El Nino Give students a set of cards with all the different causes of drought. Students to categorise them into Meteorological or Hydrological drought. Students to understand how ENSO (El Nino Southern Oscillation) can make some locations such as Australia more vulnerable to drought than others. Give students a diagram of the ENSO stages. Students to annotate diagram to help explain how global circulation makes some locations more vulnerable to drought. Plenary Students could be shown some images of the impacts of ENSO, e.g. drought in Australia, and be asked to suggest what might have caused them. They could then be shown the clip again and the class could discuss how the images fit with the sequence in the animation. Or students can – practise adding their own commentary in front of the rest of the class. There are some Class Clips accessible on the internet. Students to write down three new things they have learned this lesson and feedback. 2 lessons The Reasons why South Africa Use and Key idea 2.8: 2.8a: Starter (2 hours) impacts of and droughts are hazardous. California interpretation Read the newspaper article: identify how the responses to, of drought is impacting on people and the 1 lesson drought vary 2.8b: How the impacts environment. on each depending on a of drought on people data. located country’s level of and ecosystems can example development. vary for a named Main activities developed and emerging 1. South Africa drought 2015 (emerging) Suggested or developing country. Map the affected by drought in South Africa learning News footage can be found on the internet about the objectives: impacts of the drought on farming. To understand 2.8c: Different that the social, responses to drought Students to research the 2015 drought in South economic and from individuals, Africa.
El Nino Give students a set of cards with all the different causes of drought. Students to categorise them into Meteorological or Hydrological drought. Students to understand how ENSO (El Nino Southern Oscillation) can make some locations such as Australia more vulnerable to drought than others. Give students a diagram of the ENSO stages. Students to annotate diagram to help explain how global circulation makes some locations more vulnerable to drought. Plenary Students could be shown some images of the impacts of ENSO, e.g. drought in Australia, and be asked to suggest what might have caused them. They could then be shown the clip again and the class could discuss how the images fit with the sequence in the animation. Or – students can practise adding their own commentary in front of the rest of the class. There are some Class Clips accessible on the internet. Students to write down three new things they have learned this lesson and feedback. 2 lessons (2 hours) 1 lesson on each located example Key idea 2.8: The impacts of and responses to, drought vary depending on a country’s level of development. Suggested learning objectives: To understand that the social, economic and 2.8a: Reasons why droughts are hazardous. 2.8b: How the impacts of drought on people and ecosystems can vary for a named developed and emerging or developing country. 2.8c: Different responses to drought from individuals, South Africa California Use and interpretation of data. Starter Read the newspaper article: identify how the drought is impacting on people and the environment. Main activities 1. South Africa drought 2015 (emerging) Map the affected by drought in South Africa News footage can be found on the internet about the impacts of the drought on farming. Students to research the 2015 drought in South Africa.