscape with tectonics.
LOs: To know destructive, constructive and conservative plate margins. To understand characteristic processes: seismicity and vulcanicity. To describe formations of associated landforms: young fold mountains, rift valleys, ocean ridges, deep sea trenches and island arcs, volcanoes.
Students end up going through slides and producing a page split in 4 for the following plate boundaries: conservative, constructive, destructive, and magma plumes. Assesses all types of plate boundaries- continental and oceanic.
AFL independent questions and challenges incorporated.
Interactive video lesson with information collection sheet on human uses of the tropical rainforest.
Logging, mining, cattle ranching and slash and burn addressed. All videos embedded.
Differentiated exam question at the end to check progress.
Full lesson. Focus on: Marine and sub-aerial processes, wave steepness, breaking points, wave energy, fetch, sea depth, coastal configuration, Beach presence and the Dorset Coast as an example, discordant and concordant coastlines.
LOs: To understand the terms ‘distribution’, ‘frequency’ and ‘magnitude’.
To apply map skills to knowledge.
To understand how magnitude of events are measured and compared.
Map and graph skills utilised and worked upon. Looks at maps of the Ring of Fire. Addresses trends between magnitude and deaths in graphical figures. + Unseen figures and questions.
