Students watch a video clip and create a spider diagram to show what is happening in the video.
Students match the strategy with the description and answer the key Question: Which management strategy is the least effective? Why?
In groups (Home Team), students are going to find out information about the different strategies. Each member of the team goes to a different table (Away Team) and collects information. Students return to the home team and share the information. Extension: Explain why, “Earthquakes don’t kill people, buildings do.”
Students read through a PEE paragraph and mark it using the mark scheme. Students complete the exam question: Explain how the risk from tectonic hazards can be reduced through prediction and protection. (6)
Opinion line: students evaluate which strategies are the most effective at reducing the risk from tectonic hazards.
Students match the strategy with the description and answer the key Question: Which management strategy is the least effective? Why?
In groups (Home Team), students are going to find out information about the different strategies. Each member of the team goes to a different table (Away Team) and collects information. Students return to the home team and share the information. Extension: Explain why, “Earthquakes don’t kill people, buildings do.”
Students read through a PEE paragraph and mark it using the mark scheme. Students complete the exam question: Explain how the risk from tectonic hazards can be reduced through prediction and protection. (6)
Opinion line: students evaluate which strategies are the most effective at reducing the risk from tectonic hazards.
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