mitigation, management, risk sharing – and their relationship to hazard incidence, intensity, 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. exposure to the risk may be involuntary 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. Students to understand the terms ‘risk’ and ‘vulnerability’ with reference to natural hazards. Students to be able to 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. Students to understand key responses to natural hazards: fatalism adaptation fear. Students to understand the difference between primary and secondary (short term and long term) impacts of natural hazards. 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 mind-map 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 the key ideas relating to the management of natural hazards (listed in previous column). They should also Article as the result of natural hazards with videos and diagrams Useful from United Nations Some interesting from the Bank but includes original version of a disaster management diagram that is widely repeated online Interesting information about, including an interpretation of the “disaster, or hazard, response curve” - Park (1991).
crustal evolution: tectonic plates; plate movement; gravitational sliding; ridge push, slab pull; convection currents and seafloor spreading. Destructive, constructive and conservative margins. Characteristic processes: seismicity and vulcanicity. Associated landforms: young fold mountains, rift valleys, ocean ridges, deep sea trenches and island arcs, volcanoes. Magma plumes and their relationship to plate movement. and annotating diagrams. Online research into plate tectonic theory. Construct and annotate 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. early theories (pre-plate tectonics) of the formation of the Earth and its structure. Students to understand the structure of the Earth and internal energy sources, including: Internal structure and the characteristics of: crust lithosphere asthenosphere mantle outer core inner core The distribution of the major tectonic plates and plate boundaries. Internal sources of heat, including: residual heat from Earth’s formation radioactive of elements in the core. Students to understand the characteristics and origin of continental and oceanic crust. Students to be able to describe and explain the nature of plate movement, including: Speed and direction of movement of the major plates The evolution of various theories to explain movement. To include: gravitational sliding ridge push Opportunity for a research task: using a range of textbook and internet resources students to produce a short report/set of notes/display/electronic presentation to include information, notes and diagrams covering the structure of the Earth. Students produce annotated sketches explaining the different characteristics of continental and oceanic crust and their origin. Possibly annotate a map indicating the distribution of different ages of crust. Students annotate a map of plate boundaries to indicate the direction and speed of movement of the major tectonic plates. Using a range of resources students to produce detailed annotated diagrams to explain plate movement. An opportunity for students to research different theories and then peer teach to each other. Using an atlas/textbook/ internet resources students to produce an annotated More sophisticated push, slab pull etc.) Excellent map and with interactive maps and video/animation clips: from National Geographic, with some questions and extra reading
usefulness of classification in geography). Categories to include: primary/secondary environmental, social, economic, political. Students to understand that responses to volcanic hazards can be categorised as and Students to appreciate that risk management is designed to reduce the impacts of volcanic hazards via: preparation mitigation prevention adaptation. Students to develop a detailed understanding of one recent volcanic event (to be chosen by individual students/centres). Students must be able to: 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 event, and the factors affecting those perceptions at a range of scales – eg, magnitude, frequency, population characteristics etc. mitigation prevention adaptation. Students to be clear instructions and guidance about creating a detailed case study of one recent volcanic 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.
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. Week 5-6 Seismic hazards The nature of seismicity and its relation to plate tectonics: forms of seismic hazard: earthquakes, shockwaves, tsunamis, liquefaction, landslides. Spatial distribution, randomness, magnitude, frequency, regularity, predictability of hazard events. 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. Use of key subject specific and technical terminology. Opportunities to develop skills such as drawing, labelling and annotating diagrams. Online research into seismic 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. Students to understand that much seismic activity is associated with plate tectonic processes and occurs along plate boundaries. Students to be able to describe the distribution of seismic activity as being mainly associated with: destructive plate boundaries – and subduction zones conservative plate margins/transform faults. Students should understand that the nature of seismic events and resulting hazards is the result of a combination of factors, including: type of plate boundary – constructive, destructive or conservative nature and rate of movement depth of focus. Ensure students understand what is by ‘spatial distribution’, ‘magnitude and frequency’ in relation to seismic events. Reinforce previous map work locating seismic activity and the Opportunity for students to research the distribution of seismic activity and annotate a base map of the Earth accordingly (may have been done above). Mapping activity completed in previous lesson – students to ensure maps are accurate, detailed and complete. Students discuss factors affecting the nature of an earthquake including type of plate boundary, nature of plate movement and focus depth. Opportunity for students to research the different scales used to measure the magnitude or of seismic events including Richter Scale, Mercalli Scale and Moment Magnitude Scale. Ensure students have notes on the key ideas around magnitude and frequency of British Geological Survey from National Geographic More , with diagrams Computer animation offollowing an earthquake in California Shortfrom National Geographic some interesting blogs, with great images and illustrative examples
Engage with remotely sensed satellite data. hazards relates to the marine and coastal locations involved, and hazards include: high storms surges coastal flooding river flooding landslides. Students should be able to describe, explain and assess the specific nature of these impacts of tropical storms. Students to understand tropical storm hazards can be categorized (possible opportunity to discuss the usefulness of classification in geography). Categories to include: primary/secondary environmental, social, economic, political. Students to understand that responses to storm hazards can be categorised as ‘short and Students to appreciate that risk management is designed to reduce the impacts of tropical storm hazards via: preparation mitigation prevention adaptation. Students to develop a detailed understanding of TWO recent tropical storms from contrasting areas of the world (to be chosen by posed by tropical storms 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 tropical storm hazards be categorized? Students to try and think of examples of each. Continuation of discussion 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 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
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. Developing extended writing skills. 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. Students to understand the causes of wildfires, including: natural agency human agency . Students should be able to describe, explain and assess the specific nature of impacts of wildfires. Students to 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. Students to understand that responses to wildfire hazards can be categorised as ‘short and Students to appreciate that risk management is designed to reduce the impacts of wildfire hazards via: preparation mitigation prevention adaptation. Students to develop a detailed understanding of ONE recent wildfire event (to be chosen by individual students/centres). Students must be able to: describe the spatial and temporal setting of the wildfire 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 etc. Paired/small group discussion – how can the impacts of wildfire hazards be categorized? Students to try and think of examples of each. Continuation of discussion 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 wildfire Information on Causes of wildfires Earth Unplugged SciShow Environmental impacts of forest Social and economic impacts of wildfires: Wildfires and health: Information on research into Managing wildfires: Preventing wildfires:
assess the perception of the wildfire, and the factors affecting those perceptions at a range of scales – eg, magnitude, frequency, population characteristics etc. 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. hazards, and to suggest examples of each: preparation mitigation prevention adaptation. Students to be 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. Adapting to wildfires: , with a video, podcast and PowerPoint Resources for specific case studies will depend on those chosen by the individual student/centre. Week 11 Case 1 Case study of a 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, mitigation and management contribute to its continuing human occupation. hazardous Collect, analyse and interpret a 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. Students should understand the idea that some locations are environments and are exposed to more than one category of natural hazard. Students should be able to identify areas of the world that are vulnerable to multiple natural hazards. 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 hazardous Opportunity for discussion – what is meant by the term ‘multi-hazardous 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 case study of one multi-hazardous environment. Students could Resources for specific case studies will depend on those chosen by the individual student/centre. Some resources that relate to environments:
Case 2 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 hazard and the community’s response to the risk. Collect, analyse and interpret a range of qualitative and quantitative data from a range of secondary sources. Report writing. 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: qualities Responses – resilience, adaptation, mitigation and management. Much of what is taught here will depend on the hazardous setting chosen. Ensure students 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. Students should understand that the nature of a hazard, its impacts and the response to it is very much specific and that a range of factors in that place will determine these. Once a specified at a local scale in a setting has been selected (probably named settlement, or maybe very small island) students must be able to: Describe and analyse how the following affects the impacts of the hazard and the community’s response to the risk: 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) 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 for students to work together, or independently). Resources for specific case studies will depend on those chosen by the individual student/centre.