magnitude, distribution and level of development. The Park model of human response to hazards. The Hazard Management Cycle. geographical information. Using models in geography. Research skills. most damage and loss of life occurs shortly after the hazard, but impacts may last into the future their scale and impact requires an emergency response. Understand the terms ‘risk’ and ‘vulnerability’ with reference to natural hazards. Identify and understand factors influencing the perception of natural hazards, including: socio-economic status level of education employment status religion, cultural background family situation past experience personal values and personality. Understand three key responses to natural hazards: fatalism adaptation fear. Understand the difference between primary and secondary (short term and long term) impacts of natural hazards. Understand key ideas relating to the management of natural hazards, including: community preparedness/risk sharing integrated risk management mitigation monitoring prediction prevention protection reconstruction Ensure students have definitions of key terms used so far. Small group discussion – Why might populations be vulnerable to natural hazards and exposed to risk? Opportunity to use textbooks or the internet to research a model of vulnerability; students to draw/construct a or model identifying the variables that affect vulnerability. Paired/small group discussion with feedback for students to identify factors that influence people’s perception of natural hazards. Opportunity to ask students to explain the three key responses to natural hazards. Q&A to establish that students can define primary and secondary (short term and long term) impacts of natural hazards. Opportunity for independent research task. Students given a brief to research and create a short report on Article as the result of natural hazards with videos and diagrams Useful from United Nations Some interesting from the World Bank but includes original version of a disaster management diagram that is widely repeated online Interesting information including an interpretation of the ‘disaster, or hazard, response curve’ – Park (1991) map
rehabilitation relief resilience. Understand and be able to explain the Park Response and the Hazard Management Cycle. Understand the ‘distribution’, ‘frequency’ and ‘magnitude’ as they are used by geographers in relation to natural hazards. It is that these generic themes relating to the concept of ‘hazards’ are reinforced throughout the following on volcanic, seismic, storm and fire hazards. the key ideas relating to the management of natural hazards (listed in previous column). They should also find a copy of a model of the ‘process of risk management’, the Park Response Model and The Hazard Management Cycle and give a written explanation of each. This could be presented as a wall display, PowerPoint/ Prezi presentation, video/animation (to share on the VLE), or written report. Short discussion/Q&A to ensure students can define the key terms relating to distribution, frequency and magnitude of natural hazards. Various opportunities above to assess learning with a range of exam style questions and peer assessment. Weeks 2–3 – Plate tectonics Specification content Subject specific skills development Learning outcomes Suggested learning activities (including ref to differentiation and extension activities) Resources
sea floor spreading (possibly paleomagnetism). Understand that the movement of tectonic plates gives rise to different plate margins: destructive constructive conservative. Describe and explain the characteristic processes associated with each type of plate margin, including: seismicity vulcanicity. Whilst learning about each type of plate boundary students should also understand the range of landforms that are associated with each type of plate boundary, including: young fold mountains rift valleys ridges deep sea trenches island arcs volcanoes. Understand that movement of magma within the mantle is not as simple as some easier/older texts may suggest and that, although still valid and relevant, earlier ideas of simple convection cells are only part of the explanation. Understand the theory and proposed role of magma plumes. It may suffice to focus on the idea of Hot Spots as proposed by J T Wilson in the 1960s or more able students may wish to engage with the more recent and an annotated map to locate the different kinds of plate margins. Q&A/discussion to ask students what kinds of processes they would expect to find at each type of margin, and why, including seismicity and vulcanicity. Students to add a tracing overlay to map of plate boundaries to indicate the distribution of earthquakes and volcanoes. Opportunity to assess learning with exam style questions to explain the nature of plates, plate boundaries, plate movement and associated processes. Opportunity for small group research task. Each student given one landform associated with a different type of plate margin to research. The group then produces a display/report/electronic presentation/set of revision notes etc. that describes the distribution of, describes the characteristics of and explains the formation of the range of landforms listed. Opportunity to direct students to short articles to research the idea of magma plumes and ‘hot spots’. Students could illustrate this with detailed annotated
broader debate that exists about the nature and role of magma plumes. through the island chain of Hawaii and remnant seamount chains to help explain hot spots and their relationship to plate movement. Some students may be able to research more detailed academic articles to explore the more recent debate in the literature. Weeks 3–4 – Volcanic hazards Specification content Subject specific skills development Learning outcomes Suggested learning activities (including ref to differentiation and extension activities) Resources The nature of vulcanicity and its relation to plate tectonics: forms of volcanic hazard: nuées ardentes, lava flows, mudflows, pyroclastic and ash fallout, gases/acid rain, tephra. Spatial distribution, magnitude, frequency, regularity and predictability of hazard events. Impacts: primary/secondary, environmental, social, economic, Use of key subject specific and technical terminology. Opportunities to develop skills such as drawing, labelling and annotating diagrams. Online research into volcanic hazards. Construct a range of graphs and use statistical skills. Understand that most volcanic activity is associated with tectonic processes and occurs along plate boundaries. Describe the distribution of volcanic activity as being mainly associated with: ocean ridges and sea floor spreading destructive plate boundaries and subduction zones rift valleys intraplate vulcanicity – hot Understand that the nature of volcanic events and volcanic features are the result of a combination of factors, including: type of plate boundary – constructive, destructive or intraplate Opportunity for students to research the distribution of volcanic events and annotate a base map of the Earth accordingly (may have been done above). Mapping activity completed in previous lesson – students to ensure their maps are accurate, detailed and complete. Students to use textbooks/online resources to research the nature of different types of magma and produce a classification table to help compare each type. Ensure students have on the key ideas around Range of websites and online resources covering the nature of volcanic hazards: relating to an eruption in Auckland New Zealand linking to further information different features
Engage with remotely sensed satellite data. earthquakes shockwaves ground shaking ground rupture Secondary hazards (impacts) soil liquefaction landslides/avalanches tsunamis fires effects on people and the built environment. (Students should also understand the almost randomness associated with some seismic hazards.) Understand that seismic hazards can be categorised (possible opportunity to discuss the usefulness of classification in geography). Categories to include: primary/secondary environmental, social, economic, political. Understand that responses to seismic hazards can be categorised as ‘short and Appreciate that risk management is designed to reduce the impacts of seismic hazards via: preparation mitigation prevention adaptation. Understand one recent seismic (to be chosen by individual students/schools). Students must be able to: and individuals research one/two. This information is shared within their group and possibly with the class as a whole. Opportunity to produce a short report/wall display/electronic presentation etc. Paired/small groups discussion – how can the impacts of seismic hazards be categorized? Students to try and think of examples of each. Continuation of discussion above to ask what is meant by short and long-term responses? In pairs, students to think of examples of each. Opportunity for a group discussion and mind-mapping activity. Ask students to discuss the following terms in relation to managing seismic hazards, and to suggest examples of each: preparation mitigation prevention adaptation. Students to be clear instructions and guidance about creating a detailed case study of one recent seismic event. Students could be encouraged to be creative in the method used to present their findings but as a guide it should include the information listed in previous column. The Geological Society information on Dara O’Briain’s Science Club: Earthquake Country Alliance information and resources about Article about Geological Society Resources for specific case studies will depend on those chosen by the individual student/school.
describe the spatial and temporal setting of the event describe and explain the association of the event to plate boundaries and plate movement assess the perception of the and the factors affecting those perceptions at a range of scales – eg, magnitude, frequency, population characteristics etc. explain the causes of the event explain and assess the impacts of the event explain, assess and justify the response to the event including the factors affecting this response. 7–8 – Storm hazards Specification content Subject specific skills development Learning outcomes Suggested learning activities (including ref to differentiation and extension activities) Resources The nature of tropical storms and their underlying causes. Forms of storm hazard: high winds, storm surges, coastal flooding, river flooding and landslides. Spatial distribution, Use of key subject specific and technical terminology. Opportunities to develop skills such as drawing, labelling and annotating diagrams. Understand that the nature of tropical storms is determined by their origins within the tropics. To be able to explain the causes of tropical storms, to include: ocean location where sea temperatures are above 27oc ocean depth of at least 70m to provide moisture and latent heat a location beyond 5o north and south of the equator where the effect of the Coriolis force is greatest low level convergence of air Opportunity for students to use textbook/internet resources to ensure they have detailed notes to explain the underlying causes of tropical storms. Opportunity for students to research the distribution of tropical storms and annotate a base map of the Earth accordingly. Short from National Geographic Summary from National Hurricane Center of Information on
adaptation. Develop a detailed understanding of two recent tropical storms from contrasting areas of the world (to be chosen by individual students/schools). Students must be able to: describe the spatial and temporal setting of the tropical storms assess the perception of the tropical storms, and the factors affecting those perceptions at a range of scales – eg, magnitude, frequency, population characteristics explain the causes of the tropical storms explain and assess the impacts of the tropical storms explain, assess and justify the response to the tropical storms – including the factors affecting this response. Opportunity for a group discussion and mind-mapping activity. Ask students to discuss the following terms in relation to managing storm hazards and to suggest examples of each: preparation mitigation prevention adaptation. Students to be given clear instructions and guidance about creating detailed case studies of two recent tropical storms. Students could be encouraged to be creative in the method used to present their findings, but as a guide it should include the information listed in previous column. 9–10 – Fires in nature Specification content Subject specific skills development Learning outcomes Suggested learning activities (including ref to differentiation and extension activities) Resources Nature of wildfires. Conditions favouring intense wild fires: vegetation type, fuel characteristics, climate and recent weather and fire behaviour. Use of key subject specific and technical terminology. Opportunities to develop skills such as drawing, labelling and annotating diagrams. Understand that the nature of wildfires is determined by the geographical characteristics of the area affected. Explain the causes/conditions leading to intense wildfires, to include: vegetation type fuel characteristics climate recent weather fire behavior. Opportunity for students to use textbook/internet resources to ensure they have detailed to explain the underlying causes of intense wildfires. Opportunity for students to research the distribution of wildfires and annotate a base map of the Earth accordingly. spanning from March 2000 to January 2016
Causes of fires: natural and human agency. Impacts: primary/ secondary, environmental, social, economic, political. Short and long-term responses; risk management designed to reduce the impacts of the hazard through preparedness, mitigation, prevention and adaptation. Impact and human responses as evidenced by a recent wild fire event. Online research into fire hazards. Construct a range of graphs and use statistical skills. Developing extended writing skills. Using atlas maps. Producing annotated maps. Practicing exam style questions, including the use of peer assessment. Conducting independent and group research tasks. Making links within, across and beyond this area of the specification. Engage with remotely sensed satellite data. Describe the distribution of wildfires. Understand the causes of wildfires, including: natural agency agency. Describe, explain and assess the specific nature of impacts of wildfires. Understand wildfire hazards can be categorised (possible opportunity to discuss the usefulness of classification in geography). Categories to include: primary/secondary environmental, social, economic, political. Understand that responses to wildfire hazards can be categorised as ‘short and long term’. Students to appreciate that risk management is designed to reduce the impacts of wildfire hazards via: preparation mitigation prevention adaptation. Develop a detailed understanding of one recent wildfire event (to be chosen by individual students/schools). Students must be able to: Students to research the main causes of wildfires, including human and natural agency. Findings could be used to develop a class debate about the relative importance of each. Students discuss factors affecting the nature of hazards posed by wildfires. Opportunity for a group research task: each group to research hazards posed by wildfires and individuals research one/two. This information is shared within their group and possibly with the class as a whole. Opportunity to produce a short report/wall display/electronic presentation. Paired/small group discussion – how can the impacts of wildfire hazards be categorised? Students to try and think of examples of each. Continuation of discussion above to ask what is meant by short and long term responses? In pairs students to think of examples of each. Opportunity for a group discussion and activity. Ask Information on Causes of wildfires Unplugged SciShow Environmental impacts of forest fires – Social and economic impacts of wildfires – Wildfires and health – Information on research into Managing wildfires – Preventing wildfires – Adapting to wildfires – , with a video, podcast and PowerPoint
describe the spatial and temporal setting of the wildfire assess the perception of the wildfire, and the factors affecting those perceptions at a range of scales – eg, magnitude, frequency, population characteristics. explain the causes of the wildfire explain and assess the impacts of the wildfire explain, assess and justify the response to the wildfire – including the factors affecting this response. students to discuss the following terms in relation to managing wildfire hazards, and to suggest examples of each: preparation mitigation prevention adaptation. Students to be given clear instructions and guidance about creating detailed case studies of one recent wildfire event. Students could be encouraged to be creative in the method used to present their findings, but as a guide it should include the information listed in previous column. Resources for specific case studies will depend on those chosen by the individual student/school. Week 11 – Case 1 Specification content Subject specific skills development Learning outcomes Suggested learning activities (including ref to differentiation and extension activities) Resources Case study of a multi-hazardous environment beyond the UK to illustrate and analyse the nature of the hazards and the social, economic and environmental risks presented, and how human qualities and responses such as resilience, adaptation, Collect, analyse and interpret a range of qualitative and quantitative data from a range of secondary sources. Report writing. Much of what is taught here will depend on the multi-hazardous environment chosen. Understand the idea that some locations are multi-hazardous environments and are exposed to more than one category of natural hazard. Identify of the world that are vulnerable to multiple natural hazards. Opportunity for group discussion – what is meant by the term environment’? Can students identify possible natural hazards? Opportunity for students to engage with GIS and/or online mapping tools to locate and identify multiple hazard locations Students should reflect on how they completed the case studies above, then be given clear instructions and guidance about creating a detailed Resources for specific case studies will depend on those chosen by the individual student/school Some resources that relate to environments hazardous
mitigation and management contribute to its continuing human occupation. Once a multi-hazardous environment has been selected (probably a small country or region within a larger country) students must be able to: describe and assess the nature of the hazards assess and explain the social, economic and environmental risks presented by the hazards explain how local populations remain able to live in the environment due to their: human qualities responses – resilience, adaptation, mitigation and management. case study of one multi-hazardous environment. Students could be encouraged to be creative in the method used to present their findings, but as a guide it should include the information listed in previous column. (There are opportunities for students to work together, or independently.) Week 11 – Case study 2 Specification content Subject specific skills development Learning outcomes Suggested learning activities (including ref to differentiation and extension activities) Resources Case study at a local scale of a specified place in a setting to illustrate the physical nature of the hazard and analyse how the economic, social and political character of its community reflects the presence and impacts of the Collect, analyse and interpret a range of qualitative and quantitative data from a range of secondary sources. Report writing. Much of what is taught here will depend on the hazardous setting chosen. Understand that if Case 1 related to a small country or region within a larger country then Case study 2 must relate to a smaller local scale place – a named place/location. Understand that the nature of a hazard, its impacts and the response to it is very much place specific and that a range of factors in that place will determine these. Once a specified place at a local scale in a hazardous setting has been selected Opportunity to discuss what factors at a local scale affect the nature of a natural hazard, its impacts and responses to it in relation to the local community. Students should reflect on how they completed the case studies above, then be given clear instructions and guidance about creating a detailed case study of one local place in a hazardous setting. Students could be encouraged to be creative in the method used to present their findings, but as a guide it should include the information listed in the previous column. (There are opportunities Resources for specific case studies will depend on chosen by the individual student/school