LEARNING 1: A Slice through the earth Learning objectives; Assessment/progression opportunities L.O. 1 To independently research and identify the composition of the earths structure Review of completed earths diagram Annotations of diagram with researched information – possible categorization of important facts L.O. 2 To describe the difference between the 2 types of earths crust and understand why they are different Student review of learning / feedback from students. Identify extra information and complete blank boxes L.O. 3 To be aware of the theory of Pangea and suggest how the earths crust moves Completion of Pangea Student led discussion – explaining how they think the earths crust moves Student Activity Differentiation Settling Starter Do you know your own (issue students with worksheet – Ask them to discuss with person/s on table) Issue students with Textbook – Pg____ ask them to research about their planet ACCESS Structured question worksheet – support keywords
AFL LO2 : SA LO3: PA/ TA - review Plenary: PA review of personal learning and support from group Homework Book Marking ACCESS Multiple choice supports students – opportunity to revisit work CHALLENGE Students will be options to complete wider reading and research in homework activity LEARNING 3: What is an Earthquake? Learning objectives; Assessment/progression opportunities L.O. 1 To be able to use keywords to describe how an earthquake occurs Written definition / key Process diagrams to show the cause of an earthquake L.O. 2 To use the 2 earthquake measurement techniques to describe the effect of an earthquake Visual images describe – using measurement techniques level of impact described L.O. 3 Decision making task and justifying ideas and thoughts using supporting evidence Extended writing – Use “so what” technique Feedback sheet and threshold marking Student Activity Differentiation
Student Activity Differentiation Settling Starter Learning Starter (LO1) Ask students to circle what they think would be the 3 most dangerous materials in an earthquake Each group given a different technique to make a building safer – pitch their idea to the client to take their approach to making building safer ACCESS Differentiation worksheet CHALLENGE Limitation of number of materials on the worksheet – encourage personal learning (LO2) Plan and design a building that incorporates the earthquake proof techniques discussed in the starter – thinking about size/shape and functionality. Annotated sketch on paper ACCESS Support sheet provided CHALLENGE Thought – encourage students to include more technical approaches Development (LO3) Making it real Students to take out junk materials collected at home – teacher to provide also Teacher to issue instructions of size/functionality and requirement of building Time allocation to the construction – PA – student feedback on design and thoughts on stability – advise of to improve Time destruction of building ACCESS Techniques on constructions More in-depth guidance sheet CHALLENGE Functionality of construction more detailed
Plenary SA – review of planning/construction/demolition of building Ideas on improving approach and applying geographic knowledge from verbal feedback and own perception ACCESS SMART target ideas CHALLENGE Threshold marking guidance used AFL LO1 : PA LO2 : PA / SA TA through guided discussion LO3: PA – verbal review of building and techniques Plenary: SA through completion of review sheet Homework My Homework 2 – ACCESS CHALLENGE LEARNING 6: Volcanic Structure Learning objectives; Assessment/progression opportunities L.O. 1 To make links back to geographic theory (plate tectonics) to describe the location of volcanoes Placing of volcano on board Extraction and recalling of location/positional language L.O. 2 To sort information and complete cross section diagram of a volcano Annotated diagram Key explained
Plenary Quiz – can you label me? (volcanic structure) Who am I? Volcano of the world ACCESS Detailed descriptions will help identification CHALLENGE Description linked to key geographic understanding of tectonics and continental knowledge. AFL LO1 : PA / SA level of information extracted from Atlas LO2 : PA LO3: TA/PA Marking and Feedback Plenary: SA – marking and feedback Homework My Homework 3 – Make your volcano MARK BOOKS ACCESS Support sheet – parental support CHALLENGE Creativity – freedom to extend Research to ensure replication is encouraged LEARNING 7: Volcanic Eruptions Learning objectives; Assessment/progression opportunities L.O. 1 To list the 3 of volcano Sticking task – who am I (3 of volcano and description)
Explanation for choice Plate tectonic link Problem solving task – report up Group activity for discussion and development of thoughts – Report write up independent CHALLENGE Extension questions – enhance detail in explanation Plenary Discovery website – ask students to input their parameters and describe their eruption. Change parameters – rank importance of what affects eruptions ACCESS Starter guidance on parameters will support use of application CHALLENGE Experimentation of application – looking at how changing parameters changes eruptions - explain the visual representation AFL LO1 : TA LO2 : PA – marking of flow diagram LO3: PA/SA through discussion SA – SA marking form Plenary: SA - rank task Homework My Homework 3 – Make your volcano ACCESS CHALLENGE
LEARNING 8: Case Study of A Volcanic Eruption Learning objectives; Assessment/progression opportunities L.O. 1 To Name and Locate a Volcanic eruption Location and Date of eruption Developing Atlas skills and research/independent study skills L.O. 2 To identify impact of a volcanic eruption Completed Case Study sheet Colour coding of specific Geographic concepts / opportunity to link timescales L.O. 3 To explore the balance between advantages and disadvantages of living in this region Scale weight task Debating/discussion – justifying and supporting own ideas Student Activity Differentiation Settling Starter Learning Starter (LO1) Where am I? Student given a cryptic descriptive card to describe the location and date of the volcanic eruption. ACCESS More steps to support location and dating of event CHALLENGE Map skills to be recalled in activity – linking learning and geographic skills
Verbal debate/discussion (small groups or class) AFL LO1 : TA LO2 : SA / PA LO3: SA through discussion of coding at end of task TA – discussion Plenary: SA through marking / grading – wall display Homework My Homework 3 – Make your volcano ACCESS CHALLENGE . LEARNING 10: Volcanic modeling eruption lesson Learning objectives; Assessment/progression opportunities L.O. 1 Completed sorting task – knowledge of eruption/linked to model
LEARNING 11: Problem Solving Write up Session Learning objectives; Assessment/progression opportunities L.O. 1 Link literacy skills for extended writing to Geography extended writing Review of key skill share sheet Mark model answers L.O. 2 Evaluate evidence and draw conclusions based on evidence Report layout support sheet – annotated Additional info to layout L.O. 3 a written report that links literacy and geographic skills – justifying your opinions, supported by evidence. Write up Proof read – key term amendments Student Activity Differentiation Settling Starter Classes – key skill share sheet provided ACCESS Support from peers in own language terms
Learning Starter (LO1) Personal review sheet of learning to be completed Time to discuss with learning partner (LO2) Crossword – key term revision review – Class review – can you group your weak areas? Colour code the one we struggles with – which units of study My own learning Mind map of learning – group activity – share ideas and thoughts –improve weak areas ACCESS Wordsearch alternative CHALLENGE Recall – explain and expand Extension techniques to be used Development (LO3) Completion of Assessment – Exam Conditions ACCESS Threshold Marked CHALLENGE Threshold marked Plenary 3 praises to me this unit ACCESS List provided CHALLENGE Link to targets and threshold position AFL LO1 : SA LO2 : SA/PA LO3: Plenary: SA Homework ACCESS CHALLENGE