people and the cyclones: weather 3. What were the short and long term responses? environment in a forecasting, satellite 4. What were the prediction and preparation developing technology, warning strategies? country. and evacuation strategies, storm-surge Plenary (1 of 2) defences. To recognise why Set a target Student review their progress against the key – 1.6b the impacts of questions from the first lesson and set themselves targets The effectiveness of tropical cyclones for the second lesson. these methods of tend to be more preparation and severe in response in one developing Plenary (2 of 2) developed country and countries. Extended writing task Students answer the following – in one developing or question: emerging country. For a tropical cyclone you had studied, explain how the hazard impacted on people. Students to compare the differences between the two tropical cyclone events in an extended writing homework task. Enquiry question 3: Why do the causes and impacts of tectonic activity and management of tectonic hazards vary with location? 1 lesson Key idea 1.7: 1.7a Interpret a Starter Earth’s layered Earth’s layered structure cross-section What’s the connection? Show two pictures, one of an egg – (1 hour) structure and (including the of the Earth. and the other of the Earth, side by side. physical properties asthenosphere), with are key to plate different composition Main activity tectonics. and physical properties Provide a blank diagram showing the cross-section of the (temperature, density, Earth. Using fact cards, students work in pairs to match the composition, physical fact to the correct layer of the Earth. Suggested learning 1.7b Review students responses as a class and then objectives: How the core’s internal students produce their own copy of the diagram with To know the heat source (through detailed annotations. layers of the radioactive decay) Earth. generates convection,
people and the environment in a developing country. To recognise why the impacts of tropical cyclones tend to be more severe in developing countries. cyclones: weather forecasting, satellite technology, warning and evacuation strategies, storm-surge defences. 1.6b The effectiveness of these methods of preparation and response in one developed country and in one developing or emerging country. 3. What were the short and long term responses? 4. What were the prediction and preparation strategies? Plenary (1 of 2) Set a target – Student review their progress against the key questions from the first lesson and set themselves targets for the second lesson. Plenary (2 of 2) Extended writing task – Students answer the following question: For a tropical cyclone you had studied, explain how the hazard impacted on people. Students to compare the differences between the two tropical cyclone events in an extended writing homework task. Enquiry question 3: Why do the causes and impacts of tectonic activity and management of tectonic hazards vary with location? 1 lesson (1 hour) Key idea 1.7: Earth’s layered structure and physical properties are key to plate tectonics. Suggested learning objectives: To know the layers of the Earth. 1.7a Earth’s layered structure (including the asthenosphere), with different composition and physical properties (temperature, density, composition, physical 1.7b How the core’s internal heat source (through radioactive decay) generates convection, Interpret a cross-section of the Earth. Starter What’s the connection? – Show two pictures, one of an egg and the other of the Earth, side by side. Main activity Provide a blank diagram showing the cross-section of the Earth. Using fact cards, students work in pairs to match the fact to the correct layer of the Earth. Review students responses as a class and then students produce their own copy of the diagram with detailed annotations.
Edexcel_2016_GCSE_Geography_B_Topic_1_Hazardous_Earth_Scheme_of_Work.docx