EL Pathways Humanities: Planning for Geography Unit: ENTRY 3
Title: / Volcanoes, earthquakes and tsunamisEntry Code: / 6269/E2
Level: / Entry 3
Credit Value: / 4
Unit aim: / This unit aims to enable learners to identify areas of the world that are affected by tectonic events (earthquakes, volcanoes and tsunamis) and know how people are affected by, and respond to, the hazards posed by the tectonic events.
Learning Objective / Learning Outcome / Tasks/Activities / Resources / Assessment Opportunities
LO1
Knowfeatures of tectonic events (earthquakes, volcanoes, tsunamis) / AC1.1
Describe features of tectonic events. / Find out about the 3 layers of the Earth. Draw a labeled cross-section.
Find out about plate boundaries. Describe how and why plates move and what happens. Find out the names of some famous plate boundaries.
Watch video footage of tectonic events. Discuss what is happening. Note key points.
Find out about different types of natural hazard, including tectonic hazards.
Create a power point presentation about volcanoes, earthquakes and tsunamis. Students to agree on structure and content of the presentation. / Photos of a wide selection of natural hazards, e.g. floods, hurricanes, mud-slides, avalanches, tornados, volcanoes, earthquakes, tsunamis etc
Key Geography Interactions, p.36, 37,
Geog.1, p.108-109
Video footage of volcanic eruptions, earthquakes and tsunamis (use Google or Youtube search or news web sites like BBC or CNN or newspapers like Telegraph, Guardian, Times, Independent etc)
Colour photos of volcanic eruptions, earthquakes and tsunamis (search Google Images) / Labeled cross-section of the Earth.
Labeled diagrams to show how tectonic hazards are caused by movements of the earth.
Power point presentation
AC1.2
Identify areas of the world affected by tectonic events. / Draw world maps (with appropriate titles and keys) showing the distribution of volcanoes and earthquakes
Draw world map overlay showing plate boundaries
Compare the world maps to the overlay. Describe the similarities between the world maps and the overlay.
Use an atlas to identify areas of the world affected by tectonic events.
Label Pacific Ring of Fire, Mid-Atlantic Ridge, Iceland etc on world map.
Use the internet to find the name / location of recent major tectonic events.
Make a list of well known volcanic eruptions, earthquakes and tsunamis.
Create a poster or leaflet presenting some details about one recent major tectonic event (e.g. date, location, scale etc) / Atlas / Large world map / Globe
The New Wider World (Foundation), p.202-203
Key Geography Interactions, p.32-36
Geog.1, p.104-105
Internet access
(Japan 2011)
(Mount Etna, 2011)
News web sites like BBC or CNN or newspapers like Telegraph, Guardian, Times, Independent etc.
(check out 7-11 Web Links: tectonics, volcanoes and earthquakes)
(Japan tsunami, 2011) / World maps.
World map overlay.
Comparison of maps and overlay.
List of recent tectonic events.
Poster or leaflet
LO2
Know how tectonic events affect people and the environment / AC2.1
Describe effects of tectonic events on people. / Examine how tectonic events (volcanic eruption, earthquake or tsunami) can impact on people. Divide class into 3 groups (volcanic eruption, earthquake or tsunami). Each group draws up a list of effects on people.
Feedback to class and agree lists of key effects.
In pairs, using the Internet (e.g. Google to find eye witness accounts, photos etc), students shouldinvestigate one chosen event in closer detail, e.g. 2004 South East Asia tsunami, 2005 Pakistan earthquake or 1991 Mount Pinatubo volcanic eruption. Make notes.
Ask the students to imagine they were there and experienced the particular event.
Individually, write a diary account outlining how the tectonic event has impacted on you, your family and your community, e.g. deaths, injuries, everyday life and future prospects / Key Geography: New Interactions, p.38-43
Geog.1, p.109-111 & 115-117
The New Wider World (Foundation edition), p. 208-211
Internet search engine
News web sites like BBC or CNN or newspapers like Telegraph, Guardian, Times, Independent etc / 3 lists of effects on people
Case study notes
Diary account
AC2.2
Describe effects of tectonic events on the environment. / Examine how the chosen tectonic event (volcanic eruption, earthquake or tsunami) has impacted on the environment (use case study from AC2.1).
Define what is meant by ‘environment’. Draw out differences between ‘natural environment’ and ‘built environment’.
Use the Internet, newspapers and magazines to investigate the effects of tectonic events on the environment, e.g. destruction of natural habitats, vegetation cover, wildlife, pollution, destruction of homes, schools, places of work/worship/entertainment, transport networks and other infra-structure.
Collect a selection of photos showing how the chosen tectonic event has impacted on the environment.
Create a Power Point presentation using the photos. Add in appropriate commentary or text. / Geography Matters:3 (Foundation edition), p.98, 99
Investigating Geography C: (Foundation edition), p. 52-55
The New Wider World (Foundation edition), p. 208-211
Internet search engine, e.g. Google Images
News web sites like BBC or CNN or newspapers like Telegraph, Guardian, Times, Independent etc / Written definitions of ‘natural environment’ and ‘built environment’.
Power Point presentation
LO3
Know how people respond to tectonic events / AC3.1
Select a range of information on help that is needed after a tectonic event. / Find out about the different types of help that people need after a volcanic eruption, earthquake or tsunami (use case study from AC2.1). Watch TV news footage and discuss.
Find out about the need for short term, medium term and long term help.
For the chosen tectonic event, identify different forms of short term, medium term and long term help, e.g. sort a bundle of cards/photos showing the different types of help.
Rank or prioritise the different types of help that is needed after a tectonic event
Produce a mind-map (include text and images) to identify ways in which people in the affected areas can respond to a tectonic event in the short, medium and long terms, e.g. provision of emergency shelter/medical supplies/drinking water/food, clear-up work, replacement of damaged infrastructure by building new homes, schools, hospitals, shops, roads, railways, airports, water and sewerage systems, power supplies, communications networks etc / Geography Matters:3 (Foundation edition), p.99
Investigating Geography C: (Foundation edition), p. 56-60
geog.GCSE, p.17, 25
Internet search engine, e.g. Google Images
News web sites like BBC or CNN or newspapers like Telegraph, Guardian, Times, Independent etc / Written definitions of short term, medium term and long term help
List examples of short term, medium term and long term help
Rank order
Mind map
AC3.2
Describe help that can be given by people in the UK to those in the world’s least wealthy countries after a tectonic event. / Find out about the work of Aid Agencies in the UK, e.g. Oxfam, British Red Cross. What do they do? Where do they work? Investigate one case study in more detail, e.g. Haiti earthquake of January 2010, Japan tsunami of March 2011. Find out what the chosen Aid Agency did in response to the tectonic event. Draw location map.
Locate places using atlas, maps at different scales and globe.
Investigate what Oxfam or British Red Cross does in response to a tectonic event:
- Water and sanitation
- Health promotion
- Food security and nutrition
- Protection
- Disaster risk reduction
Create characters / talking heads / people from different backgrounds who live outside the affected area to say how they can respond to such disasters e.g. participate in rescue work, provide comfort and care to injured and bereaved, uphold law and order, clear damage, distribute aid, reunite families etc
Discuss how schools might help those affected by a tectonic event. Draw up a list of possible fund raising events that could be organised and run by students
Produce a 30 second radio or TV appeal asking people in the UK to respond to humanitarian disaster caused by a tectonic event / Internet
Atlas
World map
Globe / Account of Aid Agency’s work
Location map
Characters / talking heads
List of fund raising events
Radio or TV appeal
AC3.3
Describe some ways of limiting the damage caused by tectonic events. / Explain that tectonic events cannot be prevented but that the damage done can be limited.
Outline Predict-Plan-Take Action model.
Define what is meant by term ‘predict’. Find out what are the signs that a volcanic eruption, earthquake and tsunami is imminent, e.g. earth movements, presence of radon gas, fore-shocks, other harbingers like movement of birds and animals. Describe. Find out about seismometers and seismographs. Describe the signs that a volcanic eruption, earthquake or tsunami is about to happen.
Draw a star diagram to show 4 signs that suggest an earthquake may be about to happen.
Investigate how to reduce the effects of an earthquake (Plan section of model above). Choose one case study from an MEDC, e.g. San Francisco (USA), Tokyo (Japan) etc.
Find out how buildings can be constructed to be more resistant to earthquakes. Identify materials to be used.
Create an earthquake emergency kit. List 10 things to be included.
Find out what are the most important things to do when a big earthquake strikes a city (Take Action section of model above). Using ICT, e.g. Microsoft Publisher, produce an illustrated leaflet outlining what should be done in the event of an earthquake / Geog.1, p.112, 113, 118, 119
The New Wider World (Foundation edition), p. 213
Key Geography: New Interactions, p. 44, 45
Desktop publishing software, e.g. Microsoft Publisher / Predict-Plan-Take Action model
Definitions
List of signs
Star diagram
List of appropriate building materials
Contents of earthquake emergency kit
Illustrated leaflet
EVALUATION OF THIS UNIT
1
Peter Corr/1 June 2011