Show, tell, draw – Students consolidate their understanding of the learning from the lesson. 1 lesson (1 hour) Key idea 1.3: Global climate is now changing as a result of human activity, and there is uncertainty future climates. Suggested learning objectives: To outline how human activities contribute towards global warming. To understand how the human contribution to global warming can have wider consequences. 1.3a How human activities (industry, transport, energy, farming) produce greenhouse gases (carbon dioxide, methane) that cause the enhanced greenhouse effect leading to global warming. 1.3b Evidence for how human activity is causing climate change (sea level rise and warming oceans, global temperature rise, declining Arctic ice, increased extreme weather events) and the possible consequences for people. Starter Annotating diagrams – Provide students with a blank diagram that represents the greenhouse effect. Students use a series of statements to explain the process and review their understanding. Teacher reviews students’ understanding through a discussion. Main activity Show the short video clip – Sir David Attenborough: The Truth About Climate Change (may be found on YouTube). Students share their thoughts. Provide a series of information sheets on human activities that lead to the enhanced greenhouse effect. Students use the information to produce a detailed A3 mind map. Plenary Three–two–one RIQ: Students show their learning by giving three recalls (facts), two insights and asking one question. 1 lesson (1 hour) Key idea 1.3: Global climate is now changing as a result of human activity, and there is uncertainty about future climates. 1.3c The range of projections for global temperature change and sea level rise in the future, including physical processes and human reasons for uncertainty about these projections. Use and interpretation of temperature and sea-level projection graphs to 2100. Starter Highlighting trends – Display a projection graphs on either temperature or sea-level predicted change using graphs from the IPCC reports. Students suggest reasons for the projected changes to 2100 shown on the graphs. Main activity class
people and the environment in a developed country. To recognise why the impacts of tropical cyclones tend to be less severe in developed countries. cyclones: weather forecasting, satellite technology, warning and evacuation strategies, storm-surge defences. 1.6b The effectiveness of these methods of preparation and response in one developed country and in one developing or emerging country. What were the prediction and preparation strategies? Plenary (1 of 2) Set a target – Student review their progress against the key questions from the first lesson and set themselves targets for the second lesson. Plenary (2 of 2) Lucky dip – Produce four cards with the key questions on. Students draw one of the cards and provide an answer based on their research. Impact and management of tropical cyclones in a developing country 2 lessons (2 hours) Key idea 1.5: Tropical cyclones present major natural hazards to people and places. Key idea 1.6: The impacts of tropical cyclones are linked to a country’s ability to prepare and respond to them. Suggested learning objectives: To understand the impact of tropical cyclones on 1.5a Physical hazards of tropical cyclones (high winds, intense rainfall, storm surges, coastal flooding, landslides) and their impact on people and environments. 1.5b Why some countries are more vulnerable (physically, socially and economically) than others to the impacts of tropical cyclones. 1.6a How countries can prepare for, and respond to, tropical Typhoon Haiyan (2013) Starter (1 of 2) Video clip – Show a short YouTube video clip of Typhoon Haiyan. Students create three questions they want to ask following what they see on the video. Starter (2 of 2) Diamond nine ranking – Provide students with nine impacts from Typhoon Haiyan. Students rank the impacts in order of severity justifying their decisions. Main activity Students are set the task to research Typhoon Haiyan and present their findings as a newspaper article. Provide students with the following key questions to cover in their presentation: 1. What are the characteristics of a typhoon? 2. What was the impact of the hurricane on people and the environment? (short/ long term) (social, economic and environmental)
people and the environment in a developing country. To recognise why the impacts of tropical cyclones tend to be more severe in developing countries. cyclones: weather forecasting, satellite technology, warning and evacuation strategies, storm-surge defences. 1.6b The effectiveness of these methods of preparation and response in one developed country and in one developing or emerging country. 3. What were the short and long term responses? 4. What were the prediction and preparation strategies? Plenary (1 of 2) Set a target – Student review their progress against the key questions from the first lesson and set themselves targets for the second lesson. Plenary (2 of 2) Extended writing task – Students answer the following question: For a tropical cyclone you had studied, explain how the hazard impacted on people. Students to compare the differences between the two tropical cyclone events in an extended writing homework task. Enquiry question 3: Why do the causes and impacts of tectonic activity and management of tectonic hazards vary with location? 1 lesson (1 hour) Key idea 1.7: Earth’s layered structure and physical properties are key to plate tectonics. Suggested learning objectives: To know the layers of the Earth. 1.7a Earth’s layered structure (including the asthenosphere), with different composition and physical properties (temperature, density, composition, physical 1.7b How the core’s internal heat source (through radioactive decay) generates convection, Interpret a cross-section of the Earth. Starter What’s the connection? – Show two pictures, one of an egg and the other of the Earth, side by side. Main activity Provide a blank diagram showing the cross-section of the Earth. Using fact cards, students work in pairs to match the fact to the correct layer of the Earth. Review students responses as a class and then students produce their own copy of the diagram with detailed annotations.
To understand how the Earth’s internal heat source causes plate movement. the key foundation for plate motion. Keywords: Inner core Outer core Mantle Crust Asthenosphere Lithosphere Convection currents Radioactive decay Introduce the concept of convection currents using an animation (Boardworks). From the animation, students draw their own diagram and answer the following question: Explain how convection currents cause the movement of tectonic plates. Provide students with a key terminology box to encourage them to use in their answer. Plenary Summary tweet – Students summarise two key learning points from the lesson in the form of a tweet. 1 lesson (1 hour) Key idea 1.8: There are different plate boundaries, each with characteristic volcanic and earthquake hazards. Suggested learning objectives: To know the distribution and characteristic features of plate boundaries. To understand the how the interaction of 1.8a Distribution and characteristics of the three plate boundary types (conservative, convergent and divergent) and hotspots. Key words: Continental Oceanic Plate boundary Use and interpretation of world map showing distribution of plate boundaries and plates. Starter Can you name? – Show students a map of the world’s major plates. Students try to name the plates and the teacher reviews ideas as a whole class. Main activity Teacher introduces the three main plate boundaries (conservative, convergent and divergent) as well as hotspots theory. Provide students with a copy of the following table (A3 in size):
to manage an earthquake in a developed country. Impact and management of an earthquake in a developing country 1 lesson (1 hour) Key idea 1.9: Tectonic hazards affect people, and are managed, differently at contrasting locations. Suggested learning objectives: To understand the primary and secondary impacts of an earthquake event in a developed country. To recognise the strategies governments use to manage an earthquake event in a developed country. 1.9a Primary and secondary impacts of earthquakes or volcanoes on property and people in a developed and emerging or developing country. 1.9b Management of volcanic or earthquake hazards, in a developed and emerging or developing country including relief (shelter and supplies) and long-term planning (trained and funded emergency services), preparation (warning and evacuation, building design) and prediction. Nepal (2015) Use of social sources, satellite images and data to assess impact. Starter Five W’s and an image – Show a thought-provoking image of the effects from the Nepal earthquake. Students come up with questions that they would want to ask using the 5 W’s (Who?, What?, When?, Where? Why?) Main activity Teacher provides students with a case study pack that contains key information, images and statistics on the Nepal earthquake April 2015. the information pack, students write a letter from an NGO like Oxfam requesting aid. Students should include the following key points in their letter: The impacts of the earthquake The reasons why current management needs to be improved The reasons why Nepal needs international support. Plenary Top five – Students write their top five learning points based on the Nepal earthquake.