Year 9 – Unit 1
About this unit
In this unit students learn about the patterns and processes associated with tectonic activity. They are encouraged to use the internet to research the occurrence of tectonic events and the impact of these processes in countries at different states of economic development.
The unit offers a more analytical approach to the theme than is suggested in unit 2 ‘The restless earth’ (carried out in year 7) and builds on unit 8H ‘The rock cycle’ in the science scheme of work. It is therefore more suitable for students in year 9.
This unit is expected to take 12–20 hours.
Places
•locate places and environments
•describe and explain physical/human features
•explore interdependence and global citizenship / Geographical Enquiry & Skills
•ask geographical questions
•suggest investigation sequences
•collect/record/present evidence
•analyse evidence and draw conclusions
•use extended geographical vocabulary
•use atlases/globes/maps
•use secondary evidence
•draw maps, plans and graphs
•communicate, including using ICT
•experience decision making / Themes
- Study at a range of scales
- Study of different parts of the world including the local area
Pupils will:
•tectonic process
Knowledge and understanding of environmental change and sustainable development
Students will study:
•environmental change and management
- sustainable development
Environmental Change and sustainable development
- Examine changes that have occurred in a range of environments at a range of scales by natural hazards and the way humans attempt to manage these environments in a sustainable way.
This unit provides a foundation for GCSE work concerned with knowledge and understanding of tectonic processes.
Language for Learning
Through the activities in this unit students understand, use and spell correctly words relating to:
•volcanoes and earthquakes, e.g. vent, magma, ash, tremor, aftershock, epicentre, focus, pyroclastics, igneous, lava, active, dormant, extinct, natural hazard, seismic waves, seismograph, Richter scale, magnitude, tectonic plates, crust, mantle, core, friction, constructive, destructive, conservative, cause, effect
•words associated with economic development, e.g. more economically developed countries (MEDCs), LEDCs, sustainable development, social/physical/human cost, aid agency
•the environment, e.g. Mediterranean, climate, vegetation, physical / Resources
Resources include:
•earthquake maps and information, e.g. about the San Andreas Fault at
•current satellite images, e.g. images of Etna from
•detailed reports and photos of a variety of recent earthquakes, e.g. from
•useful websites, e.g.
–
– (Global Volcanism program, Smithsonian Institute)
– (Cascades Observatory)
– (two virtual field visits and numerous volcanoes)
– (students can make their own seismograph on this site)
– (Federal Emergency Management Agency – site on mitigation)
– (fixed-point observations of earthquake-damaged areas)
•supporting video programmes:
–Geographical eye over Asia, programme 5: Indonesia – Story of a volcano (Channel 4 Education)
–Geographical eye – Disasters, programme 1: Earthquakes (Channel 4 Education)
–Geographical eye special – Planet earth, programme 1: Tectonics (Channel 4 Ed)
Prior Learning
It is helpful if students have:
•some knowledge and understanding of Mediterranean vegetation and climate
•previously carried out the components of geographical enquiry
•studied issues relating to countries at different states of economic development
•considered environmental issues and sustainable development
•carried out fieldwork activities
•some knowledge and understanding of changes in economic activity / Links
The activities in this unit link with:
•other geography units – unit 2 ‘The restless earth’, unit 24 ‘Passport to the world’
•ICT – producing a web page using multimedia packages, using word-processing and desktop-publishing packages
•citizenship – global community
•science – work on the rock cycle
Expectations – At the end of this unit:
Level – L4 some students will not have progressed and will: describe the distribution of the earth’s earthquakes and volcanoes, the physical processes that cause them and how people respond; They begin to describe how human processes and people’s responses can lead to similarities and differences in countries in different states of development and in the lives of people who live there; they begin to understand how humans can change the features of places and how these changes affect the lives of people who live there ; begin to suggest relevant geographical questions to investigate tectonic activity; select and use appropriate skills and secondary sources of evidence, especially ICT; suggest plausible conclusions and present their findings both graphically and in writing.
L5 most students will:describe and begin to explain the distribution of the earth’s earthquakes and volcanoes, the physical processes that cause them and how people respond; describe how these processes and people’s responses can lead to similarities and differences in countries in different states of development and in the lives of people who live there; recognise how people try to manage such environments sustainably; begin to suggest relevant geographical questions to investigate tectonic activity; select and use appropriate skills and secondary sources of evidence, especially ICT; suggest plausible conclusions and present their findings both graphically and in writing.
L6 Some students will have progressed further and will: describe and explain the distribution of the earth’s earthquakes and volcanoes, the physical processes responsible for them and how people respond; recognise that these processes interact to produce the distinctive characteristics of ‘active zones’; recognise how conflicting demands on such environments may arise and describe and compare different ways people try to prepare themselves for hazardous events and for managing such environments sustainably; suggest relevant geographical questions and appropriate sequences for investigation of tectonic activity; select and use effectively a range of skills and sources of evidence, especially ICT; present their findings in a coherent way and reach conclusions that are consistent with the evidence
L7 some students will have progressed even further and will: describe and begin to explain interactions within and between the physical processes which cause earthquakes and volcanoes and how people respond to them; explain how these interactions create geographical patterns of tectonic activity and help change places and environments in ‘active zones’; recognise that human actions may have unintended consequences, especially in less economically developed countries (LEDCs), and that appropriate planning is essential to save lives and manage such environments sustainably; identify geographical questions and establish their own effective sequence for investigation of tectonic activity; select and use accurately and effectively a wide range of skills and evaluate critically sources of evidence, especially ICT; present full and coherently argued summaries of their investigations and reach substantiated
Literacy opportunities / Numeracy opportunities / ICT Opportunities / Teaching Activities – Abbreviations:
Speaking and listening – through the activities students could:
•ask different sorts of questions to extend thinking and refine ideas
Reading – through the activities students could:
•appraise texts quickly and effectively for their usefulness
•identify what information is needed, then use different texts as sources
Writing – through the activities students could:
•structure paragraphs to develop points, by using evidence and additional facts /
- Collect data
- Sorting Data
- Record data
- Present data
- Interpret data
- Direction
- Distance
- The use of the Richter Scale to compare magnitude of earthquakes
- The use of social and economic indicators to identify a country’s level of development
- Extrapolate information from the internet.
- Examine the reliability of sources of evidence
- Annotate digital images
- Presenting information in a way that is appropriate to its audience
- Using appropriate software to present information
- ITT – Individual thinking time – students allowed 30 seconds to consider a question or issue
- A/B – A/B Paired Work
- PW – Paired Work
- Envoying – Students move around the classroom working with different students e.g. students in pairs (A + B)
- Snoblng – Snowballing pairs then fours then fours double up to share ideas with another group
- T. show – thought shower – quick collection of ideas from whole group
- Jig – Jigsawing Home groups – each child has diff question – go off into expert groups – feed back to home groups
- Rainbow – Rainbow Groups discuss a topic. Then re-group by number so new groups are madeup of people from each group
KS3 Strategy - Oracy - = provision
Key Q / T. show / ITT / A/B / GW / Snoblng / Env / Rainbow / Presentation
1 / / / / /
2 / / / /
3 / /
4 /
5
6 / /
7 / /
/ Key Q / T. show / ITT / A/B / GW / Snoblng / Env / Rainbow / Presentation
8
National Curriculum 2000 Objectives / Extension Opportunities/G&T
1a,b,c,d,e.f, / 2a,c,d,e,f,g / 3a,b,c,d
4a,b / 5a / 6b: i, ii, iii
/ Increasing the level of challenge:
- Use high order questions to extend students further e.g. how? Why? What if?
- Push students to justify answers
Key Question 1 – The students should be encouraged to produce a web page about the volcano rather than a brochure – MS Publisher can be used for this
Activity 1: Thinkers Keys: Volcanoes and Earthquakes
This is a table containing a range of extension activities for students to complete. The activities involve a range of thinking skills and follow Bloom’s Levels of Thinking. More able students should be encouraged to complete the activities towards the bottom of the table. Please note:These activities are not a substitute for well planned tasks, matched to the pupils’ next steps in learning, or appropriately planned enrichment and extension activities. The idea is to fill tiny moments with small enjoyable gems of learning. They should occupy no more than 10 minutes during a lesson
Activity 2: Individual Project: Develop an action plan for an LEDC to deal with earthquake hazard
Timing (suggested)
Key Question 1 – 1 lesson
Key Question 2a – Internet Version = 3 lessons and homework
Key Question 2b – Non Internet Version = 3 lessons and homework
Key Question 3a – Internet Lesson = 1 lesson
Key Question 3b – Non Internet Lesson = 1 lesson
Key Question 4 – 3 lessons
Key Question 5 – 1-2 lessons depending on ability
Key Question 6 – 1 lesson
Key Question 7 – 2 lessons
Key Question 8 – 2 lessons and homework
Key Question(s) / Learning Objectives / Teaching Activities / Resources / Assessment Opportunities / Learning Outcomes / Homework
Key Question 1
- What do we already know about volcanoes and earthquakes?
- 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]
- Number pages in book and write out class room rules
- ITT – What do we know about volcanoes and earthquakes?
- PW – What do we already know about volcanoes and earthquakes?
- Envoying – What do we already know about volcanoes and earthquakes?
- Groups to prepare a 2 minute presentation on Volcanoes and Earthquakes
- 2 minute group presentation on Volcanoes and Earthquakes
- Work cooperatively in pairs and small groups
- Present information in a variety of ways to students in the group
Key Question(s) / Learning Objectives / Teaching Activities / Resources / Assessment Opportunities / Learning Outcomes / Homework
Key Question 2a (internet lesson)
- What is a real volcano like?
- To be able to locate a volcano in an atlas
- To be able to ask geographical questions and suggest an appropriate sequence of investigation
- To be able to make decisions about appropriate clothing and equipment for a visit to a volcano
- To be able to select and use secondary sources of evidence
- To be able to collect, and record available evidence and present it in an appropriate way
- Preparation task: Explain to students that they are to carry out a ‘virtual’ field visit to Stromboli. 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
- Inform the students that by using an internet website at 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).
- 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, Mediterraneanvegetation, hazards, eruption evidence, settlements and other human features.
- Compare these headings to the headings in Geography Matters Book 3 – Resource sheet – 6.1a
- Students use the web site to find out key geographical information about the volcano and its geography
- Remind 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. Amended selection to be completed in pairs. Final selection to be completed in groups. Voting is not allowed them must draw conclusions through discussion in groups of 3-4.
- 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 email in return. The students can complete sheet 6.1c from the Geography Matters Photocopiable Resource book (p151) to help guide them through the fieldtrip
- Produce brochure: Discuss with students the target audience for the leaflet and the appropriate layouts, fonts, language, colour etc that they might consider and that they will need to include appropriate illustrations. 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
Outline map (for SEN)
Geography Matters Book3 Resource Book – sheets 6.1a-c
Internet
Computers / Formative marking of students work / The students should be able to:
- illustrate and describe the geographical location of a real volcano
- illustrate and describe the geographical features of a real volcano
- evaluate decisions about clothing and equipment
- identify the volcano’s potential danger spots
Key Question(s) / Learning Objectives / Teaching Activities / Resources / Assessment Opportunities / Learning Outcomes / Homework
Key Question 2b (non internet lesson)
- What is a real volcano like?
- Preparation task: 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.
- ITT – brainstorm 3 questions they would need to answer to complete their brochure
- 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.
- Snowballing – two’s become fours – share ideas for questions. Fours become eigths and share ideas for questions
- 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 CD-ROM’s and the internet to research the topic.
- There is a card sort/enquiry (Waugh style) into Mount St Helens which students can complete at this stage
- Produce brochure: Discuss with students possible brochure layouts that they might consider and that they will need to include appropriate illustrations. Lower-attaining students are likely to need more structured guidance, e.g. a brochure template, prompts 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.
Video
Volcano Video
Text books
Newspaper Articles / Formative marking of students work / The students should be able to:
- illustrate and describe the geographical location of a real volcano
- evaluate decisions about clothing and equipment
- identify the volcano’s potential danger spots
Key Question(s) / Learning Objectives / Teaching Activities / Resources / Assessment Opportunities / Learning Outcomes / Homework
Key Question 3a (internet lesson)
Are all volcanoes identical? /
- To be able to use secondary sources of evidence, including ICT
- To be able to identify characteristic features of volcanoes
- Students to open a document in shared resources and are to identify the main features of a typical volcano using labeled cross-sections, e.g. to show cone, crater, vent.
- (If available – students to use interactive white board to annotate the image)
- Show the students two images of volcanoes (Shield and a Strato [composite] volcano) and identify their similarities and differences.
- ITT: What are the possible reasons for the differences?
- A/B Pairs: What are the possible reasons for the differences?
- Student feedback
- 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