to manage an earthquake in a developed country. Impact and management of an earthquake in a developing country 1 lesson Nepal (2015) Use of social Key idea 1.9: 1.9a Starter (1 hour) Tectonic hazards Primary and secondary sources, Five W’s and an image Show a thought-provoking image – affect people, and impacts of earthquakes satellite of the effects from the Nepal earthquake. Students come up are managed, or images and with questions that they would want to ask using the 5 W’s differently at volcanoes on property (Who?, What?, When?, Where? Why?) contrasting and people in a locations. developed and emerging data to Main activity or developing country. assess Teacher provides students with a case study pack that impact. Suggested 1.9b contains key information, images and statistics on the Nepal learning Management of volcanic earthquake April 2015. objectives: or earthquake hazards, To understand the in a developed and the information pack, students write a letter from an primary and emerging or developing NGO like Oxfam requesting aid. Students should include the secondary impacts country including following key points in their letter: of an earthquake relief (shelter and The impacts of the earthquake event in a supplies) and long-term The reasons why current management needs to be developed planning (trained and improved country. funded emergency The reasons why Nepal needs international support. services), preparation To recognise the (warning and Plenary strategies evacuation, building Top five Students write their top five learning points – governments use design) and prediction. based on the Nepal earthquake. to manage an earthquake event in a developed country.
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.
Edexcel_2016_GCSE_Geography_B_Topic_1_Hazardous_Earth_Scheme_of_Work.docx