through preparedness, the use of peer viscosity silica, gas and explore how the experience – mitigation, prevention assessment. content of these ideas will vary from and adaptation. explosivity Volcanic place to place and so links to – Conducting Explosivity Index of place’ in the ‘experience Impacts and human independent and acidic basic, rhyolitic Changing Places unit. responses as evidenced group research tasks. andesitic basic. by a recent volcanic Opportunity for a small group Making within, event. Ensure students understand what is research task each group is – across and beyond meant by distribution’, given the list of volcanic ‘spatial this area of the and frequency’ in hazards and individuals ‘magnitude specification. relation to volcanic events. research one/two. This Engage with Reinforce previous map work information is shared within Detailed academic article on remotely sensed locating volcanic activity and the their group and possibly with satellite data. Volcanic Explosivity Index. the class as a whole. + 60 mins lecture from the Open University Introduce idea of how familiar a Opportunity to produce a on population is and active, dormant short report/wall and extinct. display/electronic presentation etc. Students should be able to describe, explain and assess the group discussion Human response to volcanoes: impact of a range of volcanic how can the impacts of – hazards, including: volcanic hazards be primary hazards (impacts) categorized? Students to try ash and think of examples of lava flows each. Some links and ideas about nuées ardentes Continuation of discussion pyroclastic events Open University information about , with above to ask, what is meant tephra links to mitigating volcano impacts by short and long-term volcanic gases responses? In pairs students secondary hazards (impacts) National Geographic information on to think of examples of each. acid rain Opportunity for a group climate change Short but in-depth academic article on discussion and mind-mapping flooding activity. Ask students to tsunamis. Resources for specific case studies will discuss the following terms in depend on those chosen by the individual Students to understand volcanic relation to managing volcanic student/centre. hazards can be categorised hazards, and to suggest (possible opportunity to discuss the examples of each: preparation
through preparedness, mitigation, prevention and adaptation. Impacts and human responses as evidenced by a recent volcanic event. the use of peer assessment. Conducting independent and group research tasks. Making within, across and beyond this area of the specification. Engage with remotely sensed satellite data. viscosity – silica, gas and content explosivity – Volcanic Explosivity Index acidic basic, rhyolitic andesitic basic. Ensure students understand what is meant by ‘spatial distribution’, ‘magnitude and frequency’ in relation to volcanic events. Reinforce previous map work locating volcanic activity and the Volcanic Explosivity Index. Introduce idea of how familiar a population is and active, dormant and extinct. Students should be able to describe, explain and assess the impact of a range of volcanic hazards, including: primary hazards (impacts) ash lava flows nuées ardentes pyroclastic events tephra volcanic gases secondary hazards (impacts) acid rain climate change flooding tsunamis. Students to understand volcanic hazards can be categorised (possible opportunity to discuss the explore how the experience of these ideas will vary from place to place and so links to ‘experience of place’ in the Changing Places unit. Opportunity for a small group research task – each group is given the list of volcanic hazards 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. group discussion – how can the impacts of volcanic 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 volcanic hazards, and to suggest examples of each: preparation Detailed academic article on + 60 mins lecture from the Open University on Human response to volcanoes: Some links and ideas about Open University information about , with links to mitigating volcano impacts National Geographic information on Short but in-depth academic article on Resources for specific case studies will depend on those chosen by the individual student/centre.